Practice Teaching Portfolio 2019

1
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019

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TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher‟s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30

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K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 10………………………….154

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Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160

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PREFACE
This off-campus narrative report is purposely prepared for the student
teacher.
This work contains the student-teacher‟ activities and experience in the
different areas of work in the school where he was assigned. It provides further
opportunity for the student-teacher to become aware and understand the total
setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to
meet the required standards within the given training period. A student teacher
should commit mistakes in culminating his mission. He should perform
multifarious rules inside the classroom.
Indeed, it is in the off-campus training where I have learned to translate
theories into practice, ideas and concept into action, dreams and aspirations
closer to reality.

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INTRODUCTION
Touching the hearts of people and opening the minds of children can give
you joy and contentment which money could not buy. This is a best thing a
teacher can treasure for life.
Teaching is said to be the noblest profession of all. Teachers greatly affect
every child in any way. They serve as a role models among youths and fountain
of information where the learners acquire appropriate knowledge and skills for
their further development and to contribute to the progress of the society in which
they belong.
Teaching is not an easy task. It requires great effort, time and energy. With
the diversity of learners which has become the foremost concern among
teachers nowadays, future mentors must be full-equipped with knowledge, skills
and strategies to attain efficiency, effectiveness and to meet the challenges in the
field of teaching. This is what off-campus practice teaching experiences as to be
efficient, effective and competent teacher in the future.
A teacher is one who must be willing to serve others. Teaching is a special
calling intended to those who deserve satisfaction from seeing others learn and
grow. Educators say that teaching can be rewarding life work.

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ACKNOWLEDGEMENT
I wish to convey my heartfelt gratitude to the people who have been so
helpful and very supportive to me in the success of my off-campus practice
teaching.
To our beloved DEAN of the College of Education, P.E and Sports, Dulce
Marie B. Solis,Phd., Thank you for supporting me and encouraging to finish this
study.
Ms. Jonalyn Tamayo , I am very happy to have a supporting professor
like you ma‟am towards this off-campus teaching.
To the principal of Bolingit National High School, Rolando C. Salvador,
Principal III, It was my pleasure that you shared your expertise in
accomplishing my teaching experience.
Ma’am Adailada Cariño and Sir Marlito V. Austria, Thank you for
treating me not only as your Pre-Service Teacher but as part of your growing
family in Bolingit National High School.
Ms. Minette DG. Rosario, You are my resource teacher when I was in
BNHS and my sincerely thanks to the whole faculty for the full support, concerns
and guidance in enhancing my skills.
My students in PRG 7, ACCO 7, and MTC 7, It was a nice experience to
handle students like you even it was difficult sometimes. Thank you my dearest

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class of 2019 for the friendships, cooperation and appreciation during my
internship period.
To my very supportive family, especially my parents, Mr. Lito Bravo and
Mrs. Perla Bravo, who serves as my inspiration, for their educational love and
support in my studies. To my friends, Jess, Dave, Jandel, and Gabby
(Sinegang), for helping me on conquering my struggles in life.
To the Vee Family, thank you for sharing every single moment with you.
To my anaks, Jonna Mae, Gael, Sam, Lou, Erika, and Jayzzl, thank you
for always sharing your life experiences with me.
And others who shared their support either morally, financially, and
physically.
And mostly to our Almighty GOD for whom everything provides the source
of strength, knowledge and wisdom in completing my off-campus teaching.
Timothy B. Bravo

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Biographical Sketch
Hi Everyone! My name is Timothy Bravo, I lived at Dumpay Basista
Pangasinan. I am the only child of Mr. & Mrs. Lito C. Bravo. I was born on
September 22, 1997. Turning twenty-one this year 2019. My parents name are
Lito Bravo and Perla Bravo. My father‟s occupation is a sales associate in Daily
City, California. He‟s doing the job for almost four years. My mother is a Jollibee
crew in Daily City. Their work was not easy but they‟re doing their best to give
our daily needs. As their only son I‟m very proud to have my parents beside me
because without them, I don‟t know how to conquer all of my struggles in life and
how to support myself from any kind of projects.
How could I start this one? Introducing myself in a humorous way or just
stick to the professional way? Being an Education student was a difficult program
to take because of what I have observed from my high school days. I dreamed to
become an educator because my high school teachers had inspired me to do the
same by reminiscing their inspirational thoughts and ideas. For me, it touches my
heart so much because it encouraged me to pursue my career on becoming a
future teacher.
People could quickly discriminate the person who takes the course of mine.
They tend to give stereotype thoughts to people who are still confuse and who
doesn‟t have organize goals in life. Teaching is the noblest profession in any kind
of courses. Try to think of this, what will happen if we don‟t have a person who

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would give us knowledge? I think it might not be easy to people to understand
everything in the world without the guidance of a experienced individuals like the
educators who always give thoughts and reminders when they notice the bad
acts of their students. A man without a content in mind will actually die without
knowing everything. So, we must explore the things around us.
My learning stages was a little bit shaky, there are times that I‟ve been
diagnosed with a depressive disorder but still I‟m here, I‟m still fighting and
conquering my fears. I have learned to adapt myself with it and inspire others by
telling them that emotion control would make them free from depression. If they
have chosen to be happy, it might decrease the heaviness inside. Seriously, I
don‟t really like my major which is MAPEH because I‟m still pushing myself to
love it. I believe that without the combination of passion and hard work, it won‟t
work that easy. If you are not passionate with what you are doing you must start
to stop that job because that‟s not your happiness at all. Before anything else, let
me leave you a passage from Bob Ong‟s book entitled “56”, the quotation is this:
“Banatin mo ang iyong mundo. Gumawa ka ng hindi lang para sa sarili. Dahil
alam mong kaya mo, gusto mo, at dapat.”
-TIMOTHY B. BRAVO

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Teacher’s Prayer
Lord,
Enable me to teach with WISDOM,
For I help to shape the mind.
Equip me to teach with TRUTH,
For I help to shape the conscience.
Encourage me to teach with VISION,
For I help to shape the future.
Empower me to teach with LOVE,
For I help to shape the world.

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This court is used in PTA
Meetings for the students
or guardians, this court
gives the student the
space for their different
kinds of extracurricular
activities.
AmphiTheatre & Lawn Flag Ceremony
Covered Court

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This is the clinic of
Bolingit National High
School. Ma‟am
Pamela is one of the
in-charge nurse here
which is the adviser of
Grade 7 PRG.
School Clinic
Canteen and Library

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BNHS ALS and SSG Room
Clinic and Guidance Office

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The Office of the Principal
TLE/Laboratory Room

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BNHS LOGO
Source: Bolingit National High School

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Introduction of the School
Life is like a flight of step in stair. You have to set your feet first on the
primary step and pass by on it to make your way to the next level and reach the
highest one.
As we unfold this chapter of our life called high school life. Let‟s take a
glimpse on the past of the home we learned to love and cherish thus, we will
always bear in mind and learn by heart how it nurtured us as it guides us on our
way to finest places we are about to go.
As we bring to mind our experience during our high school life, we will try
as well to ponder on the way our Alma Mater prospers rights from the time it was
built it its present state.
Being a graduate of Bolingit National High School is something to be
proud of, because in here, minds are molded well and hearts are shaped
brilliantly by an institutions that are highly prestigious and is conducive to
learning. And by the time the student graduates, they already a part of the history
that dates back to the 19th century.

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Bolingit National High School
San Carlos City, Pangasinan
Brief History
Bolingit National High School is situated in Barangay Bolingit, Municipality of San
Carlos (Pangasinan), bounded on the North East by lots n. 5461 and 5462. It
stood in the parcel of land (Lot N. 5464) with the area of One Thousand Three
Fifty One (1,351) square meters which has formerly owned by a couple named
Adrian Barlaan and Francisca Dizon of Perez Boulevard, San Carlos City
Pangasinan sold in consideration of the sum of six thousand pesos to the
Parents Teachers Association of Bolingit Barangay High School comprising the
barrios of Bolingit, Manzon, Balayong and Cruz, represented by the Barangay
Captain, the PTA President Mr. Pedro Peralta and the Principal of the school, Mr.
Francisco S. Caguioa, July 12, 1979.
Bolingit Barangay High School started off with twenty-eight students
managed by Elementary Teachers who rendered their services and received
honorarium from the PTA. From then on, enrolment increased where OIC‟s and
Principals were appointed to manage and operate high school in the past years.
Legal issues and concerns were encountered by the school on the
acquisition of Lot No. 5462 with an area of 1,511 square meters owned by the
heirs of Domingo Macaraeg represented by Elizabeth Sayson, who stated in her
sworn affidavit that she received the amount of 500,000.00 from the government
through Speaker Jose De Venecia for the purchase of the said lot in favor of
Bolingit National High School.
At present, Bolingit National High School has total student population of
388 (SY 2013-2014) with 14 teaching staff and a School Principal with one
Administrative Aide and one Security Guard.

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Vision
Bolingit National High School shall continuously provide quality education
to all learners to develop maximum potentials and to be morally upright, globally,
competitive and responsive to the demands of technology advancing society.
Mission
Bolingit National High School is committed to develop and promote quality
basic education through competent teachers and students using technology-
driven and values-infused managerial and instructional methods and strategies.
It shall provide quality relevant education and equal opportunities for all
learners to acquire knowledge, develop life skills and values necessary for them
to live independently and contribute in the formation of progressive humane
society and responsible citizenry.
School Rules and Regulations
1. Students should wear their ID‟s inside the school campus.
2. Students should dress properly or appropriately in coming to school.
3. No students are allowed to make noise in the school premises during
class hours.
4. No students are allowed to bring intoxicated liquors, prohibited drugs,
deadly weapons, pornographic and gambling materials within the school
premises.

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5. All students are expected to come in time.
6. Vandalism is strictly prohibited.
7. If a student is absent, he/she is required to present an excuse letter
signed by his/her parent/guardian. If there are three consecutive
absences, the parents will be informed and may be invited for a dialogue
with the adviser or guidance coordinator.
8. No smoking in classrooms, school premises.
9. Hazing and participating in subversive or unauthorized organization and
fraternities are prohibited.
10.Destruction of school building, furniture, equipment, and other school
facilities. In case of damage, the cost, repair, or replacement will be
assessed among the members of the class/group which is found to be
responsible after though investigation.
BNHS Administration
Community Profile
The school caters to five community service areas – Barangay Bolingit with
the total population of _____ headed by Barangay chairman Primitivo T. Peralta
Jr.; Barangay Cruz under the leadership of Barangay Chairman Mario B.
Galvez Jr. with the total population of _____; Barangay Balayong under the
stewardship of Barangay Chairman Loreto B. Tamayo with a total of _____
residents; Barangay Matagdem with total population of _____ led by Barangay
Chairman

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Betty Ferrer; and Barangay Manzon having _____ population under Barangay
Chairman Ernesto S. Garcia.
These five school communities are adjacently situated centering the school.
Binalatongan Centennial Arc Towers as historical landmark. Hospitals, internet
cafes, gasoline stations, private pre-school, buildings, canteens, business firms
and shops can be seen along the national road of Barangay Bolingit. Tricycles,
tri-bikes, jeeps, buses, cars and pedestrians occupy the busy street. PAG-IBIG
housing was mostly availed by government employees. It was also built behind
the newly renovated Pangasinan Provincial Hospital.
The common products produced by the people of the barangays are
mangoes, rice, corn, vegetables and bamboo products; where weaving, farming
and planting are the means of livelihood.

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School Plan (Geographical Sketch)

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Personnel and Enrolment Data

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THE BOLINGIT NATIONAL HIGH SCHOOL ADMINISTRATIVE STAFF

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The Enhanced K to 12 Basic
Education Curriculum
Integrative, Inquiry-
based, Constructivist,
Technology-enhanced
Enriched
Learner-
Centered
Focuses on the
optimum development
of the Filipino
Flexible to
local needs
Responsive
Seamless
Decongested
Allows for
mastery of
competencies

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Kto12CurriculumGuide
MUSIC
(Grade1toGrade10)
RepublicofthePhilippines
DepartmentofEducation
DepEdComplex,MeralcoAvenue
PasigCity
May2016

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CONCEPTUAL FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient of the
knowledge, skills, and values necessary for artistic expression and cultural
literacy. The design of the curricula is student-centered, based on spiral
progression of processes, concepts and skills and grounded in performance-
based learning. Thus, the learner is empowered, through active involvement and
participation, to effectively correlate music and art to the development of his/her
own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs
through active experience, participation, and performance, creative expression,
aesthetic valuation, critical response, and interpretation. The skills that are
developed include reading/analyzing, listening/observing, performing, (singing,
using musical instruments, movement, acting, and playing, using different art
materials, techniques and processes, responding, composing, and creating. (See
Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are
based include: A Process of Education by Jerome Bruner, Performance-Based
Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple
Intelligences by

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Howard Gardner, A Structure for Music Education by Ronald Thomas, Gongs
and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts
produced by the National Research Council of the Philippines, Cultural Dictionary
for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by
Viktor
Lowenfeld and W. Lambert Brittain, Discipline-Based Art Education by Elliot
Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both produced by the
Cultural Center of the Philippines.
Figure 1. The Curriculum Framework of Music and Arts Education

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Figure 2. Content of Music and Arts per Grade Level
KindergartenExposuretotheDiffer
(Experiential
Grade3PreliminaryAcquisitionofBasicKnowledgeandSkills
Grade4FormalIntrodu
e
amentalProcessesGrade1IntroductiontotheFund
dingofFundamentalProcessesGrade2EnhancedUnderstan
–Elements/ProcessesGrade5Exploration
onforAppropriateMasteryandAcquisitionofSkillsGrade6Applicati
ation–PhilippineFolkMusicandArtsGrade7Applic
plication–AsianMusicandArtsGrade8Ap
Application–WesternMusicandArtsGrade9
e10ApplicationofContemporaryMusicandArtsGrad
Grade11MasteryofProficiencyinthechosenformorgenre
Grade12MasteryofProficiencyinthechosenformorgenre
ntMusic&ArtProcesses
Learning)
ctiontoElements/Processes

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Table 1. Basic Reference for Music Content
Music Elements Music Processes
-creating)
(including movement)
*No formal instruction in harmony
from K to 3

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LEARNING AREA STANDARD: The learner demonstrates an understanding of
basic concepts and processes in music and art through appreciation, analysis
and performance for his/her self-development, celebration of his/her Filipino
cultural identity and diversity, and expansion of his/her world vision.
KEY STAGE STANDARDS:
K – 3 4 - 6 7 – 10
The learner demonstrates
understanding of fundamental
processes through
performing, creating, and
responding, aimed towards the
development of appreciation of
music and art, and acquisition of
basic knowledge and skills.
understanding of basic elements
and concepts through
performing, creating, and
responding, aimed towards the
development of appreciation of
music and art, and acquisition of
basic knowledge and skills.
understanding of salient
features of music and art of
the Philippines and the world,
through appreciation,
analysis, and performance, for
self-development, the
celebration of Filipino cultural
identity and diversity, and the
expansion of one’s world
vision.

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GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
Kindergarten The learner is exposed to the different basic music and art processes through experiential learning.
Grade 1
The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and observing,and
responding.
Grade 2
The learner demonstrates understanding of the basic and fundamental processes in music and art, through performing, creating, listening and observing,
and responding.
Grade 3
The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards the
development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Grade 4
Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development, the
celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.
Grade 5
Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development, the
celebration of Filipino cultural identity and diversity, and expansion of one‘s world vision.
Grade 6
Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development, the
celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.
Grade 7
The learner demonstrates basic understanding ofthe fundamental processes inmusic and the arts through performing, creating, listening and observing,
and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
Grade 8
The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-
development, the celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.
Grade 9
The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis,
and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.
Grade 10
The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and performance, for self-
development, the celebration of Filipino cultural identity and diversity, and the expansion of one‘s world vision.

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GRADE7
MUSICOFTHEPHILIPPINES
CONTENTCONTENTSTANDARDS
PERFORMANCE
STANDARDS
LEARNINGCOMPETENCYCODE
LEARNING
MATERIALS
FIRSTQUARTER
MusicofLuzon(Lowlands)
GeographicalandCultural
Background
1.VocalMusic
a)Performancepractice;
b)Folksongs;
c)Sacred(Liturgicaland
Devotional)music:Mass,
Pastores,Senakulo,
Pasyon,Salubong,Flores
deMayo,Santacruzan;
d)Secularmusic:Harana,
Balitaw,Kumintang,Polka;
e)Artmusic:Kundiman.
2.InstrumentalMusic
a)Rondalla;
b)BrassBand;
c)MusikongBumbongl
d)Bambooorgan;
e)Angklungensemble;
f)HimigPangkatKawayan.
TheLearner…
demonstrates
understandingofthe
musicalcharacteristics
ofrepresentative
musicfromthe
lowlandsofLuzon
TheLearner...
performsmusicofthe
lowlandswithappropriate
pitch,rhythm,expression
andstyle
Thelearner...
1.identifiesthemusical
characteristicsofrepresentative
musicselectionsfromthe
lowlandsofLuzonafter
listening;MU7LU-Ia-1
EASE-module2
OHSPMusic
ModuleQ1
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.248-250
2.analyzesthemusicalelementsof
someLowlandvocaland
instrumentalmusicselections;
MU7LU-Ia-2
EASE-module2
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.248-250
3.explainsthedistinguishing
Philippinemusicselectionsfrom
Luzoninrelationtoitsculture
andgeography;MU7LU-Ib-3
EASE-module1
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.236-248

40
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
MusicofLuzon(Lowlands)
GeographicalandCultural
Background
1.VocalMusic
b)Folksongs;
c)Sacred(Liturgicaland
Devotional)music:Mass,
Pastores,Senakulo,
Pasyon,Salubong,Flores
deMayo,Santacruzan;
d)Secularmusic:Harana,
Balitaw,Kumintang,Polka;
e)Artmusic:Kundiman.
2.InstrumentalMusic
a)Rondalla;
b)BrassBand;
c)MusikongBumbongl
d)Bambooorgan;
e)Angklungensemble;
HimigPangkatKawayan.
demonstrates
understandingofthe
musicalcharacteristicsof
representativemusicfrom
thelowlandsofLuzon
performsmusicofthe
lowlandswithappropriate
pitch,rhythm,expression
andstyle
4.exploreswaysofproducing
soundsonavarietyofsources
thatissimilartotheinstruments
beingstudied;
MU7LU-Ib-f-4
EASE-module1
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.251
5.improvisessimple
rhythmic/melodic
accompanimentstoselected
musicfromtheLowlandsof
Luzon;
MU7LU-Ic-f-5
6.performs
instruments/improvised
instrumentsfromLuzon
lowlands;
MU7LU-Ig-h-6
7.singsfolksongsfromthe
lowlandsofLuzon;
MU7LU-Ia-h-7
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.236-248
8.createsappropriatemovements
orgesturestoaccompanythe
musicselectionsoftheLowlands
ofLuzon;
MU7LU-Ia-h-8
9.providesharmonic
musicoftheLowlandsofLuzon;
MU7LU-Id-9
10.evaluatesmusicandmusic
performancesapplying
knowledgeofmusicalelements
andstyles.
MU7LU-Ic-h-
10

41
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
SECONDQUARTER
MusicofCordillera,Mindoro,
Palawan,andtheVisayas
A.Cordillera
Geographical,cultural,and
historicalbackground
1.VocalMusic;
b)Representative
songs/genre(salidummay,
oggayam,ba-diw).
2.InstrumentalMusic
a)Gangsaensemble;
b)Bamboosolo/ensemble.
B.MindoroandPalawan
1.VocalMusic;
b)Representative
songs/genre
(Vocalchants-Ambahan,
Igway).
2.InstrumentalMusic
a)Instrumentalensembles:
Bamboo/Gong
ensemble;
b)Soloinstruments.
C.Visayas
TheLearner…
demonstrates
understandingofthe
thehighlandsofLuzon,
Mindoro,Palawan,andthe
Visayas
TheLearner...
performsselectedvocal
andinstrumentalmusicof
Cordillera,Mindoro,
PalawanandtheVisayas
inappropriatestyle
TheLearner...
selectionsofCordillera,Mindoro,
PalawanandoftheVisayasafter
listening;
MU7LV-IIa-f-1
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.248-256,
pp.265
2.analyzesthemusicalelementsof
somevocalandinstrumental
selectionsfromCordillera,
Mindoro,Palawanandofthe
Visayasafterlistening;
MU7LV-IIa-f-2
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.265
musicfromCordillera,Mindoro,
PalawanandoftheVisayasin
relationtoitscultureand
geography;
MU7LV-IIb-f-3
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.248-259
soundsonavarietyofsources
similartoinstrumentsbeing
studied;MU7LV-IIb-g-4
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.257-258
5.improvisessimple
rhythmic/melodic
musicfromtheCordillera,
Visayas;
MU7LV-IIb-g-5
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.

42
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
1.VocalMusic
b)Representative
songs/genre:Balitao-
Visayan,Pastores-
Christmas,Kanta-
Folksong,Ballad,
Lullaby,Courtship,
andComposo-
Ilonggonarrative
song.
2.InstrumentalMusic
a)Instrumental
ensembles:Rondalla,
Tultogan,Harp,Band,
―BirdDance‖Binanog
(Panay,Bukidnon)
demonstrates
understandingofthe
thehighlandsofLuzon,
Mindoro,Palawan,andthe
Visayas
performsselectedvocaland
instrumentalmusicof
Cordillera,Mindoro,Palawan
andtheVisayasin
appropriatestyle
pp.252-265
6.performs
instrumentsfromCordillera,
Visayas,aloneand/orwith
others‘
MU7LV-IIb-g-6
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.258
7.providesaccompanimentto
selectedmusicoftheCordillera,
Visayas;
MU7LV-IIb-g-7
8.singsongsfromtheCordillera,
Visayas;
MU7LV-IIa-f-8
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.252-265
9.createsappropriatemovements
toaccompanymusicfromthe
Cordillera,Mindoro,Palawanand
oftheVisayas;
MU7LV-IIc-h-9
10.evaluatesmusicandmusic
performancesapplying
knowledgeofmusicalelements
andstyle.
MU7LV-IIc-h-
10
THIRDQUARTER
MusicofMindanao
A.IslamicMusic
1.Vocalmusic:
a)chants;
TheLearner…
demonstrates
understandingofthe
TheLearner...
performsmusicof
Mindanaowith
appropriateexpression
andstyle
TheLearner...
characteristicsof
representativemusic
selectionsfromMindanao
afterlistening;
MU7MN-IIIa-g-
1
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.

43
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
b)lullaby.
2.InstrumentalEnsemble:
a)Kulintangensemble;
b)bambooensemble;
c)soloinstruments.
3.Non-Islamic
a)Christian;
b)Lumad:
(Folksongsof
Zamboanga,Butuanand
Tausug).
Mindanao
pp.252-253
2.analyzesthemusical
elementsofsomeMindanao
vocalandinstrumental
music;
MU7MN-IIIa-g-
2
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.252-253
characteristicsof
representativemusic
selectionsofMindanaoin
relationtoitscultureand
geography;
MU7MN-IIIa-g-
3
*MusikaatSining
I.Padro,AliciaN.
etal,1998.pp.2-
3
soundsonavarietyof
sourcesthatissimilartothe
instrumentsbeingstudied;
MU7MN-IIIb-h-
4
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.253-254
5.improvisessimple
rhythmic/melodic
musicfromMindanao;
MU7LV-IIIc-h-
5
6.perform
instrumentsfromMindanao,
aloneand/orwithothers;
MU7LV-IIIc-h-
6
7.singsongsfromMindanao;MU7LV-IIId-h-
7
8.createsappropriate
movementsorgesturesto
accompanythemusic
MU7LV-IIIc-8

44
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
demonstrates
understandingofthe
Mindanao
performsmusicof
Mindanaowithappropriate
expressionandstyle
selectionsofMindanao;
9.providesaccompanimentto
selectedmusicof
Mindanao;
MU7LV-IIIc-h-
9
10.evaluatesmusicselections
andmusicperformances
applyingknowledgeof
musicalelementsand
style.
MU7LV-IIIb-h-
10
FOURTHQUARTER
PhilippineFestivals
a)Aklan–Ati-atihan
b)Davao-Kadayawan
c)Marinduque–Moriones
d)Cebu–Sinulog
e)Bicol–Ibalon
f)Batangas–Sublian
TheatricalForms
a)Komedya/Moro-
moro/Arakyo
b)Sarsuela
c)Bodabil
TheLearner…
1.demonstrates
understandingand
applicationofmusical
skillsrelatedto
selectedPhilippine
Festivals
2.demonstrates
understandingand
applicationofmusical
skillsrelatedtotheater
TheLearner...
1.performs
excerpts/selectionsfrom
Philippinemusical
theater
2.performssongsand
dancesfromselected
Philippinefestivals
TheLearner...
1.identifiesmusicalcharacteristics
ofselectedPhilippinefestivals
andtheatricalformsthrough
videoorliveperformances;
MU7FT-IVa-g-1
2.narratetheoriginsandcultural
backgroundofselectedPhilippine
festival/s;
MU7FT-IVa-d-2
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.260
3.createsmovementstomusicofa
particularPhilippinefestival;
MU7FT-IVa-d-3
*Edukasyong
Pangkatawan,
Kalusuganat
MusikaIII.
Adriano,CeliaT.
etal,1999.
pp.260
4.describeshowthemusic
contributestotheperformanceof
themusicalproduction;
MU7FT-IVe-h-4
Philippinefestivalsandtheatrical
MU7FT-IVa-h-5
EASE-module1

45
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
forms;
6.describeshowaspecificideaor
storyiscommunicatedthrough
musicinaparticularPhilippine
musicaltheater;
MU7FT-IVe-h-6
EASE-module1
7.singselection/sfromchosen
Philippinemusicaltheater;
MU7FT-IVe-h-7

46
PHILOSOPHY AND RATIONALE FOR ARTS
The Arts has been present since the beginning of civilization as it is an essential
means for man to live and communicate with others. It has been used to
enhance man‟s life and surroundings, to express his thoughts, dreams, spiritual
beliefs, and to share his own to his community‟s aspirations, celebrations, and
events. Arts records, reflects, and rearranges man‟s life and existence.
The Arts is a visualization of a people‟s history and uniqueness, a reflection of
their creativity and accomplishments, and a visible expression of their distinct
way of thinking, communicating, reasoning, and worshiping. It is expressed in a
unique symbol system that is visual, kinetic and tactile. Howard Gardner, an
educator and psychologist, affirms that the arts develop the child‟s “SPATIAL,
INTRAPERSONAL, LINGUISTIC AND KINESTHETIC INTELLIGENCES,” for the
Arts develop a distinct way of seeing, thinking, communicating, and creating in a
person. Furthermore, Art develops and increases a person‟s ability to apply
creative and new solutions, for new problems in our world. Schools, therefore,
need to develop the multiple intelligences of a student through the arts. The K-
12 Arts Curriculum seeks to address these needs of our students for the 21st
Century.

47
The 21st
Century is a different world: it is highly visual, with a proliferation of
images seen not only in static media like magazines, books, paintings and
posters. Now images are kinetic and accessible in various media like television,
outdoor advertisements, movies, cell phones, and new technologies like iPads,
iPods, DVD players, personal computers, and tablets. Artists create, upload and
share via the Internet, images, sounds, texts, films, videos, pictures, artworks
and designs. These are readily available and interactive, involving the viewer to
react, comment and utilize these visuals through the Internet. Teaching Art to
students is one way for them to process and interpret the barrage of images and
sounds, in a critical and intelligent manner.
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and
HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and
indigenous materials to strengthen the student‟s identity of being Filipino, before
he/she is introduced to the art of other countries. The modules guide educators
and provide our students with art experiences, concepts, and processes that are
presented in a SPIRAL PROGRESSION of difficulty and depth from Kindergarten
to Grade 12.

48
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally
available materials. It develops the student‟s imagination and individual
expression, and his/her CRITICAL THINKING SKILLS through inquiry into the
aesthetic qualities of his work, the work of others and of artists from the
Philippines and other parts of the world. It culminates in connecting art to other
subject areas and provides exposure and apprenticeship to professionals in
various art-related fields so the student can discover and consider the different
career opportunities in the arts.

49
Table 1. Basic Reference for Music and Art Content
Music Elements Arts Elements and Principles Music Processes Art Processes
Shape/Form
Form -creating) Reading -creating)
Balance
* Contrast
Applying (transference)
*No formal instruction in harmony
from K to 3
Emphasis

50
LEARNINGAREASTANDARD:Thelearnerdemonstratesanunderstandingofbasicconceptsandprocessesinmusicandartthroughappreciation,
analysisandperformanceforhis/herself-development,celebrationofhis/herFilipinoculturalidentityanddiversity,and
expansionofhis/herworldvision.
KEYSTAGESTANDARDS:
K-34–67–10
Thelearnerdemonstrates
understandingoffundamental
processesthrough
performing,creating,andresponding,
aimedtowardsthedevelopmentof
appreciationofmusicandart,and
acquisitionofbasicknowledgeand
skills.
Thelearnerdemonstratesunderstanding
ofbasicelementsandconceptsthrough
performing,creating,andresponding,
aimedtowardsthedevelopmentof
appreciationofmusicandart,and
acquisitionofbasicknowledgeandskills.
Thelearnerdemonstratesunderstanding
ofsalientfeaturesofmusicandartof
thePhilippinesandtheworld,through
appreciation,analysis,andperformance,
forself-development,thecelebrationof
Filipinoculturalidentityanddiversity,
andtheexpansionofone‘sworldvision.

51
Grade2Thelearnerdemonstratesbasicandfundamentalprocessesinmusicandart,throughperforming,creating,listeningandobserving,andresponding.
Grade3
Thelearnerhasacquiredthebasicandfundamentalprocessesthroughperforming,creating,listeningandobserving,andresponding,towardsthe
developmentofappreciationofmusicandart,andtheacquisitionofbasicknowledgeandskills.
Grade4
Throughtheformalintroductionofelements,thelearnercanidentifythebasicknowledgeandskillsinmusicandart,towardsself-development,the
celebrationofFilipinoculturalidentityanddiversity,andtheexpansionofone‘sworldvision.
Grade5
Throughexploration,thelearnerdemonstratesadeeperunderstandingofbasicknowledgeandskillsinmusicandart,towardsself-development,the
celebrationofFilipinoculturalidentityanddiversity,andexpansionofone‘sworldvision.
Grade6
Throughapplication,thelearnerdemonstratesunderstandingofthebasicconceptsofandprocessesinmusicandart,towardsself-development,the
celebrationofFilipinoculturalidentityanddiversity,andtheexpansionofone‘sworldvision.
Grade7
Thelearnerdemonstratesbasicunderstandingofthefundamentalprocessesinmusicandtheartsthroughperforming,creating,listeningandobserving,
andrespondingtowardsappreciationoftheculturalrichnessofthedifferentprovincesinthePhilippines.
Grade8
ThelearnerdemonstratesunderstandingofsalientfeaturesofAsianmusicandthearts,throughappreciation,analysis,andperformanceforself-
development,thecelebrationofFilipinoculturalidentityanddiversity,andtheexpansionofone‘sworldvision.
Grade9
ThelearnerdemonstratesunderstandingofsalientfeaturesofWesternmusicandtheartsfromdifferenthistoricalperiods,throughappreciation,analysis,
andperformanceforself-development,thecelebrationofFilipinoculturalidentityanddiversity,andtheexpansionofone‘sworldvision.
Grade10
Thelearnerdemonstratesunderstandingofsalientfeaturesofcontemporarymusicandthearts,throughappreciation,analysis,andperformance,forself-
development,thecelebrationofFilipinoculturalidentityanddiversity,andtheexpansionofone‘sworldvision.
GRADELEVELSTANDARDS:
GradeLevelGradeLevelStandards
Grade1
Thelearnerdemonstratesbasicunderstandingofthefundamentalprocessesinmusicandart,throughperforming,creating,listeningandobserving,and
responding.

52
GRADE7
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
GRADE7-FIRSTQUARTER
ArtsandCraftsofLuzon
(HighlandsandLowlands)
1.Attire,Fabrics,andTapestries
2.CraftsandAccessories,and
BodyOrnamentation
3.Architectures
Thelearner...
1.artelementsand
processesby
synthesizingand
applyingprior
Thelearner…
1.createartworksshowingthe
characteristicelementsof
theartsofLuzon(highlands
andlowlands)
Thelearner...
1.analyzeelementsand
principlesofartinthe
productionofone‘sarts
andcraftsinspiredbythe
A7EL-Ib-1
OHSPArtsModule
Q1–Lesson3,4

53
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
4.Sculptures(gods/rituals)
5.Everydayobjects
I.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
II.PrinciplesofArt
12.Rhythm,Movement
13.Balance
14.Emphasis
15.Harmony,Unity,
Variety
16.Proportion
III.Process
17.DrawingandPainting
18.SculptureandAssemblage
19.Mountinganexhibit:
19.1Concept
19.2Content/labels
19.3Physicallayout
BodyOrnamentation
3.Architectures
5.Everydayobjects
knowledgeandskills
2.thesalientfeatures
oftheartsofLuzon
(highlandsand
lowlands)byshowing
therelationshipof
theelementsofart
andprocessesamong
culturallydiverse
communitiesinthe
country
3.thePhilippinesas
havingarichartistic
andculturaltradition
fromprecolonialto
presenttimes
1.artelementsand
processesby
synthesizingand
applyingprior
knowledgeandskills
oftheartsofLuzon
(highlandsand
lowlands)byshowing
2.exhibitcompletedartworks
forappreciationand
critiquing
1.createartworks
showingthe
characteristicelements
oftheartsofLuzon
(highlandsand
lowlands)
2.exhibitcompleted
artsofLuzon(highlands
andlowlands)
2.identifycharacteristicsof
artsandcraftsinspecific
areasinLuzon(e.g.,papier
mâché[taka]fromPaete,
Ifugaowoodsculptures
[bul‘ul],Cordillerajewelry
andpottery,tattoo,and
Ilocosweavingandpottery
[burnay],etc.)
A7EL-Ia-2
MISOSA5-module4
OHSPArtsModule
Q1-Lesson2
3.reflectonandderivethe
mood,idea,ormessage
emanatingfromselected
artifactsandartobjects
A7PL-Ih-1
4.appreciatetheartifactsand
artobjectsintermsoftheir
usesandtheirdistinctuse
ofartelementsand
principles
A7PL-Ih-2
OHSPArtsModule
Q1
5.incorporatethedesign,
form,andspiritofthe
highland/lowlandartifact
andobjectinone‘screation
A7PL-Ih-3
6.tracetheexternal(foreign)
andinternal(indigenous)
influencesreflectedinthe
designofanartworkandin
themakingofacraftor
artifact
A7PL-Ih-4
OHSPArtsModule
Q1

54
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
I.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
II.PrinciplesofArt
12.Rhythm,Movement
13.Balance
14.Emphasis
15.Harmony,Unity,
Variety
16.Proportion
III.Process
19.1Concept
19.2Content/labels
19.3Physicallayout
therelationshipof
theelementsofart
andprocessesamong
culturallydiverse
communitiesinthe
country
3.thePhilippinesas
havingarichartistic
fromprecolonialto
presenttimes
artworksfor
appreciationand
critiquing
7.createcraftsthatcanbe
locallyassembledwithlocal
materials,guidedbylocal
traditionaltechniques
(e.g.,habi,lilip,etc).
A7PR-Ic-e-1
OHSPArtsModule
Q1
8.deriveelementsfrom
traditions/historyofa
communityforone‘s
artwork
A7PR-If-2
9.showstherelationshipof
thedevelopmentofcrafts
inspecificareasofthe
country,accordingto
functionality,traditional
specializedexpertise,and
availabilityofresources
(e.g.pottery,weaving,
jewelry,baskets)
A7PR-If-3
OHSPArtsModule
Q1
10.showtherelationshipof
Luzon(highlandsand
lowlands)artsandcraftsto
Philippineculture,
traditions,andhistory
(Islamicinfluences,
Spanishheritage,and
Americanlegaciesin
education,business,
modernization,and
entertainment,aswellasin
indigenouspractices,
fiestas,andreligiousand
socialpractices)
BodyOrnamentation
3.Architectures
1.artelementsand
processesby
synthesizingand
applyingprior
knowledgeandskills
oftheartsofLuzon
1.createartworks
showingthe
characteristicelements
oftheartsofLuzon
(highlandsand
lowlands)
A7PR-Ih-4

55
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
5.Everydayobjects
II.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
II.PrinciplesofArt
12.Rhythm,Movement
13.Balance
14.Emphasis
15.Harmony,Unity,
Variety
16.Proportion
III.Process
19.1Concept
19.2Content/labels
19.3Physicallayout
(highlandsand
lowlands)byshowing
therelationshipof
theelementsofart
andprocessesamong
culturallydiverse
communitiesinthe
country
3.thePhilippinesas
havingarichartistic
fromprecolonialto
presenttimes
2.exhibitcompleted
artworksfor
appreciationand
critiquing
11.mountanexhibitusing
completedLuzon
(highlandsandlowlands)-
inspiredartsandcraftsin
anorganizedmanner
A7PR-Ig-5
GRADE7-SECONDQUARTER
ArtsandCraftsofMIMAROPA
(Mindoro,Marinduque,Romblon,
andPalawan)andtheVisayas
Thelearner…
1.artelementsand
processesby
synthesizingand
Thelearner…
createartworkshowingthe
characteristicelementsofthe
artsofMIMAROPAandthe
Thelearner…
productionone‘sartsand
A7EL-IIb-1
OHSPArtsModule
Q1

56
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
BodyOrnamentation
3.Architectures
5.Everydayobjects
applyingprior
knowledgeandskills
2.thesalientfeaturesof
theartsof
MIMAROPAandthe
VisayanIslandsby
showingthe
relationshipofthe
elementsofartand
processesamong
culturallydiverse
communitiesinthe
country
3.thePhilippinesas
havingarichartistic
fromprecolonialto
presenttimes
1.artelementsand
processesby
synthesizingand
applyingprior
knowledgeand
skills
Visayascraftsinspiredbythearts
ofMIMAROPAandthe
Visayas
areasinMIMAROPAand
theVisayas,Marinduque
(Morionesmasks),
Palawan(ManunggulJar),
Mindoro(Hanunuo-
Mangyanwriting,
basketry,andweaving),
Bohol(churches),Cebu
(furniture),Iloilo(culinary
artsandoldhouses),
Samar(Baseymats),etc.
I.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
A7EL-IIa-2
II.PrinciplesofArt
12.Rhythm,Movement
13.Balance
14.Emphasis
15.Harmony,Unity,Variety
Proportion
mood,ideaormessage
A7PL-IIh-1
III.Process
18.1Concept
18.2Content/labels
18.3Physicallayout
Visayas
4.appreciatetheartifacts
andartobjectsintermsof
itsutilizationandits
distinctuseofart
elementsandprinciples
A7PL-IIh-2
formandspiritofartifacts
andartobjectsfrom
MIMAROPAandthe
Visayas
A7PL-IIh-3

57
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
2.CraftsandAccessories,andBody
Ornamentation
3.Architectures
5.Everydayobjects
oftheartsof
MIMAROPAand
theVisayanIslands
byshowingthe
relationshipofthe
elementsofart
andprocesses
amongculturally
diverse
communitiesinthe
country
3.thePhilippinesas
havingarich
artisticandcultural
traditionfrom
precolonialto
presenttimes
1.artelementsand
processesby
synthesizingand
applyingprior
knowledgeand
skills
oftheartsof
6.tracetheexternal
(foreign)andinternal
(indigenous)influences
thatarereflectedinthe
designofanartworkorin
themakingofacraftor
artifact
A7PL-IIh-4
OHSPArtsModule
Q1
I.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
7.createcraftsthatcanbe
locallyassembledwith
localmaterials,guidedby
localtraditionaltechniques
(e.g.,habi,lilip,etc).
A7PR-IIc-e-1
II.PrinciplesofArt
8.deriveelementsfrom
traditions/historyofa
communityforone‘s
artwork
A7PR-IIf-2
12.Rhythm,Movement
13.Balance
14.Emphasis
Proportion
III.Process
18.1Concept
18.2Content/labels
18.3Physicallayout
Visayas
9.correlatethedevelopment
ofcraftsinspecificareas
ofthecountry,according
tofunctionality,traditional
specializedexpertise,and
availabilityofresources
(e.g.,architecture,
weaving,pottery,
accessories,masks,and
culinaryarts)
A7PR-IIf-3
OHSPArtsModule
Q1
10.showtherelationshipof
MIMAROPAandVisayas
artsandcraftsto
Philippineculture,
traditions,andhistory
(Islamicinfluences,
Spanishheritage,and
Americanlegaciesin
education,business,
A7PR-IIh-4
OHSPArtsModule
Q1
Ornamentation
3.Architectures

58
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
5.Everydayobjects
I.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
II.PrinciplesofArt
12.Rhythm,Movement
13.Balance
14.Emphasis
Proportion
III.Process
18.1Concept
18.2Content/labels
18.3Physicallayout
MIMAROPAand
theVisayan
Islandsbyshowing
therelationshipof
theelementsofart
andprocesses
amongculturally
diverse
communitiesinthe
country
3.thePhilippinesas
havingarich
artisticandcultural
traditionfrom
precolonialto
presenttimes
modernization,and
entertainment,aswellas
inindigenouspractices,
fiestas,andreligiousand
socialpractices)
11.mountanexhibitusing
completedMIMAROPA-
Visayan-inspiredartsand
craftsinanorganized
manner
A7PR-IIg-5
GRADE7-THIRDQUARTER
ArtsandCraftsofMindanao
1.Attire,FabricsandTapestries
Ornamentation
3.Architectures
5.Everydayobjects
Thelearner…
1.artelementsand
processesby
synthesizingand
applyingprior
knowledgeandskills
Thelearner…
1.createartworksshowingthe
characteristicelementsof
theartsofMindanao
2.exhibitcompletedartworks
Thelearner…
productionone‘sartsand
craftsinspiredbythearts
ofMindanao
A7EL-IIIb-1

59
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
I.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
II.PrinciplesofArt
12.Rhythm,Movement
13.Balance
14.Emphasis
16.Proportion
2.thesalientfeaturesof
theartsofMindanao
byshowingthe
relationshipofthe
elementsofartand
processesamong
culturallydiverse
communitiesinthe
country
3.thePhilippinesas
havingarichartistic
fromprecolonialto
presenttimes
forappreciationand
critiquing
areasinMindanao(e.g.,
maritimevessel
[balanghay]fromButuan,
vintafromZamboanga;
Maranao‘smalong,
brasswares,okir,
panolong,torogan,and
sarimanok;Yakan‘sfabric
andfacemakeupand
bodyornamentation;
T‘boli‘stinalakand
accessories;Tawi-tawi‘s
Pangalaydance,etc.
A7EL-IIIa-2
OHSPArtsModule
Q1
III.Process
19.1Concept
19.2Content/labels
19.3Physicallayout
mood,idea,ormessage
A7PL-IIIh-1
4.appreciatetheartifacts
andartobjectsintermsof
itsutilizationandtheir
distinctuseofart
elementsandprinciples
A7PL-IIIh-2
ArtsandCraftsofMindanao
1.Attire,FabricsandTapestries
Ornamentation
3.Architectures
5.Everydayobjects
1.artelementsand
processesby
synthesizingand
applyingprior
knowledgeandskills
oftheartsof
1.createartworksshowing
thecharacteristic
elementsoftheartsof
Mindanao
2.exhibitcompleted
artworksforappreciation
andcritiquing
form,andspiritofartifacts
andobjectsfrom
Mindanaotoone‘s
creation
A7PL-IIIh-3

60
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
oftheartsof
Mindanaoby
showingthe
relationshipofthe
elementsofartand
processesamong
culturallydiverse
communitiesinthe
country
3.thePhilippinesas
havingarichartistic
fromprecolonialto
presenttimes
11.mountexhibitusing
completedMindanao-
inspiredartsandcraftsin
anorganizedmanner
A7PR-IIIg-5
I.ElementsofArt
6.Line
7.ShapeandForm
8.Value
9.Color
10.Texture
11.Space
II.PrinciplesofArt
12.Rhythm,Movement
13.Balance
14.Emphasis
16.Proportion
III.Process
19.1Concept
19.2Content/labels
19.3Physicallayout
GRADE7-FOURTHQUARTER
FestivalsandTheatricalForms
Religious:
1.Lucban,Quezon–Pahiyas
2.Obando,Bulacan–Fertility
Dance
3.Marinduque-Moriones
Thelearner…Thelearner…Thelearners:OHSPArtsModule
Q1
1.howtheatrical
elements(sound,
music,gesture,
movement,and
1.createappropriatefestival
attirewithaccessories
basedonauthenticfestival
costumes
1.identifythefestivalsand
theatricalformscelebrated
alloverthecountry
throughouttheyear
A7EL-IVa-1

61
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
4.Aklan–Ati-atihan
5.Cebu–Sinulog
6.Iloilo–Dinagyang
7.Santacruzan
Nonreligious/RegionalFestivals
8.Baguio-Panagbenga
9.Bacolod–Maskara
10.Bukidnon–Kaamulan
11.Davao–Kadayawan
RepresentativePhilippine
TheatricalForms
12.ShadowPuppetPlay
13.DanceDrama
14.Moro-moro
15.Sarswela
16.Senakulo
I.ElementsofArtasAppliedto
PhilippineTheaterand
Festivals:
17.SoundandMusic
18.Gesture,MovementandDance
19.Costume,Mask,Makeupand
Accessories
20.Spectacle
II.PrinciplesofArts
21.Rhythm,Movement
22.Balance
23.Emphasis
costume)affectthe
creationand
communicationof
meaninginPhilippine
Festivalsand
TheatricalFormsas
influencedbyhistory
andculture
2.theaterand
performanceasa
synthesisofartsand
asignificant
expressionofthe
celebrationoflifein
variousPhilippine
communities
1.howtheatrical
elements(sound,
music,gesture,
movement,and
costume)affectthe
2.create/improvise
appropriatesound,music,
gesture,movements,and
costumeforachosen
theatricalcomposition
3.takepartinachosen
festivalorinaperformance
inatheatricalplay
1.createappropriatefestival
attirewithaccessories
basedonauthenticfestival
costumes
2.researchonthehistoryof
thefestivalandtheatrical
compositionandits
evolution,anddescribe
howthetownspeople
participateandcontribute
totheevent
A7EL-IVb-2
OHSPArtsModule
Q1
3.identifytheelementsand
principlesofartsasseenin
PhilippineFestivals
A7EL-IVc-3
OHSPArtsModule
Q1
4.defineswhatmakeseach
ofthePhilippinefestivals
uniquethroughavisual
presentationA7PL-IVh-1
OHSPArtsModule
Q1
5.designthevisualelements
andcomponentsofthe
selectedfestivalor
theatricalformthrough
costumes,props,etc.
A7PR-IVd-1
OHSPArtsModule
Q1
6.analyzetheuniquenessof
eachgroup‘sperformance
oftheirselectedfestivalor
theatricalform
A7PR-IVh-2

62
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
MATERIALS
25.Proportion
III.Process
26.Designingforstage,costume,
andpropsforatheatricalplay
orfestival
27.Choreographingmovement
patternsandfigures
28.RecreatingaPhilippinefestival
orstagingatheatricalform
creationand
communicationof
meaninginPhilippine
Festivalsand
TheatricalFormsas
influencedbyhistory
andculture
2.theaterand
performanceasa
synthesisofartsand
asignificant
expressionofthe
celebrationoflifein
variousPhilippine
communities
2.create/improvise
appropriatesound,music,
gesture,movements,and
costumeforachosen
theatricalcomposition
3.takepartinachosenfestival
orinaperformanceina
theatricalplay
7.choreographthe
movementsandgestures
reflectingthemoodofthe
selectedPhilippine
festival/theatricalform
A7PR-IVe-f-3
8.improviseaccompanying
soundandrhythmofthe
Philippinefestival/theatrical
form
A7PR-IVe-f-4
9.performinagroup
showcaseoftheselected
Philippinefestival/theatrical
form
A7PR-IVg-5

63
CURRICULARFRAMEWORK
Kto12BasicEducationProgram:AnOverview
Essentially,theKto12curriculumproposedin2011seekstodevelop21stcenturyskillsamongitslearners.Theseincludethecognitiveskillsofcriticalthinking,
problem-solvingandcreativethinking;thesocialorinterpersonalskillsofcommunication,collaboration,leadershipandcross-culturalskills;self-managementskillsofself-
monitoringandself-direction,aswellastaskorprojectmanagementskills,andpersonalcharacteristicswhicharepartofethics,civicresponsibilityandaccountability.
TheCurricularPhilosophyoftheKto12PECurriculum
FitnessandmovementeducationcontentisthecoreoftheKto12PECurriculum.Itincludesvalue,knowledge,skillsandexperiencesinphysicalactivity
participationinorderto(1)achieveandmaintainhealth-relatedfitness(HRF),aswellas(2)optimizehealth.Inparticular,ithopestoinstillanunderstandingofwhyHRFis
importantsothatthelearnercantranslateHRFknowledgeintoaction.Thus,self-managementisanimportantskill.Inaddition,thiscurriculumrecognizestheviewthat
fitnessandhealthyphysicalactivity(PA)behaviorsmusttakethefamilyandotherenvironmentalsettings(e.g.school,communityandlargersociety)intoconsideration.This
curricularorientationisaparadigmshiftfromtheprevioussports-dominatedPEcurriculumaimedatathleticachievement.
Movetolearnisthecontextofphysicalactivityasthemeansforlearning,whileLearntomoveembodiesthelearningofskills,andtechniquesandtheacquisitionof
understandingthatarerequisitestoparticipationinavarietyofphysicalactivitiesthatincludeexercise,games,sports,danceandrecreation.
LearningOutcomes
TheKto12PECurriculumdevelopsthestudents‘skillsinaccessing,synthesizingandevaluatinginformation,makinginformeddecisions,enhancingandadvocating
theirownandothers‘fitnessandhealth.Theknowledge,understandingandskillsunderpinthecompetence,confidenceandcommitmentrequiredofallstudentstolivean
activelifeforfitnessandhealth.
TheKto12PECurriculumprioritizesthefollowingstandards:
1.Habitualphysicalactivityparticipationtoachieveandmaintainhealth-enhancinglevelsoffitness.
2.Competenceinmovementandmotorskillsrequisitetovariousphysicalactivityperformances.
3.Valuingphysicalactivitiesforenjoyment,challenge,socialinteractionandcareeropportunities.
4.Understandingvariousmovementconcepts,principles,strategiesandtacticsastheyapplytothelearningofphysicalactivity.

64
LearningApproaches
Physicalliteracyisconsistsofmovement,motor-andactivity-specificskills.Intheearlygradesthelearnersaretaughtthe‗what,‘‗why‘and‗how‘ofthemovement.
Thisprogressestoanunderstandingofthe‗why‘ofthemovementwhichisachievedbydevelopingmorematuremovementpatternsandmotorskillsinawiderangeand
varietyofexercise,sportsanddanceactivitiestospecificallyenhancefitnessparameters.Thelearnersbuildsontheseknowledgeandskillsinordertoplan,setgoalsand
monitortheirparticipationinphysicalactivities(exercise,sportsanddance)andconstantlyevaluatehowwelltheyhaveintegratedthistheirpersonallifestyle.Thisimplies
theprovisionofongoinganddevelopmentally-appropriateactivitiessothatthelearnerscanpractice,create,applyandevaluatetheknowledge,understandingandskills
necessarytomaintainandenhancetheirownaswellasothers‘fitnessandhealththroughparticipationinphysicalactivities.
Thecurriculumalsoallowsforaninclusiveapproachthatunderstandsandrespectsthediverserangeoflearners;thus,theprogramtakesintoaccounttheirneeds,
strengthsandabilities.ThisistoensurethatalllearnershaveequivalentopportunitiesandchoicesinPhysicalEducation.
Thecurriculumemphasizesknowingthe‗what‘,‗how‘and‗why‘ofmovement.Itfocusesondevelopingthelearners‘understandingofhowthebodyresponds,
adjustsandadaptstophysicalactivities.Thiswillequipthelearnertobecomeself-regulatedandself-directedasaresultofknowingwhatshouldbedoneandactuallydoing
it;isthelearnersareequallyconfidentininfluencingtheirpeers,family,immediatecommunity,andultimately,society.Theseareallvaluable21stcenturyskillswhichtheK
to12PECurriculumaspiresforthelearnerstodevelop.
LearningStrands
Theprogramhasfivelearningstrands:
1.Bodymanagementwhichincludesbodyawareness,spaceawareness,qualitiesandrelationshipsofmovementsandhowtheseareuseddynamicallyinvariousphysical
activities.
2.Movementskillsrelatedtothefundamentalmovementpatternsandmotorskillsthatformthebasisofallphysicalactivities.
3.Gamesandsportsconsistingofsimple,lead-upandindigenousgames;aswellasindividual,dualandteamsportsincompetitiveandrecreationalsettings.
4.Rhythmsanddancesincluderhythmicalmovementpatterns;thepromotionandappreciationofPhilippinefolkdance,indigenousandtraditionaldancesaswellasother
danceforms.
5.Physicalfitnessincludesassessmentthroughfitnesstestsandrecords,interpreting,planningandimplementingappropriateprogramsthatsupportfitnessandhealthgoals.
Theacquisitionofphysicalliteracyservesasthefoundationforlifelongphysicalactivityparticipationwhichiscriticaltomaintainingandpromotinghealth.Thus,the
healthstrandintheseniorhighschool(SHS)isseamlesslyintegratedinthePEcurriculum.Thisstrandoptimizesthelearner‘spotentialforhealthandwellbeingand
contributestobuildinghealthy,activecommunities.Thus,thecoursetitle,Health-optimizingPEorH.O.P.E.

66
Thelearnerdemonstratesunderstandingoftheconceptofphysicalfitnessandphysicalactivityinachieving,sustaining,andpromotinganactivelifeforfitness
andhealth
LearningAreaStandard
KeyStageStandards
StrandsK–34–67-10
understandingofmovement
conceptsandskillsinpreparationforactive
participationinvarious
physicalactivities.
understandingofprinciplesin
movementandfitness
foractiveparticipationinvarious
physicalactivities.
understandingofintegrating
physicalactivitybehaviorsin
achievinganactivelifestyle.
BodyManagement
MovementSkills
PhysicalFitness
GamesandSports
RhythmsandDance

67
GRADELEVELSTANDARDS
GradeLevelGradeLevelStandards
Grade1
Thelearnerdemonstratesunderstandingofbodyawareness,spaceawareness,qualitiesofeffortandmovementrelationshipsthroughparticipationin
enjoyablephysicalactivities.
Grade2
Grade3
Grade4
Thelearnerdemonstratesunderstandingoftheimportanceofphysicalactivityandphysicalfitnessthroughparticipationinandassessmentofphysical
activities.Grade5
Grade6
Grade7Thelearnerdemonstratesunderstandingofpersonalfitnessinachievinganactivelifestyle.
Grade8Thelearnerdemonstratesunderstandingoffamilyandschoolfitnessinsustaininganactivelifestyle.
Grade9Thelearnerdemonstratesunderstandingofcommunityfitnessinsustainingandpromotinganactivelifestyle.
Grade10Thelearnerdemonstratesunderstandingofsocietalfitnessinpromotinganactivelifestyle.

68
GRADE7
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNINGCOMPETENCYCODELEARNINGMATERIALS
FIRSTQUARTER/FIRSTGRADINGPERIOD
ExercisePrograms:Thelearner...Thelearner...Thelearner...
1.undertakesphysicalactivity
andphysicalfitness
assessments
OHSPPE1Q1–module1
TrainingGuidelines,FITT
Principles
Endurance,Muscle-andBone-
strengtheningActivities:
a.individualsports
1.running
2.rhythmicsportive
gymnastics
3.swimming
b.dualsports
1.badminton
2.tabletennis
3.tennis
c.combativesports
1.arnis(anyo)
2.taekwondo(poomsae)
3.karate(kata)
demonstrates
understandingof
guidelinesand
principlesin
exerciseprogram
designtoachieve
personalfitness
designsan
individualized
exerciseprogram
toachieve
personalfitness
PE7PF-Ia-h-
23
2.setsgoalsbasedon
assessmentresults
PE7PF-Ia-
24
OHSPPE1Q1–module1
3.identifiestraining
guidelinesandFITT
principles
PE7PF-Ib-
25
OHSPPE1Q1–module1
4.recognizesbarriers(low
leveloffitness,lackof
skillandtime)toexercise
PE7PF-Ib-
26
OHSPPE1Q1–module1
5.preparesanexercise
program
PE7PF-Ic-
27
OHSPPE1Q1–module1
6.describesthenatureand
backgroundofthesport
1.OHSPPE1Q2module1
2.OHSPPE1Q2module2
3.OHSPPE1Q2module3
4.OHSPPE1Q3module1
5.EnjoyLifewithP.EandHealthII.
Darilag,AgripinoG.et.al2012.P.
69.*
6.EdukasyongPangkatawan,Kalusugan
atMusikaIII.Adriano,CeliaT.
et.al.1999.Pp.73-74.90.*
7.EdukasyongPangkatawan,
KalusuganatMusikaI.Abejo,Mary
Placid.Et.al.DepEd.1994.Pp.164.
173.181-182.268
Note:Activitiesdependenton
teachercapabilityandschool
resources.
PE7GS-Id-5
7.executestheskills
involvedinthesport
PE7GS-Id-
h-4
1.OHSPPE1Q2module1
2.OHSPPE1Q2module2
3.OHSPPE1Q2module3
4.OHSPPE1Q3module1

69
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
ExercisePrograms:Thelearner...Thelearner...
Darilag,AgripinoG.et.al.2012.pp.
72-73.*
Placid.et.al.DepEd.1994.Pp.166-
170.175-178.183-185.269-285.
Principles
a.individualsports
1.running
2.rhythmicsportive
gymnastics
3.swimming
b.dualsports
1.badminton
2.tabletennis
3.tennis
c.combativesports
1.arnis(anyo)
3.karate(kata)
demonstrates
understandingof
guidelinesand
principlesin
exerciseprogram
designtoachieve
personalfitness
designsan
individualized
exerciseprogram
toachieve
personalfitness8.monitorsperiodically
one‘sprogresstowards
thefitnessgoals
PE7PF-Id-h-
28
OHSPPE1Q1–module1
9.distinguishesfrom
fallaciesand
misconceptionsaboutthe
physicalactivity
participation
PE7PF-Id-
29
OHSPPE1Q1–module1
10.performsappropriate
firstaidforsports-related
injuries(e.g.
cramps,sprain,heat
exhaustion)
PE7PF-Id-
30
OHSPPE1Q1–module1
resources.
11.assumesresponsibility
forachievingpersonal
fitness
PE7PF-Id-h-
31
OHSPPE1Q1–module1
12.keepstheimportanceof
winningandlosingin
perspective
PE7PF-Id-h-
32
OHSPPE1Q1–module1
SECONDQUARTER/SECONDPERIOD
ExercisePrograms:
Principles
Thelearner...
demonstrates
understandingof
guidelinesand
principlesin
Thelearner...
modifiesthe
individualized
exerciseprogram
toachieve
13.undertakesphysical
activityandphysical
fitnessassessments
PE7PF-IIa-
h-23
OHSPPE1Q1–module1
14.reviewsgoalsbasedon
assessmentresults
PE7PF-IIa-
24
OHSPPE1Q1–module1

70
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
a.individualsports
1.running
2.rhythmicsportive
gymnastics
3.swimming
exerciseprogram
designtoachieve
personalfitness
personalfitness15.addressesbarriers(low
PE7PF-IIb-
33
OHSPPE1Q1–module1
backgroundofthesport
1.OHSPPE1Q2module1
2.OHSPPE1Q2module2
3.OHSPPE1Q2module3
4.OHSPPE1Q3module1
Darilag,AgripinoG.et.al.2012.P.
69.*
KalusuganatMusikaIII.Adriano,
CeliaT.et.al.1999.Pp.73-74.90.*
Placid.et.al.DepEd.1994.Pp.164.
173.181-182.268
b.dualsports
1.badminton
2.tabletennis
3.tennis
c.combativesports
1.arnis(anyo)
3.karate(kata)
resources.
PE7GS-IId-
5
17.executestheskills
involvedinthesport
1.OHSPPE1Q2module1
2.OHSPPE1Q2module2
3.OHSPPE1Q2module3
4.OHSPPE1Q3module1
Darilag,AgripinoG.et.al.2012.pp.
72-73.*
6.EdukasyongPangkatwan,
Placid.et.al.DepEd.1994.Pp.166-
170.175-178.183-185.269-285
PE7GS-IId-
h-4
18.monitorsperiodically
thefitnessgoals
PE7PF-IId-
h-28
OHSPPE1Q1–module1
firstaidforsports-related
injuries
(e.g.cramps,sprain,heat
PE7PF-IId-
30
OHSPPE1Q1–module1

71
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
exhaustion)
20.assumesresponsibilityfor
achievingpersonalfitness
PE7PF-IId-
h-31
OHSPPE1Q1–module1
winningandlosingin
perspective
PE7PF-IId-
h-32
OHSPPE1Q1–module1
THIRDQUARTER/THIRDPERIOD
ExercisePrograms:
Principles
Thelearner...
demonstrates
understandingof
guidelinesand
principlesin
exerciseprogram
designtoachieve
personalfitness
Thelearner...
demonstrates
understandingof
guidelinesand
principlesin
exerciseprogram
designtoachieve
personalfitness
activityandphysical
fitnessassessments
PE7PF-IIIa-
h-23
OHSPPE1Q1–module1
assessmentresults
PE7PF-IIIa-
34
OHSPPE1Q1–module1
24.addressesbarriers(low
PE7PF-IIIb-
33
OHSPPE1Q1–module1
Folk(Tinikling)/
indigenous,ethnic,traditional/
festivaldance
backgroundofthedance
PE7RD-
IIId-1
OHSPPE1Q4–module1
involvedinthedance
PE7RD-
IIId-h-4
OHSPPE1Q4–module1
Note:Dancesavailablein
theareacanbeselected.
thefitnessgoals
PE7PF-IIId-
h-28
OHSPPE1Q1–module1
firstaidfordance-related
injuries(e.g.
cramps,sprain,heat
exhaustion)
PE7PF-IIId-
30
OHSPPE1Q1–module1
PE7PF-IIId-
h-31
OHSPPE1Q1–module1
winningandlosingin
perspective
PE7PF-IIId-
h-32
OHSPPE1Q1–module1

72
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
FOURTHQUARTER/FOURTHPERIOD
ExercisePrograms:
Principles
Thelearner...
demonstrates
understandingof
guidelinesand
principlesin
exerciseprogram
designtoachieve
personalfitness
Thelearner...
modifiesthe
individualized
exerciseprogram
toachieve
personalfitness
activityandphysical
fitnessassessments
PE7PF-IVa-
h-23
OHSPPE1Q1–module1
assessmentresults
PE7PF-IVa-
34
OHSPPE1Q1–module1
33.addressesbarriers(low
PE7PF-IVb-
33
OHSPPE1Q1–module1
Folk(Tinikling)/
indigenous,ethnic,traditional/
festivaldance
Note:Dancesavailablein
theareacanbeselected.
backgroundofthedance
PE7RD-IVc-
1
OHSPPE1Q4–module1
involvedinthedance
PE7RD-IVd-
h-4
OHSPPE1Q4–module1
thefitnessgoals
PE7PF-IVd-
h-28
OHSPPE1Q1–module1
firstaidfordance-related
injuries(e.g.
cramps,sprain,heat
exhaustion)
OHSPPE1Q1–module1
PE7PF-IVd-
30
38.analyzestheeffectof
exerciseandphysical
activityparticipationon
fitness
PE7PF-IVh-
35
OHSPPE1Q1–module1
PE7PF-IVd-
h-31
OHSPPE1Q1–module1
winningandlosingin
perspective
OHSPPE1Q1–module1
PE7PF-IVd-
h-32

73
CONCEPTUALFRAMEWORK
TheKindergartentoGrade12(―Kto12‖)HealthcurriculumaimstoassisttheFilipinolearnerinattaining,sustainingandpromotinglife-longhealthandwellness.
Thelearningexperiencethroughtheprogramprovidesopportunitiesforthedevelopmentofhealthliteracycompetenciesamongstudentsandtoenhancetheirover-allwell-
being.
HealthEducationfromKindergartentoGrade10focusesonthephysical,mental,emotional,aswellasthesocial,moralandspiritualdimensionsofholistichealth.It
enablesthelearnerstoacquireessentialknowledge,attitudes,andskillsthatarenecessarytopromotegoodnutrition;topreventandcontroldiseases;topreventsubstance
misuseandabuse;toreducehealth-relatedriskbehaviors;topreventandcontrolinjurieswiththeend-viewofmaintainingandimprovingpersonal,family,community,as
wellasglobalhealth.
HealthEducationemphasizesthedevelopmentofpositiveheathattitudesandrelevantskillsinordertoachieveagoodqualityofliving.Thus,thefocusonskills
developmentisexplicitlydemonstratedintheprimarygradelevels.Meanwhile,acomprehensivebodyofknowledgeisprovidedintheupperyearlevelstoserveasa
foundationindevelopingdesirablehealthattitudes,habitsandpractices.
Inordertofacilitatethedevelopmentofhealthliteracycompetencies,theteacherishighlyencouragedtousedevelopmentally-appropriatelearner-centeredteaching
approaches.Thisincludesscaffoldingonstudentexperienceandpriorlearning;utilizingculture-responsivescenariosandmaterials;incorporatingarts,andmusicinimparting
healthmessages;engaginglearnersinmeaningfulgamesandcooperativelearningactivities;andusinglifeskillsandvalue-basedstrategiesparticularlyindiscussing
sensitivetopicssuchassubstanceabuseandsexuality.Theteacherisalsoadvisedtousedifferentiatedinstructioninordertocatertothelearners‘variousneedsand
abilities.

74
Holistic
Values-based Preventive
Growthand
Development
Communityand
Environmental
Health
PersonalHealth
Healthand
LifeSkills-
based
Consumer
Health
Achieve,
Sustain and
Promote
Lifelong
Wellness
Nutrition
Learner-
centered
Injury
Preventionand
Safety
SubstanceUse
andAbuse
Culture-
responsive
Disease
Preventionand
Conrtol
FamilyHealth
Rights-based
Standardsand
Outcomes-based
Epidemiological
Conceptual Framework of Health Education

75
CHARACTERISTICSOFTHEHEALTHCURRICULUM
Culture-responsive:Usestheculturalknowledge,priorexperiences,andperformancestylesofthediversestudentbodytomakelearningmoreappropriateandeffective
forthem(Gay,2000).
Epidemiological:Relatestotheincidence,prevalenceanddistributionofdiseasesinpopulations,includingdetectionofthesourcesandcausesofepidemics.
HealthandLifeskills-based:Applieslifeskillstospecifichealthchoicesandbehaviors.
Holistic:Analyzestheinterrelationshipamongthefactorsthatinfluencethehealthstatus,theareasofhealth,andthedimensionsofhealth(physical,mental,social,
emotional,moralandspiritual).
Learner-centered:Focusesonthestudent'sneeds,abilities,interests,andlearningstyleswiththeteacherasafacilitatoroflearning.
Preventive:Characterizessomethingthathelpspeopletakepositivehealthactioninordertopreventdiseasesandtoachieveoptimumhealth.
Rights-based:Advancestheunderstandingandrecognitionofhumanrights,aslaiddownintheUniversalDeclarationofHumanRightsandotherinternationalhuman
rightsinstruments.
Standardsandoutcomes-based:Requiresstudentstodemonstratethattheyhavelearnedtheacademicstandardssetonspecificcontentandcompetencies.
Values-based:Promotesaneducationalphilosophybasedonvaluingself,othersandtheenvironment,throughtheconsiderationofethicalvaluesasthebasesofgood
educationalpractice.

76
KeyStageStandards
K–34–67–10
Thelearnerdemonstratesanunderstandingand
observanceofhealthyhabitsandpracticesin
achievingwellness.
Thelearnerdemonstratesanunderstandingof
howchanges,whicharepartofgrowthand
development,impacthealthpracticesthathelp
achieveandsustainoptimumhealthandwell-
being.
Thelearnerdemonstratesanunderstandingofkeyhealth
conceptsrelatedtotheachievement,sustainabilityand
promotionofwellnessasitimprovesthequalityoflifeof
theindividual,thefamilyandthelargercommunity.

77
GradeLevelStandards
GRADELEVELSTANDARDS
Grade1
Thelearnerdemonstratesanunderstandingoftheessentialconceptsrelatedtonutritionandpersonalhealthaswellasknowledgeininjury-
prevention,safetyandfirstaid,asfactorsinfacilitatingthedevelopmentofhealthyhabitsandpracticesamongindividuals.
Grade2
Thelearnerdemonstratesanunderstandingofpersonalhealth;familyhealth;thepreventionandcontrolofdiseasesanddisorders;aswellas
injuryprevention,safetyandfirstaid,whicharefactorsthatfacilitatethedevelopmentofhealthyhabitsandpractices.
Grade3
Thelearnerdemonstratesanunderstandingandknowledgeinthefollowing:nutrition;preventionandcontrolofdiseasesanddisorders;
consumerhealth;andcommunityandenvironmentalhealth—factorswhichhelpinfacilitatingthedevelopmentofhealthyhabitsandpractices.
Grade4
Thelearnerdemonstratesanunderstandingofnutrition;preventionandcontrolofdiseasesanddisorders;substanceuseandabuse;and
injuryprevention,safetyandfirstaid,leadingtotheachievementofoptimumhealthandwell-being.

78
GRADELEVELSTANDARDS
Grade5
Thelearnerdemonstratesanunderstandingofthenatureofpersonalhealth;growthanddevelopment;substanceuseandabuse;and
communityandenvironmentalhealth,whichhelpstoachieveoptimumhealthandwell-being.
Grade6
Thelearnerdemonstratesanunderstandingofpersonalhealth,preventionandcontrolofdiseasesanddisorders;consumerhealth;andinjury
prevention,safetyandfirstaidtoachieveoptimumhealthandwell-being.
Grade7
Thelearnerdemonstratesanunderstandingofgrowthanddevelopment;nutrition;personalhealthandinjuryprevention,safetyandfirstaid
toachieve,sustain,andpromotepersonalhealthandwellness.
Grade8
Thelearnerdemonstratesunderstandingoffamilyhealthandpreventionandcontrolofdiseasesanddisorders(communicableandnon-
communicabletoachieve,sustain,andpromotefamilyhealthandwellness.
Grade9
Thelearnerdemonstratesunderstandingofcommunityandenvironmentalhealth;injuryprevention,safetyandfirstaid);andpreventionof
substanceuseandabusetoachieve,sustain,andpromotecommunityhealthandwellness
Grade10
Thelearnerdemonstratesunderstandingofconsumerhealth;nationalandglobalhealthtrends,issuesandconcerns();thedevelopmentofa
healthplanandexplorationofcareersinhealthtoachieve,sustain,andpromotehealthandwellness.

79
GRADE7
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
GRADE7-GROWTHANDDEVELOPMENT–1st
Quarter(H7GD)
A.Holistichealth
Thelearner…
demonstrates
understandingof
holistichealthand
itsmanagement
ofhealth
concerns,the
growthand
developmentof
adolescentsand
howtomanage
itschallenges.
Thelearner…
appropriately
managesconcerns
andchallenges
duringadolescence
toachieveholistic
health.
Thelearner…
1.discussestheconceptof
holistichealth
H7GD-Ia-
12
2.explainsthedimensions
ofholistichealth
(physical,mental/
intellectual,emotional,
social,andmoral-
spiritual);
H7GD-Ib-
13
OHSPinHealth1Q1Module1pp.5-6
3.analyzestheinterplay
amongthehealth
dimensionsindeveloping
holistichealth;
H7GD-Ib-
14
4.practiceshealthhabitsto
achieveholistichealth;
H7GD-Ic-
15
B.Stagesofgrowthand
development
(infancytooldage)
5.describesdevelopmental
milestonesasonegrow
H7GD-Id-
e-16
EdukasyongPangkatawan,KalusuganatMusikaI.
DepED.Abejo,MaryPlacidSr.et.al.1994.pp.120-
123
C.Changesinthehealth
dimensionsduring
adolescence
6.recognizesthatchanges
indifferenthealth
dimensionsarenormal
duringadolescence;
H7GD-Id-
e-17
EdukasyongPangkatawan,KalusuganatMusikaI.
DepEd.Abejo,MaryPlacidSr.et.al.1994.pp.120-
123
7.describeschangesin
differentaspectsofH7GD-Id-
1.OHSPinHealth1Q1Module2pp.9-10
2.EdukasyongPangkatawan,Kalusuganat

80
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
C.Changesinthehealth
dimensionsduring
adolescence
Thelearner…
demonstrates
understandingof
holistichealthand
itsmanagement
ofhealth
concerns,the
growthand
developmentof
adolescentsand
howtomanage
itschallenges.
Thelearner…
appropriately
managesconcerns
andchallenges
duringadolescence
toachieveholistic
health.
growththathappento
boysandgirlsduring
adolescence;
e-18MusikaI.DepEd.Abejo,MaryPlacid
Sr.et.al.1994.pp.120-123
8.recognizesthatchanges
indifferentdimensions
arenormalduring
adolescence‘
H7GD-If-
h-19
1.OHSPinHealth1Q1Module2pp.5-7
2.EdukasyongPangkatawan,Kalusuganat
MusikaI.Sr.MaryPlacidAbejo,et.al.1994.
pp.120-123
9.explainsthatthepattern
ofchangeduring
adolescenceissimilarbut
thepaceofgrowthand
developmentisuniquefor
eachadolescent;
H7GD-If-
h-20
EdukasyongPangkatawan,KalusuganatMusika
I.DepEd.Abejo,MaryPlacidSr.et.al.1994.
pp.120-123
D.Managementofhealth
concernsduring
adolescence
(pooreatinghabits,lackof
sleep,lackofphysical
activity,dentalproblems,
bodyodor,postural
problems,aswellasother
problemsinotherhealth
dimensions)
10.identifieshealthconcerns
duringadolescence
H7GD-Ii-
j-21
I.DepED.AbejoMaryPlacidSr.et.al.1994.
pp.62-66,69,76
E.Healthappraisalprocedures
(heightandweight
measurement,breastself-
examinationforgirls,
hearingtest,vision
screening,scoliosistest,
healthexam,anddental
exam)
11.explainstheproperhealth
appraisalprocedures
H7GD-Ii-
j-22
I.DepED.Abejo,MaryPlacidSr.et.al.1994.
pp.48-50,54-59,69-71,76
12.demonstrateshealth
appraisalproceduresduring
adolescenceinorderto
achieveholistichealth
H7GD-Ii-
j-23
I.DepED.Abejo,MaryPlacidSr.et.al.1994.
pp.48-50,54-59,69-71,76

81
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
13.availsofhealthservicesin
theschoolandcommunityin
ordertoappraiseone‘shealth;
H7GD-Ii-
j-24
F.Developmentofself-
awarenessandcopingskills
14.appliescopingskillsin
dealingwithhealth
concernsduring
adolescence
H7GD-Ii-
j-25
GRADE7–NUTRITION–2nd
Quarter(H7N)
A.Nutritionduring
adolescence
B.Nutritionalguidelines
Thelearner
demonstrates
understandingof
nutritionfora
healthylifeduring
adolescence
Thelearner
makesinformed
decisionsinthe
choiceoffoodto
eatduring
adolescence
Thelearner
1.identifiestherightfoods
duringadolescence
H7N-IIa-
20
OHSPHealth1Q3pp.37-50
2.followsthe
appropriatenutritional
guidelinesfor
adolescentsfor
healthfuleating
2.1explainstheneed
toselectfood
basedonthe
nutritionalneeds
during
adolescence
2.2followstheFood
Pyramidguidefor
adolescentsand
nutritional
guidelinesfor
Filipinosinchoosing
foodstoeat
H7N-IIb-
c-21
OHSPinHealth1Q3pp.29

82
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
C.Nutritionproblemsof
adolescents
1.Malnutritionand
micronutrient
deficiencies
2.Eatingdisorders
2.1Anorexianervosa
2.2Bulimia
2.3Compulsiveeating
disorder
Thelearner
demonstrates
understandingof
nutritionfora
healthylifeduring
adolescence
Thelearner
makesinformed
decisionsinthe
choiceoffoodto
eatduring
adolescence
3.identifiesthenutritional
problemsofadolescents
H7N-IId-
f-22
4.describesthe
characteristics,signsand
symptomsofmalnutrition
andmicronutrient
deficiencies
H7N-IId-
f-23
5.discusseswaysof
preventingand
controllingmalnutrition
andmicronutrient
deficiencies
H7N-IId-
f-24
6.explainsthe
characteristics,signs
andsymptomsofeating
disorders
H7N-IId-
f-25
OHSPinHealth1Q3pp.61-62
7.discusseswaysof
preventingandcontrolling
eatingdisorders
H7N-IId-
f-26
OHSPinHealth1Q3pp.62-63
D.Decision-makingskills
8.appliesdecision-making
andcriticalthinking
skillstoprevent
nutritionalproblemsof
adolescents
H7N-IIg-
h-27

83
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
GRADE7–PERSONALHEALTH–3rd
Quarter(H7PH)
A.MentalHealth
(AnIntroduction)
ThelearnerThelearner1.explainsthefactorsthat
affectthepromotionof
goodmentalhealth
H7PH-
IIIa-b-28
1.EdukasyongPangkatawan,Kalusugan,at
MusikaIII.Adriano,Celia,et.al.1999.
pp.142-147.*demonstrates
understandingof
mentalhealthas
adimensionof
holistichealthfor
ahealthylife
consistently
demonstratesskills
thatpromote
mentalhealth
B.Understandingstress
1.Eustress
2.Distress
2.explainsthatstressis
normalandinevitable
H7PH-
IIIa-b-29
UnderstandingStress.A&E.NFE
AccreditationandEquivalencyLearning
Material.DepED.2001.pp.6,21.
3.differentiateseustress
fromdistress
H7PH-
IIIa-b-30
Stres,Stress,Stress.A&E.NFEAccreditation
andEquivalencyLearningMaterial.
DepED.2001.pp.9.
4.identifiessituationsthat
causefeelingsofanxiety
orstress
H7PH-
IIIa-b-31
1.UnderstandingStress.A&E.NFE
Material.DepED.2001.pp.6,21.
2.Pag-unawasaStress.A&E.NFE
Material.DepED.2001.pp.4-5.
3.KaguluhanatStress,Paghandaannatin.
A&E.NFEAccreditationandEquivalency
LearningMaterial.DepED.2001.pp.18-22.
C.Commonareasofstressor
thataffectsadolescents
(peer,family,school,
community)
5.identifiesthecommon
stressorsthataffect
adolescents
H7PH-
IIIc-32

84
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
ThelearnerThelearner6.identifiesphysical
responsesofthebodyto
stress
H7PH-
IIIc-33
2.KaguluhanatStress,Paghandaannatin.
A&E.NFEAccreditationandEquivalency
LearningMaterial.DepED.2001.pp.18-22.
3.PagharapsaStress.A&E.NFEAccreditation
andEquivalencyLearningMaterial.DepED.
2001.p.8.
demonstrates
understandingof
mentalhealthas
adimensionof
holistichealthfor
ahealthylife
consistently
demonstratesskills
thatpromote
mentalhealth
D.Copingwithstress7.identifiespeoplewho
canprovidesupportin
stressfulsituations
H7PH-
IIIc-34
Material.DepED.2001.pp.22.
8.differentiateshealthful
fromunhealthful
strategiesincopingwith
stress
H7PH-
IIId-e-35
1.Stress,Stress,Stress.A&E.NFEAccreditation
andEquivalencyLearningMaterial.
DepED.2001.pp.20-21.
9.demonstratesvarious
stressmanagement
techniquesthatonecan
useeverydayindealing
withstress
H7PH-
IIId-e-36
3.PagharapsaStress.A&E.NFEAccreditation
andEquivalencyLearningMaterial.DepED.
2001.pp.29-33.

85
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
CopingwithDyingand
Death
Thelearner
demonstrates
understandingof
mentalhealthas
adimensionof
holistichealthfor
ahealthylife
Thelearner
consistently
demonstratesskills
thatpromote
mentalhealth
10.explainstheimportance
ofgrieving
H7PH-
IIId-e-37
11.demonstratescoping
skillsinmanagingloss
andgrief
H7PH-
IIId-e-38
EdukasyongPangkatawan,Kalusugan,at
pp.148-153,163-164.*
E.TypesandManagementof
CommonMentalDisorders
1.Identifyingtriggers
andwarningsigns
2.Preventioncopingand
treatment
3.Mooddisorders,
bipolar,schizophrenic,
ObsessiveCompulsive
Disorder(OCD),
ObsessiveCompulsive
PersonalityDisorder)
(OCPD),post-traumatic
12.recognizestriggersand
warningsignsof
commonmental
disorders
H7PH-
IIIf-h-39
13.discussesthetypes,
sign,symptoms,and
prevention,treatment
andprofessionalcarein
managingcommon
mentalhealthdisorders
H7PH-
IIIf-h-40
EdukasyongPangkatawan,Kalusugan,at
pp.148-153.*

86
GRADE7–PREVENTIONANDCONTROLOFDISEASESANDDISORDER(Non-communicableDiseases)–4th
Quarter(H7DD)
A.Introductiontonon-
communicablediseases
(NCDs)
B.Commonnon-
1.Allergy
2.Asthma
3.Cardiovasculardiseases
4.Cancer
5.Diabetes
6.Arthritis
7.Renalfailure
Thelearner
demonstrates
understandingof
non-communicable
diseasesfora
healthylife
Thelearner
consistently
demonstrates
personal
responsibilityand
healthful
practicesinthe
preventionand
controlofnon-
communicable
diseases
1.discussesthenatureof
non-communicable
diseases
H7DD-IVa-
24
EASEHealthEducationIIIModule6.
2.explainsnon-
basedoncauseand
effect,signsand
symptoms,riskfactors
andprotectivefactors
andpossible
complications
H7DD-IVb-
d-25
1.EASEHealthEducationIIIModule6.
2.AngRespiratorySystem.A&E.NFE
3.correctsmythand
fallaciesaboutnon-
H7DD-IVe-
26
C.Preventionandcontrolof
non-communicabledisease
4.practiceswaysto
preventandcontrol
non-communicable
diseases
H7DD-IVf-
27
D.Self-monitoringskillsto
preventnon-communicable
diseases(physical
activities/regularexercise,
healthyeating,not
smoking,weight
management,routine
medicalcheck-up,stress
management)
5.demonstratesself-
monitoringtoprevent
non-communicable
diseases
H7DD-IVg-
h-28
E.Programsandpolicieson
preventionandcontrol
6.promotesprogramsand
policiestopreventand
controlnon-
communicableand
lifestylediseases
H7DD-IVg-
h-29
F.Agenciesresponsiblefor
7.identifiesagencies
responsiblefornon-
communicabledisease
H7DD-IVg-
h-30
EASEHealthEducationIIIModule6pp.13.

87
Special Services of the School
Canteen
To provide a healthy and appealing recess and lunch service to the
students and faculty of the school. The school canteen was given also an award
coming from the Division Office for giving healthy and cheap foods to people
inside the school premise.
Library
To provide a flexible space with a wide and inclusive range of resources to
support learning and teaching throughout the school. To have a vibrant role in
the development of a culture that promotes wider reading motivated readers and
learners for life.
Clinic
Provide students with free primary treatment of high quality, and promptly
notify the parents and inform the superior hospital for treatment in serious case.
Guidance and Counselling Services
The purpose of guidance and counselling services is to assist students in
self-examination, self-evaluation, and analysis of alternatives so that each
student can benefit most fully from his/her education and life experiences.

88
Reflection of the Cooperating School
Bolingit National High School is a wide school because they already have a
Senior High School Rooms.
At this place, I met my Cooperating Teacher who is Ma‟am Minette DG.
Rosario. Her advisory class are the PRG, ACCO 7 and MBC 9. She is a very
friendly teacher like her other faculty members.
The principal at this school is Sir Rolando C. Salvador. He is a down to earth
supervisor whenever we see him, he always wear his alluring smile.
They only do the flag ceremony every Monday at 7:30 a.m. The school also
maintains cleanliness. Inside the school they only have one canteen.
The teachers in Bolingit National High School uses biometrics to log-in from
the time they arrive and out in the school and also a logbook in case of any
power interruption.
The staffs of Bolingit National High School are very hands-on with the various
events because last Promenade Night, they assigned some of their students
specifically senior high school to design the stage. I must say that the students in
BNHS are skilled to their chosen specialization and I also noticed that the school

89
is conducive for learning and it has this kind of freedom to children to give
different kinds of opinions freely.
Our deployment day was January 28, 2019 and must be finish until March
29,2019 but we extended until May 22 because of the reason that we have to
help them for their Brigada Eskwela.

91
January 25, 2019
This was the day in which we‟ve given the opportunity to go in the Division Office.
We all have 25 off-campus students. The speaker stated that the Division is one
of the best partners of VMUF when it comes to producing a globally competent
teachers.
There are 5 colleges who are asking accommodation namely PSU, SCC, BCC,
PIMSAT and VMUF.
The speaker stated also their expectations, regarding forms and how to be a
professional when it comes on wearing the complete uniform and for being an
early bird on their respected cooperating schools.
They encourage us to use our 21st
century personality in which we live together
with technologies that we‟ve made. So we‟re not allowed to use Manila Papers.
They want us to make our lessons through audio visual presentations. A daily
lesson plan also is a must.
They accept bilingual policy.
They stated that the lesson must be connected with the curriculum guide of the
school.
There are also codes and content standards that we should know.

93
January 28 2019
Today is the day of our off-campus. We are going to teach in Bolingit National
Highschool. This day is our first meeting day with the Principal who is known for
being a very courteous man. My classmates already have their schedules got
from their CT‟s.
January 29, 2019
It‟s our first day, first flag ceremony in Bolingit National High School. After
attending the flag ceremony, we went back to our respective classroom where I
checked the attendance of my students. I have two Cooperating Teachers and
three sections to handle. On this day too was the getting to know each other
stage where I introduce myself in front of the class followed by my students.

95
January 30, 2019
I discussed the NDC‟s diseases. Some of my students are able to follow the
lesson. For my last period, I was a little bit angry because some of my students
uses their phone during my discussion. After the discussion, I‟ve open up to my
class about it.
January 31, 2019
I have given my students two activities in which I‟ve instructed them to write it
and not to take a picture of it. I‟ve reminded them also about their name tags.
Lastly, I have encountered a certain student who is suffering from some kind of
mental health issue. I‟ve opened up to him and he opened up too about his
family.
February 4, 2019
I gave them another activity. Some of my students are able to do it, yet some are
stubborn that‟s why I‟ve added another activity. Lastly, I‟ve commanded them to
use their name tag in order for me to recognize them.
February 5, 2019
Kung Hei Fat Choi
February 6, 2019
I wasn‟t able to attend my class because I have an appointment to my doctor
about of my acid reflux.
February 7, 2019
I only watched my Cooperating Teacher that was observed by our Head
Teacher. After that moment, they informed me that it happens every year so that
they could find out if they still have to revise their daily lesson log or not.

96
February 8, 2019
It was my first time to attend the flag ceremony in Bolingit National High School
with a short announcement about with their upcoming activities. Specifically, their
upcoming Dance Demo and Foundation Week. I‟ve met the students from my
three sections in Grade 7 and they had really found fun from my teaching
strategies. Lastly, some of my students in St. Dominic High School visited me in
Bolingit National High just because they‟ve miss me so much.

98
February 11, 2019
On this day, I started giving them different kind of activities. These activities
should be aligned with the daily lesson log of my Cooperating Teacher. I want
them to know that learning is not a boring routine. That‟s why I conceptualized a
game to them.
February 12, 2019
We don‟t have a class here because they are preparing for their Dance Demo.
Many of my students are fond of dancing that‟s why we had a great time with our
class schedules.

99
February 13, 2019
Parade in VMUF
February 14, 2019
The Guidance Counselor has given us a paper in which students should fill it up
as a permission if they will still go in Bolingit National High School. Let us say it is
like an early enrolment form but I guess it was a survey for the students who are
going to continue their journey in Bolingit National High School. Afterwards, they
resume their practice.

100
February 15, 2019
Today is the day in which all the faculty members are all busy in counting the
balots of the different year level. It is for the Mr. and Ms. Bolingit National High
School.

101
February 18, 2019
They are practicing a song titled “You Are The Reason” and “Auld Lang Syne” for
their upcoming JS Prom. I accompanied some of my co-teachers specifically
VMUF Pre-service teachers and also the Palaris Pre-Service Teachers.

102
February 19, 2019
Practice and then a sneek peek for our next topic/discussion.
February 20, 2019
We helped the teachers in assisting their students in participating at their mass
demonstration.
February 21, 2019
Today is the parade day of our beloved Bolingit National High School. There is a
quick announcement about earthquake drill so after listening we have organized
an earthquake drill demonstration. In the afternoon, we have done the mass
demonstration. We‟ve witnessed how our students in BNHS are not just merely
intelligent but also good in kinesthetic activities. Their JS Prom will happen this
night also.

103
February 25-Feb 27, 2019
Today, I was given a task to review my students in Bolingit National High School
for their final examination. Afterwards, I let them have a quick break at their
canteen.
February 28, 2019
I am the one who conceptualized their exam with the right distractors. They
would also have their PAL examinations.
March 1, 2019
Today is their Miting De Avance and Campus Wide Debate. I had the chance to
watch how creative their words are. I heard different kinds of Party list who are
able to defend themselves and why students should choose them.

105
March 4, 2019
Busy doing the table of specifications for the examinations of my students.
March 5, 2019
We have our meeting for our upcoming Final Demonstration. Afterwards, I‟ve
given them different kinds of activities.
March 6, 2019
Our CT‟s and Head Teachers checked our Table of Specifications for our Fourth
Quarterly Assessment.

106
March 7-8, 2019
Checking their PAL examinations
March 11, 2019
Had the chance to discuss our last topic to my students.
March 12-13, 2019
Preparation for our Upcoming Final Demonstrations.
March 14, 2019
Our Final Demonstration. Mixed emotions yet I was able to deliver my lesson to
my students. Thanking them and my CT for helping me to my preparation. After
the final demonstration, we had our deliberation stating our strengths and
weaknesses.
March 15, 2019

107
Today is the Final Examination of my students who are in the Top of their
respective sections. The following students came from the three sections that I
am handling. Specifically, they are Grade 7 students.
I am the one who accommodated them to their examination. I was given a sheet
in which students should fill it up for their attendance.
There are only 16 students who are able to attend the said examination. There
should be 17 students and they‟ve told me that she is not feeling well that‟s why
she wasn‟t able to attend.
March 18-22, 2019
It was our Intramurals, the President Shem Tobias Laguardia together with his
officer Joselito gave a letter for us to be excuse with our duty in Bolingit National
High School. I am able to give my students‟ activity because my cooperating
teacher Ma‟am Minette is the one who gave their Final Examinations.
March 25, 2019
We are busy helping the faculty of the Bolingit National High School for their
upcoming Graduation.

108
PRG 7 Final Grade
Summary of Quarterly Grades
REGION DIVISION
SCHOOL NAME SCHOOL ID
LEARNERS' NAMES
I SAN CARLOS CITY
BOLINGIT NATIONAL HIGH SCHOOL 300378
86 86 87 84 86
86 88 89 85 87
90 88 89 88 89
80 82 83 80 81
79 82 81 80 81
88 83 87 87 86
85 85 88 88 87
82 81 85 80 82
86 87 88 84 86
85 83 86 83 84
83 84 86 81 84
86 85 88 86 86
87 86 88 85 87
86 86 87 84 86
87 87 87 86 87
97 94 96 92 95
98 96 97 92 96
97 95 97 93 96
90 89 88 86 88
88 88 88 85 87
87 88 89 87 88
97 95 97 89 95
96 96 97 93 96
82 83 93 89 87
GRADE & SECTION: SCHOOL YEAR:
TEACHER: SUBJECT:
MALE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
FEMALE
1
2
3
4
5
6
7
8
9
7-PRG 2018-2019
TIMOTHY B. BRAVO MAPEH
JHON LORIN R. ABIHIN
LESTER ALLEN R. ALCANTARA
ALEXIS ACE E. ARCUE
DIGIE L. BANDONG
JOHNWIN L. CERENIO
SALVADOR A. DE GUZMAN
EMMIL M. DE GUZMAN
ARCHIE G. GUBOT
RAYMUND T. ILUMIN
RICO C. LOPEZ
ARWIND JAY N. MACARAEG
MARK EJ S. ROSAL
DIEGO M. SORIANO
RICHARD L. TAMONDONG
BRANDO VALERIO
COLEEN JOY C. PAJIRILLO
CLAUDINE DG. CARDENO
MARIE JOY JILLIAN F. EXIOMO
HAZEL ANN R. FRIAS
ALLEAH M. OPERANIA
SHAYNE G. ROSAL
RICA MAE M. AQUINO
DIANA Y. TAYAB
DIANA ROSE CALICDAN
MUSIC ARTS PE HEALTH MAPEH
4th Quarter 4th Quarter 4th Quarter 4th Quarter 4th QUARTERLY GRADE

109
ACCO 7 Final Grade
REGION DIVISION
LEARNERS' NAMES
I SAN CARLOS CITY
86 85 86 84 85
87 84 86 82 85
83 83 84 81 83
80 81 81 80 81
88 84 85 86 86
86 88 85 86 86
83 82 84 81 83
85 86 88 84 86
86 85 84 83 85
83 83 85 82 83
86 85 87 86 86
87 88 86 85 87
88 86 85 81 85
89 88 89 87 88
89 89 88 84 88
95 96 95 92 95
84 85 82 83 84
82 83 81 81 82
86 85 86 84 85
89 83 80 81 83
89 89 89 83 88
89 87 86 87 87
85 86 83 83 84
85 81 82 82 83
89 89 86 83 87
89 89 86 87 88
90 89 89 84 88
86 85 84 84 85
90 89 89 88 89
93 94 91 89 92
TEACHER: SUBJECT:
MALE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
FEMALE
1
2
3
4
5
6
7
8
9
10
11
12
13
7-ACCO 2018-2019
ANONUEVO, ANDREW, GARCIA
BUGAYONG, MARK KENNETH, REYES
DALLUBUNG, GIO ANDREO, FERRER
DELOS SANTOS, JAY MARK, VIERNES
DELOS SANTOS, JYRICK, VILORIA
EDIZA, JOHN CARLO, PALAGANAS
HISTORIA, JASON, DELOS SANTOS
ILUMIN, ALFRED, CRISOSTOMO
LOPEZ, IVAN, RAYMUNDO
MANZON, KING JANEDRO, VERSO
MAPALO, RAYMART, LOVENDINO
PALAGANAS, JUSTIN KIM, MARTINEZ
PAMINTUAN, MARK JUSTINE, SOLIS
PERALTA, EDRIAN, MENDOZA
SIMEON, JOHN LOU, NARVASA
CAMACHO, FRANCIS JOSHUA, PERALTA
SINLAO, DEANVER JEED MACARAEG
ABALOS, ELAISA, LEJANO
AGBUYA, EDNMEE, MACARAEG
CADIENTE, JASMINE, ROQUE
DALLAPAS, MARJOLYN, ABALOS
DE GUZMAN, CRISANGELYN, MAGDALITA
DE VERA, ARLENE, SALAZAR
LAMBAN, ANNALYN, SINGCOL
MELICAN, LJ MAE, DE LUNA
MUNOZ, JILLIAN, GABINI
REGASPI, CHRISTINE JOY, BALLESTEROS
TAMONDONG, JASMIN, GANDIA
ZACARIAS, FREDA, SANCHEZ
JOYCE ANN FERRER

110
MTC 7 Final Grade
March 26-29, 2019
Done fixing my students Quarterly Grades for their Fourth Quarter. Passing it
also to our CT‟s and Head Teacher.
April 1, 2019
It is the day of their Graduation Rites!
REGION DIVISION
LEARNERS' NAMES
I SAN CARLOS CITY
87 83 84 81 84
94 94 94 93 94
82 84 81 81 82
81 84 78 80 81
80 86 84 85 84
78 81 82 78 80
85 88 85 83 85
86 85 83 83 84
83 84 80 82 82
82 87 84 84 84
86 86 87 83 86
80 83 83 80 82
86 85 84 83 85
85 85 80 81 83
84 85 84 80 83
81 82 81 81 81
96 95 97 92 95
81 82 79 81 81
84 86 81 81 83
81 84 84 83 83
95 95 96 88 94
86 86 86 84 86
87 84 84 85 85
86 87 95 91 90
TEACHER: SUBJECT:
MALE
1
2
4
5
6
7
8
9
10
11
12
13
14
1 FEMALE
2
3
4
5
5
6
7
10
11
12
13
7-MTC 2018-2019
Bas, John
Marcus Constantine P. Cavalida
De Vera, Erwin
Fabros, Ralph Aaron
Ignacio, King Bryan
Malicdem, Jerry Miah
Operania, Jemuel
Padua, Godwillo
Mijares, Jackson
Samson, Jacob
Soriano, Mark Gian
Supan, Hans Carl
Tamondong, Federico
Aquino, Angel
Aquino, Micah Ella
Bandong, Dories
Angel Joy Valerio
Cancino, Kyla
De Vera, Aiza
Dela Cruz, Mikyellah
Alliyah Jhane Jorial
Samson, Mikaela
Tamayo, Jamaica
Palarca, Lyka Ann

111
Lesson Plan in the Subject Taught
A SEMI-DETAILED LESSON PLAN IN HEALTH
(Music of Philippine Festivals and Theatrical Forms)
CONTENT STANDARDS
The learner:
 demonstrates understanding and application of musical skills related to
selected Philippine Festivals.
theater.
PERFORMANCE STANDARDS
The learner:
 performs excerpts/selections from Philippine musical theater
 performs songs and dances from selected Philippine festivals.
I. Objectives
At end of the lesson, the students should be able to;
a. identify musical characteristics of selected Philippine Festivals and
theatrical forms through video or live performances;
b. narrate the origins and cultural background of selected Philippine
Festivals; and
c. apply the knowledge that they‟ve learned in their everyday life.
II. Subject Matter:
Topic: Music of Philippine Festivals and Theatrical Forms
References: Music and Arts Learner‟s Material Department of
Education Republic of the Philippines
Materials: AVP
Values Integration: Participation in class discussion. Appreciation and
applying the concept of the lesson.
III. Procedure
A. Preliminary Activities
1. Greetings

112
2. Checking of Attendance
3. Review the past lesson:
a. What are the Festivals Aklan, Cebu and Batangas?
B. Motivation (Spoken Word)
The teacher will ask his students to listen carefully with him while he is
delivering his piece.
Afterwards, the teacher will ask his students questions.
a. Any thoughts about piece?
C. Lesson Proper
a. Moriones Festival- is a colorful folk-religious festival during holy week
in the island known as the “heart of the Philippines”, the island of
Marinduque.
b. Kadayawan Festival- is held in Davao every third week of August in
celebration of thanksgiving for good harvest.
c. Ibalong Festival- is held in Bicol Region, aims to express friendliness,
enthusiasm and goodwill to people.
D. Generalization
1. What do you think about these festivals?
2. Do you think these festivals should be patronize?
IV. Evaluation
The students will answer activity 1-2 in order for them to know how they
are able to know more about the topic, to understand the lesson rather.
V. Assignment
Advance reading for our next topic (Philippine Theater).

113
(Festivals and Theatrical Forms)
CONTENT STANDARDS
The learner:
 how theatrical elements (sound, music, gesture, movement, and costume)
affect the creation and communication of meaning in Philippine Festivals
and Theatrical Forms as influenced by history and culture.
 theater and performance as a synthesis of arts and a significant
expression of the celebration of life in various Philippine communities.
The learner:
 creates appropriate festival attire with accessories based on authentic
festival costumes.
 creates/improvises appropriate sound, music, gesture, movements, and
costume for a chosen theatrical composition.
 takes part in a chosen festival or in a performance in a theatrical play.
I. Objectives
d. identify the festivals and theatrical forms celebrated all over the
country throughout the year;
e. appreciate the festivals and theatrical forms through patronizing;
and
f. apply the knowledge that they‟ve learned in their everyday life.
II. Subject Matter:
Materials: AVP

114
III. Procedure
E. Preliminary Activities
4. Greetings
b. What are the Festivals Aklan, Cebu and Bantangas?
F. Motivation (Spoken Word)
The teacher will ask his students to listen carefully with him while he is
delivering his piece.
b. Any thoughts about piece?
G. Lesson Proper
d. Moriones Festival- is a colorful folk-religious festival during holy week
in the island known as the “heart of the Philippines”, the island of
Marinduque.
e. Kadayawan Festival- is held in Davao every third week of August in
celebration of thanksgiving for good harvest.
f. Ibalong Festival- is held in Bicol Region, aims to express friendliness,
enthusiasm and goodwill to people.
H. Generalization
IV. Evaluation
V. Assignment
Advance reading for our next topic (Philippine Theater).

115
A SEMI-DETAILED LESSON PLAN IN ARTD
(Festivals and Theatrical Forms)
CONTENT STANDARDS
The learner:
 how theatrical elements (sound, music, gesture, movement, and costume)
affect the creation and communication of meaning in Philippine Festivals
and Theatrical Forms as influenced by history and culture.
 theater and performance as a synthesis of arts and a significant
expression of the celebration of life in various Philippine communities.
The learner:
 creates appropriate festival attire with accessories based on authentic
festival costumes.
 creates/improvises appropriate sound, music, gesture, movements, and
costume for a chosen theatrical composition.
 takes part in a chosen festival or in a performance in a theatrical play.
I. Objectives
g. identify the festivals and theatrical forms celebrated all over the
country throughout the year;
h. appreciate the festivals and theatrical forms through patronizing;
and
i. apply the knowledge that they‟ve learned in their everyday life.
II. Subject Matter:
Materials: AVP

116
III. Procedure
IV. Preliminary Activities
7. Greetings
c. What are the Festivals Aklan, Cebu and Bantangas?
V. Motivation (Watch Mo, Say Mo?)
The teacher will ask his students to watch a short video clip.
c. Any thoughts about video?
d. What did you notice about the video?
VI. Lesson Proper
g. Festival- isa acommunity event celebrating unique aspects of that
community and its tradition.
 Enthusiasm- intense and eager enjoyment, interest or
approval.
 Fertility- is the natural capability to produce offspring.
b. Theater- is a collaborative form of fine art that uses live performers to
present the experience of a real event.
c. Dance drama- is conveyed dance movement sometimes accompanied
by dialogue.
d. Spectacle- is a visually striking performance or display.
e. Proportion –is the agreeable or harmonious relation of parts within a
whole.
RELIGIOUS FESTIVALS
 Pahiyas Festivals- is celebrated every 15th
of the hot summer
month of May in the quiet town of Lucban.
 Obando Fertility Rite- is a dance ritual and Catholic festival
celebrated every May in Obando, Bulacan.

117
VII. Generalization
VIII. Evaluation
The students will answer activity in page 252.
IX. Assignment
Research about the next topic Festival Dance in Physical Education.
(Nature of Non-Communicable Diseases „NCD‟)
I. Objectives
X. recognize non-communicable diseases;
XI. appreciate the importance of knowing the signs and symptoms of any
NDC‟s; and
XII. demonstrate the cause and effects of having NDC‟s.
II. Subject Matter:
Topic: Nature of Non-Communicable Diseases „NCD‟
References: Physical Education and Health
Materials: AVP
 Moriones- is a costume worn by Marinduquenos on the western side of
Marinduque.
 Ati-atihan- is a festival in honor of the Santo Nino and is celebrated by
rejoicing and energetic merriment on the streets.
 Sinulog- commemorates the acceptance of the Filipino people of
Christianity.
 Dinagyang- is a showcase of the rich heritage, colorful history, passionate
devotion and fun loving spirit of the Ilonggo People.
 Santacruzan- Flores De Mayo celebrated with flower offerings for the
Blessed Virgin Mary in Catholic Churches.

118
III. Procedure
XIII. Preliminary Activities
10.Greetings
11.Checking of Attendance
12.Review the past lesson:
d. What is stress?
e. What are the two types of stress
XIV. Motivation (Watch A Video Clip)
The teacher will ask his students to 2-minute video clip that is related
to ther topic for today.
e. Any thoughts about the video?
f. How does NCD affects people on their everyday life?
XV. Lesson Proper
h. Allergy- is a misguided reaction to foreign substances by the immune
system.
Allergies:
 Hay Fever
 Allergic conjunctivitis
 Allergic Eczema
 Hives
 Allergic Shock
i. Asthma
j. Cardiovascular diseases- is a disease of the heart and blood vessels
a. Heart Diseases
 Congenital heart diseases
 Congestive heart failure
 Arrhythmia
 Rheumatic heart disease
 Myocardial infraction (heart attack)
k. Vascular (blood vessels)
 Arteriosclerosis
 Atherosclerosis

119
 Hypertension
 Stroke
 Aneurysm
l. Cancer- is caused by abnormal cells growing without control.
 Benign
 Malignant
m. Diabetes- is a disease that prevents the body from converting food into
energy.
n. Arthritis- refers to the inflammation of joints. It actually occurs during
old age.
o. Kidney Failure-is a medical condition in which the kidneys fail to
adequately filter waste products from the blood.
XVI. Application (Tanong Ko, Sagot Mo)
The teacher will ask his/her students about their beloved or people whom
they‟ve known who has some NCD‟s and afterwards he would ask them
on what did they feel and how did they help that person.
XVII. Generalization
7. What do you think will happen if we don‟t actually take care of our
body?
8. How do you feel after you act those diseases I have given to you?
IV. Evaluation
The students will answer activity 1-3 in order for them to know how
they are able to know more about the topic, to understand the lesson
rather.
V. Assignment
In your health notebook, write down your 3 useful tips to prevent NDC?

120
MY LESSON PLAN IN THE DEMONSTRATION TEACHING
DETAILED
LESSON PLAN
IN MUSIC
GRADE 7
(MUSIC OF PHILIPPINE FESTIVALS AND THEATRICAL FORMS)
Prepared by:
TIMOTHY BRAVO
(Student Teacher)
Checked by:
MINETTE DG. ROSARIO
(Cooperating Teacher)
Recommending Approval:
ADAILADA C. CARINO
(Head Teacher III)
Recommending Approval:
MARLITO V. AUSTRIA
(Master Teacher I)
Noted by:
ROLANDO C. SALVADOR
(Principal III)
A DETAILED LESSON PLAN IN MUSIC
(Music of Philippine Festivals and Theatrical Forms)
I. OBJECTIVES

121
A. CONTENT STANDARDS
The learner:
selected Philippine Festivals.
theater.
B. PERFORMANCE STANDARDS
The learner:
 performs excerpts/selections from Philippine musical theater
 performs songs and dances from selected Philippine festivals.
C. LEARNING COMPETENCY
a) The learner identify the festivals and theatrical forms celebrated all
over the country throughout the year
b) The learner research on the history of the festival and theatrical
composition and its evolution, and describe how the townspeople
participate and contribute to the event.
c) The learner identifies the elements and principles of arts as seen in
Philippine Festivals.
II. Subject Matter
Materials: AVP, Explosion Box, Tarpapel, and Candle

122
III. LEARNING ACTIVITIES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary activities
1. Prayer
_____ kindly lead the prayer.
2. Greetings
Good morning students! How is your day?
3. Checking of attendance
Who is absent among the class?
4. Review of previous lesson
Before we proceed to our new lesson, let‟s
first have a recapitulation of our previous
lesson.
5. What was our previous lesson?
6. What is the importance of knowing these
festivals?
That's right!
B. Motivation (Spoken Word)
The teacher will present his own spoken word
piece with an accompaniment of music.
Let us bow our head and feel the
presence of the Lord.
Good Morning, Sir!
We‟re fine!
None, Sir.
Festivals of Aklan, Cebu, and Batangas
As a Filipino, we should be able to know
and patronize our own festivals to prevent
it from depleting for being gone forever.
(The students will listen)
Our Father, who art in heaven, hallowed be Thy name. Thy
kingdom come, thy will be done, on earth as it is in heaven.
Give us this day our daily bread; and forgive us our trespasses,
as we forgive us our trespass against us; and lead us not into
temptation, but deliver us from evil. Amen.

123
What did you observe from the piece I have
presented to you?
Very Good!
What do you think is our topic for today?
Very good! All your answers are correct.
Our topic for today is all about Festivals of
Marinduque, Davao, and Bicol.
C. Discussion Proper
Our lesson aims to:
7. Identify musical characteristics of selected
Philippine Festivals and theatrical forms
through video or live performances;
8. Narrate the origins and cultural background
of selected Philippine Festivals; and
9. Appreciate the importance of festivals in our
country.
Let‟s define Festivals.
Festivals
10.A day or period of celebration, typically a
religious commemoration.
11. An annual celebration or anniversary.
Festivals of Marinduque, Davao, and
Bicol
Moriones Festival
(Students raises their hand)
It tackles about how we choose other
music instead of our own.
About Festivals!
About Music Festivals!

124
It is a colorful folk religious festival during
holy week in the island known as the “heart of the
Philippines,” the island of Marinduque.
What is the heart of the Philippines?
When do they celebrate Moriones Festival.
Very Good!
Kadayawan Festival
Is held in Davao every third week of August
in celebration of thanksgiving for good harvest with
parade floats of fresh fruits and flowers.
When do they celebrate the Kadayawan Festival?
Good job!
Ibalong Festival
Is held in Bicol Region, aims to express
friendliness, enthusiasm and goodwill to people.
Marinduque!
During holy week!
(Student raises his/her hand)
Every third week of August

125
What are the names of the epic heroes of Ibalong.
Job well done!
The importance of festivals is for us to know more
about its significance and how we patronize it,
appreciating its uniqueness to other traditions and
culture.
C. Application (Fiesta mo, Gawa Mo)
The teacher will present the explosion box to the
students consisting three unique festivals namely,
Moriones, Ibalong and Kadayawan. There are 4
sided of the box but we only have 3 distinct
festivals. Students will be the one to make their
own festivals.
The teacher will give an allotted time of 10 minutes
for his students to conceptualize and 5 minutes of
discussing why they have chosen that kind of
festivals.
D. Generalization
The teacher will present a candle, the teacher will
express his thoughts regarding the candle on how
is related on how our culture are being left behind
by their own people.
10.Do you think these festivals should be
patronized?
Very good! It seems that you really listen and
understand our topic.
Baltog, Handyong, and Bantong.

126
E. Evaluation
Multiple Choice (5pts)
1. It is known as the “heart of the Philippines”
a. Davao b. Bicol c. Cebu d. Marinduque
2. It is a festival that aims to express friendliness, enthusiasm, and
goodwill to all people.
a. Moriones Festival b. Kadayawan Festival c. Ibalong Festival
d. Sinulog Festival
3. Kadayawan Festival is held in what City?
a. Marinduque b. Bicol c. Davao e. Cebu
4. Moriones Festival is a colorful folk-religious during what week
a. Summer Week b. Spring Week c. Holy Week e.
Third Week
5. He was the centurion who pierced the side of Jesus Christ.
a. Longinus b. Pontius Pilate c. Juanito d. Marcus Aurelius
Answers:
1. (D) Marinduque
2. (C)Ibalong Festival
3. (C)Davao
4. (C) Holy Week
5. (A) Longinus
F. Assignment

127
In a short coupon bond, write down their unforgettable memory or
experiences in their life and afterwards, they will act it in front of their
classmates.
Instructional Materials

128
Reflection in Instructional Materials
Actually, a friend of mine suggested these instructional materials of mine.
Explosion box could actually catch the attention of my learners because it could
surprise them and it could touch their curiosity. Learning should always be fun
and that‟s why I‟m trying my very best to cater them with this kind of mindset.
I‟ve also used tarpapel, the utilization of these things could actually help
teachers to bring out the best of them. By being creative with their own could
help them nurture not only for their students but also for them.
Lastly, I‟ve used a candle for the representation of my report. Symbolism
could actually fill the knowledge of my students.It could give students a hint for
their future life. They could make this as their stepping stone or their so called
mantra in life.
Evaluative Tools
Evaluation
Multiple Choice (5pts)
6. It is known as the “heart of the Philippines”
b. Davao b. Bicol c. Cebu d. Marinduque
7. It is a festival that aims to express friendliness, enthusiasm, and
goodwill to all people.
b. Moriones Festival b. Kadayawan Festival c. Ibalong Festival
d. Sinulog Festival
8. Kadayawan Festival is held in what City?
b. Marinduque b. Bicol c. Davao e. Cebu
9. Moriones Festival is a colorful folk-religious during what week
b. Summer Week b. Spring Week c. Holy Week e.
Third Week
10.He was the centurion who pierced the side of Jesus Christ.
b. Longinus b. Pontius Pilate c. Juanito d. Marcus Aurelius

129
Answers:
6. (D) Marinduque
7. (C)Ibalong Festival
8. (C)Davao
9. (C) Holy Week
10.(A) Longinus
Evaluation
Reflection on Evaluative Tools
This evaluative tool is used to measure the learnings of the learner inside the
four corners of the room and to help the learners think critically. A topic taught
without this, will be useless because there will no be an evident of learning.
Based on what I have recorded from the quizzes of my 3 handled sections, they
had really learned from our lessons because majority of them got a half score
from each quiz.
There is one evaluative tool that became challenging. It was the Group Activity, it
could foster their communication skills with each other but it could also be one of
the cause for them to be noisy, too much knowledge or should I say a
brainstorming.
Giving the evaluative tool to the learner was a difficult part too. Why? Because
there‟s a lot of them who don‟t answer quizzes that I am giving and some of them
leaves without any permission while their quiz is ongoing.

130
Though, I‟m still happy that they‟ve change their routine whenever I will give them
different quizzes with different approaches. They‟ve changed a lot after learning
from their own mistakes.
Observation and Evaluation Form

135
Reflection on Observation and Evaluation Forms
The Evaluation Forms filled up by my Cooperating Teacher had spoken me
the aspect that I have to develop for this profession that I took. In our In-Campus
Teaching, the observed problem was my inconsistent used of language during
classes. Aside of that, they corrected me about with my proper execution of my
activities.
I am blessed as a Pre-Service Teacher because they tend to treat me not
only as a student but a family too that they always guide every time I need their
help.
These commentary and evaluation that I have received from them were just
the beginning of this journey. I only have to acquire it constructively in command
to become a real professional teacher in the future.
There was a saying that I read that pushes me to do better. The quote was
this, “There is always a room for improvement.” It means, if you fail you can do
better if you‟ll be willing to enhance your potentials. Sometimes, we need to hear
criticism to motivate ourselves because that‟s what we truly demand.

136
Sample of Learner’s Work and Feedback

139
Daily Time Record
MONTH OF JANUARY

148
Teacher’s Program (Sir Marlito’s Class Schedule)

150
School Form 2 (SF 2)
School ID School Year Report for the Month of
Name of School Grade Level Section
(1st row for date)
M T W TH F M T W TH F M T W TH F M T W TH F M T W TH F
1. The attendance shall be accomplished daily. Refer to the codes for checking learners' attendance.
2. Dates shall be written in the columns after Learner's Name.
3. To compute the following:
* Enrolment as of (1st Friday of June)
a. Percentage of Enrolment =
Registered Learners as of end of the month
x 100
Enrolment as of 1st Friday of the school year
b. Average Daily Attendance =
Total Daily Attendance
Number of School Days in reporting month
c. Percentage of Attendance for the month =
Average daily attendance
x 100
Registered Learners as of end of the month
4. Every end of the month,
School Form 2 (SF2) Daily Attendance Report of Learners
(This replaces Form 1, Form 2 & STS Form 4 - Absenteeism and Dropout Profile)
Late enrolment
(beyond cut-off)
Registered Learners as of
Percentage of Enrolment as of
Average Daily Attendance
Percentage of Attendance for the month
Number of students absent for 5 consecutive
days
the class adviser will submit this form to the office of the principal for recording of summary table into School
Form 4. Once signed by the principal, this form should be returned to the adviser.
5. The adviser will provide neccessary interventions including but not limited to home visitation to learner/s who were absent for 5
consecutive days and/or those at risk of dropping out.
6. Attendance performance of learners will be reflected in Form 137 and Form 138 every grading period.
*Beginning of School Year cut-off report is every 1st Friday of the School Year
(Signature of Adviser over Printed Name)
(Signature of School Head over Printed Name)
300378 2018 - 2019
Bolingit National High School Grade 7 (Year I) ACCO
No.
NAME
(Last Name, First Name, Middle Name)
GUIDELINES: Month : No. of Days of
Classes:
ROLANDO CATUNGAL SALVADOR
Total for the
Month
REMARKS (If DROPPED OUT, state reason,
please refer to legend number 2. If
TRANSFERRED IN/OUT, write the name of School.)
ABSENT TARDY
1. CODES FOR CHECKING ATTENDANCE Summary
M F TOTAL
2. REASONS/CAUSES FOR DROPPING OUT
a. Domestic-Related Factors
b. Indiv idual-Related Factors
Dropped out
c. School-Related Factors
Transferred out
Transferred in
d. Geographic/Env ironmental
e. Financial-Related
f. Others (Specify)
1. AÑONUEVO,ANDREW, GARCIA
2.
BUGAY ONG,MARK KENNETH,
REY ES
3.
CAMACHO,FRANCIS JOSHUA,
PERALTA
4.
DALLUDUNG,GIO ANDREO,
FERRER
5.
DELOS SANTOS,JAY MARK,
VIERNES
6. DELOS SANTOS,JY RICK, VILORIA
7. EDIZA,JOHN CARLO, PALAGANAS
8. HISTORIA,JASON, DELOS SANTOS
9. ILUMIN,ALFRED, CRISOSTOMO
10. LOPEZ,IVAN, RAY MUNDO
11.
MANZON,KING JANEDRO,
VERSOZA
12. MAPALO,RAY MART, LOVENDINO
13.
PALAGANAS,JUSTIN KIM,
MARTINEZ
14. PAMINTUAN,MARK JUSTINE, SOLIS
15. PERALTA,EDRIAN, MENDOZA
16. SIMEON,JOHN LOU, NARVASA
17.
SINLAO,DEANVER JEED,
MACARAEG
18. VALENZUELA,LORENCE, JUAN
18. <=== MALE | TOTAL Per Day ===>
1. ABALOS,ELAISA, LEJANO
2. AGBUY A,EDENMEE, MACARAEG
3. CADIENTE,JASMINE, ROQUE
4. DALLAPAS,MARJOLY N, ABALOS
5.
DE GUZMAN,CRISANGELY N,
MAGDALITA
6. DE VERA,ARLENE, SALAZAR
7. FERRER,JOY CE ANN, CABUS
8. LAMBAN,ANNALY N, SINGCOL
9. MELICAN,LJ MAE, DE LUNA
10. MUÑOZ,JILLIAN, GABINI
11.
REGASPI,CHRISTINE JOY ,
BALLESTEROS
12. TAMONDONG,JASMIN, GANDIA
13. ZACARIAS,FREDA, SANCHEZ
13. <=== FEMALE | TOTAL Per Day ===>
31. Combined TOTAL Per Day
18 13 31
0 0 0
Generated thru LIS
(blank) - Present; (x)- Absent; Tardy (half shaded= Upper
for Late Commer, Lower for Cutting Classes)
a.1. Had to take care of siblings
a.2. Early marriage/pregnancy
a.3. Parents' attitude toward schooling
a.4. Family problems
b.1. Illness
b.2. Overage
b.3. Death
b.4. Drug Abuse
b.5. Poor academic performance
b.6. Lack of interest/Distractions
b.7. Hunger/Malnutrition
c.1. Teacher Factor
c.2. Physical condition of classroom
c.3. Peer influence
d.1. Distance between home and school
d.2. Armed conflict (incl. Tribal wars & clanfeuds)
d.3. Calamities/Disasters
e.1. Child labor, work
during the month
end of month
end of month
I certify that this is a true and correct report.
Attested by:
ADELA C. CORPUZ

151
School Form 3 (SF3)
School ID School Year
School Name Grade Level Section
Date Date Date Date Date Date Date Date Date Date
1. Title of Books Issued to each learner must be recorded by the class adviser.
2. The Date of Issuance and the Date of Return shall be reflected in the form.
3. The Total Number of Copies issued at BoSY shall be reflected in the form.
4. The Total Number of Copies of Books Returned at the EoSYshall be reflected in the
form.
5. All textbooks being used must be included. Additional copies of this form may be
used if needed.
A. In Column Date Returned, codes are: FM=Force Majeure, TDO: Transferred/Dropout,
NEG=Negligence
B. In Column Remark/Action Taken, codes are: LLTR=Secured Letter from Learner duly signed by
parent/guardian (for code FM), TLTR=Teacher prepared letter/report duly noted by School
School Form 3 (SF3) Books Issued and Returned
(This replaces Form 1 & Inventory of Textbooks)
Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title Subject Area & Title
Head for
submission to School Property Custodian (for code TDO), PTL=Paid by the Learner (for code NEG).
References: DO#23, s.2001, DO#25, s.2003, DO#14, 2.2012.
(Signature of Adviser over Printed Name)
300378 2018 - 2019
Bolingit National High School Grade 7 (Year I) MAG
No
.
NAME
(Last Name, First Name,
Middle Name)
GUIDELINES:
In case of lost/unreturned books, please provide information with the
following code:
Prepared By:
REMA RK S/A CTION TA K EN
(Please ref er t o t he legend on
last page)
Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned Issued Returned
1.
AÑONUEVO,ANDREW
GARCIA
2.
BUGAYONG,MARK KENNETH
REYES
3.
CAMACHO,FRANCIS JOSHUA
PERALTA
4.
DALLUDUNG,GIO ANDREO
FERRER
5.
DELOS SANTOS,JAY MARK
VIERNES
6.
DELOS SANTOS,JYRICK
VILORIA
7.
EDIZA,JOHN CARLO
PALAGANAS
8.
HISTORIA,JASON DELOS
SANTOS
9.
ILUMIN,ALFRED
CRISOSTOMO
10. LOPEZ,IVAN RAYMUNDO
11.
MANZON,KING JANEDRO
VERSOZA
12.
MAPALO,RAYMART
LOVENDINO
13.
PALAGANAS,JUSTIN KIM
MARTINEZ
14.
PAMINTUAN,MARK JUSTINE
SOLIS
15. PERALTA,EDRIAN MENDOZA
16.
SIMEON,JOHN LOU
NARVASA
17.
SINLAO,DEANVER JEED
MACARAEG
18.
VALENZUELA,LORENCE
JUAN
18.
<=== TOTAL FOR MALE |
TOTAL COPIES ===>
1. ABALOS,ELAISA LEJANO
2.
AGBUYA,EDENMEE
MACARAEG
3. CADIENTE,JASMINE ROQUE
4.
DALLAPAS,MARJOLYN
ABALOS
5.
DE GUZMAN,CRISANGELYN
MAGDALITA
6. DE VERA,ARLENE SALAZAR
7. FERRER,JOYCE ANN CABUS
8. LAMBAN,ANNALYN SINGCOL
9. MELICAN,LJ MAE DE LUNA
10. MUÑOZ,JILLIAN GABINI
11.
REGASPI,CHRISTINE JOY
BALLESTEROS
12.
TAMONDONG,JASMIN
GANDIA
13. ZACARIAS,FREDA SANCHEZ
13.
<=== TOTAL FOR FEMALE |
TOTAL COPIES ===>
31.
<=== TOTAL LEARNERS |
TOTAL COPIES ===>
Date of BoSY:___/___/_____ Date of EoSY: ___/___/_____
MINETTE ANONUEVO DE GUZMAN
Generated thru LIS

157
Pictorials
The First Picture
here is my students
in PRG 7. Had the
chance to teach
them every
Monday to Friday
from 1:30- 2:30
P.M.
The Second
Picture here is
my ACCO 7.
Their schedule is
from 2:30-3:30
P.M.
The Last Picture
is my MTC 7.
My schedule is
from 3:30-4:30
PM.
It was a roller coaster journey for me but hey! I just love how they are
able to change their attitudes while they are learning from me. I must
say that learning is really a continuous process. We don’t tend stop
from the middle of our mistakes make it as our stepping stones to catch
our dreams.

158
My cooperating
teacher, Mrs.
Minette DG.
Rosario who I must
say a hardworking
teacher in Bolingit
National High
School
Teaching
students for the
Coronation of
their Mr. and
Ms. Bolingit
National High
School 2019.

159
Demonstration Teaching in Bolingit National High School

160
A Request Letter for my Proofreader
An Approval Letter Of My Proofreader

Practice Teaching Portfolio 2019

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