MAPEH 2 - 52-MI-00071-1 - The - 21st - Century - Mapeh - in - Action - 2 - TRM PDF

The 21st Century Mapeh in Action
Grade 2 TRM
Rossana Vellejo-Lappay,Gernalyn Andres-Solano,Zenaida H. Brioso,Maria Fatima Brioso-

Jacalne, Gerardo C. Lacia,Eliseo P. Buhain,Reynaldo C. Ramos Jr.,Narcissa Valencia –
Lim,Charlene Fadrigon –Otazu,Raquel Andres- Viray; Aileen C. dela Cruz
Authors
Ferdilyn C. Lacia
Coordinator
Philippine Copyright 2016
by Rex Book Store, Inc.
RBS MAPEH Series

The 21st Century MAPEH in Action 2
ISBN 978-971-23-7749-5
Classification: Teacher’s Resource Material (52-MI-00071-1)
Published, copyrighted 2016, and distributed by Rex Book Store, Inc. (RBSI) with main office at 856 Nicanor Reyes Sr. St., Sampaloc, Manila/Tel.
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CONTENTS
Publisher’s Note ................................................................................................................................... vii

Preface ............................................................................................................................................. xi
Salient Features ........................................................................................................................... xiii
Music
Curriculum Map ........................................................................................................................... 2
FIRST QUARTER: Exploring Rhythm
Lesson 1: Steady Beats ........................................................................................................................... 12
SECOND QUARTER: Exploring Melody and Musical Form

Lessons 2–3: Melody and Musical Form .......................................................................................... 21
THIRD QUARTER: Exploring Timbre and Dynamics
Lessons 4–5: Timbre and Dynamics .............................................................................. 34
FOURTH QUARTER: Exploring Tempo and Texture

Lessons 6–7: Tempo and Texture ........................................................................................................ 44
Arts
Curriculum Map ........................................................................................................................... 54
FIRST QUARTER: Exploring Drawing
Lesson 1: Let Us Learn to Draw ............................................................................................................ 62
SECOND QUARTER: Exploring Painting

Lesson 2: Let Us Learn to Paint ........................................................................................................... 72
iii
THIRD QUARTER: Exploring Printmaking
Lesson 3: Appreciating Printmaking .............................................................................................. 83
FOURTH QUARTER: Exploring Sculpture and 3D Crafts

Lesson 4: Appreciating Sculpture and 3D Crafts ...................................................................... 90
Physical Education
F
Curriculum Map ........................................................................................................................... 100
F
FIRST QUARTER: Exploring Body Shapes and Body Actions
Lesson 1: Body Shapes and Body Actions .................................................................................... 109
SECOND QUARTER: Exploring Locations, Personal Space, General Space,

Directions, Levels, and Pathways
Lesson 2: Locations, Personal Space, General Space, Directions, and Levels .............119
THIRD QUARTER: Exploring Movement in Relation to Time, Force,

and Flow ..................................................................
Lesson 3: Movement in Relation to Time, Force, and Flow................................................... 128
FOURTH QUARTER: Exploring Movement Activities Relating to Person,

Objects, Music, and Environment
Lesson 4: Movement Activities Relating to Person, Objects, Music, and

Environment .............. ............................................................................................................. 138
iv
Health Education
Curriculum Map ........................................................................................................................... 148
FIRST QUARTER: Exploring Nutrition
Lesson 1: Nutrition .................................................................................................................................. 157
SECOND QUARTER: Exploring Personal Health

Lesson 2: Personal Health ................................................................................................................... 166
THIRD QUARTER: Exploring Family Health
Lesson 3: Family Health......................................................................................................................... 179
FOURTH QUARTER: Exploring Injury Prevention, Safety, and First Aid

Lesson 4: Injury Prevention, Safety, and First Aid .................................................................... 190
Appendix ................... .................................................................................................................................. 204
v
vi
PUBLISHER’S NOTE
As the trusted partner in education, Rex Book Store has developed the Seamless Series to
assure that both educators and learners fully reap the benefits of the K to 12 Curriculum through
seamless assessment and instruction and technology-aided supplements.
Standards-based Assessment
In 2014, Rex initiated the holistic transformation of its materials by “unpacking the standards.”
Afterwards, it developed the Teachers’ Resource Material (TRM), which is enriched with a Curriculum
Map and Instructional Plans, containing the unpacked curriculum standards and competencies and
additional lessons to cover the gaps found in the curriculum.
Now, Rex continues this transformation by establishing Standards-based Assessment as the
core of its materials. The Philippine K to 12 Curriculum, being a standards-based curriculum, needs
Standards-based Assessment to be truly effective. The standards-based method depends on how
the assessment is incorporated in the instruction. Assessments must provide information about
students’ thinking (Stiggins, as cited by Eggen, 2010). Thus, the design of Rex’s materials focuses on
incorporating assessment in all areas of instruction: diagnostic, formative, and summative.
Standards-based Assessment, as defined by the US Education Commission, is “an approach that
compares students’ performances to the standards, rather than comparing them with other students.”
In this method, the assessment is linked to the curriculum and the instruction. The teacher seeks and
interprets evidence for use by learners. He/She also decides where the learners are in their learning,
where they need to go and how best to get there (Assessment Reform Group, 2002). Therefore,
assessment is primarily seen as a way to improve instruction, making it formative in nature.
As part of the new design, there are new elements to support the goal of a well-rounded
assessment program:
1. Objectives – Setting objectives is the process of establishing a direction to guide learning
(Pintrich and Schunk, 2002), which is essential to the teaching and learning process.
Hence, the purpose of this book element is to align the Department of Education’s (DepEd)
competencies to the objectives in the lesson, to improve communication between the
teacher and the students, to help in choosing instructional and learning activities and to
provide a means of clarifying the purpose of evaluation.
2. Traffic Light – The purpose of this book element is to journey with the student as he/
she learns. This assures both the teacher and the student that no particular topic will be
left without truly understanding it. This is also the formative assessment part of the book.
Formative assessment has two main purposes: (1) to provide information to the teacher on
the current level of his/her student’s achievement and (2) to inform the teacher of the future
steps in the classroom that he/she needs to take to ensure that his/her students will make
progress toward desired outcomes (Heritage, 2011). If the students do not fully grasp the
topic at hand, then there are remedial activities in the TRM to provide them with learning
support, activities that tailored according to their abilities and needs. These activities intend
to help students master the learning method through incremental success, thus boosting
their confidence and enhancing the effectiveness of their learning.
3. Student’s Self-assessment – Making students responsible for their own learning is the focus
of this book element, since, according Dylan William, “only learners can create learning.” Here,
students evaluate their own performance in relation to an identified criteria or standard.
Several researches have highlighted the benefits of this type of evaluation:
vii
a. “The most powerful promise of self-assessment is that it can raise students’ academic
performance by teaching them self-regulatory processes, allowing them to compare
their own work with socially defined goals and revise accordingly” (Andrade, 2010; Black
and William, 1998; Ramdass and Zimmerman, 2008).
b. “Using models, answers, or teacher feedback to guide self-assessment judgments also
generally improve performance” (Hewitt, 2001).
c. “Self-evaluation combined with teacher evaluation produced better quality projects”
(Olina and Sullivan, 2002).
All these researches point to the essential elements of students self-assessment: a clear guide
to the tasks involved, feedback from teachers and peers, and the inclusion of further formative
activities. In fact, Ross (2006) suggested the following techniques in using student’s self-assessment
in classroom assessments: (1) student’s need to be involved in the process of establishing criteria for
evaluating work outcomes; (2) student’s need to be taught how to apply those criteria; (3) feedback
from others is needed; and (4) students’ need to be taught how to use other assessment data, such as
test scores or graded work.
KPUP-clustered Summative Test

According to Erwin and Knight (1995), “if all other elements of the course point in one direction
and the assessment arrangements in another, then the assessment arrangements are likely to have
the greatest influence on the understood curriculum.” Because it recognizes the value of having a
well-defined assessment system, the DepEd has articulated its philosophy on assessment through
DepEd order No. 73, s. 2012. This order seeks to ensure that teachers teach to the standards. It also
guides teachers in assessing and rating learning outcomes by following the four levels of assessment:
a. Knowledge – the substantive content of the curriculum;
b. Process – skills or cognitive operations that the students perform on facts and information;
c. Understanding – enduring big ideas, principles, and generalization inherent to the
discipline; and
d. Performance/Product – real-life application of understanding.
These four levels of assessment aim to help teachers determine students’ level of achievement
with respect to the learning standards.
As a response to this directive from the DepEd, Rex Book Store has incorporated KPUP features
in its materials. For instance, the work texts and TRMs of SY 2013–2014 titles contain exercises that
are based on Bloom’s levels of assessment in developing higher order thinking skills. While these
exercises are not yet clustered, they possess the characteristics of KPUP.
For SY 2014–2015, the Rex Pointers presented ready-made KPUP in clustered form. Also, they
contained helpful advice in crafting effective assessment questions.
Finally, for this SY 2015–2016, TRMs have been provided with KPUP-clustered summative tests
per unit. These tests provide teachers with ready-made questions that pertain to the four levels of
assessments.
Technology Enhancement CD (TEC)

Rex Book Store believes that to teach 21st century learners effectively, teachers need to be
equipped with the appropriate 21st century tools. With this in mind, Rex Book Store continues with
the Technology Enhancement CD (TEC)—a teaching companion that provides teachers with a
repertoire of instructional materials (IMs) that they can use to prepare effective lessons. This product
is designed to supplement the TRM.
viii
In the TEC, teachers will find IMs, such as multimedia presentations, ready-to-print worksheets,
and audio files. Also included are related articles from Rex Crown Journals and links to educational
websites.
The IMs found in the TEC have also been assigned to particular parts in the lesson plans of the
TRM as prompted by the following icons. These are based on the researches and the book Classroom
Instruction that Works: Research-based Strategies for Increasing Student’s Achievement of Robert J.
Marzano, Debra Pickering, and Jane E. Pollock of the Association of Supervision and Curriculum
Development (ASCD) on the four planning questions for instruction. According to their findings,
certain instructional strategies have been precisely identified as effective in improving student‘s
learning, and they have been framed within four planning questions to guide teachers on when to
use these strategies appropriately. These planning questions have been translated into the four key
stages in lesson development, particularly the:
Learning Objectives – This icon basically addresses what students will learn in the
lesson. The instructional materials indicated here provide the objectives for desired
learning outcomes.
Learning Evidences – This icon provides exercises and feedback strategies to help
the teacher determine the students’ prior knowledge. By knowing the student’s’
current level of understanding, the teacher can provide instruction better attuned to
the students’ learning dispositions.
Acquisition Strategies – This icon gives the teacher strategies that will help students
acquire learning and unlock meaning. Examples of these strategies include:
• cues, questions, and advanced organizers;
• non-linguistic representation;
• summarizing and note-taking;
• cooperative learning; and
• reinforcing effort.
Practice Strategies – This icon presents strategies that help students practice, review,
and apply their learning. By analyzing new learning, such as through identifying
similarities and differences with other concepts, and, by applying it through
generating and testing hypothesis, students are better able to retain learning and
transfer it to unique situations (Marzano, 2001).
Hence, when an icon appears in a particular section of the lesson plan, it signals the teacher
that there are additional IMs available in the TEC that the teacher can use as optional enrichment
activities.
Rex Book Store hopes that through the efficient use of the TRM, with its Seamless K to 12 features
and the Technology Enhancement supplements, teachers may gain the full benefits of the Enhanced
K to 12 Program. Because with Rex Book Store, you’re booked for success.
ix
x
PREFACE
The 21st Century MAPEH in Action is a series of Music, Arts, Physical Education, and Health
Education books for Basic Education (Grades 1–10) students in the Philippines. This set of instructional
materials is based on the philosophy, objectives, and list of learning competencies of the K to 12 Basic
Education Program outlined by the Department of Education (DepEd).
This Teacher’s Resource Material (TRM) accompanies the worktext, which is based on the design
of the K to 12 curricula. In addition, this TRM is strongly anchored on the combined sound conceptual
frameworks of Differentiated Instruction and Differentiated Assessments.
The worktext is divided into the four content areas: Music, Arts, Physical Education, and Health
Education.
The first section is all about Music. It includes the elements of music: melody, harmony, rhythm,
dynamics, tempo, forms, and styles from all continents and historical periods. The concepts are
presented based on the spiral, integrative, and multicultural approaches in music. Many activities
in this book are designed for students to have active involvement in the various creative musical
processes.
The second section discusses Arts, and its various forms and elements. The approach is
student-centered. The hands-on differentiated activities are geared toward developing the students’
creativity and self-expression. Students are given opportunities to create various art forms using
locally available materials.
The third section includes a thorough discussion of concepts in Physical Education and a
comprehensive presentation of physical fitness activities. The Physical Education curriculum under
the K to 12 Basic Education Program has five learning strands which includes body management,
movement skills, games and sports, rhythms and dance, and physical fitness. Many activities in this
book are aimed at training students to have an active lifestyle for lifelong fitness and wellness.
The last section covers an in-depth discussion of Health Education and related health practices
aimed to enlighten young people about the importance of appropriate health practices. The DepEd’s
K to 12 Health Education program focuses on the physical, mental, emotional, social, moral, and
spiritual dimensions of holistic health. The concepts discussed in this book and the activities are
expected to enable the learners to acquire essential knowledge, attitudes, and skills necessary to
promote good nutrition, and prevent and control diseases and substance misuse and abuse. The
spiral approach in presenting the concepts will help students to develop health knowledge and skills
for them to achieve, sustain, and promote lifelong wellness.
The details in using the book are found in this Teacher’s Resource Material. The following are
your guides in handling each section of the worktext.
On Your Mark
This includes the lesson objectives, which are based on the learning competencies of the
K to 12 MAPEH curriculum.
Get Set
• This part is the springboard for students to become motivated in participating in the
lesson.
• This could also serve as your pre-assessment activity.
xi
Go and Learn
• This presents basic information and skills through explicit instruction or Q-and-A
(question-and-answer) format.
• This part includes the theories and concepts that go with each lesson.
• This part includes graphic organizers and written outlines.
• This part of the book includes interesting, fitting, and worthwhile information or quotation
related to the topic placed in a box labeled as FYI, Trivia, or Did you know that....
• It is also in this portion when some sub-elements like “Stop for a while...” and “Art
Awareness” are placed in strategic points to guide students in their studies of a specific
topic.
Did You Get It?

Make sure that students participate in this activity. You can use the results in understanding
your students’ needs better. The students’ answers will also help you in designing review
activities or additional activities.
Music Workshop/Art Workshop/ Fitness for Life/Health Hub

• This is where hands-on activities and differentiated activities are presented.
• These hands-on activities will provide students with opportunities to experience
learning meaningfully by doing. The group activities will teach students to improve their
interpersonal skills as they work in harmony with others to achieve the DepEd content
and performance standards.
• The students will create a product or performance as an assessment or activity that is
authentic as possible.
Self-assessment
This is not a graded activity because this is just part of your formative assessment. See
to it that all students participate in this activity. Results will help you in understanding your
students’ needs better and will help you in determining the effectiveness of the strategies and
activities used in class.
With this carefully designed combination of concepts and hands-on activities in each quarter,
the authors are optimistic that you will make good use of this series as you strive to make a difference
in the lives of your young learners. Our hope and prayers are with you for the wise use of the worktext
and Teacher’s Resource Material in your successful teaching of MAPEH.
The Series Coordinator and Authors
xii
SALIENT FEATURES
The series, The 21st Century MAPEH in Action, is based on the DepEd’s strong leaning to teach life skills,
in addition to academic skills, through the MAPEH subject.
Core Products
• The 21st Century MAPEH in Action is a series of Music, Arts, Physical Education, and Health Education
books for the basic education (Grades 1–10) students in the Philippines. This set of instructional materials
is based on the philosophy, objectives, and list of learning competencies of the K to 12 Basic Education
Program outlined by the Department of Education (DepEd). Based on the design of the K to 12 curricula,
which has the spiral progression of processes, concepts, and skills, this series is strongly anchored on the
combined sound conceptual frameworks of Differentiated Instruction and Differentiated Assessments. It
is divided into four content areas: Music, Arts, Physical Education, and Health Education.
• The first section is about Music. It includes the elements of music: melody, harmony, rhythm, dynamics,
tempo, forms, and styles from all continents and historical periods. The concepts are presented based on
the spiral, integrative, and multicultural approaches in music education. Many activities in this book are
designed for students to have active involvement in the various creative musical processes.
• The second section discusses Arts and its various forms and elements. The approach is student-centered.
The hands-on differentiated activities are geared towards developing the students’ creativity and self-
expression. The students are given opportunities to create various art forms using locally available
materials.
• The third section includes a thorough discussion of concepts in Physical Education and a comprehensive
presentation of physical fitness activities. Many activities in this book are aimed at training the students
to have an active lifestyle for lifelong fitness and wellness.
• The last section covers an in-depth discussion of Health Education and its related health practices aimed
to enlighten young people about the importance of appropriate health practices. The concepts discussed
in this book and the activities are expected to enable the learners to acquire essential knowledge,
attitudes, and skills necessary to promote good nutrition, prevent and control diseases, and substance
misuse and abuse.
Each lesson is designed based on the following sound educational theories and tools:
Where is this Found

Description Learner’s Benefits
in the Series
KPUP Tracker (Knowledge- Learners are provided with activities TRM – Teacher’s guide to correction
Process-Understanding- Product/ that cover the four levels of assess-
Performance) ment as proposed by DepEd.
This DepEd designed assessment tool

is best facilitated by the authors’
labeling of activities to guide teach-
ers in executing the KPUP.
Formative Assessment – a quality assurance tool to track learners’ progress in the attainment of
DepEd K to 12 Standards
xiii
Given in the process of teaching Develops personal responsibility and TRM – Discussion portion includes
(formative) to assess progress, accountability in their learning a guide for teachers on how to use
analyze, and feedback the outcomes these tools in class.
positively and constructively. Improves learners’ strategic ability
Worktext – Did You Get It? and Self-
Standards-based to ensure that Promotes self-reflection and personal assessment portion
teachers will teach based on the K to accountability for one’s learning
12 standards and learners are guided TRM and Activity Portion
to meet or exceed the standards. Helps learners to develop insight into
their own performance and realize
that mistakes are part of the process TRM (KPUP Summative Test)
Activities that develop learners’ ability
to reflect and build strategic thinking of learning
about their learnings and how to
become successful in their learnings. Develops interpersonal intelligence
(Self-assessment) as it encourages listening and giving
constructive comments
Activities provide more accurate
feedback as learners are sometimes Learns to recognize their own
in a better position than teachers to working style and preferences, and to
judge their contributions. appreciate the same of others
(Peer Assessment)
Determines their learnings in com-
Measures the learner’s achievement parison with the K to 12 Content and
at the end of a quarter. Performance Standards
(Summative Assessment)
Differentiated Activities Learners’ individuality, specific TRM and Activity Portion

Differentiation is teaching accord- interest, and intelligences are greatly
ing to learners’ needs and learning considered in the design of each
profile. lesson.
The goals of a differentiated

classroom are to maximize learner’s
growth and to promote individual
success.
Visual Organizers Guides the learners to understand Worktext

– supports ease in the under- the concepts by means of interesting
standing and readability of each pictures, graphs, and charts
lesson
– provides a basis for profiling
learners on the basis of learning
styles: KWL charts, brainstorm-
ing, word web, picture web,
knowledge rating chart, and a
lot more.
Readability-tested Discussion Part Provides reading materials that are Key elements of the worktext
The major discussion parts of the les- prepared with due consideration of
sons are tested using the Fry Graph their readability level
and Raygor Graph Readability tools
to ensure appropriate grade-level
readability.
xiv
Hands-on Activities Creates a product or performance Worktext – Music Workshop/Art
as an assessment or activity that Workshop/Fitness for Life/ Health
These hands-on activities will provide
is authentic (real world if possible) Hub
learners opportunities to experience
and meets the DepEd K to 12
learning by doing; thus, providing
performance standards.
them with a meaningful learning
experience. The group activities will
teach learners to work in harmony
with others to achieve common goals
and objectives.
Augmented Products
• Evidence of Assessment – Rubrics and scoring guides are provided to help teachers, students, and peers
assess performance and output.
• Rex Interactive Materials (TEC) Technology-enhanced CD – downloadable and ready-to-print activity
worksheets and audio recordings of MAPEH activities that are available in CD format and through the Rex
Interactive websites. They are recommended in the Teacher’s Resource Materials for learners to explore as
a supplementary reference for research and learning.
xv
xvi
Music
1
CURRICULUM MAP
Key Stage Standards:

The learner demonstrates understanding of fundamental processes through performing, creating, and responding, aimed toward the
development of appreciation of music and art, and acquisition of basic knowledge and skills.
Grade Level Standards:

The learner demonstrates understanding of the basic and fundamental processes in music through performing, creating, listening and observing,
and responding.
First Quarter – Exploring Rhythm Number of Days: 10 days
Content Standards Performance Standards

The learner demonstrates basic understanding of sound, silence, The learner responds appropriately to the pulse of sounds heard and
and rhythmic patterns and develops musical awareness while performs with accuracy the rhythmic patterns in expressing oneself.
performing the fundamental processes in music.
2
Points of Assessment
Lesson Number Key Understandings/ Skills/21st Century
Knowledge Integration Strategies/ Resources
and Title Key Questions Skills
(Subject/Values) DI Activities
Lesson 1: KUs: • Sound and Skills: Mathematics – Skip Hand Clapping The 21st Century
Steady Beats Rhythm as part of our Silence • Distinguish aurally counting by 2s, 3s, 5s, Individual MAPEH in Action 2
everyday lives makes • Steady Beats and visually between and 10s performance of Worktext
life interesting. • Simple sound and silence Physical Education – rhythmic pattern Technology
The ability to Rhythmic • Relate visual images Body movement and Echoing rhythmic Enhancement CD
demonstrate the skill Patterns to sound and silence dancing patterns with Materials
of keeping a steady within a rhythmic steady beats PPT: Steady Beats
• Ostinato pattern
beat develops a Creating rhythmic
foundation for further • Replicate a simple
series of rhythmic patterns
understanding of
music literacy. sounds (examples: Quiz
echo clapping)
Rhythmic patterns • Maintain a steady Clapping of simple
can be found in music beat when chanting, rhythmic patterns
and exposure to music walking, tapping,
enhances our lives. clapping, and playing
musical instruments
• Clap the written stick
KQs:
notation to show
What is the role of steady beats
rhythm in our lives? • Divide the stick
Why does one need notations into
to develop the skill of measures of 2s,
keeping a steady beat? 3s, and 4s to show
rhythmic patterns
• Create simple ostinato
patterns in measures
of 2s, 3s, and 4s with
body movements
• Write stick notation
3
on the board to
represent the sound
heard
• Play simple ostinato
patterns on classroom
instruments: sticks,
drums, triangles,
nails, coconut shells,
bamboo, empty
boxes, etc.
21st Century Skills:

• Demonstrate
imagination
and creativity in
performing music
• Create new and
worthwhile ideas as
applied to Music
• Improvise and
compose rhythmic
patterns to satisfy
curiosity and
imagination
• Access and analyze
information through
reading music
notation
4
Second Quarter – Exploring Melody and Musical Form Number of Days: 10 days
• The learner demonstrates basic understanding of pitch • The learner performs with accuracy of pitch, the simple melodic patterns
and simple melodic pattern. through body movements, singing, or playing musical instruments.
• The learner demonstrates understanding of the basic • The learner performs a song chosen from among the previously learned
concepts of musical form. songs that shows the basic concepts of musical lines, beginnings, endings,
and repeats through body movements.
Lesson Points of Assessment
Key Understandings/ Skills/21st Century
Number and Knowledge Integration Strategies/ Resources
Key Questions Skills
Title (Subject/Values) DI Activities
Lessons 2-3: KUs: Melody Skills: Values Education One-sentence The 21st
Melody and The melody expresses the • Melody • Identify the pitch of tones – Development Summary Century MAPEH
Musical Form main idea of a musical as high, low, higher, or of decision- Oral Questioning/ in Action 2
• Pitch making skills by Worktext
composition. lower Choral Response
• Simple Melodic analyzing the given Technology
Knowing the correct • Respond to ranges of information
Patterns Writing melodic Enhancement
5
pitch helps improve one’s pitch through body

Musical Form Reading and pattern on the staff CD Materials
musical performance. movements, singing, and
playing sources of sounds Language – Oral Recitation PPT: Melody,
Creating melodic patterns • Form
telling stories and (pitch singing) Harmony
enables a person to • Musical Lines • Demonstrate high and identifying parts of
express his/her thoughts low pitches through Writing melodic PPT: Musical
• Beginnings and the story
and feelings. singing or playing musical pattern on the staff Forms
Endings
Musical lines, when put instruments Think-Pair-Share/ RTP: Activity
together, tell a story or say • Repeats Turn to Your
• Sing songs with accurate Sheet on
a thought about the song. pitch Partner Melody
The completeness of the • Echo simple melodic Quiz
different parts of a musical patterns through singing
composition makes it or humming
pleasing to the ears of the
• Demonstrate the melodic
listeners.
contour with movement
KQs: • Demonstrate the melodic
What is the role of melody contour through the body
in a musical composition? staff, writing the melodic
line “on the air,” line
What is the importance of notation
knowing the appropriate
• Relate visual imagery to
pitch of a song?
melodic patterns
How does melodic pattern • Identify the beginning and
help in communication? ending of a song
What do musical lines tell • Demonstrate the
us? beginning and ending of
What is the importance a song with movements,
of the different parts of a vocal sounds, or
musical piece? instrumental sounds
• Identify musical lines as
similar and dissimilar with
movements and with the
use of geometric shapes
and objects
6
• Demonstrate repeated
musical lines with
movements
• Recognize repetitions
within a song
• Create melodic
introduction and ending
of songs
• Create rhythmic
introduction and ending
of songs
• Demonstrate imagination
and creativity in
performing music
• Create new and
worthwhile ideas as
applied to Music
• Demonstrate ability to
work effectively and
respectfully with other
members of a group
• Assume shared respon-
sibility for collaborative
work and value the indi-
vidual contributions made
by each group member
7
Third Quarter – Exploring Timbre and Dynamics Number of Days: 10 days
The learner demonstrates understanding of the basic concepts of • The learner determines accurately the sources of sounds heard;
timbre and dynamics. produces sounds using voice, body, and objects; and is able to sing
in accurate pitch.
• The learner applies creatively changes in dynamics to enhance
rhymes, chants, drama, and musical stories.
Points of
Lesson Assessment
Key Understandings/ Skills/21st Century Integration
Number Knowledge Strategies/ Resources
Key Questions Skills (Subject/
and Title DI Activities
Values)
Lessons KU: • Timbre or Skills: Computer Hand Signal The 21st Century MAPEH in
4–5: Learning the quality and Sound Quality • Identify the source of Education Action 2 Worktext
volume of sounds helps sounds (e.g. winds, – Skills and Oral
Timbre and • Speaking Questioning
in developing individual Voice waves, etc.) knowledge in Technology Enhancement CD
Dynamics musical intelligence and downloading Materials
8
• Singing Voice • Replicate the different Quiz

skills. sources of sounds with and
KQ: • Musical body movements researching PPT: Five Elements
Performing
How do quality and Instruments music on the soft and loud
• Identify the common Internet PPT: Dynamics
volume of sounds help sound
musical instruments by
in developing individual their sounds and image English –
musical intelligence and Interpreting Observation RTP: Activity Sheet on
skills? • Recognize the the dynamics Dynamics
difference between using syllables Think-Pair-
speaking and singing Share/ Turn to
voice Physical Your Partner
Education
• Sing songs with – Creating
accurate pitch and different
pleasing vocal quality movements
• Produce sounds using
voice, body, and objects
to enhance a given
story
• Sing a given song with
appropriate dynamics
• Exhibit one’s learning
and innovation skills
and creativity in timbre
and dynamics
• Show one’s
collaboration and
interpersonal skills in
the musical activities
• Enhance individual
critical thinking in
the presented guide
questions
• Demonstrate initiative
and self-direction in
singing and playing the
musical instruments
9
• Show collaboration
and interpersonal skills
in singing, listening,
and playing musical
instruments
Fourth Quarter – Exploring Tempo and Texture Number of Days: 10 days
The learner demonstrates understanding of the basic • The learner uses varied tempo to enhance rhymes, chants, drama, and musical
concepts of tempo and texture. stories.
• The learner distinguishes accurately between a single musical line and multiple
musical lines which occur simultaneously in a given song.
Points of
Lesson Assessment
Values)
Lessons KU: • Tempo Skills: Computer Picture The 21st Century MAPEH
6–7: Knowing speed of sound • Identify mimics and animal Education Identification in Action 2 Worktext
• Fastness
Tempo and and distinction of thinness Versus movements (horse – fast, carabao – Skills and
Texture and thickness in music helps – moderate, turtle – slow) knowledge in Think-Pair- Technology
Slowness Share Activity
in enhancing one’s musical • Respond to the accurate tempo downloading Enhancement CD
skill and creativity. of a song as guided by the hand and Materials
KWL Chart
10
signal of the teacher researching

KQ: music on the PPT: Tempo
How do speed of sound and • Demonstrate changes in tempo 3-2-1 Exit
with movements Internet Cards
distinction of thinness and PPT: Five Elements
thickness in music help in • Respond to variations in tempo
with dance steps Physical
enhancing one’s musical Education RTP: Activity Sheet on
skills and creativity? • Distinguish slow, slower, fast, and
faster in recorded music with – Creating Texture
voice or with instrument movements
• Use the terms fast, faster, slow,
and slower to identify variation in
tempo
• Replicate slow, slower, fast,
and faster with voice or with
instruments
• Identify musical texture with
recorded music
• Show awareness of texture
by relating visual images to
recorded or performed music

• Develop one’s creativity in
musical form
• Enhance learning and creativity
in the musical instruments
• Show flexibility and adaptability
in the musical instruments
• Show individual’s critical thinking
and creativity in musical harmony
• Demonstrate one’s initiative
and self-direction in the musical
activities
• Show appreciation in singing
examples of songs in different
tempo and musical textures
11
• Enhance critical thinking in

creating body movements in
different tempos
• Demonstrate learning and
innovation skills in the
relationship of tempo and
musical textures
FIRST QUARTER
Exploring Rhythm
Summary:
In this quarter, the pupils will learn about rhythm. Through the
different activities provided, the pupils will be able to demonstrate basic
understanding of sound, silence, and rhythm. The hands-on activities
will enable the pupils to respond appropriately to the pulse of sounds
heard and be able to perform with accuracy the rhythmic patterns.
Formative assessments are provided to see to it that gaps in
teaching and learning will be addressed. These various types of
formative assessment strategies will also be used to check for the pupils’
understanding.
The learner demonstrates understanding of the basic and
fundamental processes in music through performing, creating, listening
and observing, and responding.
Pre-assessment: KWL chart
To determine the pupils’ knowledge on rhythm, have them
complete a KWL chart. Results of this activity will help you plan or
organize the topics of your lesson.
Formative Assessments:
• Web or Concept Map
• Observation
• Quiz
• Hand Clapping
• Misconception Check
• Choral Response
• Think-Pair-Share/Oral Questioning
• Projects
• Differentiated Activities Based on Multiple Intelligences
• Echoing Rhythm Patterns
• Creating Rhythm Patterns
• Playing Instruments with Others in a Group
Lesson 1 – Steady Beats

Number of Days: 10 days
Knowledge: Resources:
• Sound and Silence The 21st Century MAPEH in
Action 2 Worktext
• Steady Beats
• Simple Rhythmic Patterns
Technology Enhancement
• Ostinato CD Materials
PPT: Steady Beats
12
Skills:
• Distinguish aurally and visually between sound and silence
• Relate visual images to sound and silence within a rhythmic
pattern
• Replicate a simple series of rhythmic sounds (examples: echo
clapping)
• Maintain a steady beat when chanting, walking, tapping,
clapping, and playing musical instruments
• Clap the written stick notation to show steady beats
• Divide the stick notations into measures of 2s, 3s, and 4s to
show rhythmic patterns
• Create simple ostinato patterns in measures of 2s, 3s, and 4s
with body movements
• Write stick notation on the board to represent the sound heard
• Play simple ostinato patterns on classroom instruments: sticks,
drums, triangles, nails, coconut shells, bamboo, empty boxes,
etc.
• Demonstrate imagination and creativity in performing music
• Create new and worthwhile ideas as applied to Music
• Improvise and compose rhythmic patterns to satisfy curiosity
and imagination
• Access and analyze information through reading music
notation
Introduction/ Preparatory Activities:
In all lessons under this quarter, you may use any of these strategies
in opening class discussions.
1. The Get Set part of the worktext may be used to introduce the topic
for the quarter.
2. Motive questions are provided in the daily plan to serve as
introductory activity.
3. Games and other activities are also provided as springboard in
some topics.
4. Present the Key Understandings and Key Questions and emphasize
these as the targets for the particular topic discussed.
Body/Developmental:
Days 1–2
Sound and Silence
Key Understanding:
1. Start the session with a song the pupils learned in Grade 1 or any
Rhythm as part of our
song that all the pupils know.
everyday lives makes life
2. Using the same song, conduct a game. Say: “When you see me put interesting.
13
my index finger on my lips (sign for silence), you continue singing
Key Question:
the song but without a sound. When I remove my index finger from
my lips, sing the song aloud.” What is the role of rhythm
in our life?
3. Do this with other songs to help the pupils realize the concept of
“sound and silence.” Pupils should hear a sound while singing songs
aloud and silence when they are not producing a sound but still
singing.
4. Introduce the word “beat.” Use the Get Set part of the lesson from
the worktext to explain about beat.
5. For the pupils to better understand about beat, let the pupils sing
the song “Twinkle, Twinkle Little Star” or any short song familiar
to the pupils and let them tap their hand on their lap in a regular Formative Assessment:
interval. Do this several times until the pupils get the pulse of the Hand Clapping
song. Explain to the pupils that this is the beat of the song.
6. Check the pupils’ understanding by letting them clap with the beat
of a song.
Days 3–4 Formative Assessment:

Individual performance of
Rest rhythmic pattern
7. Review “sound and silence” using the song B-I-N-G-O.
8. Introduce the term “rest.”
9. Let the pupils perform the rhythmic patterns from the Go and Learn
part of the worktext.
10. Provide more rhythmic patterns with rest.
11. Let the pupils sing the rhythmic patterns by group. Then call the
pupils at random to demonstrate the rhythmic patterns. This is also
a way of checking the pupils’ understanding.
Key Understanding:
Day 5
The ability to demonstrate
Steady Beats the skill of keeping a steady
beat develops a foundation
12. Start the class by singing the song “Incy, Wincy Spider.” Let the
for further understanding of
pupils clap their hands to the beat of the song. music literacy.
Key Question:
Why does one need to
develop the skill of keeping
steady beat?
Formative Assessment:
Echoing rhythmic patterns
with steady beats
Point of Integration:
13. Divide the class into two groups. One group will sing the song Mathematics – Skip
while clapping their hands on the heart marks. The other group counting by 2s, 3s, 5s, and
10s
claps along to make the sound of a steady beat. (spider marks)
14
14. Explain to the pupils that the rhythm is the same as the words with
a sound for each syllable, while the beat is the clapping at regular
interval or the pulse of the song; that the clapping at regular
interval illustrate steady beat.
15. Let the pupils skip count by 2s, 3s, 5s, and 10s. Explain that when PPT: Steady Beats
they skip count, the numbers they recite are with regular intervals
and illustrate steady beats.
16. Check the pupils’ understanding by letting them demonstrate
steady beat using another song.
Day 6
Simple Rhythmic Patterns
17. Conduct a game. Divide the class into three groups. Let each group
create a rhythm. Give them a minute to master their rhythm. Once
they mastered their rhythm, tell them that whatever you say, they Key Understanding:
should respond using the rhythmic pattern they’ve just created Rhythmic patterns can
when you point to their group. The group with correct or consistent be found in music and
response will earn a point for every round. exposure to music enhances
18. Let the pupils sing the song “Little Peter Rabbit.” Let the pupils clap our lives.
with the rhythm of the song and let them identify the part of the Key Question:
song, which has a long (strong) sound and short (weak) sound. Why do we need to be
19. Explain to the pupils strong and weak sounds. Point out in the song exposed to music and
the strong and weak sounds. understand rhythmic
patterns?
20. Give other examples of songs and let them identify the strong
and weak sounds. Let them clap for the strong sound and tap the Formative Assessments:
desk, table, or chair for the weak sound. This is to check the pupils’ Creating rhythmic patterns
understanding of the lesson. Echoing rhythmic patterns
Days 7–8
Ostinato
21. Let the pupils listen to short melodic or rhythmic phrase that is
repeated by a voice or instrument in a musical piece.
22. Ask: “What did you hear?” Expect the pupils to say, “We heard the Formative Assessments:
same sound all throughout.” Quiz
23. Introduce the term “ostinato.” Clapping of simple rhythmic
24. Sing songs to illustrate or demonstrate ostinato. patterns
25. Let the pupils think of a song, which has a short melodic phrase
that is repeated. Physical Education – Body
26. Check the pupils’ understanding by letting them raise a hand in movement and dancing
response to your question on the level of their understanding.
Day 9
27. As part of the formative assessment, let the pupils do the activities Formative Assessments:
in the Music Workshop of the worktext.
Hand Clapping
Day 10 Echoing rhythmic patterns
Conclusion/Evaluation Creating rhythmic patterns
1. Assist the pupils in doing the self-assessment activity that helps
them become aware of their understanding of the concepts
15
discussed. This activity serves as part of your formative assessment
so you can make important instructional decisions that will meet
the needs of your learners.
2. Have the pupils do the Summative Assessment.
Self-assessment
TEACHER’S GUIDE AND KEY TO CORRECTION
Activity 1: Music, Sound and Silence

The pupils should be able to put a check mark on the notes and
a cross mark on the rest.
Activity 2: Human Notes

The pupils should be able to echo the rhythmic pattern that
you will clap.
Activity 3: Rhythmic Syllables for Stick Notation
Answer Key:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Activity 4: I Hear a Sound
The pupils should be able to identify the long and short tones
properly; should maintain a steady beat as they chant; and tap,
clap, or play available musical instruments in the classroom.
SUMMATIVE ASSESSMENT
1. Paper-and-pencil Test
2. Performance-based Assessment
16
First Quarter Test
Part 1
Multiple Choice: Choose the correct answer that best fits the given description. Write the letter only
on the blank.
_____ 1. No sound is heard in the musical piece.
a. Silence b. Sleep c. Sound
_____ 2. These are regular pounding of sounds to mark a specific time.
a. Irregular beats b. Scattered beats c. Steady beats
_____ 3. This is a short melodic or rhythmic phrase that is repeated.
a. Ostinato b. Sound c. Steady beats
_____ 4. This shows a pattern written in 2s.

a. b. c.
_____ 5. The object that matches with the sound “tick, tock”
a. b. c.
_____ 6. Musical symbol that means silence

a. b. c.
_____ 7. Sound with has no steady beat
a. clocks ticking b. alarm sounding c. horse running and walking
_____ 8. This shows a pattern written in 4s.
a. b. c.
_____ 9. The signs that tell you to repeat whatever are between them.
a. b. c.
_____ 10. This shows an ostinato pattern.
a. b. c.
Answer Key:
1. a 6. b
2. c 7. c
3. a 8. a
4. a 9. b
5. a 10. c
17
Part 2
Draw the rhythmic pattern that corresponds to the given image pattern. Write a stick ( ) for the
sound and rest ( ) for the silence.
1.
2.
3.
4.
5.
Answer Key:
1. 2. 3. 4. 5.
Part 3
In small groups, create movements that represent a steady beat to one of the following songs:
• Row, Row, Row Your Boat
• Mary Had a Little Lamb
• Three Blind Mice
Your movements will be presented to the class and assessed using the following rubric:
Criterion Level 4 Level 3 Level 2 Level 1
Understanding of The group An understanding Simple movements The movements
Concept represented a of a steady beat represented a did not clearly
steady beat within was represented steady beat. represent a steady
their movements in in their creative beat.
a creative fashion. movements.
Part 4
Performance-based Assessment
This could be given near the beginning or middle of the quarter. Perform the following:
Goal To demonstrate steady beats by clapping, patting, or by tapping their
bodies
To demonstrate ostinato pattern with the song “Twinkle, Twinkle Little
Star”
18
Role Musician, composer
Audience Grade 2 pupils and teacher
Situation The whole class demonstrates the steady beat by tapping/clapping/
patting while speaking a known chant with a strong steady beat.
(Example: “The bag, the bag, the bag is in my lap.”) A pupil may be asked
to demonstrate the ostinato pattern or this can be done in 2s or 3s.
Product/ The demonstration of steady beats by clapping, patting, or tapping the
Performance body.
The demonstration of the ostinato pattern using the song “Twinkle,
Twinkle Little Star”
Standards Observe the pupils’ ability to keep a steady beat noting whether they
demonstrate a steady beat
• All of the time (11–15 points)
• Some of the time (6–10 points)
• Not consistently yet (1–5 points)
Observe the pupils’ ability to produce ostinato pattern noting
whether they demonstrate an ostinato
• All of the time (11–15 points)
• Some of the time (6–10 points)
• Not consistently yet (1–5 points)
19
SECOND QUARTER
Exploring Melody and Musical Form
Summary:
In this quarter, the pupils will learn about melodic patterns and
musical form. Through the different activities provided, the pupils will be
able to identify the pitch of tones. They should be able to demonstrate
pitch and melodic patterns through body movements, singing, and
playing musical instruments. Activities are also provided to strengthen
their understanding of the basic concepts of musical form. With their
understanding of these concepts, they will be able to perform a song
and show the basic concepts through body movements, vocal sounds,
and instrumental sounds.
Formative assessments are provided to see to it that gaps in
teaching and learning will be addressed. These various types of
formative assessment strategies will also be used to check for the pupils’
understanding.
The learner demonstrates understanding of the basic and
fundamental processes in music through performing, creating, listening
and observing, and responding.
Pre-assessment:
Before introducing the concept, the readiness of the pupils may be
assessed using a survey of what they know about melodic patterns and
musical forms. This may be done through a pre-test or just a raise of
hands when asked about these topics.
1. Web or Concept Map
2. Observation
3. Quiz
4. Hand Clapping
5. Think-Pair-Share/Oral Questioning
6. Projects
7. Differentiated Activities Based on Multiple Intelligences
20
Lessons 2–3 – Melody and Musical Form
Knowledge:
Melody Resources:
• Melody The 21st Century MAPEH in
Action 2 Worktext
• Pitch
• Simple Melodic Patterns
CD Materials
Musical Form PPT: Melody, Harmony
• Form
PPT: Musical Forms
• Musical Lines
• Beginnings and Endings
RTP: Activity Sheet on
• Repeats Melody
Skills:
• Identify the pitch of tones as high, low, higher, or lower
• Respond to ranges of pitch through body movements, singing, and
playing sources of sounds
• Demonstrate high and low pitches through singing or playing
musical instruments
• Sing songs with accurate pitch
• Echo simple melodic patterns through singing or humming
• Demonstrate the melodic contour with movement
• Demonstrate the melodic contour through the body staff, writing
the melodic line “on the air,” line notation
• Relate visual imagery to melodic patterns
• Identify the beginning and ending of a song
• Demonstrate the beginning and ending of a song with movements,
vocal sounds, or instrumental sounds
• Identify musical lines as similar and dissimilar with movements and
with the use of geometric shapes and objects
• Demonstrate repeated musical lines with movements
• Recognize repetitions within a song
• Create melodic introduction and ending of songs
• Create rhythmic introduction and ending of songs

• Demonstrate imagination and creativity in performing music
• Create new and worthwhile ideas as applied to Music
• Demonstrate ability to work effectively and respectfully with other
members of a group
21
• Assume shared responsibility for collaborative work and value the
individual contributions made by each group member
Introduction/Preparatory Activities:
In all lessons under this quarter, you may use any of these strategies
in opening class discussions.
1. You may use the motive question provided in the daily plan to
serve as an introductory activity.
2. Games and other activities are also provided as springboard in
some topics.
3. Present the Key Understandings and Key Questions.
4. Outputs of the pupils from the previous activity may also be
presented in class to serve as a motivation and springboard to the
lesson (depending on the lesson).
Body/Developmental:
Days 1–2
Melody
Key Understanding:
1. Let the class sing the song “The More We Get Together.”
The melody expresses the
2. Make the pupils notice the part of the song with a high tone or main idea of a musical
pitch and the part which has a low tone or pitch. composition.
3. Ask the pupils to just recite the lyrics of the song. Ask: “Is it pleasing
to hear?”
Key Question:
4. Explain that a song should have varied tones. It can be high or low.
What is the role of melody
5. Introduce the term “melody.” Tell something about this musical in a musical composition?
term.
6. Sing other songs and make the pupils realize that what is pleasing Formative Assessment:
to hear is the melody or varied tunes of the song. One-sentence Summary
7. Ask the pupils to give examples of things or animals which produce
a higher/lower sound. For additional activity, let the pupils draw
things and animals that produce higher/lower sounds.
8. Check the pupils’ understanding by letting the pupils state one
sentence about what they have learned.
Day 3
9. Review high and low sounds by singing the song “The More We Get
Together.” PPT: Melody, Harmony
10. Divide the class into five. Conduct a game, “Name That Tune.” In this
activity, you may hum or play the beginning of a song. Each group
of pupils will have to guess the title of a song. The group who can Point of Integration:
give the answer first will earn a point. In case the answer is wrong, Values Education –
it will be a minus to the group’s score. Development of decision-
making skills by analyzing
11. After the activity, ask the pupils: “Why were you able to guess the the given information
title of the song?” Expect answers like “We heard the tune,” or “We
know the melody.”
22
12. Explain further what is melody and what it is composed of.
13. Let the pupils sing the notes going up the stairs/scale after hearing Oral Questioning/Choral
you sing it. Response
14. Let the pupils sing the notes using hand signals (Kodaly Method) to
emphasize that the melody of a song may go up or move down.
15. Check the pupils’ understanding
by oral questioning or choral
response.
Days 4 –5
Pitch
16. Let the class sing the song “Eency, Weency Spider.” Lead the class
with varying pitch. Start with a low pitch, then repeat the song with
a high pitch, then repeat again with a higher pitch. Make sure that
the pupils notice the varying pitch. Key Understanding:
17. Introduce the term “pitch.” Explain using their experience in singing Knowing the correct pitch
the “Eency, Weency Spider” at varying pitch. helps improve one’s musical
performance.
18. Show the pupils how pitches are arranged in music. Introduce the
staff and the notes.
Key Question:
19. Put the first note on the staff. Ask the pupils to put the next notes
guiding them to follow the interval. What is the importance of
knowing the appropriate
20. Let them sing the notes on the staff. pitch of a song?
21. Let the pupils choose a song to sing. Read the notes on the staff
with the correct pitch. As you sing each note, let the pupils sing the Formative Assessment:
song using that pitch. For example: When you sing lower “do,” the
Oral Recitation (pitch
pupils should start the song in that pitch; when you sing “mi,” the
singing)
pupils will start the song in that pitch. Do the process to help the
pupils realize that the notes on the staff have different pitch. Ask:
“What symbols are used to give the pitch of a song?” Expect the
answer: “Notes on the staff.”
22. For the additional activity, let the pupils draw the notes on the staff
to show varying pitch (going up and down).
23. Check the pupils’ understanding by letting the pupils recite the
pitch of each note on the staff.
Day 6
Melodic Patterns
24. Play the melody bells in the class (if available). If not, just assign Key Understanding:
eight pupils to sing the tunes of the eight notes. Check the pupils’ Creating melodic patterns
pitch before letting them sing the note aloud. Let them sing the enables a person to express
notes successively to complete the tunes of the eight notes from his/her thoughts and
lower “do” to higher “do.” feelings.
23
25. Assign other pupils to do the same process.
26. With the different sets of pupils assigned with notes to recite, make
them a human organ. Let the pupils form a circle. Use a stick to
point to a pupil. The pupil should recite his/her assigned note. Key Question:
Do this to create a simple melodic pattern. After the activity, How does melodic pattern
discuss with the pupils about melodic pattern. Melodic patterns help in communication?
may be going up, going down or stay on the line/space.
Oral Questioning
Writing melodic pattern on
the staff
27. Let the pupils do Activity 1 in the Music Workshop of the worktext.
After singing and acting out the song in the activity, ask the pupils:
“In what part of the song did you move up? Move down? Do left
and right movements?” Emphasize that these are the different
types of melodic patterns.
28. Check the pupils’ understanding by oral questioning. You may also
ask the pupils to write a melodic pattern on a staff.
Day 7 RTP: Activity Sheet on

Form Melody
29. Let the pupils sing the song “Hickory Dickory Dock.”
30. Prepare in advance the house structure illustrated in the worktext.
Use this to introduce the term “musical form.”
31. Do another activity to develop the concept about musical form. https://www.youtube.com/
Show the pupils a picture of a tree but cut into several parts. Ask: watch?v=t0U-1Rcq-Qg
“Do you recognize this object based on its cut parts?” They did
paste together the parts. Ask: “Do you recognize now the parts? PPT: Musical Forms
Say: “We were able to recognize it as a tree because it has the form
of a tree and the tree has different parts.” Say: “Just like the picture
of a tree, we are able to recognize it as a tree because the parts
are put together. This is just like a musical composition. You cannot
identify the parts unless the parts are put together.”
32. Explain further how musical form is formed. Say: “Form is made up
Think-Pair-Share/Turn to
of tones, rhythm, and other parts of music that are arranged well.” Your Partner
33. Present the PPT: Musical Forms from the TEC.
34. Check the pupils’ understanding using the activity Think-Pair-Share.
In this activity, let the pupils work in pairs to study a song’s musical
form.
Day 8
Musical Lines Key Understanding:
35. Let the pupils sing the song “Music Class” from the worktext. Sing it Musical lines, when put
to the tune of “Twinkle, Twinkle Little Star.” together, tell a story or say a
36. Let the pupils recite the first line of the song. Ask: “Do you understand thought about the song.
what the song wants to say?” Let them recite the second line then
24
ask the same question; the third line and ask the same question;
the fourth, fifth, and sixth lines. Ask again the question after the
sixth line: “Did you understand what the song wants to tell us?”
37. Use other songs to explain musical lines.
Key Question:
38. Let the pupils give their observation on the length of the musical
What do musical lines tell
lines and how it is sang. Use guide questions so that pupils will be us?
able to realize the differences of musical lines.
39. Check the pupils’ understanding by letting the pupils tell what the
song wants to tell by reading the musical lines.
Quiz
Day 9
Beginnings, Endings, and Repeats Key Understanding:
40. Start the session by singing the song “Hickory Dickory Dock.” The completeness of the
different parts of a musical
41. Tell the pupils that you are going to tell stories. Prepare three to five composition makes it
sentence stories. When you tell the stories, skip a part—it may be pleasing to the ears of
the beginning or end. Exaggerate so that the pupils will be able to listeners.
realize that a part of the story is missing. Tell another story in which
a part is repeated several times. Wait for the pupils to react.
Key Question:
42. Ask: “What is wrong with my stories? (Wait for the pupils to answer What is the importance
that the stories are incomplete.) Is it okay listening to stories that of the different parts of a
are incomplete?” musical piece?
43. Explain that just like stories, music also has parts. It has a beginning
and end. If a part is missing, the song is not pleasing to the ears. Point of Integration:
Explain that there are also parts that are repeating. Reading and Language
44. For the pupils to fully understand the topic, sing the song “This Is – Telling stories and
the Way I Brush My Teeth” but this time with actions: identifying parts of the story
Beginning part – wave both hands upward

Repeats – roll both arms
Choral response
Endings – bend and wave both hands downward
Oral questioning
45. You may also replace the movements with vocal sounds and
Quiz
instrumental sounds:
Beginning: La la la la…
Repeats: Boom boom boom…
Other Lines: Chak chak chak chak…
Endings: Loo loo loo loo…
46. Check the pupils’ understanding by letting them answer Activity 2
in the Music Workshop portion of the worktext.
Day 10
47. Let the pupils do Activities 3 and 4 in the Music Workshop portion
of the worktext.
25
Conclusion/Evaluation
48. Assist the pupils in doing the self-assessment activity. This will
serve as a feedback to you and the pupils of their understanding of Self-assessment
the lesson.
49. This activity serves as part of the formative assessment so you can
make important instructional decisions that will meet the needs of
your learners.
50. Have the pupils answer the Summative Test.
26
Lesson 2
Activity 1: Melodic Contour

The pupils should be able to act out the song using different movements.
Activity 2: High and Low Pitch

The pupils should be able to sing the song “Study Time” and show how melodic contour or
shape of the notes move.
Activity 3: Melodic Line

The pupils should be able to pretend drawing on the air the melodic line of the song “Study
Time.”
Activity 4: Body Staff

The pupils should be able to pretend that they are the notes of the song “Study Time.” They
should act like the “body staff ” as they sing to the beat of the song.
Activity 5: Line Notation

The pupils should be able to draw the note heads with the stems to show the pitches of each
line of the song “Study Time.”
Activity 6: Melodic Patterns

The pupils should be able to sing the song “Happy All the Time” and do the actions used in the
song. The pupils should be able to demonstrate how the melodic patterns of the song move “in the
air.”
Activity 7: Echo Singing

The pupils should be able to sing the syllables with the correct pitch and rhythm.
Lesson 3
Activity 1: Beginning and Ending Lines

Answers depend on the song played by the teacher.
Activity 2: Similar and Dissimilar Lines
B. 1. 4.
2. 5.
3. 6.
27
Activity 3: Beginning, Repeat, Ending
1. 4.
2. 5.
3. 6.
Activity 4: Introduction and Ending
This will depend on the pupils melodic or rhythmic pattern.
Second Quarter Test
Part 1
I. Read each item carefully. Choose the best answer then write the letter only on the blank.
_____ 1. This is a group of pitches that tells an idea or a thought.
a. Dynamics
b. Form
c. Melody
_____ 2. This tells how high or low a tone is.
a. Form
b. Pitch
c. Rhythm
_____ 3. These are symbols that show specific pitches.
a. Time signature
b. Notes
c. Staff
_____ 4. This is composed of five lines and four spaces where notes are placed.
a. G clef
b. Rest
c. Staff
_____ 5. This note has the highest pitch.
a. Fa
b. La
c. Re
_____ 6. These are notes that are put together to create a pleasing tune.
a. Melodic pattern
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b. Musical pattern
c. Notes pattern
_____ 7. The so-fa syllables that match this notation.
a. Do Re Fa Do
b. Re Mi So Re
c. Do Re Mi Do
_____ 8. This shows that a song has a beginning line and ending line.
a. Musical Form
b. Musical Line
c. Melody
_____ 9. Musical lines may be repeated.
a. True
b. False
c. Maybe
_____ 10. The lines of a song tell a story.
a. True
b. False
c. Maybe
II. Write H if the second note is higher than the first note. Write L if the second note is lower than
the first note.
1. 2. 3. 4. 5.
Answer Key:
I. 1. c 6. a
2. b 7. b
3. b 8. a
4. c 9. a
5. b 10. a
II. 1. H
2. L
3. H
4. L
5. H
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Part 2
I. Draw a whole note on the indicated line or space. Locate and circle the highest note you drew on
the staff.
Space 3 Line 1 Line 5 Space 2 Line 4
II. Draw at least three notes in each measure to show the indicated melodic contour.
1. 2. 3. 4. 5.
Answer Key:
I.
II.
1. 2. 3. 4. 5.
Part 3
Sing or hum the song.
1. What can you say about the movement of the notes? Is it going up, going down, or stay on the
line?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. While singing the song, in what part is your voice the highest?
_______________________________________________________________________________
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3. While singing the song, in what part is your voice the lowest?
_______________________________________________________________________________
4. Circle the beginning line and box the ending line in the song.
5. Are there repeated lines? _________________________________________________________
Copy the repeated lines, if any.
_______________________________________________________________________________
_______________________________________________________________________________
6. If you are a composer, will you write repeated lines too? Why?
_______________________________________________________________________________
_______________________________________________________________________________
7. Does the song tell a story? _________________________________________________________
8. What does the song tell you?
_______________________________________________________________________________
_______________________________________________________________________________
Answer Key:
1. The song moves up, moves down, and stays on the line.
The movement of the song is going up, going down, and stay on the line.
2. Twinkle
3. are
4.
5. Twinkle, twinkle little star, how I wonder what you are

Twinkle, twinkle little star, how I wonder what you are
6. Answers vary. This will depend on the pupil’s thoughts.
7. Yes
8. It tells about stars twinkling in the sky.
Part 4
Goal To sing a song with the appropriate pitch, correct melody, and distinguish the form
of the song
Role Singer or composer
Audience Grade 2 pupils and teachers
Situation You will sing a song (any song learned during the quarter). The song selection will be
through draw lots. After singing, identify the form of the song by telling the beginning,
ending, or repeating part/s.
Product Song rendition
Performance
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Standard Criterion 3 2 1
Description The pupil is able The pupil is able The pupil is able to
to perform with to perform with perform but with
perfect pitch and correct pitch and incorrect pitch and
correct melody; knows the melody melody; is hardly
demonstrates of the song; is able to identify the
mastery in able to identify the beginning, ending,
identifying the beginning, ending, and repeating
beginning, ending, and repeating lines of a song.
and repeating lines of a song.
lines of a song.
32
THIRD QUARTER
Exploring Timbre and Dynamics
Summary:
In this quarter, the pupils will engage in activities that will raise their
level of awareness in other elements of music, which are the timbre
and dynamics. Through timbre, the pupils will identify its meaning
by distinguishing the different qualities of sound through speaking,
singing, and listening to the musical instruments. Dynamics will also be
distinguished by listening to the volume of sounds.
Through activities, the pupils will enhance their creativity and
musical skills in differentiating the quality and volume of sounds by
speaking, singing, listening, and playing the musical instruments.
A quality performance in music will develop the pupils’ hidden
talent and skills and help them to be fully active and pursue others to
be inspired with them.
As an application, the pupils will be able to do the different body
movements by hearing the sound and be able to sing a song while
following the dynamic symbols in each musical line.
The learner demonstrates understanding of the basic and fundamental
processes in music through performing, creating, listening and observing,
and responding.
Pre-assessment:
Before introducing the concept, the readiness of the pupils may be
assessed using a survey of what they know about musical form, timbre,
and dynamics. The survey may be done through hand raising when
asked what they know or through a written test.
• Observation
• Hand Signals
• Quiz
• Oral Questioning
• Choral Response
• Projects
• Differentiated Activities Based on Multiple Intelligences
33
Lessons 4–5 – Timbre and Dynamics
• Timbre or Sound Quality The 21st Century MAPEH in
• Speaking Voice Action 2 Worktext
• Singing Voice Technology Enhancement
CD Materials
• Musical Instruments
PPT: Five Elements
Skills: PPT: Dynamics
• Identify the source of sounds (e.g. winds, waves, etc.) RTP: Activity Sheet on
Dynamics
• Replicate the different sources of sounds with body movements
• Identify the common musical instruments by their sounds and
image
• Recognize the difference between speaking and singing
• Sing songs with accurate pitch and pleasing vocal quality
• Produce sounds using voice, body, and objects to enhance a given
story
• Sing a given song with appropriate dynamics

• Exhibit one’s learning and innovation skills and creativity in timbre
and dynamics
• Show one’s collaboration and interpersonal skills in the musical
activities
• Enhance individual critical thinking in the presented guide
questions
• Demonstrate initiative and self-direction in singing and playing the
musical instruments
• Show collaboration and interpersonal skills in singing, listening,
and playing the musical instruments
Day 1
1. Ask the pupils to take a deep breath. Pre-assessment:
Individual Response
2. Next, let them say the word “voice” for as long as they can. Let the
(Differentiation by
air go out slowly. readiness)
3. Using your hand, feel your throat vibrating as the air comes out.
4. Call on a volunteer to do the activity titled, “Pick Me, Answer Me
and Show Me.” Let him/her choose one question.
a. Based on the activity a while ago, what have you done?
b. Where does your voice come from?
c. What is common in this activity that should be given an
emphasis?
34
Body/Developmental:
Day 2
Timbre or Sound Quality

5. Have the pupils execute the tiered activity. Choose only one among Formative Assessment:
the level. Tiered Activity
Level 1: Read the notes: do, re, mi, fa, sol, la, ti, do
with a normal speaking voice.
An Activity on Learning
Level 2: Sing the notes with the teacher’s help, first
Objectives:
going up the scale and then going down the scale.
A video of “Big Cook Little
Cook” Musical Elements –
Timbre is available in the
Level 3: Describe the sound you made when you just Technology Enhancement
read the notes. Then, describe the sound you made CD
when you sang the notes. What is the difference?
6. Through an open discussion, let the pupils define the meaning of

timbre.
Days 3–4 Key Understanding:

Speaking and Singing Voice Learning the quality and
7. Play different sounds from a recording or from the keyboard sound volume of sounds help
effects in the music classroom. in developing individual
musical intelligence and
8. Let the pupils do the Think-Pair-Share activity. skills.
Think The following are the questions Key Question:

that you need to answer. You will How do quality and volume
be given ample time to think about of sounds help in developing
the answers. individual musical
• How can you relate the activity intelligence and skills?
on voice production to music?
• What can you say about the
difference between speaking Think-Pair-Share
voice and singing voice?
Pair Look for a partner, then compare
and share your ideas of the result.
Share Share with the class about the
An activity on Acquisition
activity.
Strategy: Slideshow
presentation of Five
Elements is available in the
9. Ask the pupils to give the difference between the speaking voice Technology Enhancement
and singing voice based on Activity 2 of Think-Pair-Share. CD
35
Days 5–6
10. Let the pupils listen to different vocal sounds. Instruct them to put
a check mark on the appropriate diagram for each number.
11. Ask the pupils to identify if the vocal sound is a speaking or a
singing voice.
12. For further enhancement of sound differentiation, let the pupils
hear the different sources of sounds that you will play from a CD or
a recording.
13. Let the pupils do different body movements as they hear each
sound.
14. Let the pupils listen to a recording of different musical instruments
that you prepared.
15. Ask the pupils to identify the instruments that they will hear. The
pictures of the instruments are provided as a guide.
16. Ask the pupils to list down the musical instruments that they heard.
Days 7–8
Volume of Sound An activity on Acquisition
strategy: Slideshow
17. Post the picture on the board and let the pupils answer the presentation of Dynamics is
question, “How do you think these musical instruments sound?” available in the Technology
18. Let the pupils write the correct word that will describe the kind of Enhancement CD
sound that each instrument makes. Choose from these words: soft, Points of Integration:
softer, loud, and louder. Computer Education –
19. Let the pupils write the word on the space below each picture. Skills and knowledge
in downloading and
20. Through an open discussion, let the pupils define the meaning of researching music on the
dynamics based on the activity. Internet
21. Let the pupils sing the song “Kumbayah” (Come By Here Lord), a English – Interpreting the
popular spiritual song. Sing each line with the proper dynamics dynamics using syllables
and expression. Physical Education
22. As an extension, for the second time, let the pupils sing “Kumbayah.” – Creating different
movements
23. Let them create their own movements to show soft, softer, loud,
and louder sounds. Here are some suggested movements:
a. Soft – wave both hands slowly in front of your chest
b. Softer – wave hands inward as you are embracing “The Lord” An activity on Practice
c. Loud – move both hands sideward Strategy: Activity Sheet on
Dynamics is available in the
d. Louder – move both hands as if making a very big circle in front Technology Enhancement
of you CD
Days 9–10
Loudness and Softness in Music
24. Let the pupils sing this famous Christmas song, “Angels We Have
Heard on High.”
25. Ask the pupils to sing and follow the dynamics for each line.
36
26. Through an open discussion, share with the pupils thoughts and
ideas about the difference between loudness and softness.
27. As an extension, imitate the movements and sounds of these
animals.
Conclusion/Evaluation (Optional Activity)

With Stoplight as a signal card, let the pupils do the activity to
assess their level of understanding in rhythm and meter.
Red: means “Stop! I’m mislaid.”
Yellow: means “Wait! I’m puzzled.”
Green: means “Go! I’m on my way.”
1. I can distinguish the grouping of beats through meters. Self-assessment:
2. I can relate the notes and rests through clapping. Stoplight
3. I can now interpret the notes and rests through clapping.
37
Lesson 5:
Activity 1: Different Sound Sources

The pupils will hear different sources of sounds that will be played from a CD or a recording. The
pupils should be able to do different body movements as they hear each sound.
Answer Key:
Answers may vary, but look for the pupils who imitated the best.
Activity 2: Musical Instruments

The pupils will listen to the different sounds made by musical instruments in the classroom or
from a recorded CD. The pupils should be able to identify their names. You may play them with your
guidance.
Answer Key:
1. Violin
2. Clarinet
3. Trumpet
4. Cello
5. Keyboard
Activity 3: Singing with Actions

The pupils should learn to sing the song “Oh What a Beautiful Mornin” with the teacher and/or a
CD recording. This is from the Broadway musical entitled “Oklahoma.” Have the pupils sing it properly
and nicely. After learning the song, the pupils may add actions later while singing. (There is a Filipino
version of this, “O Kay Ganda ng Umaga.”)
Activity 4: Short Story for Kids with Sound Effects

Read to the pupils the story “Tie Your Shoe”. On the second time, the pupils will read the story
with you while making sounds using their voice, body, and other objects in the classroom to give
more life to the story. They should be a good listener and creative.
Activity 5: Short Story for Kids with Sound Effects

Sing this Filipino folk song “The Beep-Beep, Boop-Boop, Jug-a-Lug Car.” On the second time,
read the story with the teacher while making sounds using your voice, body, and other objects
in the classroom to give more life to the story. Answers may vary, but scores will be based on the
performance of the pupils.
38
Third Quarter Test
Part 1
I. Identification: Identify the instruments below. Choose your answer inside the box then write
your answer below the instrument.
Ukulele Xylophone Piano Recorder Triangle Maracas

Electric Guitar Clarinet Double bass Guitar Drums Violin
Keyboard Trumpet Snare drum
2.
3. 4.
1.
6.
5. 7. 8.
9. 10.
11.
13. 14. 15.

12.
39
Answer Key:
1. Snare Drum
2. Piano
3. Ukelele
4. Triangle
5. Xylophone
6. Recorder
7. Electric Guitar
8. Maracas
9. Keyboard
10. Trumpet
11. Violin
12. Drums
13. Guitar
14. Double Bass
15. Clarinet
Part 2
Have the pupils undergo this process so you can assess their development of dynamics.
A. Identify if the sound is soft, medium, or loud.
1. Tiny steps of a mouse
2. Walking dog
3. Walking elephant
4. Flying bird
5. Walking kitten
6. Running lion
7. Walking goat
8. Walking goose
9. Running chick
10. Galloping horse
B. After identifying the dynamics of different sound of the animals, imitate each movements.
Answer Key:
A.
1. Soft
2. Medium
3. Loud
4. Soft
5. Soft
6. Loud
7. Medium
40
8. Medium
9. Soft
10. Loud
B. The best pupil who will be able to imitate the movements of these animals will get the highest
score.
Part 3
Ask the pupils to show their understanding of timbre and dynamics by answering one question
in each of the boxes below. You may design your own procedure so the pupils can give their answers
in either written or oral expressions.
1. Explain
What are the examples of dynamic symbols?
2. Interpret
What does quality of sound mean?
How do piano and forte relate to dynamics?
3. Application
How does voice production apply in singing?
4. Perspective
How is voice production different from the volume of sound?
5. Empathy
What it would be like to walk in the shoes of those who sing out of tune?
6. Self-knowledge
What do I do not know yet about timbre and dynamics?
Part 4
To sing the song “O Kay Ganda ng Buhay” applying the different dynamic
Goal symbols and musical instruments of your own choice as accompaniment
to be presented to your MAPEH teacher
Choose one of the roles:
• One of the conductors/conductresses who will lead your group
presentation
Role
• One of the singers who will be singing the “O Kay Ganda ng Buhay”
• One of the instrumentalists in your group
• A photographer of the group as part of your documentation
Audience MAPEH teacher and classmates
Situation The group is given the task to present a chorale group presentation.
Product/ Encouraging everyone to showcase the talent of the pupils in singing
Performance and playing the musical instruments
41
Rubric for the Instructional Seminar/Workshop
A. Presentation
B. Timing and Coordination
C. Choreography
D. Musicality
Standards E. Tonality
F. Prepared and Cooperation
G. Rhythmic Coordination
Advanced (26–30% and above) – All criteria are evident.
Approaching Proficiency (16–20%) – Letters A, D, E, F, and G are evident.
Proficient (21–25%) – Letters A, B, C, D, E, and G are evident.
Developing (11–15%) – Letters C, D , E, and G are evident.
Beginning (6–10% and below) – Only letters C, D, and E are evident.
42
FOURTH QUARTER
Exploring Tempo and Texture
Summary:
After learning the importance of timbre and dynamics in the
previous lesson, the pupils are now ready to study the next elements of
music, which are tempo and texture. The pupils will identify the tempo
through mimicking animal movements and responding to the accurate
tempo of a song. The pupils will also identify texture through listening
to the recorded music such as melodic line without accompaniment
and distinguish texture between thickness and thinness of sound.
Through musical activities, the pupils will enhance their creativity
and musical skills, flexibility in singing and listening using different
tempo and musical texture.
As an application, the pupils will be able to demonstrate the correct
tempo markings, respond to variations of tempo in singing and body
movements. The pupils will be able to create between single musical
line and multiple musical lines in singing. The pupils will be able to
encourage and inspire their creativity not only in singing but also in
playing musical instruments.
The learner demonstrates understanding of the basic and fundamental
processes in music through performing, creating, listening and observing,
and responding.
Pre-assessment:
Assess the readiness of the pupils to tackle the topics of tempo
and texture by simply asking them to raise their hands as you ask the
following questions:
1. Who knows a lot of things about tempo and texture?
2. Who knows a few things about tempo and texture?
3. Who doesn’t know anything about tempo and texture?
Get the names of those who raise their hands on the first question
because they can be potential group leaders.
• Self-reflection
• Observation
• Group Simulation – Think-Pair-Share
• Differentiated Based on Multiple Intelligences
• Quiz
• Web or Concept map
43
• Hand Signals
• Choral Response
• Project
Lessons 6–7 – Tempo and Texture

No. of Days – 10 days
Knowledge:
Resources:
• Tempo
The 21st Century MAPEH in
• Fastness Versus Slowness Action 2 Worktext
Skills: CD Materials
• Identify mimics and animal movements (horse – fast, carabao PPT: Tempo
– moderate, turtle – slow) PPT: Five Elements
• Respond to the accurate tempo of a song as guided by the RTP: Activity Sheet on
hand signal of the teacher Texture
• Demonstrate changes in tempo with movements
• Respond to variations in tempo with dance steps
• Distinguish slow, slower, fast, and faster in recorded music with
voice or with instruments
• Use the terms fast, faster, slow, and slower to identify variations
in tempo
• Replicate slow, slower, fast, and faster with voice or with
instruments
• Identify musical texture with recorded music
• Show awareness of texture by relating visual images to
recorded or performed music

• Develop one’s creativity in musical form
• Enhance learning and creativity in the musical instruments
• Show flexibility and adaptability in the musical instruments
• Show individual, critical thinking and creativity in musical
harmony
• Demonstrate one’s initiative and self-direction in the musical
activities
• Show appreciation in singing examples of songs in different
tempo and musical textures
• Enhance critical thinking in creating body movements in
different tempos
• Demonstrate learning and innovation skills in the relationship
of tempo and musical textures
44
Day 1
1. Picture Identification: Ask the pupils how fast or slow do the animals Formative Assessment:
in the picture move? Picture Identification
2. Ask the pupils to draw a line to connect the animal to the way it
moves. This is found in the Get Set section.
3. As an extension, instruct the pupils to imitate the way animals
move. Let them pretend that they are a turtle, a cow, and a leopard.
An Activity on Learning
4. Call a volunteer to act out in front of the class. Objectives:
5. Instruct them to use slow and fast movements while ‘pretending’ to A video of Mr. Greg’s
be the animals. Tell them to do their best in mimicking. Musical Madness – Tempo is
available in the Technology
Enhancement CD
Body/Developmental:
Day 2
Tempo
Key Understanding:
1. Ask the pupils to give the definition of tempo based on the previous
activity. Knowing speed of sound and
distinction of thinness and
2. Through an open discussion, explain the examples of tempo
thickness in music helps in
markings. enhancing one’s musical skill
3. As an extension, let the pupils listen to the following songs that you and creativity.
will sing or play. Key Question:
4. Ask the pupils to identify if the song has a slow, moderate, or fast How do speed of sound and
tempo. distinction of thinness and
thickness in music help in
5. Instruct the pupils to put a check mark on the correct tempo for enhancing one’s musical
each number found in the Go and Learn. skills and creativity?
Days 3–4
Fastness and Slowness
6. Listening Activity: Let the pupils listen to examples of music in slow
and fast tempo. (You may play/sing the “Twinkle, Twinkle Little Star” An activity on Acquisition
in fast and slow tempo as suggested music.) Strategy: Slideshow
7. Let the pupils do the Think-Pair-Share activity. presentation of Tempo is
The following are the questions that you Enhancement CD
need to answer. You will be given ample
Think time to think about the answers.
• What can you say about the music? Formative Assessment:
• Do they have the same speed? Think-Pair-Share Activity
Look for a partner, then compare and
Pair
share your ideas for the result.
Share Share with the class about the activity.
45
8. Ask the pupils to differentiate slowness and fastness of tempo base
on the Think-Pair-Share activity. Points of Integration:
Computer Education –
9. Through an open discussion, explain the difference between the
Skills and knowledge
fastness and slowness of musical tempo. in downloading and
10. As an extension, let the pupils sing the song “Six Little Ducks” with researching music on the
changes in tempo. Internet
11. Instruct them to follow the tempo markings in every line. Sing it
in a slow tempo first. Then, for the second time, sing it with a fast Physical Education –
tempo while doing the actions. Creating movements
Days 5–6
Texture
12. Using the Picture Identification found in the Get Set section, ask the
pupils the following questions:
a. What do you see?
b. How are they different from each other?
13. Let the pupils connect the activity to the lesson.
14. Have the pupils give the meaning of texture based on the activity.
15. As an extension, let them listen to a song, “It’s a Small World,” sang
by a children’s choir with piano accompaniment.
16. Ask them the following questions:
a. How did it sound?
b. How do you feel after listening to a choir sing?
c. Would you like to be a part of a choir?
Days 7–8
Single Melodic Line or Multiple Melodic Lines
17. Let the pupils sing this song to the tune of “Row, Row, Row Your
Boat.”
18. Give them these instructions:
First Time: As a single melodic line
Second Time: As a round song
Dance, play, sing along
Let’s all be alert
Now it’s time to gather now
Form a big circle
(Repeat)
19. Ask them the following questions:
a. How did you sound when you sang it for the first time?
b. What did you observe when you sang it the second time as a
round song?
46
20. Through an open discussion, let the pupils give their insights about
the single melodic line and multiple melodic lines based on the
activity.
Days 9-10 An activity on Acquisition

Thinness and Thickness in Music strategy:
Slideshow presentation
21. Let them listen to examples of songs in solo, duet, and choir.
of Five Elements is
22. Ask them the following questions: available in the Technology
Enhancement CD
a. What can you say about the music?
b. How will you differentiate each song?
23. Through an open discussion, let them differentiate the distinction
between thinness and thickness in music based on the activity.
24. As an extension, let them listen to a CD or a recording of the music A practice strategy: Activity
examples that you will play on a CD player or laptop. Sheet on Texture is available
25. Let the pupils identify if the music has thin or thick texture. in Technology Enhancement
CD
Conclusion/Evaluation Self-assessment:
Use the 3-2-1 Prompt to assess the pupils’ understanding in a scale 3-2-1 Chart
(major and minor scale).
47
Lesson 6
Activity 1: Moving Like Animals

Have the pupils look at the following pictures of animals. Ask them to pretend that they are these
animals and they will move the way these animals move. The pupils should be able to act out/move
like these animals in front of the class. They may also produce the sounds these animals make as they
move about.
Answers may vary, but the highest score will be given to the most accurate performance.
Activity 2: Let Us Follow the Tempo

Have the pupils sing this song titled “Tempo Marks” to the tune of “Three Blind Mice.” The pupils
should move to the tempo as they sing the song with you (slow – small steps; slower – smaller steps;
fast – big steps; faster – faster and bigger steps).
The best group or pupil who will sing and do the movements very well will be the winner.
3 – Create single melodic line using tempo markings

2 – Differentiate single melodic line and multiple melodic lines
1 – Give one example of song in multiple melodic lines with tempo markings
Activity 3: Sing, Play, and Dance

Have the pupils sing the song “Sitsiritsit” with the CD and CD player. The pupils should think of
dance steps that they can make for the song. Then, they should sing the song in different tempos with
the movements they made. Other pupils may use maracas, tambourines, egg shakers, and rhythm
sticks to accompany the song.
The best group or pupil who will sing and do the movements very well will be the winner.
Activity 4: Musical Story About Tempo
1. Answers vary. The pupils may express their own impression of the story.
2. Answers vary.
3. Answers vary.
Lesson 7
Activity 1: Let’s Sing, Move, and Play

Have the pupils sing this action song to the tune of “Are You Sleeping?”. First, the pupils will sing
it as a single melodic line with actions. Then, for the second time, they sing it as a round song. Other
pupils will be playing some rhythm instruments that are available in class. The pupils should try their
best to sound nicely together.
The first two lines are underlined to signal the next group to sing after these two lines have
been sung by the first group.
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Activity 2: Is It Thin or Thick?
1. thin
2. thin
3. thin
4. thick
5. thick
6. thick
7. thick
8. thick
9. thick
10. thick
Activity 3: Round and Round We Go

Teach a new round song titled “Music Alone Shall Live.” Ask the pupils to listen very carefully so
they can sing it properly. Once they learn to sing the whole song, ask the pupils to sing it next as a
round song. Divide the class into two or three groups. Group 1 sings the first line and then continues
to sing the whole song. Group 2 starts to sing as soon as Group 1 finishes the first line. Then they
continue singing the whole song. Group 3 starts to sing as soon as Group 2 finishes the first line (and
so on if there are more groups). Then, they continue singing until they finish the song last.
Once the pupils have mastered the song, they may add musical instruments to accompany the
song. Sing it again. The best group or pupil who will sing and do the movements very well will be the
winner.
Fourth Quarter Test
Part 1
I. Identify if the music that is being described is a thick or thin texture.
1. A girl singing alone __________________________
2. A boy singing alone __________________________
3. A boy and a girl singing together __________________________
4. Two boys singing together _________________________
with a guitar player
5. A band __________________________
6. A kulintang player, a gong player, __________________________
a drum, and another gong player
7. A church choir _________________________
8. A piano, guitar, flute, violin, _________________________
and saxophone players
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9. A wind and brass band __________________________
10. An orchestra __________________________
II. Identify what is being asked. Choose your answer on the table.
Tempo Texture Thick texture Thin texture
11. Melodies may be a single voice or instrument, a single melody with accompaniment, and
two or more voices sung or played together. ___________________________
12. Sounds may be fast or slow in speed or the speed in music. __________________
13. Playing solo or a capella is an example of what kind of texture? __________________
14. A band, a choir, or an orchestra is an example of what kind of texture? _________________
Answer Key:
I. 1. Thin
2. Thin
3. Thick
4. Thick
5. Thick
6. Thin
7. Thick
8. Thick
9. Thick
10. Thick
II.
11. Texture
12. Tempo
13. Thick texture
14. Thin texture
Part 2
Have the pupils undergo this process so you can assess their development of texture and tempo.
Ask them to apply the tempo markings that they think is appropriate in the song “Music Alone
Shall Live.” Ask them to write the tempo markings above the musical line.
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Answer Key:
Answers may vary as long as the tempo markings that are used are correct.
Part 3
Have them write their own musical composition to show their understanding of tempo and
texture.
__________________________
(Title of Song)
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Part 4
To perform a musical story about tempo to be presented to your

Goal
MAPEH teacher
Choose one of the roles:
• You were one of the instrumentalists who will make the sound
effects needed.
• You will be the three characters, Mr. Tempo, Mr. Slowy, and Mr.
Role
Fasty.
• You will be one of the storytellers among the group.
• You will be the photographer of the group as part of your
documentation.
The group is given the task to present a musical story about
Situation
tempo presentation.
Product/ Encouraging everyone to showcase the talent of the pupils in
Performance singing, speaking, and playing the musical instruments
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Rubric for the Instructional Seminar/Workshop
A. Presentation
B. Timing and coordination
C. Voice quality
D. Tonality
Standards E. Mastery

Proficient (21–25%) – Letters A, B, C, D, E, and G are evident.
Approaching Proficiency (16–20%) – Letters A, D, E, F, and G are
evident.
Developing (11–15%) – Letters C, D , E, and G are evident.
Beginning (6–10% and below) – Letters C, D, and E are evident.
52
ARTS
CURRICULUM MAP

The learner demonstrates understanding of fundamental processes through performing, creating, and responding, aimed towards the
development of appreciation of art, and acquisition of basic knowledge and skills.

The learner demonstrates basic and fundamental processes in art, through performing, creating, listening and observing, and responding.
First Quarter – Exploring Drawing Number of Days: 10 days

The learner demonstrates understanding on lines, shapes, and colors The learner creates a composition/design by translating one’s
as elements of art; and variety, proportion, and contrast as principles imagination or ideas that others can see and appreciate.
of art through drawings.
54
Lesson Number Key Understandings/ Skills/21st Century
and Title Key Questions Skills
Lesson 1: KUs: • Elements of Skills: Language – Oral Visuals The 21st Century
Let Us Learn to Through drawing, Art: Lines, and • Identify and communication skills, Observation MAPEH in Action 2
Draw ideas and emotions Shapes appreciate the development of Worktext
vocabulary skills Oral Questioning
are communicated as • Principles of different styles of Technology
visual expression. Design: Variety, Filipino artists when Reading – Quiz Enhancement CD
An understanding and Proportion they create portraits Comprehension Hand Signals Materials
of the elements of Body Parts and still life (different of sentences and Video on Drawing
Student
and principles of art and Different lines and colors) paragraphs
Conference PPT: Elements of Art
facilitates the creative Contrasting • Compose the Science – Shapes of
Colors different fruits or Differentiated
process and artistic plants, flowers, and
plants to show Activities
production. persons
overlapping of shapes
KQs: and the contrast of Values Education
Why is drawing colors and shapes in a – Respect for
important? colored drawing differences of shapes
• Draw from an actual of plants and animals
Why should one study
the elements and still-life arrangement
principles of art? portraits of persons to
capture their likeness
and character
• Draw a portrait of two
or more persons—
his/her friends, his/
her family, showing
the differences in the
shape of their facial
features (shape of
eyes, nose, lips, head,
and texture of the
hair)
55

• Be open and
responsive to
new and diverse
perspectives about
drawing
• Articulate thoughts
and ideas about
drawing clearly and
effectively through
speaking, writing, and
drawing
• Demonstrate ability
to work effectively
with diverse teams
Second Quarter – Exploring Painting Number of Days: 10 days
The learner demonstrates understanding of using two or more The learner creates a composition or design of a tricycle or jeepney
kinds of lines, colors, and shapes through repetition and contrast to that shows unity and variety of lines, shapes, and colors.
create rhythm.
Lesson 2: KUs: • Elements of Art: Skills: Language: Oral Questioning The 21st Century
Let Us Learn to Through painting, Colors, Shapes, • Describe the unique Language – Oral Quiz MAPEH in Action 2
Paint ideas and emotions are Textures shapes, colors, communication skills, Worktext
Hand Signals
communicated as visual • Principles textures, and design development of Technology
expression. of Design: of the skin coverings vocabulary skills Misconception Enhancement CD
Repetition of different fishes and Check Materials
Understanding the Reading –
elements and principles Contrast, sea creatures or of Comprehension Choral Response PPT: Basic Painting
Rhythm wild forest animals
56
of painting provides of sentences and Observation RTP: Activity Sheet

the tools for visual from images paragraphs
Student on Painting
expression. • Point out the
Science – Shapes of Conference
contrasts in the
sea animals and forest
colors, shapes, and
KQs: animals
textures between
How are ideas and two or more animals Values Education
emotions expressed • Draw with the use of – Respect for
through painting? pencil or crayon the differences of shapes
sea or forest animals of plants and animals
Why is it important to
in their habitat
know the elements and
showing their unique
principles of painting?
shapes and features
• Paint the illustration
of animals to show
variety of colors and
textures in their skin
• Create designs
by using two or
more kinds of lines,
colors, and shapes
by repeating or
contrasting them to
show rhythm
• Draw the outline of a
tricycle or jeepney on
a big paper, and paint
the design with lines
and shapes that show
repetition, contrast,
and rhythm
57
to work effectively
with diverse teams
and ideas clearly
about painting
effectively through
speaking, writing,
and drawing
• Be open and
responsive to
new and diverse
perspectives
Third Quarter – Exploring Printmaking Number of Days: 10 days
The learner demonstrates understanding of shapes, textures, colors • The learner creates prints from natural and man-made objects that
and repetition of motif, contrast of motif, and color from nature, and can be repeated or alternated in shape or color.
found objects. • The learner creates prints with repeating, alternating, or contrasting
color, or size, or texture.
• The learner shows skills in making a clear print from natural and man-
made objects.
Points of
Lesson Assessment
Values)
Lesson 3: KUs: • Elements of • Identify natural and Language – Oral The 21st Century MAPEH in
Apprecia- Through printmaking, Art: Shapes, man-made objects with Oral commu- Questioning Action 2 Worktext
ting Textures, repeated or alternated
58
ideas and emotions are nication skills, Quiz Technology Enhancement CD

Printma- communicated as visual Colors shapes, colors, and development Materials
materials that can be Hand Signals
king expression. • Principles of vocabulary PPT: Introduction to
of Design: used in printmaking skills Misconception
Understanding the Check Printmaking
elements and principles of Repetition • Create a consistent Reading –
and Contrast Choral Video: Silkscreen Printing
printmaking provides the pattern by making two Compre-
tools for visual expression. or three prints that are hension of Response
repeated or alternated sentences and
KQs:
in shape or color paragraphs
How does printmaking as
a visual expression convey • Create a print on paper Science –
ideas and emotions? or cloth showing Shapes of
repeated motif using plants, flowers,
Why is it important to know and persons
man-made objects with
the elements and principles
flat surface
of printmaking?
• Carve a shape or Values Educa-
letter on an eraser or tion – Respect
camote which can be for differences
painted and printed of shapes of
several times plants and
• Create a print on animals
paper or cloth using Language –
cutout designs Oral communi-
• Create prints for cation skills
a card and make
several copies or
editions of the print
so that cards can
be exchanged with
other persons
and ideas about
printmaking clearly
59
and effectively
through speaking,
writing, and drawing
to work effectively
with diverse teams
• Be open and
responsive to
new and diverse
perspectives
Fourth Quarter – Exploring Sculpture and 3D Crafts Number of Days: 10 days
The learner demonstrates understanding of shapes, texture, The learner creates a three-dimensional free-standing, balanced
proportion, and balance through sculpture and three-dimensional crafts. figure using different materials (found materials, recycled, local, or
manufactured).
Points of
Lesson Assessment
Values)
Lesson 4: KUs: • Elements of Skills: Language – Observation The 21st Century MAPEH in
Apprecia- Art: Shapes, Oral commu- Quiz Action 2 Worktext
Through 3D craft • Identify the artistry
ting Textures nication skills,
and sculptures, ideas of different local Hand Signals
Sculpture development Technology Enhancement CD
and emotions are • Principles craftsmen in creating
and 3D of vocabulary Think-Pair- Materials
communicated as visual of Design: 3D crafts
Crafts skills Share/Oral
expression. Proportion, • Construct a native kite Questioning PPT: Sculpture
Understanding the elements Balance from bamboo sticks, Reading –
60
Japanese paper, glue, Projects

and principles of 3D craft Comprehen- RTP: Activity Sheet on
and sculpture provides the string, and fly the sion of sen- Choral Sculpture
tools for visual expression. kite to test its design tences and Response
(proportion and paragraphs
KQ:
balance)
Why is it important to know • Create an imaginary Values
the elements and principles robot or creature using Education –
of sculpture? different sizes of boxes, Respect for
coils, wires, bottle individual
caps, and other found talents
materials
• Mold an animal shape
on wire, bamboo
armature, or framework
showing the animal in
action
• Create a clay human
figure that is balanced
and can stand on its
own
and ideas clearly and
effectively about
sculpture and 3D art
through speaking,
writing, and drawing
• Demonstrate ability to
work effectively with
diverse teams
• Be open and responsive
to new and diverse
perspectives
61
FIRST QUARTER
Exploring Drawing
Summary:
The topics in this quarter revolve around drawing. A continuation
of the pupils’ training on drawing in the first grade, the pupils will be
exposed to activities so they can identify and appreciate the different
styles of Filipino artists when they create portraits and still life. They will
listen to lectures and participate in various formative assessments so
they can point out the contrast between shapes and colors of different
fruits or plants and flowers in one’s work and in the work of others and
compose the different fruits or plants to show overlapping of shapes
and the contrast of colors and shapes in his/her colored drawing. Their
hands-on art activities include making drawing from an actual still life
arrangement, drawing a portrait of two or more persons, and a drawing
that shows motion or action in the drawing of human bodies.
The learner demonstrates basic and fundamental processes in art
through performing, creating, listening and observing, and responding.

Have the pupils draw five squares or rectangles, five triangles, and
five circles on their drawing notebook or any clean sheet of paper.
Results of this activity will give information on who are to be given more
guidance in their drawing activity.
• Visuals
• Observation
• Quiz
• Hand Signals
• Differentiated Activities
Lesson 1: Let Us Learn to Draw

No. of Days –10 days
• Elements of Art: Lines, and Shapes The 21st Century MAPEH in
• Principles of Design: Variety, and Proportion of Body Parts and Action 2 Worktext
Different Contrasting Colors Technology Enhancement
CD Materials
Skills: Video on Drawing
• Identify and appreciate the different styles of Filipino artists PPT: Elements of Art
when they create portraits and still life (different lines and
colors)
62
• Compose the different fruits or plants to show overlapping
of shapes and the contrast of colors and shapes in a colored
drawing
• Draw from an actual still-life arrangement, portraits of persons
to capture their likeness and character
• Draw a portrait of two or more persons—his/her friends, his/
her family, showing the differences in the shape of their facial
features (shape of eyes, nose, lips, head, and texture of the hair)
• Be open and responsive to new and diverse perspectives about
drawing
• Articulate thoughts and ideas about drawing clearly and
effectively through speaking, writing, and drawing
• Demonstrate ability to work effectively with diverse teams
Introduction/ Preparatory Activities: Formative Assessment:

Day 1 Visuals
1. Start the class by asking the pupils to look carefully at the drawings.
2. Have the pupils determine how the emotions are expressed in the
said drawings.
3. Pictures could serve as your springboard for class discussion. This
also serves as a technique to check for understanding. Points of Integration:
Language – Oral
communications
Body/Developmental:
Reading – Comprehension
Day 2 of sentences and
Appreciating Drawing paragraphs
1. Using the acquired information on the initial activity, ask the pupils
Key Understanding:
to define what drawing is.
Through drawing,
2. Make a brief discussion on the different kinds of drawings, namely: ideas and emotions are
group and family drawing as well as still-life drawing. communicated as visual
3. To check the pupils’ understanding of your lecture, ask the pupils expression.
questions from time to time. In response to your question cue, ask
the pupils to respond orally at the same time. The response could Key Question:
be either to answer a question or to repeat something the teacher
Why is drawing important?
has said.
4. Have the pupils answer Activity 2: Differentiated Activities in the
Art Workshop section.
5. Walk around the classroom and observe the pupils as they work.
You may also have a one-on-one conversation with the pupils to
check their level of understanding.
63
Days 3 – 4
Elements of Art – Lines Points of Integration:
Science – Shapes of plants,
6. Make a lecture on the different elements of art starting with the
flowers, and persons
importance of lines and on how these are used in art.
Values Education – Respect
7. Show the examples written on the book. Give your own examples for differences of shapes of
as well. plants and animals
8. Discuss what shape is. Ask the pupils to give examples of natural
shapes. Formative Assessments:
9. Have the pupils answer Activity 1: Let Us Draw Shapes in the Art Choral Response
Workshop section.
Oral Questioning
Key Understanding:
An understanding of the
Day 5 elements and principles of
art facilitates the creative
Elements of Art – Shapes process and artistic
11. Have a quick review on the lesson about shapes. production.
12. Have the pupils answer Activity 3: Let Us Draw an Eggplant in the
Art Workshop section. Key Question:
13. Have the pupils present their drawings in class and have them Why should one study the
accomplish Activity 5: Drawing Exhibit in the Art Workshop section. elements and principles of
art?
Days 6–7
Principles of Design
14. Make a lecture on the principles of design starting with the concept
of variety. Discuss the meaning of variety. Ask the pupils to give
examples. Evidences is available in the
15. To check on the pupils’ understanding of your lecture, ask the pupils Technology Enhancement
questions from time to time. In response to your question cue, ask CD
the pupils to respond orally at the same time. The response could PPT: Elements of Art
be either to answer a question or to repeat something you have
said.
Day 8
Proportions of the Body An activity on Learning
16. Discuss the different proportions of the body. Relate the importance Evidences is available in the
of knowing such proportions in making a realistic drawing of a Technology Enhancement
human body. CD
17. Ask the pupils to display a designated hand signal to indicate their Video on drawing for
children
understanding of the important topics in the lesson. This is almost
the same with the Did You Get It? portion of the worktext.
Days 9–10
Contrasting Colors Observation
18. Make a brief lecture about the different contrasting colors. Ask the Student Conference
pupils to give examples.
64
19. Have the pupils answer Activity 7: Color Contrast in the Art
Workshop section. Formative Assessment:
20. Give a quiz about the lesson. Quizzes assess the pupils for factual Hand Signals
information, discrete skills, and concepts. You may make use of Formative Assessment:
various quiz types like multiple choice, true/false, matching type, Quiz
and short answer as long as there is just a single best answer.
65
Have the pupils do the Summative Assessment at the end of this lesson.
Note: It is highly recommended that self-assessment activity be made a part of your teaching
repertoire. With the pupils doing this regularly, they will, in spite of their young age, be made aware
of their development and be trained to be responsible for their own learning.
To be able to appreciate more the art lessons discussed in this quarter, you may use the enhanced
CD companion for this book. There is a video presentation about art which can be played on a
personal computer. Follow the instructions indicated on the enhanced CD.
Matching Type: Write the letter of the correct answer on the blank provided before each number.
___ 1. It is done when you make a drawing of two or more persons. a. still-life drawing
___ 2. It is a drawing of fruits, flowers, vases, plants, and animals. b. shapes
c. complementary
___ 3. It refers to circles, rectangles, squares, and triangles.
colors
___ 4. It is also considered as organic shapes. d. natural shapes
e. group or family
___ 5. These are colors that are opposite to each other.
drawing
Answer Key:
1. e
2. a
3. b
4. d
5. c
Activity 1 – Let us Draw Shapes!

This is an application part of the pupils’ knowledge on shape as an element of arts. Encourage
them to show their creativity in coming up with their own drawing.
Activity 2 – Differentiated Activities

Make sure you are familiar with your pupils’ readiness to learn, learning profiles, and interests.
Differentiation is teaching according to the pupils’ needs. Thus, encourage them to make use of their
individual strengths in deciding which task to do in this activity. You may use some of the rubrics
found in the Appendix or you may prepare your own rubric that has been decided by the class.
Drawing Activities – Activities 3, 4, 6
Activity 3: Let Us Draw an Elephant!

Have the pupils copy the drawing per box to be able to draw either an elephant or a parrot.
66
Activity 4: Copy Me!
Let the pupils do one or two of the sea or forest animals in this activity.
Activity 5: Drawing Exhibit

This activity gives the pupils an opportunity to develop their interpersonal intelligence, as they
have to work with their classmates in order to come up with an exhibit.
Activity 6: Let’s Draw Motion!

Direct them to copy the stick drawings that show motion or action.
In all these three drawing activities, guide the pupils as they make straight and curve lines and
the combination of both. See to it that the pupils copy the animals in simple drawing of straight and
curve lines. Rate their works according to proportion and clean execution of lines.
Activity 7: Color Contrast

Give a review on the color wheel. Using the color wheel, have the pupils write down the colors in
the paintings shown in the worktext that show contrast.
Activity 8: The Philippine Flag

Give a rectangular piece of paper. Then show a picture of the Philippine national flag. Ask them
to copy and color the flag of our country.
First Quarter Test
Part 1
I. Write the word on the blank to complete the sentence.
1. There is _________ when an artist uses different types of lines and colors.
2. _____________ is the art of making images on a surface like paper by using pencil, pen, or
crayon.
67
3. ____________ refer to circles, rectangles, squares, and triangles.
4. A __________ painting is a drawing of fruits, flowers, vases, plants, and animals. It is not like
an ordinary drawing; it is carefully planned.
5. ____________ colors are the opposite colors in the color wheel.
II. Color the frame red if it is a group or family drawing and color the frame green if it is a still-life
drawing.
6. 7.
8.
9. 10.
III. List the types of lines used in the drawing. Write your answer on the space provided.
11. ______________________________
68
12. ____________________________
13. ____________________________
14. ____________________________
15. ____________________________
IV. Color House B with the colors that complement the house in House A.
69
Part 2
The process of drawing is shown in Activity 3 or Activity 4 in the Art Workshop section. For
your assessment of process or skills, have the pupils use any one of these as you monitor the pupils’
development of visual and spatial skills. Rubrics are found in the Appendix.
Part 3
Ask the pupils to show their understanding of drawing by answering one question in each of
the boxes below. You may design your own procedure so your pupils can give their answers in either
written or oral expressions.
1. Explain
What are the key concepts/ideas of drawing fruits, plants, or faces of people?
What are the common misconceptions about drawing fruits, plants, or faces of people?
2. Interpret
How does drawing of fruits, plants, or faces of people relate to me?
How will I interpret an artist’s drawing of fruits, plants, or faces of people?
3. Application
How and where can we use this knowledge/process about drawing fruits, plants, or faces
of people?
How does drawing fruits, plants, or faces of people apply in a larger world?
4. Perspective
What are the different points of view about drawing fruits, plants, or faces of people?
What are the limits of my knowledge on drawing fruits, plants, or faces of people?
5. Empathy
What would it be like to walk in the shoes of an illustrator?
What do I need to experience if I am to understand drawing of fruits, plants, or faces of
people?
6. Self-knowledge
What are the limits of my knowledge on drawing fruits, plants, or faces of people?
What are my ‘blind spots’ about drawing fruits, plants, or faces of people?
Part 4
Product/Performance-based Assessment
Goal To perform a culminating activity showcasing skills and knowledge in
drawing
Show the beauty of the fruits in your community by means of the
following:
• Draw different fruits that you have seen in the public markets,
supermarkets, or fruits that are grown in your community. You may
use cardboard, cartolina, or illustration boards.
• Bring a picture of the different fruits in your community and tell your
classmates the shapes and colors that make the fruits beautiful.
70
Role Choose one of the roles:
• A member of the group who will draw the fruits.
• A member of the group who will color the fruits.
• A member of the group who will report in class why the group
chose the shapes and colors in their drawings.
Situation Acting in the role of young artists in the community, the pupils will show
to their parents, teachers, and classmates how they see the beauty of
their community in terms of the shapes and colors of the fruits in their
community.
Product/ • Drawing
Performance • Oral report
Standards Criteria:
A. Relevance of content
B. Effective application of the elements of arts
C. Attractiveness and organization
D. Quality of work
E. Preparedness and cooperation

Proficient (21–25%) – Letters A, B, C, and D are evident.
Approaching Proficiency (16–20%) – Letters A, B, and C are evident.
Developing (11–15%) – Letters A and B are evident.
Beginning (6–10% and below) – Only letter A is evident.
71
SECOND QUARTER
Exploring Painting
Summary:
This quarter is designed to enhance the pupils’ understanding of
painting. Lectures and hands-on activities are prepared so that pupils
can describe the lines, shapes, and textures seen in skin coverings of
animals in the community using visual art words and actions and
describe the unique shapes, colors, texture, and design of the skin
coverings of different fishes and sea creatures or of wild forest animals
from images. The pupils will also be guided so they will control the use
of the painting tools and materials to paint the different lines, shapes,
and colors in his/her work or in a group work. Formative assessments
are also designed so that pupils will be able to draw with the use of
pencil or crayon the sea or forest animals in their habitat showing their
unique shapes and features, paint the illustration of animals to show
variety of colors and textures in their skin, create designs by using two
or more kinds of lines, colors, and shapes by repeating or contrasting
them to show rhythm, and draw the outline of a tricycle or jeepney
on a big paper and paint the design with lines and shapes that show
repetition, contrast, and rhythm.
Pre-assessment:
Have the pupils draw two squares or rectangles, two triangles,
and two circles on their drawing notebook or any clean sheet of paper.
Then ask them to color their drawings. Results of this activity will give
information on who are to be given more guidance in their painting
activity.
• Observation
• Quiz
• Hand Signals
Lesson 2: Let Us Learn to Paint

Knowledge:
Resources:
• Elements of Art: Colors, Shapes, Textures The 21st Century MAPEH in
• Principles of Design: Repetition Contrast, Rhythm Action 2 Worktext
72
Skills:
• Describe the unique shapes, colors, textures, and design of the Technology Enhancement
CD Materials
skin coverings of different fishes and sea creatures or of wild
forest animals from images PPT: Basic Painting
• Point out the contrasts in the colors, shapes, and textures RTP: Activity Sheet on
between two or more animals Painting
• Draw with the use of pencil or crayon the sea or forest animals
in their habitat showing their unique shapes and features
• Paint the illustration of animals to show variety of colors and
textures in their skin
• Create designs by using two or more kinds of lines, colors, and
shapes by repeating or contrasting them to show rhythm
• Draw the outline of a tricycle or jeepney on a big paper, and
paint the design with lines and shapes that show repetition,
contrast, and rhythm
• Articulate thoughts and ideas clearly about painting effectively
through speaking, writing, and drawing
• Be open and responsive to new and diverse perspectives
Day 1
Points of Integration:
1. Start the lesson by telling the pupils that they will study painting. Language – Oral
Other topics that are included are art elements—colors, shapes, communication skills,
textures and art principles—repetition, contrast, rhythm. development of vocabulary
2. Gauge the class by directing the pupils’ attention to the pictures skills
found on the Get Set part of the lesson. Ask the pupils the questions Reading – Comprehension
in relation therein. of sentences and
paragraphs
3. Present the Key Understandings and Key Questions for this topic.
Science – Shapes of sea
4. Give the pupils ample time and opportunity to share their personal animals and forest animals
experiences in class. Have them relate their experiences to the
lesson at hand. for differences of shapes of
Body/Developmental: plants and animals
Days 2-3 Visuals
Two-dimensional Art
Key Understanding:
5. Discuss what is a two-dimensional art. Show examples.
Through painting,
6. Ask the pupils to give examples. ideas and emotions are
7. Make a brief discussion on ways on how to review a painting. communicated as visual
expression.
8. Present a sample picture of a painting and have the pupils give
their reviews and share it to the class.
9. To check the pupils’ understanding of your lecture, ask them
questions from time to time. In response to your question cue, ask
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the pupils to respond orally at the same time. The response could
be either to answer a question or to repeat something you have Key Question:
said. How are ideas and emotions
expressed through painting?
Day 4
Key Understanding:
Objects That Artists Paint Understanding the elements
and principles of painting
10. In this part of the lesson, make a brief discussion about what other
provides the tools for visual
objects do artists paint. expression.
11. Ask the pupils to identify other objects that they see on paintings. Key Question:
12. You may use a Think-Pair-Share activity to provide the pupils Why is it important to know
with the opportunity to carefully think, formulate, and talk about the elements and principles
important topics in the lesson. This can also be done when you of painting?
give direction to pupils. Have the pupils give individual response,
and then turn to a partner to share their answers. Call on several Differentiated Instruction
based on learning profiles
random pairs to share their answers with the class.
Day 5 Formative Assessment:
Elements of Art – Colors Think-Pair-Share/Turn to

Your Partner
13. Discuss the different elements of art starting with the different
colors and reviewing the same.
14. Present to the class a color wheel. Let the pupils identify the
different colors in class.
15. Have the pupils answer Activity 1 in the Arts Workshop of the An activity on Acquisition
lesson. Evidences is available
in the Technology
16. Have the pupils answer Activity 2 in the Arts Workshop of the Enhancement CD
lesson.
PPT: Basic Painting
17. Have the pupils answer Activity 4 in the Arts Workshop of the
lesson.
An activity on Practice
Day 6 Strategies is available in the
Elements of Art – Shapes CD
19. Give a lesson on the different shapes. Discuss the difference
between natural and geometric shapes. RTP: Activity Sheet on
20. Present different kinds of shapes. Let the pupils identify the shapes Painting
in class. Formative Assessments:
21. Have the pupils answer Activity 5 in the Arts Workshop of the Observation
lesson. Student Conference
22. You may also give a quiz at this point of your lesson, just like the Formative Assessment:
one shown below. Quiz
Fill in the blanks: Write the correct answer on the space provided.
1. __________ is done when an artist applies a pigment (coloring
substance, often a mineral) on a surface.
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2. ___________ is a property of light. When light goes out, it
goes with it.
3. __________ can be generally grouped as rough and smooth.
4. When artists arrange opposite elements like small or large
shapes, light and dark colors, smooth and rough, they are
applying the principle of ___________.
5. When there is a repetition of lines, shapes, and colors, there is
_________ in an artwork.
Answer Key:
1. Painting
2. Color
3. Textures
4. Contrast
5. Rhythm
Day 7
Science – Shapes of sea
animals and forest animals
Elements of Art – Texture
23. Discuss to the class what is texture. Identify the different kinds of for differences of shapes of
textures. Have the pupils give examples on each kind. plants and animals
24. Ask the pupils to display a designated hand signal to indicate their Formative Assessment:
understanding of the important topics in the lesson. This is almost Misconception Check
the same with the Did You Get It? section of the worktext. Have the
pupils do activities 3 and 6 in the Art Workshop of the lesson.
Observation
Day 8 Student Conference
Principles of Design – Repetition

25. Give a brief discussion on the different principles of design starting
with the repetition in art.
26. Explain how repetition in art can be a good way in conveying a
message to the viewer.
27. Present the pupils with statements that have the common
misconceptions about principles of design. Ask them whether
they agree or disagree with the statements. Let them explain the
reasons for their agreement or disagreement.
Days 9–10
Principles of Design – Contrast and Rhythm

28. Discuss what contrast is in art. Show examples.
29. Let the pupils give examples.
30. Have the pupils answer Activity 7 in the Arts Workshop of the
worktext.
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Activity 1: What a Colorful World!

Have the pupils list down the names of colors of each picture.
Activity 2: Color My World with Secondary Colors!
Have the pupils color the objects with their natural colors.
Activity 3: Touch It!
Have the pupils describe the shapes, colors, and textures of the skin coverings of the different
fishes and sea creatures or of wild forest animals that are shown in the pictures.
Activity 4: Describe Them!
Have the pupils write words that show the contrasts in the colors, shapes, and textures
between two or more animals. Let them choose two from the given animals.
Activity 5: Pair Work

With a partner, have them describe the lines, shapes, and textures of the animals that they see
in their community.
This activity is an example of peer assessment. Peer assessment is encouraged because it helps
learners to develop insight into their own performance by assessing the work of others. It also
uses external evaluation to provide a model for internal self-assessment of a pupil’s own learning
(metacognition), encouraging deep, rather than surface, learning. More importantly, it reduces the
amount of teacher assessment but improves the quality of classroom instruction.
Drawing and Coloring Activities
Activity 6: Can You Draw?
Have the pupils draw forest animals and color them showing their texture.
Activity 7: Draw and Color Your Jeepney!
Have the pupils color the jeep using primary colors and must be arranged in a balanced pattern.
Suggestions:
1. Like the previous coloring and drawing activities, see to it that coloring does not extend
outside the outline of the subject of the drawing.
2. Drawing different shapes by the pupils could be rated just like the evaluation of their mastery
of skills in writing the alphabet. Straight lines and curve lines should be firm.
3. Remind them of the importance of constant practice in drawing lines and shapes.
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Second Quarter Test
Part 1
I. Solve the crossword puzzle.
1.
2.
3. 4.
5. 6.
8.
7.
9. 10.
Across:
2 – generally grouped as rough and smooth
3 – is an element of art
5 – when an artist applies a pigment or coloring substance
7 – when there is a repetition of lines, shapes, and colors
8 – is a principle in art when the artist arranges opposite elements
9 – shapes of fruits, vegetables, animals, and fishes
Down:
1 – shapes like circle, square, triangle, and rectangle
4 – when an artist uses repeated lines, shapes, and colors
6 – the opposite color of red in the color wheel
10 – is classified as a warm color
II. Write the principle of art used in the picture if it shows contrast, rhythm, and repetition.
11. _________________________________
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12. __________________________________
13. _________________________________
14. ________________________
15. ___________________________
III. Color the smiley red if the texture of the image is spotted, blue if the texture is furry, and green if
it is slimy or shiny.
16.
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17.
18.
19.
20.
Answer Key:
I. 1. Geometric
2. Texture
3. Color
4. Repetition
5. Painting
6. Green
7. Rhythm
8. Contrast
9. Natural
10. Red
II. 11. Contrast
12. Rhythm
13. Contrast
14. Repetition
15. Rhythm
III. 16. Red
17. Green
18. Blue
19. Red or Blue
20. Blue
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Part 2
Activity 7 in the Art Workshop could be used to assess the pupils’ skills about painting. Rubrics for
the activities are found in the Appendix.
Part 3
Ask the pupils to show their understanding of printing by answering the questions below.
You may design your own procedure so the pupils can give their answers in either written or oral
expression.
1. Explain
What are the key concepts/ideas of painting sea creatures or other types of animals?
What are the common misconceptions about painting sea creatures or other types of
animals?
2. Interpret
How does painting sea creatures or other types of animals relate to me?
Why should I study painting of sea creatures or other types of animals?
3. Application
How and where can we use this knowledge/process about painting sea creatures or other
types of animals?
How does knowledge of painting sea creatures or other types of animals apply in a larger
world?
4. Perspective
What are the different points of view about painting sea creatures or other types of
animals?
What are the limits of my knowledge on painting sea creatures or other types of animals?
5. Empathy
What do paintings of animals try to make us feel or see?
What do I need to experience if I am to understand paintings of sea creatures or animals?
6. Self-knowledge
What are the limits of my knowledge about the paintings of sea creatures or animals?
What are my ‘blind spots’ about the paintings of sea creatures or animals?
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Part 4

painting
Show the beauty of the fishes or sea creatures and animals in your community
by means of the following:
• Make a painting of the different fishes or sea creatures and animals that
you have seen in your community. You may use cardboard, cartolina, or
illustration boards.
• Bring a painting of the different fishes or sea creatures and animals
in your community and tell your classmates the shapes, colors, and
textures that make the fishes or sea creatures and animals beautiful.

• A member of the group who will draw the fishes or sea creatures and
animals.
• A member of the group who will color the fishes or sea creatures and
animals.
• A member of the group who will report in class why the group chooses
the shapes and colors of their drawings.
to their parents, teachers, and classmates how they see the beauty of their
community in terms of the shapes and colors of the fishes or sea creatures
and animals in their community.
Product/ • Painting
Performance • Oral report
Standards Criteria:
B. Pictures/Images
D. Quality of work

Proficient (21–25%) – Letters A, B, C, and D are evident.
Approaching Proficiency (16–20%) – Letters A, B, and C are evident.
Developing (11–15%) – Letters A and B are evident.
Beginning (6–10% and below) – Only letter A is evident.
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THIRD QUARTER
Exploring Printmaking
Summary:
The pupils in this quarter will study printmaking. So as to enhance
the pupils’ understanding of printmaking they will be given various
classroom formative assessments so they will understand the element
of art and principles of design behind printmaking. The teachers will
expose the pupils to various activities so they can describe the lines,
shapes, and textures seen in various objects in the community and
describe the unique shapes, colors, textures, and design of these
objects. The pupils will be trained to point out the contrasts in the
colors, shapes, and textures between two or more objects. Some of
their formative assessments also include making prints of different
objects in the community–both natural and man-made
Pre-assessment:
Before starting this quarter, pre-assess the pupils’ knowledge on
printing to find out what the pupils know and do not know about
printmaking using banana stalks and found materials. A simple way of
doing this is to ask survey questions.
Ask them to raise their hands if they know the following questions.
1. Who knows a lot of things about printmaking using banana
stalks and found materials?
2. Who knows a few things about printmaking using banana
3. Who doesn’t know anything about printmaking using banana
Get the names of those who raise their hands on the first question
because they can be potential group leaders.
• Quiz
• Hand Signals
• Choral Response
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Lesson 3: Appreciating Printmaking
Knowledge:
Resources:
• Elements of Design: Shapes, Colors, Textures
• Principles of Art: Repetition and Contrast Action 2 Worktext
Skills: Technology Enhancement

CD
• Identify natural and man-made objects with repeated or
Materials
alternated shapes, colors, and materials that can be used in
printmaking PPT: Introduction to
Printmaking
• Create a consistent pattern by making two or three prints that
Video: Silkscreen Printing
are repeated or alternated in shape or color
• Create a print on paper or cloth showing repeated motif using
man-made objects with flat surface
• Carve a shape or letter on an eraser or camote which can be
painted and printed several times
• Create a print on paper or cloth using cutout designs
• Create prints for a card and make several copies or editions of
the print so that cards can be exchanged with other persons

• Articulate thoughts and ideas about printmaking clearly and
effectively through speaking, writing, and drawing
Day 1
1. Show pupils outputs of printmaking as an introductory activity.
2. Direct the pupils’ attention to the picture in the Get Set part of the
lesson and let them do the indicated task.
3. Present the Key Understanding and Key Questions for this topic.
Body/Developmental:
Day 2
1. Tell the pupils that in this lesson they will study the different kinds
of prints. Other topics to be included are art elements—shapes,
textures, and colors and art principles—repetition of motif, contrast
of motif, and color.
2. Recall the pupils’ knowledge on printmaking. Ask the pupils to
write down words related to printmaking on the diagram provided
under Get Set.
3. Have the pupils answer the following questions:
a. What do you know about printmaking based from your studies
last year?
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b. Can you write words related to printmaking?
4. Discuss the answer of the pupils in class.
5. Have the pupils answer Activity 4 of the Art Workshop of the lesson.
Language – Oral
6. Walk around the classroom and observe the pupils as they work. communication skills
You may also have a one-on-one conversation with the pupils to Reading – comprehension
check their level of understanding. of sentences and
paragraphs
Days 3-4
Elements of Art – Shapes

Key Understanding:
7. Make a short discussion on the elements of art starting with shapes. Through printmaking,
8. You may also introduce another Key Understanding and Key ideas and emotions are
Question of this lesson. communicated as visual
expression.
9. Explain the difference between exact shapes and organic shapes.
Give examples on each kind. Key Question:
How does printmaking as
10. Have the pupils give examples.
a visual expression convey
11. Ask the pupils to display a designated hand signal to indicate their ideas and emotions?
12. Have the pupils answer Activity 3 of the Art Workshop of the lesson.
Day 5
An activity on Learning
Objectives is available
Elements of Art – Textures in the Technology
13. Explain to the class what texture is and how do textures vary. Enhancement CD
14. Have the pupils give examples of different textures. https://www.khanacademy.
org/partner-content/
15. To check the pupils’ understanding of the lecture, ask the pupils MoMA/moma-
questions from time to time. In response to your question cue, ask printmaking/v/moma-
them to respond orally at the same time. The response could be printmaking-01
either to answer a question or to repeat something you have said.
Day 6
Elements of Art – Colors
Key Understanding:
16. Make a short lesson about colors. Explain to the class how colors Understanding the
are divided into primary and secondary colors. elements and principles of
17. You may present a color wheel and have the pupils point out which printmaking provides the
colors belong to each group. tools for visual expression.
18. Present the pupils with statements that have the common Key Question:
misconceptions about colors. Ask them whether they agree or
Why is it important to know
disagree with the statements. Let them explain the reasons for their the elements and principles
agreement or disagreement. of printmaking?
Days 7–8
Principles of Design – Repetition Formative Assessments:
19. Present a brief lesson on principles of design starting with the Hand Signals
concept of repetition.
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20. Discuss what repetition is and give examples.
Choral Response
21. Have the pupils answer Activity 1 of the Arts Workshop.
Oral Questioning
22. Have the pupils answer Activity 2 of the Arts Workshop.
Days 9–10
Principles of Design – Contrast

23. Discuss what is contrast. Explain how contrast helps in directing a An activity on Acquisition
viewer’s attention to a particular point of interest. Evidences is available in the
24. Give a quiz on the lesson just like the one shown below. Quizzes CD
assess pupils for factual information, discrete skills, and concepts.
http://www.funartlessons.
You may make use of various quiz types like multiple choice, true/ com/
false, matching type, and short answer as long as there is just a
https://www.pinterest.
single best answer.
com/jmatott/printmaking-
projects-art-class/
Fill in the blanks: Write the correct answer on the space provided. PPT: Introduction to
Printmaking
1. __________ are circle, square, triangle, oval, or rectangle.
2. __________ are the shapes of fruits, vegetables, animals, and
fishes. Formative Assessment:
Misconception Check
3. __________ refer to the quality of the surface of an art object.
It could be smooth or rough.
4. __________ is the mixture or combination of primary and
secondary colors.
5. When a line, color, or shape is used to form a pattern, then an
artist uses _________.
Answer Key: Formative Assessment:

1. Exact shapes Quiz
2. Organic shapes or natural shapes

3. Textures
4. Tertiary color
5. Repetition
Have the pupils do the Summative Assessment at the end of this
lesson.
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Activity 1: Patterns of Shapes and Colors

Have the pupils study the patterns. Let them describe how repetition is shown in terms of shapes
and colors.
Activity 2: Print Study

This is an opportunity for pupils to analyze prints in terms of the principles of design, which are
repetition and emphasis.
Activity 3: Block Printing

It is highly advised that pupils use a plastic knife in making various shapes of the potatoes or
banana stalks.
Activity 4: Bug Print

Guide the pupils so that they will not play with the coloring materials.
Third Quarter Test

Part 1
I. Enumeration: List down what is asked for.
List five exact shapes.
1. ______________ 3. _________________ 5. ________________
2. ______________ 4. _________________
List the primary colors.
6. ______________ 7. _________________ 8. ________________
List the secondary colors.
9. ______________ 10. ________________ 11. _______________
List five tertiary colors.
12. _____________ 13. ________________ 14. _______________
15. _____________ 16. ________________
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II. Write the type of design principle used in the following art pieces if it shows repetition of motif
or contrast of motif.
17. ________________________ 18. ______________________
19. _________________________ 20. ______________________
Answer Key:
I. (In any order) II. 17. Repetition

1. Square 18. Contrast
2. Triangle 19. Contrast
3. Circle 20. Repetition
4. Rectangle
5. Oval
(In any order)
6. Red
7. Yellow
8. Blue
(In any order)
9. Orange
10. Violet/Purple
11. Green
(In any order)
12. Yellow green
13. Yellow orange
14. Red violet
15. Blue violet
16. Blue green
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Part 2
Activities 3 and 4 in the Art Workshop could be used as a way of assessing the pupils’ development
of skills in printing. Rubrics for these activities are found in the Appendix.
Part 3
Ask the pupils to show their understanding of printmaking by answering one question in each of
the boxes below. You may design your own procedure so the pupils can give their answers in either
written or oral expressions.
1. Explain
What are the key concepts/ideas of printmaking using natural or found materials?
What are the common misconceptions about printmaking using natural or found
materials?
2. Interpret
How does printmaking using natural or found materials relate to me?
What is the importance of printmaking using natural or found materials?
3. Application
How and where can we use this knowledge/process about printmaking using natural or
found materials?
How does printmaking using natural or found materials apply in a larger world?
4. Perspective
What are the different points of view about printmaking using natural or found materials?
What are the limits of my knowledge on printmaking using natural or found materials?
5. Empathy
What would it be like to walk in the shoes of a printmaker?
What do I need to experience if I have to understand printmaking?
6. Self-knowledge
What are the limits of my knowledge about printmaking using natural or found
materials?
What are my ‘blind spots’ about printmaking using natural or found materials?
Part 4

printmaking using natural or found materials
Role An artist who will make different types of prints
to their parents, teachers, and classmates how they see the beauty of their
community by means of printmaking.
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Product/ • Carving of a shape or letter on an eraser or camote which can be painted
Performance and printed several times
• A print on paper or cloth using cutout designs
• Prints of shapes on cards that can be replicated
Standards Criteria:
D. Quality of work

Proficient (21–25%) – Four of the criteria are evident.
Approaching Proficiency (16–20%) – Three of the criteria are evident.
Developing (11–15%) – Two of the criteria are evident.
Beginning (6–10% and below) – One of the criteria is evident.
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FOURTH QUARTER
Exploring Sculpture and 3D Crafts
Summary:
This final quarter in Arts for the second grader is all about the art
elements, principles, and processes behind sculpture and 3D craft. The
pupils will be given various classroom activities so they will be able to
cite examples of three-dimensional crafts found in the locality giving
emphasis on their shapes, textures, proportion, and balance. They will
be taught to learn the steps on making a papier mache with focus on
proportion and balance. They will also construct a native kite from
bamboo sticks, Japanese paper, glue, string; and fly the kite to test its
design (proportion and balance). They will be guided so they can create
an imaginary robot or creature using different sizes of boxes, coils, wires,
bottle caps and other found materials; mold an animal shape on wire or
bamboo armature or framework; and create a clay human figure that is
balanced and can stand on its own.
Through the formal introduction of elements, the learner can identify
the basic knowledge and skills in music toward self-development, the
celebration of Filipino cultural identity and diversity, and the expansion
of one’s world vision.
Pre-assessment:
You may give the pupils bond paper or colored papers. Demonstrate
the making of a cap, a paper boat, or a paper plane. Guide them as they
fold the papers to create a 3D art project. Observe carefully each pupil
so you know who are to be guided in order to develop more visual and
spatial skills.
• Observation
• Quiz
• Hand Signals
• Projects
Lesson 4: Appreciating Sculpture and 3D Crafts No. of Days – 10 days

Resource:
Knowledge:
• Elements of Art: Shapes, Textures Action 2 Worktext
• Principles of Design: Proportion, Balance
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Skills:
• Identify the artistry of different local craftsmen in creating 3D crafts Technology Enhancement
• Construct a native kite from bamboo sticks, Japanese paper, glue, CD Materials
string, and fly the kite to test its design (proportion and balance) PPT: Sculpture
• Create an imaginary robot or creature using different sizes of boxes, RTP: Activity Sheet on
coils, wires, bottle caps, and other found materials Sculpture
• Mold an animal shape on wire, bamboo armature, or framework

showing the animal in action
• Create a clay human figure that is balanced and can stand on its
own
• Articulate thoughts and ideas clearly and effectively about
sculpture and 3D art through speaking, writing, and drawing

Day 1
Visuals
1. Tell the pupils that in this lesson, they will be studying sculptures
and 3D crafts. Other topics to be included are art elements that
comprise of shapes and textures and art principles focusing on Language – Oral
communication skills,
proportion and balance.
development of vocabulary
2. Recall the pupils’ knowledge about sculptures. Direct the pupils’ skills
attention to the picture found on the lesson under Get Set. Reading – Comprehension
3. Pictures could serve as your springboard for class discussion. This of sentences and
also serves as a technique to check for understanding. paragraphs
4. Let the pupils answer the following questions: Values Education – Respect
for individual talents
a. How does it look like?
b. Is the sculpture balanced?
c. Is it proportioned?
d. What materials are used by the sculptor in your town?
e. Can you write some words about sculpture?
5. Have the pupils write their answers on a piece of paper.
6. Discuss the answer of the pupils in class.
Body/Developmental:
Key Understanding:
Days 2–3
Through 3D craft and
How Sculptors Make Their Work of Art sculptures, ideas and
7. Have a brief discussion about sculpture. Explain to the class on how emotions are communicated
do sculptors make their work of art. as visual expression.
Key Question:
8. You may introduce and explain the Key Understanding and Key
Question at this point of the lesson. Why is it important to know
the elements and principles
9. Show examples of the different famous sculptures around the of sculpture?
world.
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10. Have the pupils raise their comments on each picture and have
them share it with the class.
11. Have the pupils accomplish Activity 4 of the Arts Workshop section.
Day 4 An activity on Learning

Objectives is available in the
Shapes and Forms Technology Enhancement
CD
12. Give a short lecture about shapes and forms.
PPT: Sculpture
13. Explain what geometric shapes are and show examples.
14. Have the pupils observe their surroundings and point out the
different shapes that they see.
15. Ask the pupils the importance of the different shapes and forms
around them. An activity on Practice
Strategies is available in the
Day 5 Technology Enhancement
CD
3D Crafts RTP: Activity Sheet on
16. Give a brief discussion on 3D crafts. Sculpture
17. Explain what 3D crafts mean and show examples.
18. Have the pupils give their own examples as well.
Projects
19. You may at this point have the pupils do one of these activities: 3,
and 4 in the Arts Workshop section. You may have your own class
schedule in doing and checking these activities.
Day 6
Elements of Art – Shapes

Key Understanding:
20. Present a brief lesson on the elements of art starting with the
concept of shapes. Understanding the
elements and principles
21. You may explain another Key Understanding and Key Question of of 3D craft and sculpture
this lesson. provides the tools for visual
22. Explain how artists make use of shapes in creating different expression.
sculptures and other 3D crafts. Key Question:
23. Show some pictures of sculptures and 3D crafts and have the pupils Why is it important to know
identify the different shapes that they see. the elements and principles
of sculpture?
24. Have the pupils answer Activity 2 in the Arts Workshop section.
Day 7
Elements of Art – Textures Formative Assessments:

Choral Response
26. Discuss what texture is and how textures vary.
Oral Questioning
27. Explain how textures in sculptures are made and how the
smoothness and roughness of a material affect the overall
appearance of a sculpture.
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28. To check the pupils’ understanding of the lecture, ask the pupils
questions from time to time. In response to the question cue, ask
them to respond orally at the same time. The response could be
either to answer a question or to repeat something you have said.
Day 8
Principles of Design – Proportion

29. Make a brief discussion on the principles of design starting with
proportions
30. Explain the importance of proportion in a sculpture and on 3D
crafts.
31. Show examples of a well-proportioned sculpture and/or 3D craft.
32. Have the pupils identify a well-proportioned sculpture and/or 3D Hand Signals
craft.
33. Ask the pupils to display a designated hand signal to indicate their
Days 9–10
Principles of Design – Balance

34. Explain what balance is.
35. Discuss the difference between symmetrical and asymmetrical
balance. Show examples on each kind. Formative Assessment:
Quiz
36. Have the pupils answer Activity 1 of the Arts Workshop section.
37. You may give a quiz at this point in the lesson.
Fill in the blanks: Write the correct answers on the space provided
in each number.
1. __________ is not like painting because it has depth. You
can touch it and feel the smoothness of the clay or the
rough texture of some stones.
2. __________ in sculpture can be created depending on
the materials used by an artist. Wood, metals, and other
materials would make a sculpture smooth or rough.
3. ___________ is the size relationship of parts to a whole.
4. When there is a matching of the left and right sides of
a sculpture or a three-dimensional form then there is
______________.
5. If the two sides of a sculpture or a three-dimensional form
are not the same then there is ______________.
Answer Key:
1. Sculpture
2. Textures
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3. Proportion
4. Symmetrical balance
5. Asymmetrical balance
lesson.
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Activity 1: Balance and Proportion

The pupils may find all 3D crafts in the pictures balanced and proportioned. Some may argue that
the concept of balance is not clearly shown in the ‘bottle’ sample (third picture, first row). Consider
their answers as long as they can support their ideas.
Activity 2: Zoo Model

This activity will enhance each pupil’s imagination. Encourage them to be creative. Cleanliness
and balance are some of the criteria of this activity.
Activity 3: Let Us Make a Kite!

This activity could either be a group or an individual activity. Remind the pupils to ask a mature
member of their family to do the boring of holes, cutting and slicing of sticks, and the fastening of
bamboo sticks.
Guide them as they form their kite. If possible, show them a sample of a finished kite. This kite
should be stable and balanced. This can be attained when a string is attached in the triangular base at
the center of the kite. Neither the left side part nor the right side part of the kite should bounce up if
the string is properly attached. Add a paper tail to act as a counterweight in order to get the needed
balance.
Activity 4: Appreciating Filipino Sculpture

This activity provides pupils an opportunity to develop their analytical and higher-order thinking
skills. Insights gained will help them develop their aesthetic sense.
Fourth Quarter Test
Part 1
I. Read each sentence. Color the box beside the number if the statement describes about sculpture.
If not, put an (✘) mark inside the box.
1. Sculpture shares an idea or expresses a feeling of the sculptor.

2. Sculptures have thickness.
3. Sculptors use different materials like clay, wood, or stone.
4. Sculptures have depths.
5. Sculptures have no textures.
6. Sculptors can make their objects by modeling a soft material such as clay or wax.
7. Sculptors can make their objects by carving hard materials.
8. Sculptures have life.
9. Patience and love of work are needed in making Sculpture.
10. Everybody can be a good sculptor.
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II. Classify the sculptures by connecting them to the appropriate box.
11. 12. 13. 14.
Symmetrical
Asymmetrical
Balance
15. 16.
20.
17. 18. 19.
Answer Key:
I. 1. Colored
2. Colored
3. Colored
4. Colored
5. ✘
6. Colored
7. Colored
8. ✘
9. Colored
10. ✘
II. 11. Symmetrical
12. Asymmetrical
13. Symmetrical
14. Asymmetrical
15. Symmetrical
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16. Asymmetrical
17. Asymmetrical
18. Symmetrical
19. Asymmetrical
20. Symmetrical
Part 2
The process of creating a 3D craft is shown in Activity 2 or Activity 3 in the Art Workshop section.
For the assessment of process or skills, have the pupils use any one of these as you monitor the pupils’
development of visual and spatial skills. Rubrics are found in the Appendix.
Part 3
Ask the pupils to show their understanding of sculpture and 3D craft by answering one question
in each of the boxes below. You may design your own procedure so the pupils can give their answers
in either written or oral expressions.
1. Explain
What are the key concepts/ideas of sculpture and 3D craft like kites and boats, papier
mache, and clay figures?
What are the common misconceptions about sculpture and 3D craft like kites and
boats, papier mache, and clay figures?
2. Interpret
How do sculpture and 3D craft like kites and boats, papier mache, and clay figures relate
to me?
Why should I study sculpture and 3D craft like kites and boats, papier mache, and clay
figures?
3. Application
How and where can we use this knowledge/process about sculpture and 3D craft like
kites and boats, papier mache, and clay figures?
How do sculpture and 3D craft like kites and boats, papier mache, and clay figures apply
in a larger world?
4. Perspective
What are the different points of view about sculpture and 3D craft like kites and boats,
papier mache, and clay figures?
What are the limits of my knowledge on sculpture and 3D craft like kites and boats,
5. Empathy
What do sculpture and 3D craft like kites and boats, papier mache, and clay figures trying
to make us feel or see?
What do I need to experience if I have to understand sculpture and 3D craft like kites and
boats, papier mache, and clay figures?
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6. Self-knowledge
What are the limits of my knowledge about sculpture and 3D craft like kites and boats,
What are my ‘blind spots’ about sculpture and 3D craft like kites and boats, papier mache,
and clay figures?
Part 4
To perform a culminating activity showcasing your skills and

Goal knowledge in sculpture or 3D craft like kites and boats, papier
mache, and clay figures
• A robot designer
• A kite designer
• A craftsman who makes papier mache or animal
toys
Acting in the role of young toy designers in the community, the
Situation pupils will show to their parents, teachers, and classmates how
they can be creative in making their own toy.
• Native kite
• Papier mache
Product/Performance • Imaginary robot or creature using different sizes of boxes,

coils, wires, bottle caps, and other found materials
• Mold an animal shape on wire, bamboo armature, or
framework showing the animal in action
Criteria:
D. Quality of work
Standards Advanced (26–30% and above) – All criteria are evident.

Proficient (21–25%) – Four of the criteria are evident.
Approaching Proficiency (16–20%) – Three of the criteria are
evident.
Developing (11–15%) – Two of the criteria are evident.
Beginning (6–10% and below) – One of the criteria is evident.
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Physical
Education
CURRICULUM MAP

At the end of Grade 2, pupils should be able to demonstrate understanding of movement concepts and skills in preparation for active participation
in various physical activities.

The learner demonstrates understanding of body awareness, space awareness, qualities of effort, and movement relationships through
participation in enjoyable physical activities.
First Quarter – Exploring Body Shapes and Body Action Number of Days: 10 days

The learner demonstrates understanding of body shapes and body The learner performs body shapes and actions properly.
actions in preparation for various movement activities.
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Lesson Number Key Understanding/ Skills/21st Century
and Title Key Question Skills
Lesson 1: KU: • Fundamental Skills: Music – Singing an Community The 21st Century
Body shapes and movements • Create body shapes action song Singing MAPEH in Action 2
Body Shapes actions help in (locomotor, and actions Respect will develop Lecture Worktext
and Body improving one’s stability and in this activity when Technology
Actions manipulative • Engage in fun and Discussion
physical skills. enjoyable physical the pupils will Enhancement CD
movements) execute the rules of Quick Respond Materials
activities
KQ: • Body shapes the game. Survey Interest
• Demonstrate PPT and Video:
How do body shapes (stretched, Self-confidence will Locomotor and
movement skills in Video
and actions help curled, wide and develop in this lesson Nonlocomotor
response to sound Presentations
in improving one’s twisted) where one can stand Movements
and music Skills Enhancement
physical skills? in front of the class.
• Exhibit correct body
posture
• Body actions • Assess body posture
(walking, 21st Century Skills:
standing,
sitting) • Show one’s
collaboration and
• Proper Body interpersonal skills in
Positive locomotor, stability
and manipulative
movement skills
and creativity in body
shapes and body
actions
• Work appropriately
and productively with
others in enjoyable
physical activities
• Enhance individual
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critical thinking in
assessing one’s body
posture
Second Quarter – Exploring Locations, Personal Space, General Number of Days: 10 days
Space, Directions, Levels, and Pathways
The learner demonstrates understanding of locations, directions, levels, The learner performs movements accurately involving locations,
and pathways. directions, levels, and pathways.

Key Understanding/ Skills/21st Century
Key Question Skills
Lesson 2: KU: • Directions: Skills: Camaraderie will Oral Questioning The 21st Century
Understanding Forward, • Move in personal develop in this activity Quick Respond MAPEH in Action 2
Locations, movements in different Backward, and general space, when the pupils Worktext
Lateral and participate actively. Discussion
Personal levels increases one’s direction, level, and Technology
Space, General own physical ability. Sideward pathway Sportsmanship will Lecture Enhancement CD
Space, • Levels: Low, develop in this activity Video Presentation Materials
KQ: • Engage in fun and
Directions, Medium, and when the pupils
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How do understanding enjoyable physical Movement Video: Move Left!

and High accept one’s losing
movements in direction activities Explorations (Direction Song for
Levels and winning in the
increases one’s own • Pathways: • Observe correct Kids)
game. Self-assessment
physical ability? Straight, Zigzag, posture and
Curved, and Skills
body mechanics
Pathways Enhancement
while performing
Combination movement activities Teacher-Pupil
• Locations: Demonstration
Underhand, In Review
Front, Overhand 21st Century Skills:
• Space: Personal • Work appropriately
and General and productively
Space with others while
exploring the various
activities in different
directions, personal
and general space
to work effectively
with different group
activities
• Articulate thoughts,
ideas, and
instructions in the
handkerchief catch,
Pepsi-7-Up play, and
in animal movement
activities
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Third Quarter – Exploring Movement in Relation to Time, Force, and Number of Days: 11 days
Flow
The learner demonstrates understanding of movement in relation The learner performs movement accurately involving time, force,
to time, force, and flow. and flow.
Points of
Lesson Assessment
Key Understanding/ Skills/21st Century Integration
Key Question Skills (Subject/
Values)
Lesson 3: KU: • Time: Slow, Skills: History – Lecture The 21st Century MAPEH in
Movement Engaging in physical activity Slower, • Move at slow, slower, Understanding Discussion Action 2 Worktext
in Relation helps pupils in maintaining Slowest/Fast, slowest/fast, faster, and history and Technology Enhancement
Faster, Fastest origin of the Video
to Time, good health. fastest pace Presentation CD Materials
Force, and • Force: Light, dance
KQ: • Move using light, Teacher-Pupil Video: Stomp and Clap –
Flow Lighter, lighter, lightest/strong, Art – Brain Breaks Children’s Song
How does engaging in Demonstration
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Lightest/ stronger, strongest Designing and

physical activity help in Strong, Movement
force with smoothness using of props
maintaining good health? Stronger, Explorations
and costume
Strongest • Engage in fun and
enjoyable physical Music – Quick Respond
• Flow: Free activities Dancing
Oral
Flow and while the
• Demonstrate music plays Questioning
Bound Flow
movement skills in enhances one’s Dance
• Folk Dance: response to sound and musical ability Interpretation
Rabong music
Learning Log
• Exhibit correct body
Dance Skills
posture and body
Enhancement
mechanics while
performing movements
• Show one’s
collaboration and
interpersonal skills in
the animotion
and creativity of the
different roles in the
performance task
and productively
with others in the
performance task
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Fourth Quarter – Exploring Movement Activities Relating to Person, Number of Days: 10 days
Objects, Music, and Environment
The learner demonstrates understanding of movements relating to The learner performs movement activities involving person, object,
person, objects, music, and environment correctly. music and environment correctly.
Points of
Lesson Assessment
Values)
Lesson 4: KU: • Movement Skills: Music – Using Discussion/ The 21st Century MAPEH in
Movement Understanding of in relation • Move individually, with music as an ac- Teacher-Pupil Action 2 Worktext
Activities movement related to to person a partner, and with a companiment Demonstration Technology Enhancement
Relating person, objects, and music (individual, group for the routine Video CD Materials
to Person, helps in enhancing the pair, group) will enhance Presentation
• Move with ribbon, one’s musical PDF and Video: Kids in
Objects, pupil’s movement skills. • Objects hoop, ball, and any Movement Motion
Music, and (ribbon, hoop, ability
KQ: available/improvised Explorations
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Environ- balls, and material – Use of music

ment How does understanding any available as an accom- Learning Log
of movement related to indigenous/ • Demonstrate paniment for Review
person, objects, and music improvised movement skills in the folk dance
helps in enhancing the response to sound or Oral
materials) movements
pupil’s movement skill? music Questioning
• Sound, – Dancing
• Engage in fun and Dance
environment while the
enjoyable physical Interpretation
(folk dance) music plays
activities enhances one’s Self-
21st Century Skills: musical ability assessment
• Exhibit one’s learning Nationalism Dance Skills
and innovation skills will be Enhancement
and creativity in demonstrated
rhythmic gymnastics by dancing
using hoops, balls, and
ribbons, or any appreciating
improvised material the Alitaptap
folk dance.
• Show one’s
collaboration and
interpersonal skills
in the examples of
movements in relation
to person
and productively
with others in the
performance task
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108
FIRST QUARTER
Exploring Body Shapes and Body Actions
Summary:
In this lesson, the pupils will be able to understand the different
body shapes and actions through movement explorations. The focus
of the lesson is to demonstrate the body shapes and actions through
action songs and some movement activities and explorations. They will
be doing these activities individually, in pairs, and groups where they
will show their fun and enjoyable moments while engaging in these
different activities.
Assessing and maintaining correct body posture is also one of the
aims in this lesson while performing these body shapes and actions and
some movement skills.
As part of this lesson, the pupils will be provided some formative
assessments to identify their learning and understanding in the lesson
in this quarter. These formative assessments include the following:
Think-Pair-Share, peer assessment, and discussions.

The learner demonstrates understanding of body awareness, space
awareness, qualities of efforts, and movement relationships through
Use a pre-assessment activity, Quick Respond, to identify the pupils’
knowledge on body shapes and actions. Ask the pupils to give examples
of body actions. Then ask the class to do the action song found in the
Get Set portion of the worktext.
• Community Singing
• Lecture And Discussions
• Quick Respond And Survey Interest
• Video Presentations
• Skills Enhancement
Lesson 1: Body Shapes and Body Actions

No. of Days –10 days
Resources:
Knowledge:
• Fundamental movements (locomotor, stability and manipulative Action 2 Worktext
movements)
• Body shapes (stretched, curled, wide and twisted) CD Materials
PPT and Video: Locomotor
and Nonlocomotor
Movements
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Skills:
• Create body shapes and actions
• Engage in fun and enjoyable physical activities
• Demonstrate movement skills in response to sound and music
• Exhibit correct body posture
• Assess body posture

• Show one’s collaboration and interpersonal skills in locomotor,
stability and manipulative movement skills
• Exhibit one’s learning and innovation skills and creativity in body
shapes and body actions
• Work appropriately and productively with others in enjoyable
physical activities
• Enhance individual critical thinking in assessing one’s body posture
Day 1
1. Ask the class to do the action song found in the Get Set portion Subject Integration:
of the worktext. This activity will help identify the pupils’ prior
Music – Singing an action
background in understanding body shapes and actions.
song
2. Gather all the pupils’ answer in the pre-assessment activity, then
bridge the discussion from the first topic of the lesson.
Body/Developmental Activities:
Days 2–3
Fundamental Movements and Locomotor and Stability as

Movement Skills
1. After doing the action song and answering the arrow questions, ask
the pupils to do the Activity 2: It’s Your Move found in the Fitness for Formative Assessments:
Life portion of the worktext to reinforce the discussions. Community Singing
2. Introduce the movement and fundamental movements. Use the Discussion
visual aids in the Go and Learn portion of the worktext and present Video Presentations
in the class the slideshow presentation and videos for locomotor
and nonlocomotor movements found in the Technology Key Question:
Enhancement CD.
How do body shapes and
3. Discuss and demonstrate with the pupils the locomotor skills actions help in improving
— walking, running, galloping, and leaping; stability skills like one’s physical skills?
twisting, stretching, airborne jumping, straight sideward rolling,
and sideward rolling.
4. Skills/Movement Enhancement: Let the pupils execute some of the
locomotor and stability skills.
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5. Guide the pupils in Activity 1: Motion Madness found in the Fitness
for Life portion of the worktext. Strategies is available in the
Days 4–5 CD
Manipulative Skills as a Movement Skill PPT: Locomotor and
Nonlocomotor
6. As a review, ask the pupils to give some of the skills discussed and
executed in the previous lesson.
7. In a survey interest, ask the pupils about their favorite game or
sport. What sport equipment they use in playing the game or sport?
8. Introduce that manipulative skills are basic movements while
controlling an object just like the game or sports they have An activity on Learning
mentioned.
9. Give a lecture about the manipulative skills and some of the CD
examples of manipulative movement skills. Use the visual aids in Video: Locomotor and
the Go and Learn portion of the worktext. Nonlocomotor Movements
10. Skills/Movement Enhancement: Let the pupils execute some of the
manipulative movement skills like dribbling the ball and kicking Just Dance Kids – Beautiful
the ball. Life
11. Guide the pupils in Activity 1: On Stage or Charade found in the Formative Assessments:
Fitness for Life portion of the worktext.
Quick Respond
Days 6–7 Survey Interest
Discussion
Different Body Shapes: Curled, Stretched, Wide, and Twisted
Values Integration:
12. Explain that the body can move and can create different body
Respect will develop in this
shapes while moving. activity when the pupils
13. Discuss and demonstrate some of the body shapes. will execute the rules of the
14. Use the pictures found in the Go and Learn portion of the worktext game.
as visual aids to reinforce the discussion on the pupil’s body Formative Assessment:
movements. Lecture
15. Use the Activity 2: Play with Mickey and the Chaser Cat found in the Key Understanding:
Fitness for Life portion of the worktext to reinforce and enhance the Body shapes and actions
movement skills of the pupils. help in improving one’s
physical skills.
16. Asks the pupils to do the Activity 3: Puddle Jump Transport found
in the Fitness for Life portion of the worktext to help them observe
and assess with their classmates or partners.
17. Guide the pupils to do the follow-up activity in Activity 4: Peer
Assessment for the Puddle Jump Observation found in the Fitness
for Life of the worktext.
Day 8 Discussion
Body Stillness
18. Introduce gymnastics in a form of play and discuss that some of the
stunts where the body can develop balance using the feet.
19. Use the visual aids in the Go and Learn portion of the worktext to
reinforce the discussion.
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20. Explain and give the instruction in doing the Chinese Get Up
and Wheelbarrow dual stunts to show bodily momentary stillness Formative Assessment:
aside from using both feet. Lead the pupils in giving careful Skills Enhancement
instructions and observe safety while doing the activities to avoid
untoward incidents.
21. Skills/Movement Enhancement: Let the pupils engage in fun and
enjoyable physical activities like performing the Chinese Get Up
and Wheelbarrow. Observe safety while doing the activities to
avoid untoward incidents.
Days 9–10 Values Integration:
Correct Body Posture: Proper Posture in Sitting and Standing Self-confidence will
develop in this lesson
22. Pick one pupil to come in front of the class and ask him/her to walk. where one can stand in
Call another pupil and ask her/him to sit in front of the class. front of the class.
23. In a quick respond, ask the pupils what they have observed while
their classmates were walking and sitting in front. Formative Assessments:
24. Introduce and discuss the importance of having a proper body Oral Questioning
posture. Quick Respond
25. Explain and demonstrate the proper postures in standing and Survey Interest
sitting.
26. Use the pictures as visual aids found in the Go and Learn portion of Formative Assessments:
the worktext to reinforce the discussion. Lecture
27. Use the Activity 1: Walk, Walk, Walk in the Line found in the Fitness Peer Assessment
for Life portion of the worktext.
28. Make a follow-up activity in Activity 2: Peer Assessment for the Key Question:
Proper Posture in Walking found in the Fitness for Life portion of How body shapes and
the worktext. actions help in improving
one’s physical skills?
29. As a formative assessment, ask the pupils to do the Did You Get It?
activity of the worktext.
30. Have the pupils do the differentiated activities in Activity 3 found in Self-assessment
the Fitness for Life portion of the worktext.
1. After doing the activities, ask them to do the self-assessment
activity in the worktext. This will serve as a formative assessment
for the pupils’ understanding about the lessons in this quarter. A Summative Test is
2. Guide the pupils in doing the Performance Task and Summative
Enhancement CD
Assessment. Use the RTP in the Technology Enhancement CD for
the First Quarter Test. RTP: First Quarter Test
112
Demonstrating Movement Skills in Response to Sound and Music
Activity 1: Motion Madness

1. It is a suggested activity to reinforce the lesson about body shapes and actions.
2. Look for any available music downloads in the Internet.
3. The pupils will sing and do the action song “Hokey, Pokey”. Then, let them identify the different
body actions or movements.
Demonstrating Body Shapes and Actions and Engaging in Fun and Enjoyable Physical
Activities
Activity 1: On Stage or Charade

It is a suggested activity where you can assess the pupils’ understanding about body shapes and
actions. This can also be used as motivation part of the lesson. Use the Fitness for Life portion of the
worktext for the complete instructions of the activity.
Activity 2: Play with Mickey and the Chaser Cat

1. It is a suggested activity for skills enhancement in locomotor and nonlocomotor movements to
describe and show the body shapes and actions. Use the Fitness for Life portion of the worktext
for the complete instructions of the activity.
2. Make sure that the pupils had their meals two hours before the activity or they had only a light
meal to avoid any untoward incident.
3. Make sure to follow the instructions properly found in the Fitness for Life portion of the
worktext.
Activity 3: Puddle Jump Transport

1. It is a suggested activity for skills enhancement in locomotor movements to describe and show
the body the different examples of directions. Use the Fitness for Life portion of the worktext for
the complete instructions of the activity.
2. Make sure that the pupils had their meals two hours before the activity or they had only a light
meal to avoid any untoward incident.
3. Make sure to follow the instructions properly found in the Fitness for Life portion of the
worktext.
Activity 4: Peer Assessment for the Puddle Jump Observation

1. It is a follow-up activity to Activity 3: Puddle Jump Transport. Help the pupils assess their
classmate’s performance in the given skills.
2. Use the Fitness for Life portion of the worktext for the complete instructions of the activity and
the template where the pupils will answer this activity.
Assessing Body Postures
Activity 1: Walk, Walk, Walk in the Line

1. It is a suggested activity for skills enhancement in walking movements to describe and show the
proper body postures in walking. Use the Fitness for Life portion of the worktext for the complete
instructions of the activity.
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2. Before doing the activity, make a review on the proper body postures in walking and inform the
pupils that they will be assessed by their classmates after the activity.
3. Ask them to look for a partner. One will be the performer and the other will be the observer. One
of them will answer the peer assessment for the proper posture in walking.
Activity 2: Peer Assessment for the Proper Posture in Walking

1. It is a follow-up activity to Activity 1: Walk, Walk, Walk in the Line. Help the pupils assess their
classmate’s performance in the proper posture in walking.
First Quarter Test

Part 1
I. Matching Type: Match column A with column B by connecting a line.
1. a. Airborne Jumping
2. b. Twisted
3. c. Curled
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4. d. Stretched
5. e. Wide
II. Identification: Identify the following movement skills. Color the box red if it is a Manipulative
Skill, blue if it is a Locomotor Movement, and green if it is a Stability Skill.
1. 6. 11.
Galloping Twisting Dribbling a ball
2. 7. 12.
Airborne jumping Running Stretching
3. 8. 13.
Kicking a ball Sideward rolling Walking
4. 9. 14.
Leaping Catching a ball Sliding
5. 10. 15.
Shooting Jumping over Holding a hoop

a balance beam
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Answer Key:
I. 1. C
2. D
3. B
4. E
5. A
II. 1. Blue 6. Green 11. Red
2. Green 7. Blue 12. Green
3. Red 8. Green 13. Blue
4. Blue 9. Red 14. Red
5. Red 10. Red 15. Red
Part 2
I. Arrange the following procedures in demonstrating body stillness using the body part aside
from using the feet as a base support. Number it from 1–5, (1 as the first, 2 as the second, 3 for
third, 4 for fourth, and 5 as the last thing to do).
A. Wheelbarrow
_____ You should lie down facing the floor.
_____ Carefully maintain your balance without falling to show your momentary stillness.
_____ Let your partner hold the lower part of your legs and he or she should stand in
between your legs.
_____ Slowly let your partner lift up your legs.
_____ Look for a partner who will hold you for the wheelbarrow activity.
B. Chinese Get Up
_____ Sit down in back to back position.
_____ Look for a partner with the same height as you are.
_____ Stand up carefully without falling to show your momentary stillness.
_____ Hook each other’s arm in a long sitting position.
II. Read the following statement and put a check (ü) if the statement is correct and put an (✘) if the
statement is incorrect.
A. Proper Posture in Standing
____ 1. Stand short with your feet apart.
____ 2. Look straight ahead and lift your chest up.
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____ 3. Maintain your weight in one of your legs.
____ 4. Stomach in to maintain a comfortable position in your back.
____ 5. Keep your knees relaxed.
B. Proper Posture in Sitting
____ 1. Keep your head straight down.
____ 2. Keep your shoulders and back relaxed.
____ 3. Sit with your legs slightly lower than your knees.
____ 4. Keep your feet flat on the floor.
C. Movement Skills
____1. Controlling objects like dribbling, passing, and shooting ball will develop
manipulative skills.
____2. Movement is an act of changing body movement in one place only.
____3. Fundamental movement is a basic movement that you use in your everyday life.
____4. Playing some games cannot help you improve your physical skills.
____ 5. You can do different movement activities in body shapes and actions.
Answer Key:
I. A. Wheelbarrow: 2, 5, 3, 4, 1
B. Chinese Get Up: 2, 1, 4, 3
II. A. 1. 
2. 
3. 
4. 
5. 
B. 1. 
2. 
3. 
4. 
C. 1. 
2. 
3. 
4. 
5. 
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Part 3
Guide the pupils in answering these questions orally.
1. Explain
What are the examples of body shapes?
What are the examples of body actions?
2. Interpret
How are body shapes similar with body actions?
How do body shapes and actions relate to me?
3. Application
How and where can we use our knowledge in body shapes and body actions?
4. Perspective
What are the limits of my body shapes and actions?
5. Empathy
What do I need to experience if I have to understand body shapes and actions?
6. Self-knowledge
Do I know my body shapes and actions?
Part 4
This could be given near the beginning or middle of the quarter.
Goal To perform a culminating activity showcasing their talent in

• Catwalk in a fashion show (girls)
• Basketball exhibitions (boys)
Role • Models
• NBA basketball players
Audience PE teacher and classmates
Situation • It is in a mall show where they will act as models who
will walk in a catwalk. They will show the proper standing
position and walking posture.
• It is in a half-time game in a NBA Season game.
Product/Performance • The girls should walk in a catwalk where they will show
the proper standing position and walking posture.
• The boys will act as NBA players and they will show an
exhibition in shooting skills, giving them one minute and
count how many goals in baskets they have shot.
Standards Rubrics are found in the Appendix.
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SECOND QUARTER
Exploring Locations, Personal Space, General Space,
Directions, Levels, and Pathways
Summary:
In this lesson, the pupils will be able to have a deeper understanding
on movement activities involving locations, personal and general space,
directions, levels, and pathways. The lesson focuses on the accurate
demonstration and performance of movements, which will be done
individually, in pairs, or in groups. The prepared movement activities
are not only for the learning process but it gives fun and enjoyment for
the pupils while learning.
aims of this lesson while performing body movements.
As part of this lesson, pupils will be provided some formative
assessments to identify their learning and understanding of the lesson
quick respond, self-assessment, and discussions.

Pre-assessment:
A picture analysis will be used to assess the pupils’ prior background
in the next lesson. If most of the pupils can identify the pictures in
relation to directions and pathways found in the Get Set portion of the
worktext, the teacher can now proceed to the lesson.
• Oral Questioning/Quick Respond
• Discussion/Lecture
• Video Presentation
• Movement Explorations
• Self-assessment
Lesson 2: Locations, Personal Space, General

Space, Directions, and Levels
Knowledge:
Resources:
• Directions: Forward, Backward, Lateral and Sideward
• Levels: Low, Medium, and High Action 2 Worktext
• Pathways: Straight, Zigzag, Curved, and Pathways Combination Technology Enhancement
CD Materials
• Locations: Underhand, In Front, Overhand
Video: Move Left! (Direction
• Space: Personal and General Space Song for Kids)
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Skills:
• Move in personal and general space, direction, level, and pathway
• Observe correct posture and body mechanics while performing
movement activities

• Work appropriately and productively with others while exploring
the various activities in different directions, personal and general
space
• Demonstrate ability to work effectively with different group
activities
• Articulate thoughts, ideas, and instructions in the handkerchief
catch, Pepsi-7-Up play, and in animal movement activities
Day 1
1. Begin with the pre-assessment activity found in the Get Set portion
of the worktext. This activity will help you identify the pupils’ prior
background in understanding the directions.
2. Gather all the pupils’ answer in the pre-assessment activity, and
then bridge the discussion from the first topic of the lesson.
Body/Developmental:
Days 2–3
Moving in Different Directions
Forward, Backward, and Lateral Sideward
1. After answering the pre-assessment activity, introduce that the
Oral Questioning/Quick
body can move in different directions. Respond
2. In a Quick Respond, ask the pupils again the directions that they
identify in the pre-assessment activity.
3. Discuss and demonstrate with the pupils the different directions;
forward, backward, and lateral sideward. Use the video in the
An Activity Learning on
Technology Enhancement CD to reinforce the discussion.
4. Skills/Movement Enhancement: Let the pupils move in the Technology Enhancement
directions like running, jumping, walking, rolling the ball forward, CD
and kicking the ball forward; moving backward in karate, back Video: Move Left! Direction
pedaling and backward throwing; and moving in lateral sideward Song for Kids
like carioca right or left and sideward step to the right or left.
5. Guide the pupils in Activity 1: Circuit Activity found in the Fitness Key Question:
for Life portion of the worktext.
How do understanding
movements in direction
increases one’s own physical
ability?
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Days 4–5
Moving in Different Levels Formative Assessments:
Video presentation
6. As a review, ask a volunteer from the pupils to show a one direction
Discussion
movement that has been discussed in the previous lesson.
Key Understanding:
7. Give a lecture about the different levels used for physical activity Understanding movements
movement. Use the pictures as visual aids in the Go and Learn in different levels increase
portion of the worktext. one’s own physical ability.
8. As a guide, utilize the PDF: FMS Balance in the Technology
Enhancement CD as a reference and also to reinforce a lesson. An activity on Acquisition
9. Levels: Skills/Movement Enhancement: Let the pupils execute some Strategies is available in the
of the low levels – curled, forward, backward, sideward and straight Technology Enhancement
CD
sideward rolling; medium – standing position knees slightly bent,
arch back with one leg extended, wheelbarrow and crab walk; high PDF: FMS Balance
– leaping, balance beam jumping, cartwheel, standing high jump, http://www.nicurriculum.
and airborne turning. org.uk/docs/foundation_
stage/areas_of_learning/
10. Always remember to observe safety while doing the activities to
physical_development/
avoid untoward incidents. FMS_Balance.pdf
11. Guide the pupils in Activity 2: Handkerchief Catch found in the
Skills Enhancement
Days 6–7
Discussion
Moving in Different Pathways Teacher-Pupil
12. Explain that the body can move in different pathways like straight, Demonstration
curved, and zigzag pathways.
13. Discuss and demonstrate the different actions in different pathways. Values Integration:
Camaraderie will develop in
14. Use the pictures as visual aids found in the Go and Learn portion this activity when the pupils
of the worktext to reinforce the discussion and pupil’s body participate actively.
movement
15. Pathways: Skills/Movement Enhancement: Let the pupils execute Formative Assessment:
the movements in different pathways. Skills Enhancement
16. Use the pictures as visual aids found in the Go and Learn portion Review
of the worktext to reinforce the discussion and pupil’s body Lecture
movement and skills enhancement. Discussion
Movement Explorations
17. Use the Activity 3: Hopscotch found in the Fitness for Life portion
Oral Questioning
of the worktext to reinforce and enhance the movement skills of
the pupils. Quick Respond
Day 8
Moving in Different Locations
18. As a review, ask a volunteer from the pupils to show one kind of
pathway movement that has been discussed in the previous lesson.
19. Give a lecture about the different locations used for physical activity
movement: behind, underhand throwing, passing the ball in front,
and overhand throwing.
20. Use the pictures as visual aids in the Go and Learn portion of the
worktext.
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21. Pathways: Skills/Movement Enhancement: Let the pupils execute
the movement in different locations.
22. Use the pictures as visual aids in the Go and Learn portion of the
worktext to reinforce the pupil’s movement activity.
23. Remember that always observe safety while doing the activities to
avoid untoward incidents.
24. Use the Activity 4: Pepsi-7-Up Play found in the Fitness for Life of
the worktext to reinforce the pupil’s movement activity.
Days 9–10
Moving in Personal and General Space Formative Assessments:
25. Ask the pupils to stand up, twist their trunks to the right then to the Review
left, and bend their trunks forward. Let them do this in their most Lecture
comfortable way. Discussion
Teacher-Pupil Demonstration
26. In a Quick Respond, ask the pupils: “What did you do? At what place
did you move?”
27. Introduce and differentiate personal from general space. Oral Questioning
28. Explain and demonstrate some of the movements done in personal
space. Use the pictures as visual aids found in the Go and Learn
portion of the worktext to reinforce the discussion.
Values Integration:
29. Discuss and demonstrate general space. Use the pictures as your Sportsmanship will develop
visual aids found in the Go and Learn portion of the worktext to in this activity when the
reinforce the discussion. pupils accept one’s losing
30. Use the Activity 6: Lion in the Forest (Animal Movement) found in and winning in the game.
the Fitness for Life portion of the worktext.
1. After doing the activities, ask them to do the Self-assessment Self-assessment
activity of the worktext. This will serve as a formative assessment
for the pupils’ understanding about the lessons in second quarter.
2. Guide the pupils in doing the Performance Task and Summative
Test. You can use the RTP in the Technology Enhancement CD for
the Second Quarter Test.
A Summative Test is
Enhancement CD
RTP: Second Quarter Test
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Describing Movements in Directions, Levels, Pathways, Locations, and Space
Activity 1: Circuit Activity

1. It is a suggested activity for skills enhancement in applying all the concepts about movements
in directions, levels, pathways, and space. Use the Fitness for Life portion of the worktext for the
complete instructions of the activity.
2. Make sure that the pupils had their meals two hours before the activity to avoid any untoward
incident. A light meal is also advisable.
3. Make sure to follow the instructions found in the Fitness for Life portion of the worktext properly.
Activity 2: Handkerchief Catch

1. It is a suggested activity to reinforce the lessons in directions, space and locomotor skills.
incidents. A light meal is also advisable.
Activity 3: Hopscotch
1. It is a suggested activity to reinforce the lessons in directions, pathways, and space.
Activity 4: Pepsi-7-Up Play

1. It is a suggested activity to reinforce the lesson in personal and general space.
Suggested Criteria for the Movement Explorations

• Exhibits a variety of applied skills 10%
• Applies movement concepts as to space, directions, and locations 10%
• Responds appropriately to different cues 10%
• Active participation 10%
• Exhibits enthusiasm throughout the activity 10%
50%
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Activity 5: Lion in the Forest
1. It is a suggested activity to reinforce the lessons in personal and general space, levels, pathways,
directions, and locations.
Suggested Criteria for Animal Movement

• Exhibits a variety of transport skills 10%
• Applies movement concepts as to levels, 10%
pathways, directions, and locations
• Responds appropriately to different cues 10%
• Active participation 10%
• Exhibits enthusiasm throughout the activity 10%
50%
Activity 6: Differentiated Activities

1. Guide the students in doing the differentiated activity.
2. Follow the instructions given in the Fitness for Life of the worktext.
Second Quarter Test
Part 1
I. Identification: Identify the following movement skills. Color the star red if it is direction, blue if
it is pathway, and green if it is location.
✩ 1. Straight ✩ 6. Backward
✩ 2. Overhand ✩ 7. Zigzag
✩ 3. Lateral Sideward ✩ 8. Backpedal
✩ 4. Curved ✩ 9. Behind
✩ 5. Sideward ✩ 10. Underhand
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II. Put a check () if the movement is in general space and put an (✘) if the movement is in personal
space.
1. _____ 2. ______ 3. ______ 4. ______
5. ______ 6. ______ 7. ______ 8. ______
9. ______ 10. ______
Answer Key:
I. 1. Blue 6. Red
2. Green 7. Blue
3. Red 8. Red
4. Blue 9. Green
5. Red 10. Green
II. 1. ✘ 6. 
2.  7. ✘
3.  8. 
4. ✘ 9. ✘
5. ✘ 10. ✘
Part 2
Make a sample activity that will help to develop your physical abilities. Use the sample physical
activities; make sure that you can apply the different examples of pathways like straight, curved,
zigzag, or a combination of the three pathways. Make use of a diagram.
A. Walking
B. Carioca
C. Running
D. Sprinting
125
126
Part 3
Answer the given sets of questions inside the box.
1. Explain
What are the examples of different directions for physical activity movement?
What are the examples of different levels used in physical activity movement?
2. Interpret
How is pathway similar to directions?
3. Application
How and where can we use our knowledge in movement in space?
4. Perspective
How is personal space different from general space?
5. Empathy
What do I need to experience if I am to understand movements in space?
6. Self-knowledge
What do I know about space, pathways, levels, and locations?
Part 4
Goal To perform a sample Summer Sports Clinic in basketball where you will act as
the following:
• Coaches/Trainers in basketball
• Registered participants or pupils in the Summer Sports Clinic
• Registration committee
Role • Coaches/Trainers in basketball
• Registered participants or pupils in the Summer Sports Clinic
• Registration committee
Situation It is during vacation where the Grade 2 pupils will enroll in a summer sports
clinic in basketball to learn the different drills in the game.
Product/ Coaches and trainers should have different drills in basketball where they will
Performance apply the concepts of movements in relation to directions, pathways, and
locations.
Standards Rubrics are found in the Appendix.
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THIRD QUARTER
Exploring Movement in Relation to Time, Force, and Flow
Summary:
In this lesson, the pupils will be able to have a deeper understanding
on movement activities in relation to time, force, and flow. The lesson is
to demonstrate and perform movements accurately in relation to the
three with the prepared movement activities and explorations. They
will be doing these activities individually, in pairs, and in groups where
they will show their fun and enjoyable moments while engaging in
these different activities.
The lesson focuses on the accurate demonstration and performance
of movements with the prepared movement activities and explorations.
Pupils will do these activities individually, in pairs, or in groups. It will be
a fun and enjoyable learning process for the learners while doing these
activities.
As part of this lesson, pupils will be provided some formative
assessments to identify their learning and understanding in the lesson
quick respond, peer assessment, and discussions.
awareness, qualities of efforts, and movement relationship through
Pre-assessment:
An animotion identification will be used to assess the pupil’s prior
background in understanding the movement in relation to time and
flow by means of the activity in the Get Set portion of the worktext.
• Lecture/Discussion
• Teacher-Pupils Demonstration
• Quick Respond/Oral Questioning
• Dance Interpretation
• Learning Log
• Differentiated Activities Based On Multiple Intelligences
Lesson 3: Movement in Relation to Time, Force, and

Flow No. of Days – 11 days
Resources:
Knowledge: The 21st Century MAPEH in
Action 2 Worktext
• Time: Slow, Slower, Slowest/Fast, Faster, Fastest
128
• Force: Light, Lighter, Lightest/Strong, Stronger, Strongest
• Flow: Free Flow And Bound Flow Materials
• Folk Dance: Rabong Video: Stomp and Clap –
Brain Breaks Children’s Song
Skills:
• Move at slow, slower, slowest/ fast, faster, and fastest pace
• Move using light, lighter, lightest/strong, stronger, strongest force
with smoothness
• Demonstrate movement skills in response to sound and music
• Exhibit correct body posture and body mechanics while performing
movements
• Show one’s collaboration and interpersonal skills in the animotion
• Exhibit one’s learning and innovation skills and creativity of the
different roles in the performance task
• Work appropriately and productively with others in the performance
task
Day 1
of the worktext. This activity will help you identify the pupil’s prior
background in understanding the movement in relation to time
and flow.
Body/Developmental:
Moving in Relation to Time
Days 2–3
Slow, Slower, and Slowest/Fast, Faster, and Fastest
Key Question:
1. After answering the pre-assessment activity, introduce that
movements of the body is related to time. How does engaging in
physical activity help in
2. Discuss and explain the relation of time in movements like slow, maintaining good health?
slower, and slowest; fast, faster, and fastest.
3. Demonstrate with the pupils the different examples of movements Formative Assessments:
in relation to time: leaping (slow), walking (slower), and marching Discussion
(slowest); jogging (fast), running (faster), and sprinting (fastest).
Teacher-Pupil
4. Skills/Movement Enhancement: Let the pupils move in relation Demonstration
to time; use the pictures found in the Go and Learn portion of
the worktext to reinforce the pupils’ body movements and skills
enhancement. Movement Explorations
5. Guide the pupils in Activity 3: Loco-Motion (Time) found in the
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Moving in Relation to Force
Days 4–5 Key Understanding:
Light, Lighter, and Lightest/Strong, Stronger, and Strongest Engaging in physical activity
helps pupils in maintaining
6. As a review, ask a volunteer from the pupils to show one movement good health.
in relation to force that has been discussed in the previous lesson.
7. Give a lecture about the different movements in relation to force
like ball bouncing (light), ball passing (lighter), and ball rolling
(lightest); dribbling (strong), kicking (stronger), and punting
(strongest). An activity Learning on
8. Use the pictures as visual aids in the Go and Learn portion of the Technology Enhancement
worktext. As a supplement, use the Technology Enhancement CD CD
for video presentation. Video: Stomp and Clap –
9. Levels: Skills/Movement Enhancement: Let the pupils execute Brain Breaks Children’s Song
some of the movements in relation to force; ball bouncing (light),
ball passing (lighter), and ball rolling (lightest); dribbling (strong),
kicking (stronger), and punting (strongest).
10. Use Activity 4: Let’s Play the Ball (Force) to reinforce and assess the Lecture/Movement
pupils’ understanding and skills in relation to force. Explorations
Moving in Relation to Flow
Days 6–7
Moving in Free and Bound Flow
11. Explain that the body can move and the action of movement can
be controlled.
12. Discuss and demonstrate the different actions in free and bound
flow.
13. Use the pictures as visual aids found in the Go and Learn portion
of the worktext to reinforce the discussion and the pupil’s body
movement. Formative Assessments:
Lecture/Discussion/
14. Flow: Skills/Movement Enhancement: Let the pupils execute the Demonstration
movements in free flow and bound flow.
15. Use the pictures as visual aids found in the Go and Learn portion
of the worktext to reinforce the discussion and pupil’s body
movement and skills enhancement.

Rabong: Folk Dance History, Basic Dance Steps, and Hand Positions Movement Explorations
16. To introduce the folk dance, have the pupils answer the given
questions.
a. Are you good in dancing?
b. What was the first dance that you performed?
c. Do you know a folk dance in the Ilocos region?
130
17. Give a lecture about the history, origin, and dance properties of
Rabong. Points of Integration:
History – Understanding
18. Explain and demonstrate the basic dance steps and basic hand history and origin of the
positions of the Rabong folk dance. Use the visual aids in the Go dance
and Learn portion of the worktext. Art – Designing and using of
19. Use the pictures as visual aids in the Go and Learn portion of the props and costume
worktext to reinforce the pupil’s movement activity. Music – Dancing while the
20. Use the Activity 5: Basic Dance Steps in Rabong found in the Fitness music plays enhances one’s
for Life of the worktext to reinforce the pupil’s dance activity. musical ability
Days 10–11 Formative Assessments:

Rabong Dance Figures Lecture/Discussion
21. Review the basic hand positions to the pupils kumintang and arms Dance Skills Enhancement
in reverse T-position and the basic dance steps: touch and change
step.
22. In a Quick Respond, ask the pupils, “Can you do it now in a
comfortable manner? Are you ready to execute the dance figures of
the Rabong using these basic dance steps together with the basic
hand positions?”
Quick Respond
23. Interpret and demonstrate Figures 1–3 of the Rabong folk dance.
24. Use the pictures as visual aids found in the Go and Learn portion of
the worktext to reinforce the activity.
25. Use Activity 7: Learning Log, found in the Fitness for Life of the Dance Interpretation
worktext.
1. After doing the activities, ask them to do the Self-assessment
activity of the worktext. This will serve as a formative assessment Formative Assessments:
for the pupil’s understanding about the lessons in third quarter. Learning Log
2. Guide the pupils in doing the Performance Task and Summative Self-assessment
Test. Use the RTP in the Technology Enhancement CD for the Third
Quarter Test.
A Summative Test is
Enhancement CD
RTP: Third Quarter Test
131
Moving at Slow, Fast, Light, Strong, and Smooth Flow of Movement
Activity 1: Animotion (Get Set Portion)

1. Horse 4. Cat
2. Worm 5. Butterfly
3. Hippopotamus
Activity 2: Ani-motion Observation
1. It is a suggested activity for the Get Set portion of the worktext to show the pupil’s prior
knowledge about the topic.
2. Make sure to follow the instructions properly, found in the Fitness for Life portion of the worktext
in Activity 1.
3. After doing Activity 1, answer the questions inside the graphic organizer.
Activity 3: Loco-motion (Time)

1. It is a suggested activity to reinforce the lessons in moving at slow, fast, light, and strong.
Activity 4: Let’s Play the Ball

1. It is a suggested activity to reinforce the lessons in moving at light, lighter, lightest, strong,
stronger, and strongest.
4. Ask the pupils to answer the question with a partner inside the graphic organizer.
Activity 5: Basic Dance Steps in Rabong

1. It is a suggested activity to reinforce the lesson in the folk dance Rabong.
2. Make sure to follow the instructions properly found in the Fitness for Life portion of the worktext.
Activity 6: Basic Hand Position in Rabong

1. It is a suggested activity to reinforce your lesson in the folk dance Rabong.
2. Make sure to follow the instructions properly found in the Fitness for Life portion of the worktext.
Activity 7: Learning Log in the Folk Dance Rabong

1. It is an assessment activity to assess the pupil’s understanding in folk dance Rabong.
2. Follow the instructions found in the Fitness for Life portion of the worktext properly.
Activity 8: Differentiated Activity

1. Guide the pupils in doing the differentiated activities.
2. Follow the instructions given in the Fitness for Life portion of the worktext.
132
Third Quarter Test

Part 1
I. Identification: Try to identify the movement of each animal. Underline the correct answers.
1. Quickly (turtle, snail, horse)
2. Light Force (hippopotamus, kitten, carabao)
3. Strong Force (rabbit, mouse, elephant)
4. Free Flow (butterfly, fish in aquarium, caterpillar in cocoon)
5. Slow (cheetah, horse, snail)
6. Bound Flow (butterfly, snake, dragonfly)
7. Strong Force (rat, tiger, hippopotamus)
8. Free Flow (fly, snail, crocodile)
II. Completion: Identify the following pictures which shows movement. Write the missing letter on
the blank to complete the relation of movement into time and force.
9. (Leaping) S__OW 10. (Walking) SLOWE__ 11. (Marching) __LOWEST
12. (Jogging) FAS__ 13. (Running) __ASTER 14. (Sprinting ) FASTE__T
15. (Ball Bouncing) LIG__T 16. (Ball Passing) __IGHTER 17. (Ball Rolling) LIGHTE__T
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18. (Dribbling)__TRONG 19. (Kicking) STRO__GER 20. (Punting) STRONGE__T
III. True or False: Read the following statement. Color the happy face (J) with a blue crayon if the
statement is true and red if the statement is not true.
J 1. Movement does not only mean slow or fast.
J 2. Free flow means unstoppable.
J 3. Floor and balance routine in gymnastics are examples of bound flow for it requires a pause
in the routine.
J 4. The Rabong folk dance originated in the province of Pampanga.
J 5. The Rabong folk dance means “bamboo shoot.”
J 6. The folk dance Rabong is only for old people.
J 7. The lyrics of the music describe how delicious the rabong is and how it is important in the
Ilocano’s most popular dishes like dinengdeng, pinakbet, and adobo.
J 8. The basic hand positions in the Rabong folk dance are kumintang and T-position.
J 9. The Rabong folk dance has four figures.
J 10. The counting in the Rabong folk dance into beats in a measure can be 1, 2 or 1 and 2 to a
measure.
Answer Key:
I. 1. Horse 5. Snail
2. Kitten 6. Snake
3. Elephant 7. Hippopotamus
4. Butterfly 8. Fly
II. 9. L 15. H
10. R 16. L
11. S 17. S
12. T 18. S
13. F 19. N
14. S 20. S
III. 1. Blue 6. Red
2. Blue 7. Blue
3. Blue 8. Red
4. Red 9. Blue
5. Blue 10. Blue
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Part 2
IV. Arrange the following dance steps in Rabong from 1–3. Write your answer on the space provided
Figure 1:
Sing the _______ verse (1)
____ (2) Repeat (a) and (b) ...................................................................................................................................... 4 M
____ (3) Starting with your R foot, take three steps forward meeting your partner at the center (arms
down at your sides) ................................................................................................................................ 1, 2, 1
Tap your L foot in front with your R foot at the back (R arm in reverse “T” position doing a
kumintang, your L hand on your waist) count 2 .............................................................................. 2 M
____ (4) Repeat (a), starting with your L foot and moving backward to places. (Reverse position of the
arms) .............................................................................................................................................................. 2 M
Figure 2:
____ (6) Repeat (a) and (b) ...................................................................................................................................... 4 M
____ (7) Touch step in front R and L, (Girl holding skirt, boy’s hand on waist)........................................ 2 M
____ (8) Change step sideward, R and L (Kumintang R and L hand alternately, free hand on your
waist).............................................................................................................................................................. 2 M
Figure 3:
____ (10) Finish facing partner .............................................................................................................................. 2 M
____ (11) Repeat Figure 1, partners facing audience.
Figure 4:
____ (13) Repeat (a), moving backward to places in (a) ............................................................................... 4 M
____ (14) Repeat figure 2 (b) .................................................................................................................................. 2 M
____ (15) Starting with R foot, take two change steps forward to meet at center. (Kumintang R and L
hand alternately, free hand on your waist) ......................................................................................... 2 M
Answer Key:
1. First 6. 3 11. 1
2. 3 7. 2 12. Fourth
3. 1 8. 1 13. 3
4. 2 9. Third 14. 2
5. Second 10. 2 15. 1
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Part 3
1. Explain
What are the examples of movements related to force?
2. Interpret
What is the meaning of Rabong folk dance?
3. Application
How are bound flow and free flow shown in your favorite games?
4. Perspective
What do I do not know about bound flow?
5. Empathy
What do I need to experience if I have to understand the movements in relation to
flow?
6. Self-knowledge
What do I know about time, force, and flow?
Part 4
Goal To perform a Philippine folk dance titled as Rabong
Role • Dance performers
• Technical committee for sounds and music
• Documentation committee ( taking of pictures during the presentation)
Situation It is the celebration of the Buwan ng Wika, where the pupils will be given a
chance to show their talents in dancing.
Product Pupils will perform the Ilocano folk dance named as Rabong wearing
their costumes while the other will act as technical and documentation
committees of the dance presentation.
Standards Rubric for Rabong Folk Dance
A. Mastery of Dance
B. Performance Level
C. Timing and Coordination
D. Creativity/Originality of Props and Costumes
E. Continuity of Movement/Performance
Advanced (90% and above) – All criteria are evident.

Proficient (85–89%) – Letters A, B, D, and E are evident.
Approaching Proficiency (16–20%) – Letters A, D, and E are evident.
Developing (80–84%) – Letters C and E are evident.
Beginning (75–79%) – Only letter D is evident.
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FOURTH QUARTER
Exploring Movement Activities Relating to Person, Objects,
Music, and Environment
Summary:
In this lesson, the pupils will be able to understand movement
activities in relation to person, objects, and music. The focus of the
lesson is to demonstrate movement skills in response to sound and
music while using different objects like hoops, ribbons, and balls. The
pupils will engage in various fun and enjoyable activities found in the
Fitness for Life of the worktext. They will do these activities individually,
in pairs, or in groups. This will be a fun learning process.
aims in this lesson while performing these body movements and skills.
Pupils will be provided with formative assessments to identify
their learning and understanding of the lesson in this quarter. These
formative assessments include the following: Learning Log, peer/self-
assessment, and discussions.

Pre-assessment:
A picture identification will be used to assess the pupil’s prior
background if they can identify the relation of each pictures in
understanding movement activities relating to person, objects, music,
and environment by means of the activity in the Get Set portion of the
worktext. Start with the new lesson if most of the pupils have identified
the given pictures.
• Discussion/Teacher-Pupil Demonstration
• Learning Log
• Review
• Dance Interpretation
• Self-assessment
137
Lesson 4: Movement Activities Relating to Person,
Objects, Music, and Environment No. of Days – 10 days
Resources:
Knowledge: The 21st Century MAPEH in
• Movement in relation to person (individual, pair, group) Action 2 Worktext
• Objects (ribbon, hoop, balls, and any available indigenous/ Technology Enhancement
CD Material
improvised materials)
PDF and Video: Kids in
• Sound, environment (folk dance) Motion
Skills:
• Move individually, with a partner, and with a group
• Move with ribbon, hoop, ball, and any available/improvised
material
• Demonstrate movement skills in response to sound or music

• Exhibit one’s learning and innovation skills and creativity in
rhythmic gymnastics using the hoops, balls, ribbons, or any
improvised material
• Show one’s collaboration and interpersonal skills in the examples
of movements in relation to person
• Work appropriately and productively with others in the performance
task
Day 1
of the worktext. This activity will help you identify the pupil’s prior
background in understanding movement activities relating to
person, objects, music, and environment.
Body/Developmental: Key Understanding:

Understanding of
Movement Activities Related to Person movement related to
person, objects, and music
Days 2–3 helps in enhancing the
Lead, Follow, Chase, Flee, and Dodge pupil’s movement skills.
1. After answering the pre-assessment activity, introduce the
movement activities that are related to person. Formative Assessment:
2. Discuss and explain the different examples of movements related Discussion/Teacher-Pupil
Demonstration
to person.
3. Demonstrate in class the different examples of movements related
to person like dodging, following, and leading.
138
4. Skills/Movement Enhancement: Let the pupils move in different
examples of movements related to person: dodging, following, and
leading.
5. Use the pictures found in the Go and Learn portion of the worktext
to reinforce the pupil’s body movements and skills enhancement.
Use the PDF and video titled Kids in Motion found in the Technology Strategies is available in the
Enhancement CD as a supplement in the lesson. Technology Enhancement
6. Guide the pupils in Activity 1: Follow the Leader (Lead and Follow) CD
found in the Fitness for Life portion of the worktext. PDF: Kids in Motion
7. Use Activity 2: Shadow Tag (Chase and Flee) found in the Fitness
for Life portion of the worktext. Observe safety while doing the
activities to avoid untoward incidence.
8. An enhancement activity in relation to person with the use of an An activity on Learning
object should be given by using the Activity 3: Modified Dodge Objectives is available in the
Ball, found in the Fitness for Life portion of the worktext. Technology Enhancement
9. Lead the pupils in giving careful instructions and observe safety CD
while doing the activities to avoid untoward incidences. Video: Kids in Motion
10. Guide the pupils in doing the lead-up game in Activity 4: Monkey Key Question:
in the Middle (Dodge) found in the Fitness for Life portion of How does understanding
the worktext. Observe safety while doing the activities to avoid of movement related to
untoward incidences. person, objects, and music
helps in enhancing the
11. A follow-up activity should be given to assess the pupils’ pupil’s movement skill?
understanding in the previous activity given. Let the pupils answer
Activity 5: Learning Log Q and A, found in the Fitness for Life portion
of the worktext. Formative Assessment:
Movement Explorations
Movement Activities Related to Objects: Ribbons Learning Log
12. Use the pictures as visual aids from the Go and Learn portion of the
worktext, and then ask if the pupils can identify the pictures given. Formative Assessments:
Lecture
13. Give a lecture about the descriptions of ribbons and different Discussion
movements of ribbons, which can be performed with musical Teacher-Pupil Demonstration
accompaniment. Formative Assessment:
14. Demonstrate and explain with the pupils the movements of Movement Explorations
ribbons.
15. Ribbons: Skills/Movement Enhancement: Let the pupils practice Subject Integration:
creating waves and circles with the ribbon. Music – Using music as an
accompaniment for the
Day 5 routine will enhance one’s
musical ability.
Movement Activities Related to Objects: Hoops and Balls
16. Have a review about the movements of ribbons.
17. Give a lecture about the different movements of hoops and balls, Lecture
which can be performed with musical accompaniment. Discussion
18. Use the pictures as visual aids in the Go and Learn portion of the Teacher-Pupil Demonstration
worktext.
19. Demonstrate and explain with the pupils the movements of hoops
and balls.
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20. Hoops and Balls: Skills/Movement Enhancement: Let the pupils
execute the balls and hoops in his or her front, side, up and down Formative Assessment:
movement of the two objects. Dance Skills Enhancement
Days 6–7
Alitaptap – Folk Dance History, Basic Dance Steps, and Hand
Positions Formative Assessment:
Lecture
21. As a review, ask the pupil to do the kumintang and arms in reverse Discussion
T-position. Teacher-Pupil
22. Give a lecture about the history, origin, and dance properties of Demonstration
Alitaptap. Formative Assessment:
23. Explain and demonstrate the basic dance steps and basic hand Oral Questioning
positions of Alitaptap folk dance.
24. Use the visual aids in the Go and Learn portion of the worktext to Points of Integration:
reinforce the pupil’s movement activity. Music – Use of music as an
accompaniment for the folk
25. Use Activity 1: Basic Dance Steps in Alitaptap found in the Fitness
dance movements
for Life of the worktext to reinforce the pupil’s dance activity.
26. Use the follow-up activity, Activity 2: Basic Hand Positions in
Alitaptap, found in the Fitness for Life of the worktext to reinforce Nationalism will be
demonstrated by dancing
the pupil’s dance activity.
and appreciating the
Alitaptap folk dance.
Days 8–10
Alitaptap Dance Figures Formative Assessments:

27. Review the pupils to do the basic hand positions: kumintang, arms Lecture
Discussion
in lateral position and arms in fourth position; the basic dance
Teacher-Pupil Demonstration
steps: waltz step, close step, brush step, three-step turn, and do-si-
do.
28. In a Quick Respond, ask the pupils: “Can you do it now in a Formative Assessment:
comfortable manner? Are you ready to execute the dance figures of Quick Respond/ Oral
the Rabong using these basic dance steps together with the basic Questioning
hand positions?”
29. Interpret and demonstrate Figures 1–3 in Alitaptap folk dance.
30. Use the pictures as visual aids found in the Go and Learn portion of Subject Integration:
the worktext to reinforce the activity. Music – Dancing while the
music plays enhances one’s
31. Use Activity 3: Learning Log, found in the Fitness for Life of the musical ability
worktext.
Conclusion/Evaluation Self-assessment
1. After doing the activities, ask them to do the Self-assessment
activity of the worktext. This will serve as a formative assessment
for the pupils’ understanding about the lessons in fourth quarter.
2. Guide the pupils in doing the Performance Task and Summative A Summative Test is
Test. Use the RTP in the Technology Enhancement CD for the Fourth available in the Technology
Quarter Test. Enhancement CD
RTP: Fourth Quarter Test
140
Movement Activities Related to Person
Get Set Portion Activity: Picture Identification

1. It is a suggested activity for the Get Set portion of the worktext to show the pupil’s prior
knowledge about the topic.
2. Picture A – A boy holding a hoop moving from a half-kneeling position to a full knees bend
3. Picture B – A girl moving her feet and clapping her hands to the rhythm of the music
4. Picture C – A boy trying to move quickly to avoid another player
Activity 1: Follow the Leader

1. It is a suggested activity to reinforce the lessons in movement activities related to person.
Activity 2: Shadow Tag

Activity 3: Modified Dodge Ball

Activity 4: Monkey in the Middle (Dodge)

Activity 5: Learning Log Q and A

1. It is an assessment activity to assess the pupil’s performance in Activity 4: Monkey in the Middle
(Dodge).
Demonstrate Movement Skills in Response to Sound or Music
Activity 1: Basic Dance Steps in Alitaptap

1. It is a suggested activity to reinforce the lesson in the folk dance Alitaptap.
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Activity 2: Basic Hand Positions in Alitaptap
1. It is a suggested activity to reinforce the lesson in the folk dance Alitaptap.
Activity 3: Learning Log

1. It is an assessment activity to assess the pupil’s understanding in the folk dance Alitaptap.
Activity 4: Differentiated Activity

1. It is a performance task activity for the whole quarter. Guide the pupils in doing this activity.
Fourth Quarter Test
Part 1
I. Identification: Identify the following pictures. Choose your answer in the box below. Write only
the letter in the box.
a. Following f. Ribbon circles upward

b. Leading g. Ribbon and step leap
c. Ribbon creating waves h. Ball moving in forward roll
d. Moving on the toes in front of the body i. Kneeling position with one leg
extended
e. Swinging of hoop upward j. Ribbon creating waves from the side
1. ______
2. ______
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3. ______
4. ______
6. ______
5. ______
7. ______ 8. ______
9. ______ 10. ______
143
II. Matching Type: Match column A with column B.
A B
_____ 1. Girls wear a Balintawak in folk dance. a. Step, close, step (1, 2, 3)
_____ 2. The province where the folk dance b. Do-si-do
Alitaptap originated.
_____ 3. The folk dance consists of two part music. c. Step, close-step (1, 2)
_____ 4. This is a nocturnal winged insect that d. Step, brush (1, 2)
produces light on dark nights.
_____ 5. Alitaptap folk dance is 1, 2, 3 to a measure. e. Batangas
_____ 6. Partner’s stand opposite to each other f. Music A & B
six feet apart.
_____ 7. Partners or opposites facing each other, g. Costume
move forward, pass each at hers R (L),
move backward turning around,
and pass each other’s L (R) to original places.
_____ 8. Close step h. Formation
_____ 9. Brush step i. Firefly
_____ 10. Waltz step j. Counting
Answer Key:
I. 1. h 6. j
2. f 7. b
3. g 8. i
4. e 9. d
5. a 10. c
II. 1. g 6. h
2. e 7. b
3. f 8. c
4. i 9. d
5. j 10. a
Part 2
III. Arrange the following dance figures.
_______ (1) Partners face each other
Music A
_______ (2) Repeat (a) and (b) three more times, starting L, R, L ........................................................... 2 M
_______ (3) Stand in place and kumintang R (1M) and L (1M), free hand on waist ......................... 2 M
_______ (4) Waltz sideward R and L. (Girl holds skirt, boy’s places hands on waist)........................... 2 M
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Figure 2: ___________ (5)
Music B
_______ (6) Repeat all (a–d) ............................................................................................................................... 2 M
_______ (7) Execute a three-step turn right in place. Hands as in (b) ................................................. 2 M
_______ (8) Repeat (a), moving backward.................................................................................................... 2 M
_______ (9) Point R foot obliquely forward right (1 M), point R foot across the L in front (1M).
(Girl holds skirt, boy hands on waist) ......................................................................................... 1 M
_______ (10) Starting with the R foot, take two waltz steps forward (Arms in lateral position moving
sideward right and left, fingers fluttering) ................................................................................ 2 M
_______ (11) Partners face each other.
Music A
_______ (12) Do-si-do starting with R foot, take two waltz steps forward passing by each other’s R
shoulder and two waltz steps backward passing by each other’s L shoulder. (Girl holds
skirt, boy’s hands on waist) ........................................................................................................... 4 M
_______ (13) Repeat (a), sideward left. (Reverse arm position) ................................................................. 2 M
_______ (14) Repeat all (a–c)................................................................................................................................ 8 M
_______ (15) Take two close steps sideward right. (Arms in lateral position sideward right, kumintang
with both hands for every measure) .......................................................................................... 2 M
Answer Key:
III. 1. Figure 1 6. 5 11. Figure 3
2. 3 7. 4 12. 3
3. 2 8. 3 13. 2
4. 1 9. 2 14. 4
5. Partners face each other. 10. 1 15. 1
Part 3
1. Explain
What are the examples of movements related to person?
2. Interpret
What is the meaning of the Alitaptap folk dance?
How is Alitaptap like with the Rabong folk dance?
3. Application
How and where can we use our knowledge in movements related to person?
4. Perspective
How is Alitaptap different from the Rabong folk dance?
5. Empathy
How do you feel towards ‘special’ people who cannot dance?
6. Self-knowledge
What do I do not know about the Alitaptap folk dance?
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Part 4
Goal To perform a folk dance titled as Alitaptap

Role • Dance performers
• Technical committee for sounds and music
• Documentation committee – taking of pictures during the presentation
Situation It is in observance of Arts Month, where the pupils will be given a chance to
show their talents in dancing, especially in folk dance.
Product/ The pupils will perform a folk dance originated in Batangas named as
Performance Alitaptap wearing their costumes while the others will act as technical and
documentation committees of the dance presentation.
Standards Rubric for Alitaptap Folk Dance
A. Mastery of Dance
B. Performance Level
C. Timing and Coordination
D. Creativity/Originality of Props and Costumes
E. Continuity of Movement/Performance
Advanced (90% and above) – All criteria are evident.

Proficient (85–89%) – Letters A, B, D, and E are evident.
Developing (80–84%) – Letters C and E are evident.
Beginning (75–79%) – Only letter D is evident.
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Health
Education
CURRICULUM MAP
At the end of Grade Two, the learners should be able to demonstrate an understanding and observance of healthy habits and practices in
achieving wellness.

The learner demonstrates an understanding of personal health, family health, the prevention and control of diseases and disorders as well as
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
First Quarter – Exploring Nutrition Number of Days: 10 days
The learner understands the importance of eating a balanced diet. The learner…
• demonstrates good decision-making skills in choosing food to eat
to have a balanced diet.
• consistently practices good health habits and hygiene for the sense
organs.
148
Lesson Number Key Understanding/ Skills/21st Century
and Title Key Question Skills
Lesson 1: KU: • Healthful food Skills: Music – Singing of Hand Signals The 21st Century
Nutrition Knowledge about and the body • Discuss the songs to understand a Pick Me Up MAPEH in Action 2
nutrition informs – Provides energy importance of eating a concept Worktext
decision making related Oral Questioning
(Carbohydrates balanced meal Science – Go, grow, Technology
to personal wellness. and fats) • Discuss the important glow foods Student Conference Enhancement CD
KQ: – Promotes functions of food Arts – Coloring Graphic Organizer Materials
How does knowledge growth and body- • Describe what activity Web or Concept PPT: Nutrient Basics
about nutrition inform building (Proteins) constitutes a balanced
English – Describing Map RTP: Activity Sheet
decision making related diet
and telling one’s Sharing on Nutrition
to personal wellness? choice
Observation
– Regulates • Consider Food
body functions Pyramid and Food
(Vitamins and Plate in making food
minerals) choices
• Guide in eating • Display good
balanced diet decision-making skills
in choosing the right
– Food Pyramid kinds of food to eat
for Filipino
children (7–12 21st Century Skills:
years old) • Obtain, interpret,
and understand
– Food Plate for basic information on
Filipino children healthful food and the
(7–12 years old) body
• Articulate effectively
thoughts and ideas
about Food Plate
for Filipino children
using oral, written,
149
and nonverbal
communication skills
in a variety of forms
and contexts
• Demonstrate the
ability to work
effectively and
respectfully with their
classmates
Second Quarter – Exploring Personal Health Number of Days: 10 days
The learner demonstrates understanding of the proper ways of The learner consistently practices good health habits and hygiene
taking care of the sense organs. for the sense organs.

Lesson 2: KUs: Health habits and Skills: Music – Use of songs Choral Reading The 21st Century
Personal Caring for our sense hygiene: • Describe ways of to introduce a concept Oral Questioning MAPEH in Action 2
Health organs will help us • Care of the eyes, caring for the eyes, Science – Concept of Worktext
Hand Signals
avoid health conditions ears, nose ears, nose, hair, and sense organs Technology
such as lice infestation, skin in order to avoid One-Sentence Enhancement CD
– Lice English – Knowledge
scabies, sore eyes, and common childhood Summary Materials
Infestation and skills in
impacted earwax. – Scabies health conditions summarizing Exit Card TEC Resources:
150
Practicing health habits – Sore eyes • Describe ways of concepts and ideas 3-2-1 Personal Hygiene
and hygiene will help – Excessive or caring for the mouth/ Arts – Use of artistic Summary Frames PDF: Promoting
us take care of our hardened teeth techniques in
sense organs. Short Quiz Health and Wellness
ear wax • Display self- expressing concepts
Caring for our mouth (Impacted management skills in Observation
and teeth will help us cerumen) caring for the sense Consultation
prevent tooth problems • Care for the organ
and gum diseases. Four Corners
mouth/teeth
Regular brushing, – Brushing your Lecture/Discussion
flossing, and going to teeth Monitoring Record
the dentist will help us – Going to the Collage
take good care of our dentist
mouth and teeth. Visual Aids
KQs: 21st Century Skills: Hands-on Activity
Why do we need to care • Obtain, interpret, Sticky Notes
for our sense organs? and understand
Board Activity
basic information
How do we take care of Differentiated
on personal
our sense organs? Activity –
health and use
Why do we need to such information Role play
care for our mouth and in ways that
teeth? enhance health
How do we take care of habits and
our mouth and teeth? hygiene
• Articulate
effectively
thoughts and
ideas about
personal health
and nonverbal
communication
151
skills in a variety
of forms and
contexts
• Demonstrate the
ability to work
effectively and
respectfully with
their classmates
Third Quarter – Exploring Family Health Number of Days: 10 days
• The learner demonstrates understanding of healthy family habits • The learner consistently adopts healthy family habits and practices.
and practices. • The learner demonstrates positive expression of feelings toward
• The learner demonstrates an understanding of managing one’s family members and ways of coping with negative feelings.
feelings and respecting differences
Points of
Lesson Assessment
Values)
Lesson 3: KU: • Healthy family Skills: Music – Use of MAPS (music- The 21st Century MAPEH in
Understanding safety habits and • Describe healthful songs to intro- action-play- Action 2 Worktext
Family practices at home assists in practices habits of the family duce a concept sing)
Health making good - Sharing re- • Demonstrate good Technology Enhancement CD
choices about healthy living. sponsibilities family healthful habits English – com- Picture analysis Materials
munication
152
in keeping the and practices

KQ: house clean skills Brainstorming Video on Family Health
How do safety practices • Explain the benefits of
at home assist in making - Preparing healthy expressions of Arts – Use Journal Entry/ RTP: Activity Sheet on Family
good choices about healthy and eating feelings of artistic Scrapbook Health
living? healthful food • Express positive techniques
together feelings in appropriate in expressing Enriching
- Exercising ways concepts, Through
regularly as a scrapbook- Singing
• Demonstrate positive
family making
ways of expressing
Role-playing
- Doing recrea- negative feelings
tional activi- such as anger, fear, or
Visual
ties together disappointment
Assessment
• Positive
expressions of
feelings
• Obtain, interpret,
and understand
basic information on
healthful family habits
and practices and use
such information in
ways that enhance
health habits and
hygiene
thoughts and ideas
about healthful family
habits and practices
and nonverbal
and contexts
153
• Demonstrate the
ability to work
effectively and
classmates
Fourth Quarter – Exploring Injury Prevention, Safety, and First Aid Number of Days: 10 days
The learner demonstrates understanding of rules to ensure safety The learner demonstrates consistency in following safety rules at
at home and in school. home and in school.
Points of
Lesson Assessment
Key Understanding/ Skills/21st Century Integration
Key Question Skills (Subject/
Values)
Lesson 4: KU: • Road safety Skills: Music – Use of MAPS (Music– The 21st Century MAPEH in
Being consistently aware of - Road safety • Discuss one’s right songs to intro- Act-Play-Sing) Action 2 Worktext
Injury the environment and taking practices as and responsibilities duce a concept
Prevention, safety precautions can for safety KWL (Know, Technology Enhancement CD
pedestrians Values Want to Know,
Safety, and reduce the risk of injury to • Identify hazardous Education – Materials
First Aid oneself and others. - Road Learned)
safety as household products Development
that are harmful if of decision- Video on First Aid
passengers Choral Reading
KQ: ingested or inhaled, making skills
154
How can one reduce the - Road and if touched and problem- Picture PPT: First Aid
risk of injury to oneself and hazards and especially electrical solving skills Analysis
others? accident appliances
prevention Hand Signals
• Recognize warning
• Community labels that identify Role Playing
safety harmful things and
- Hazards substances Problem
in the Solving
• Explain rules for the
community safe use of household Learning Log
- Safety chemicals
guidelines Say Something
• Follow rules for home
safety 3-Minute
Pause
Quick Write
• Identify safe and Open-ended
unsafe practices and Statements
conditions in the
school 3-2-1
Pair Work
• Obtain, interpret, and
understand basic
information on rules
to ensure safety at
home and in school
in ways that enhance
health habits and
hygiene
• Establish and monitor
personal and family
health goals
thoughts and
155
ideas about rules

to ensure safety at
home and in school
and nonverbal
and contexts
• Demonstrate the
ability to work
effectively and
classmates
156
FIRST QUARTER
Exploring Nutrition
Summary:
The lessons in this quarter will help the pupils understand the
importance of eating food that makes their body healthy. The lectures
and class activities will help pupils to understand the importance of the
right food that promotes growth and development, provides energy,
and regulates body functions.
Different formative assessments like web or concept map, hand
signals, and pupils’ conference will support to check the pupils’
awareness on the concepts of healthful food, Food Pyramid, and Food
Plate in making food choices.
The learner demonstrates an understanding of personal health,
family health, the prevention and control of diseases and disorders
as well as injury prevention, safety and first aid, which are factors that
facilitate the development of healthful habits and practices.
Pre-assess the pupils’ knowledge on the types of food. Show
them pictures that are posted in the classroom. Find out if they have
understood their first grade lesson on healthful food.
Do a relay game where three pupils will be assigned to stand in
front of the class. Each of them will hold a paper, which has the “Go,
Grow, and Glow” food groups. As you name the types of food, let the
pupils form a line at the back of each pupil who has the right food group
label.
Any one of these activities could be done so you can determine the
extent of the review on nutrition.
• Hand Signals
• Pick Me Up
• Student Conference
• Graphic Organizer
Lesson 1: Nutrition No. of Days – 10 days

Resources:
Knowledge: Action 2 Worktext
• Healthful food and the body Technology Enhancement
- Provides energy (Carbohydrates and fats) CD Materials
- Promotes growth and body-building (Proteins) PPT: Nutrient Basics
157
- Regulates body functions (Vitamins and minerals)
• Guide in eating balanced diet Nutrition
- Food Pyramid for Filipino children (7–12 years old)
- Food Plate for Filipino children (7–12 years old)
Skills:
• Discuss the importance of eating a balanced meal
• Discuss the important functions of food
• Describe what constitutes a balanced diet
• Consider Food Pyramid and Food Plate in making food choices
• Display good decision-making skills in choosing the right kinds of
food to eat

• Obtain, interpret, and understand basic information on healthful
food and the body
• Articulate effectively thoughts and ideas about Food Plate for
Filipino children using oral, written, and nonverbal communication
skills in a variety of forms and contexts
• Demonstrate the ability to work effectively and respectfully with
their classmates
1. To start the lesson, have the pupils sing the song “Food That Make
you Strong” to the tune of “Bahay Kubo.” This is found in the Get Set Music – Singing of songs to
understand a concept
section of the worktext.
2. Ask the pupils: “What do you eat every day for breakfast? Lunch?
Dinner? Snacks?”
3. The pupils may have varied replies. Relate their answers on today’s
lesson.
4. Present the Key Understanding and key question to guide you for
the day/quarter activities.
Body/Developmental: Key Understanding:

Knowledge about nutrition
Day 1
informs decision making
Introduction related to personal
wellness.
1. Ask the pupils if the food they eat are nutritious.
Key Question:
2. Discuss the rights of a child to nutrition.
How does knowledge about
3. Direct the pupils’ attention to the “Did you know that…” part nutrition inform decision
of the worktext wherein the right of a child to nutrition globally making related to personal
recognized is discussed. wellness?
4. To check the pupils’ understanding of the lecture, ask the pupils Formative Assessment:
questions from time to time. In response to the question cue, ask Oral Questioning
the pupils to respond orally at the same time. The response could
158
be either to answer a question or to repeat something you have
said. An activity on Acquisition
Evidences is available in the
Days 2–3 Technology Enhancement
CD
Balanced Meal
PPT: Nutrient Basics
1. Discuss what a balanced meal is.
2. Explain to the class the importance of eating a balanced meal.
3. Check the pupils’ understanding. Do a hand signal for the question:
Can you label a nutritious food?
a. Thumbs up means “Yes, I can!”
b. Thumb to the side means “I’m not sure. Maybe.” Hand Signal
c. Thumbs down means “I’m lost. I have questions.”
4. For the pupils whose hand signals show a little understanding, Point of Integration:
present a graphic organizer. For the pupils whose hand signals Science – Go, grow, glow
show understanding, make them a peer tutor. foods
5. Explain to the class the importance of eating a balanced meal.
Days 4–5
Go, Grow, Glow
6. Play the game Pick Me Up. Lay on the floor pictures/names of foods.
Get one food that is nutritious then post it on the board. An activity on Practice
7. Group the food into Go, Grow, and Glow. Strategies is available in the
8. Discuss each food group. CD
9. Have the pupils answer Activity 1: I Know the Food Group found in RTP: Activity Sheet on
the Health Hub section. Family Health
10. Have the pupils answer Activity 2: Go? Grow? Glow? found in the
Health Hub section.
Have a one-on-one conversation with the pupils to check their Formative Assessment:
level of understanding.
Pick Me Up (Game)
12. Encourage them to share their work in front of the class.

Food Pyramid for Filipino Children Student Conference
13. Present to the class the Food Pyramid for Filipino children (7–12
years old). Point of Integration:
14. Ask the pupils if their meals every day follow the said food guide. Arts – Coloring activity
15. Call three to five pupils and have them share what they eat every
meal. Relate their answers on the concept taught about eating a Formative Assessments:
balanced diet. Oral Questioning
16. Have the pupils answer Activity 3: What I Know About Filipino Food Sharing
in the Health Hub section.
Have a one-on-one conversation with the pupils to check their
159
18. Encourage them to share their work in front of the class.
Days 8–10
Observation
Eating Plan for Healthful Living
19. Discuss what a healthy plate looks like in the Go and Learn section. Point of Integration:
20. Have the pupils answer Activity 4: This Is My Plate in the Health English – Describing and
Hub section. telling one’s choice
21. Have the pupils accomplish Activity 5: Helping Mother Plan a Lunch
Menu in the Health Hub section.
22. Have the pupils answer Activity 6: My Lunchbox in the Health Hub
section.
Have a one-on-one conversation with the pupils to check their
lesson.
Note: It is highly recommended that the self-assessment activity
be made a part of your teaching repertoire. With the pupils doing this
regularly, they will, in spite of their young age, be made aware of their
development and be trained to be responsible for their own learning.
To be able to appreciate more the health lessons discussed in this
quarter, use the enhanced CD companion for this book. There is a video
presentation about health which can be played on a personal computer.
Follow the instructions indicated on the enhanced CD.
160
Activity 1: I Know the Food Group

Have the pupils cross out the food that do not belong in the food group.
Answer Key:
1. 1st and 2nd pictures 4. 1st and 4th pictures
2. 1st and 6th pictures 5. 5th and 6th pictures
3. 2nd and 4th pictures
Activity 2: Go? Grow? Glow?

After checking the pupils’ answers, discuss the importance of eating a variety of food in each
group.
Answer Key:
Go – bread, pastries, rice
Grow – chicken, meat, fish, eggs, cheese, milk
Glow – fruits (apple, grapes), vegetables (broccoli, carrot)
Activity 3: What I Know About Filipino Food

This activity gives the pupils to reflect and assess how well they know about Filipino food.
Activity 4: This Is My Plate

Remind the pupils to draw what they want in their meals and what would be healthful for them.
Activity 5: Helping Mother Plan a Lunch Menu

This activity gives the pupils opportunity to apply their knowledge of Food Plate for Filipino
children.
Activity 6: Food Groups in My Lunchbox

This activity should train the pupils to help in deciding their packed lunch.
First Quarter Test

Part 1
I. Choose the best answer. Write the letter on the space provided.
_____ 1. What type of food gives you energy?
a. Go food
b. Grow food
c. Glow food
_____2. Which is not a grow food?
a. chicken
b. nuts
c. apple
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_____ 3. What type of food are body-building food?
a. Go food
b. Grow food
c. Glow food
_____ 4. What type of food helps you to have healthy skin, shiny hair, and bright eyes?
a. Go food
b. Grow food
c. Glow food
_____ 5. Which is not good for your body?
a. water
b. soda
c. milk
_____ 6. What makes your bones strong?
a. milk
b. soft drink
c. water
_____7. Which contain vitamins and minerals that keep you grow healthy?
a. sweets
b. fruits and vegetables
c. chips
_____8. Which food gives you healthy skin?
a. orange
b. egg
c. ice
_____9. Which set of food is a balanced meal?
a. bread, milk, banana
b. rice, fish, meat
c. rice, vegetables, fruits
_____10. Which set of food is healthy?
a. rice, hotdog, soda
b. rice, vegetables, water
c. rice, instant noodles, tea
II. Group the food into Go, Grow, and Glow. Write your answer in the table provided.
squash chicken nuts

apple meat bread
milk watermelon rice
tomato cheese fish
cereals grapes squid
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Go Foods Grow Foods Glow Foods
Answer Key:
I. 1. A 6. A
2. C 7. B
3. B 8. A
4. C 9. A
5. B 10. B
II. Go Foods – bread, rice, cereals
Grow Foods – chicken, nuts, meat, fish, milk, cheese, squid
Glow Foods – squash, apple, watermelon, grapes
Part 2
The process of choosing healthful food appropriate for Filipino children is shown in Activity 3
or Activity 4 in the Health Hub section. For the assessment of process or skills, have the pupils use
any one of these activities. Be able to monitor the pupils’ growth as they go through the process of
understanding the concept of healthful food. Rubrics are found in the Appendix.
Part 3
Spaghetti Rice Rice
French fries Fried chicken Vegetables
Apple pie Banana Fish
Soft drink Water Water
Given the sets of food above:

1. Choose the set of food that you like most.
2. Why do you like them?
3. What do they give to your body?
4. Do you think you will grow healthy when you eat those type of food?
163
Part 4
Goal To perform a culminating activity showcasing your skills and knowledge

on nutrition for Filipino children
Role You are a chef, a nutritionist, a teacher, an artist, an illustrator, or a graphic
designer.
Audience Grade 2 pupils and MAPEH teacher
Situation Many pupils eat food that are offered in fast food chains. They do not
think about the health benefits of the food that they are eating.
You need to teach them by means of showing a poster that has a
balanced meal or sing them a rap song that conveys clear ideas of a
balanced meal.
Product/ • A poster that shows a set of a balanced meal
Performance • A rap that conveys clear ideas of a balanced meal
Standards Criteria:
A. Relevance of Content
B. Organization
C. Attractiveness in Visuals or Rhythm
D. Quality of Work
E. Cooperation

Proficient (21–25%) – Letters A, B, C, D, and E are evident.
Developing (11–15%) – Letters C, D , and E are evident.
Beginning (6–10% and below) – Letters C, D, and E are evident.
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SECOND QUARTER
Exploring Personal Health
Summary:
This quarter will help the pupils understand the nature of medical
conditions concerning the sense organs: lice infestation, scabies, sore
eyes, excessive or hardened earwax, and tooth and gum problems.
Through the use of varied teaching strategies such as lecture/discussion,
use of visual aids, and hands-on activity, the pupils will learn the causes,
the treatments, and the prevention of these medical conditions. They
will also learn self-management skills in caring for the sense organs.
Activities during discussion will engage the pupils to participate
actively. Formative assessments such as hand signals, asking questions,
choral response, giving summaries and newspaper headlines,
observation of pupils while working on activities, pupil consultations,
and differentiated activities will be carried out to check the pupils’
understanding of the lessons and ensure that competency standards
are met. Lastly, a summative assessment in KPUP format will be used to
test if the pupils achieved the goals for this quarter.
The learner demonstrates an understanding of personal health,
family health, the prevention and control of diseases and disorders
as well as injury prevention, safety and first aid, which are factors that
facilitate the development of healthful habits and practices.
Pre-assessment:
The following pre-assessment activity is a class effort. Use this
activity to gauge the pupils’ prior knowledge of the important points of
this quarter’s lessons.
1. Write each of the following phrases on sticky notes. Use one sticky
note per item. Fold the notes to conceal the written phrases. Stick
the notes on one side of the board.
Share comb or hairbrush with friends
Come to school even if you have sore eyes
See a doctor when experiencing eye irritations
Scratch the skin if there are rashes
Take a bath daily
Try to clean ears when painful
Go to the dentist at least twice a year
Wash hands regularly
Rub the eyes when itchy
Go to sleep even without brushing your teeth
Brush and floss teeth at least twice a day
Borrow clothes from a friend
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2. Divide the board into two sections. Write “Do’s” on the left side and
“Dont’s” on the right side. Explain to the class that these words
represent the things that they should and should not do when
caring for their personal health.
3. Call on pupils who would like to participate in the activity. Each
pupil will pick one sticky note, will open it, and read the phrase
aloud. The class will then do a choral response of where the sticky
note should belong in the section on the board. They will respond
“Do” or “Don’t.” The pupil holding the note will then stick it under
the appropriate answer. Guide each pupil in doing the task.
4. If there are pupils who disagree with the class’ answers, ask them
their reasons. This might show misconceptions they have on the
topics. Guide these pupils in correcting their misconceptions.
• Choral Reading
• Hand Signals
• One-Sentence Summary
• Exit Card
• 3-2-1
• Summary Frames
• Short Quiz
• Observations
• Consultations
• Four Corners
Lesson 2: Personal Health

Health Habits and Hygiene The 21st Century MAPEH in

Action 2 Worktext
• Care for the Eyes, Ears, and Nose
– Lice Infestation CD Materials
– Scabies TEC Resources:
– Sore Eyes Personal Hygiene
– Excessive or Hardened Earwax (Impacted Cerumen) PDF: Promoting Health and
Wellness
• Care for the Mouth and Teeth
– Brushing Your Teeth
– Going to the Dentist
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Skills:
• Describe ways of caring for the eyes, ears, nose, hair, and skin in
order to avoid common childhood health conditions
An activity on Learning
• Describe ways of caring for the mouth/teeth
Objectives is available
• Display self-management skills in caring for the sense organs on the Technology
Enhancement CD
21st Century Skills: Video: Personal Hygiene
• Obtain, interpret, and understand basic information on personal Points of Integration:
health and use such information in ways that enhance healthful
Music – Use of songs to
habits and hygiene
introduce a concept
• Establish and monitor personal and family health goals Science – Concept of sense
• Articulate effectively thoughts and ideas about personal health organs
using oral, written, and nonverbal communication skills in a variety Key Understandings:
of forms and contexts
their classmates
• Caring for our sense
1. Write on the board the words “SENSE ORGANS.” organs will help us
2. Ask the pupils what they know about sense organs. avoid health conditions
such as lice infestation,
3. Ask them about the five senses: sense of sight, sense of smell, sense scabies, sore eyes, and
of hearing, sense of taste, and sense of touch. impacted earwax.
4. Have them give the corresponding part of the body responsible for • Practicing health habits
these senses. and hygiene will help
us take care of our
5. Give the activity found in the Get Set part of the worktext. The sense organs.
pupils will sing “Head, Shoulders, Knees, and Toes” to the tune of
Key Questions:
“London Bridge” while touching the parts of the body mentioned
in the song. • Why do we need to
care for our sense
organs?
Body/Developmental: • How do we take care of

our sense organs?
Day 1
Introduction – Lice Infestation

1. To start the lesson, have the pupils sing the song “Head, Shoulders, Formative Assessments:
Knees, and Toes” to the tune of “London Bridge.” Choral Reading
2. Present the Key Questions: Oral Questioning
a. Why do we need to care for our sense organs?
b. How do we take care of our sense organs?
3. Discuss to the class the importance of keeping a healthful habit
and good hygiene.
4. Ask the pupils if they had already seen head lice. Ask them to
describe what head lice look like.
5. Have some pupils recount how it feels to have head lice and how
they get rid of them.
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6. Give the lecture on lice infestation, treatment, and prevention.
7. Have the pupils do a choral reading of important points from the
worktext like ways to prevent head lice infestation.
8. Ask questions from time to time to make sure the pupils understand
the topic.
9. Have the pupils start Activity 3: My Personal Hygiene Record of the
Health Hub. It is a week-long monitoring activity that they need to
accomplish daily.
Day 2 Hand Signals
Scabies Consultation
10. Ask the pupils if they are familiar with scabies. Let them relate what
they know about this disease.
11. Ask them if they had experienced having scabies or if they know
someone who had scabies.
12. Discuss scabies, its prevention and treatment.
13. Check the pupils’ understanding of the lesson by doing hand
signals.
14. The pupils will signal thumbs up if they understand the lesson, a
thumbs down if they do not understand the lesson, or a thumb
to the side if they still have questions about the lesson. Apply
interventions for those who have questions and those who do not
understand the lesson. Do a one-on-one consultation with these
pupils.
15. Give the pupils time to do Activity 1: Health Product of the Health
Hub.
16. For their homework, ask the pupils to find and bring pictures of
health products that are used in maintaining personal health and
hygiene. They can get pictures from magazines or the Internet with Points of Integration:
the help of their guardians or parents.
English – Knowledge and
skills in summarizing
Day 3
concepts and ideas
Sore Eyes Arts – Use of artistic
techniques in expressing
17. Bring a pair of sunglasses in class. concepts
18. Relate to the class that it is a common joke or misconception that if
someone is wearing sunglasses, he or she has sore eyes.
19. Ask the pupils why they think people with sore eyes wear sunglasses. Formative Assessment:
One-sentence Summary
20. Give a lecture on sore eyes. Discuss its treatment and prevention.
21. Call on pupils to give a one-sentence summary about the discussion.
22. Divide the class in groups. Have the pupils bring out the pictures
of health products. As a group, they will make a collage out of the
pictures they brought. After which, they will describe their work in
class.
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Day 4
Excessive or Hardened Earwax (Impacted Cerumen) Exit Card
23. Pin a poster of an ear showing its parts. 3-2-1
24. Using a clear tape or a masking tape, put pieces of crumpled paper
in the ear canal.
25. Ask the pupils what those crumpled paper found in the ear canal
represent.
26. After they have answered correctly, ask them how they clean their
ears.
27. Give a lecture on excessive or hardened earwax, its treatment and
prevention. Ask questions from time-to-time to make sure that the
pupils are following the discussion.
28. To check the pupils’ understanding of the lesson discussed, provide
them with index cards that will serve as their exit card. Write on the
board the following:
a. 3 things you found out
b. 2 interesting things about the topic
c. 1 question you still have
29. Give instructions to the pupils to write on their index cards the
things being asked on the board. They will submit their index cards
as they leave the classroom.
Day 5
Care for the Mouth and Teeth Key Understandings:

30. Show pictures of children with missing tooth or teeth and pictures • Caring for our mouth
of gingivitis or gum disease. and teeth will help us
prevent tooth problems
31. Ask the pupils why they think these conditions happened. and gum diseases.
32. Present the Key Questions: • Regular brushing,
a. Why do we need to care for our mouth and teeth? flossing, and going to
the dentist will help us
b. How do we take care of our mouth and teeth? take good care of our
33. Proceed to discuss the lesson on caring for the mouth and teeth. mouth and teeth.
Key Questions:
34. Show a poster of a tooth and its parts. Explain how tooth loss and
gingivitis happen. • Why do we need to
care for our mouth and
35. Have the pupils do the Summary Frame activity to check their teeth?
understanding of the lesson. Write on the board the following:
• How do we take care of
_______________ happens because _______________.
our mouth and teeth?
36. Ask them to complete the statement shown on the board by giving
cause and effect relationship.
37. Tell the pupils to prepare for a short quiz on the next meeting. Ask Formative Assessment:
them also to bring their toothbrush and toothpaste in class. Summary Frames
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Day 6
Proper Ways of Brushing Teeth Short Quiz
38. Give Activity 2 and Activity 4 of the Health Hub as a short quiz Observation
to test the knowledge learned by the pupils from the start of the
quarter.
39. Discuss the answers to the short quiz. An activity on Acquisition
Strategies is available on the
40. Give a lecture on the proper ways of brushing the teeth. Ask the
pupils if they follow these in brushing their teeth. CD.
41. Have the pupils do a hands-on activity on proper brushing using
their personal toothbrush and toothpaste. Divide the class in PDF: Promoting Health and
Wellness
groups and have the groups take turn in doing the activity.
42. Observe the pupils as they perform the task. Check if they follow
the proper way of brushing the teeth.
43. Take this chance to have the pupils demonstrate handwashing.
Observe them as they wash their hands and note if they are aware
of the proper and effective way of handwashing. Demonstrate and
teach the pupils the proper handwashing techniques.
Day 7
Four Corners
Going to the Dentist
44. Write on the board the question: When was the last time you went
to the dentist?
45. Give the pupils sticky notes. Have them write their answer on the
sticky note and pin them on the board next to the question.
46. Go over the sticky notes and read their answers.
47. Ask the pupils the procedures done by their dentist on their last
visit.
48. Discuss the importance of going to the dentist at least twice a year.
49. Show a dental floss and explain what it is for and how it is used.
50. To check the pupils’ understanding of the lessons, have them Self-assessment
perform the Four Corners activity. Assign the four corners of the
room with the following statements: “I’ve got it,” “I know a lot,” “I
know a little bit,” and “Not a clue.” Ask the pupils to move to the
corner of the room that represents their knowledge of the lesson
discussed. Apply interventions to the pupils who went to the “I
know a little bit” and “Not a clue” corners. Conduct a one-on-one
consultation with these pupils.
Days 8–10
Activities Differentiated Activity

51. Have the pupils finish and submit the monitoring activity of their
personal hygiene that was tasked on the first day of the lesson.
52. Ask the pupils to do Activity 5: What’s the Treatment? of the Health
Hub.
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53. Have them perform any of the activities found in Activity 6:
Differentiated Activities of the Health Hub. The pupils will work in
pairs and will take turns to be the doctor and the patient. They will
choose which among the list of doctors they would like to portray.
Give the pupils time to prepare for their presentation.
1. Have the pupils do the self-assessment activity at the end of this
lesson. They will color the happy face to show that they meet the
goals of this lesson and the sad face if not.
2. Have them answer the Summative Assessment:
• Differentiated activity – role playing
171
Activity 1: Health Products

This activity will test the pupils’ knowledge of products used in maintaining hygiene and personal
health.
Answer Key:
1. Deodorant
2. Lotion
3. Bath soap
4. Cotton buds
5. Toothbrush
Activity 2: I Know
This activity is given as part of a short quiz to test the pupils’ understanding of the discussed lessons.
Answer Key:
1. Head
2. Red
3. One or both eyes
4. Avoid touching
5. Teeth
Activity 3: My Personal Hygiene Record

In this activity, the pupils will keep a daily record of their health habits regarding personal
hygiene. This activity will help them remember to perform the tasks described daily. Check if the
pupils have completed the record and if they have been truthful with their answers. Check if they
have answered the questions given at the end of the record.
Activity 4: Name the Illness

This activity is given as part of a short quiz to test the pupils’ understanding of the discussed lessons.
Answer Key:
1. C
2. D
3. A
4. E
5. B
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Activity 5: What’s the Treatment
This activity will test the pupils’ knowledge of the lessons.
Answer Key:
Sore eyes Contact your eye doctor.
Tooth loss Brush your teeth regularly.
Scabies Keep your body and your surroundings clean to keep
away the mites.
Hardened earwax Contact your ear doctor.
Head lice Avoid sharing combs and brushes with other children.

Explain the activity to the pupils so they can understand that they should work with a partner
and that they can choose one from the given roles. The pair will take turns acting as the patient and
as the doctor. Their performance will be evaluated using the following rubric:
Rubric for Role Playing

Fairly
Beginning Developing Proficient Advanced
Criteria Advanced
(1 point) (2 points) (3 points) (5 points)
(4 points)
Understand- Information Information Information is Information is Information is
ing of the presented is is somewhat mostly accurate mostly accurate accurate and
topic inaccurate and accurate and but lacking. and complete. complete.
incomplete. lacking. Fair Good Indicates a clear
Presentation is Poor understanding understanding understanding of
off-topic. understanding of the of the the topic.
of the topic. topic.
topic.
Presentation Unclear Dialogues are Dialogues are Dialogues are Dialogues are
delivery of difficult to hear. clear. clear. loud and clear.
lines. Some Uses body Uses body Appropriate
Lacks body movements are language. language. use of body
language. present. Engages Actors language.
Audience is Engages audience. show some Actors are
bored. audience Presents some confidence. confident.
Lacks inadvertently. information. Engages Entertaining;
information. Some audience engages
information is consistently. audience
present. consistently.
Presents
sufficient Presents
information. complete
information.
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Second Quarter Test
Part 1
I. Identification: Identify which body part or sense organ uses the following hygienic products.
Eyes Ears Mouth

Hair Nose Ears
Skin Teeth Head
1.
2.
3.
4.
5.
Using the same choices of body parts/sense organs, identify what part is affected by these
diseases or conditions:
__________ 6. Hardened cerumen
__________ 7. Scabies
__________ 8. Cavities
__________ 9. Lice infestation
__________ 10. Sore eyes
174
II. Matching Type: Match the treatment and prevention with the corresponding type of disease it
addresses. Write the letter of the correct answer on the space provided. Items in column B can be
used more than once.
A B
_____ 1. Brushing and flossing regularly. a. Cavities
_____ 2. Keeping surroundings clean to prevent mites. b. Sore eyes
_____ 3. Using medicated shampoo as prescribed by the doctor. c. Lice infestation
_____ 4. Consulting an eye doctor. d. Scabies
_____ 5. Avoiding sharing combs, hairbrushes, and clothes. e. Impacted cerumen
_____ 6. Consulting a dermatologist if you have itchy rashes.
_____ 7. Consulting a dentist at least twice a year.
_____ 8. Avoiding touching the eyes when you have not washed your hands.
_____ 9. Taking a bath regularly to keep earwax at a healthy level.
_____ 10. Eating a lot of fruits and vegetables and drinking water instead of soda.
Answer Key:
I. 1. Skin 6. Ears
2. Skin 7. Skin
3. Hair 8. Teeth
4. Hair 9. Head
5. Teeth/Mouth 10. Eyes
II. 1. A 6. D
2. D 7. A
3. C 8. B
4. B 9. E
5. C 10. A
Part 2
Complete the chart of medical conditions using the following phrases. Write the corresponding
letter of your answer.
a. consult an eye doctor

b. lice infestation
c. effect of allergies, infection, or too much sun exposure
d. skin infested with tiny mites
e. avoid touching your eyes when you have not washed your hands
f. brush and floss teeth regularly
g. excessive production of earwax that is not cleared regularly
h. use of medicated shampoo
i. clean your surroundings to keep away from mites
j. cavities
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Medical Condition Cause Treatment Prevention
personal contact Avoid sharing hats,
________________ or sharing of hats, ________________ combs, and clothing
combs, and clothing
Scabies ________________ Consult a ________________

dermatologist
Sore eyes ________________ ________________ ________________

Impacted cerumen or Consult a doctor Bathe regularly
earwax ________________ to keep earwax at
healthy levels
________________ Caused by plaques Consult a dentist ________________
Answer Key:
Medical Condition Cause Treatment Prevention

B personal contact H Avoid sharing hats,
or sharing of hats, combs, and clothing
combs, and clothing
Scabies D Consult a I
dermatologist
Sore eyes C A E
Impacted cerumen or G Consult a doctor Bathe regularly

earwax to keep earwax at
healthy levels
J Caused by plaques Consult a dentist F
Part 3
Have the pupils show their understanding of the lessons by answering one question from each
of the boxes below. You may decide if the pupils will answer in written or oral form.
1. Explain
What might happen if lice infestation is not treated?
What might happen if cavities are not treated and prevented?
2. Interpret
Why does taking care of your sense organs important?
How does taking care of your sense organs relate to you?
3. Application
How can you use the knowledge you learned in this quarter?
How and where can you use the knowledge and skills you learned from this quarter?
176
4. Perspective
What do you think are other people’s reaction to lice infestation and scabies?
How do you think people treat others with sore eyes?
5. Empathy
What would it be like to suffer from these medical conditions (lice infestation, scabies,
sore eyes, impacted cerumen, and tooth cavities)?
How might a friend who has one of these medical conditions feel about you offering
help?
6. Self-knowledge
How will you rate your personal hygiene based on what you have learned? (5 as the
highest and 1 as the lowest)
Based on your current personal health habits and hygiene, do you think you are
protected from getting these medical conditions? Explain your answer.
Part 4
Goal To make a brochure or leaflet that will contain information about lice
infestation, scabies, sore eyes, impacted cerumen, and tooth and gum
problems
Role Pupils will be health workers for a day.
Audience Teachers and classmates
Situation The pupils, taking the role of health workers, volunteer to make informational
materials that will increase awareness of the public regarding medical
condition involving the sense organs.
Product/ Brochures or leaflets
Performance
Standards The following criteria will be used in evaluating the pupils’ products:
1. Content
a. Completeness of data
b. Accuracy of information
c. Effectiveness
2. Overall presentation
a. Format and organization
b. Creativity
Refer to the Appendix for the complete rubrics for brochures and leaflets.
177
THIRD QUARTER
Exploring Family Health
Summary:
The family is the single most important institution in the society
where each one of us belongs. It is most important that the family is of
its utmost health to be happy and efficient. This quarter concentrates
on the enhanced understanding of the health of the family.
Healthy habits and practices of the family, as well as their positive
expression of feelings will be studied in this quarter. The pupils will learn
the responsibilities of each family member in making and keeping their
house a clean and comfortable place to dwell. The pupils will know the
right kinds of food for a hearty and healthful meal for the family to share
and eat together, and to become physically fit, the pupils will be aware
of the physical activities or exercises that the family might do together
to achieve fitness and health. Not only physically healthy but more so
emotionally balanced and intelligent. The pupils will learn to develop
the ability to understand and manage emotions and behavior.
The learner demonstrates an understanding of personal health, family
health, the prevention and control of diseases and disorders as well as
injury prevention, safety and first aid, which are factors that facilitate the
development of healthful habits and practices.
Pre-assessment:
Prompt the pupils to list down the following to know the extent of
the discussion of the topics in class:
1. Five health habits and practices of their family
2. Five responsibilities as a member of the family in maintaining their
family healthy
3. Five physical activities that they do with their family as a form of
exercise
4. Five things that make their family happy in doing together
• One-minute paper
• MAPS (Music-Action-Play-Sing)
• Picture Analysis
• Brainstorming
• Journal Entry/Scrapbook
• Enriching Through Singing
• Role Playing
• Visual Assessment
178
Lesson 3: Family Health
Knowledge:
Resources:
• Healthful family habits and practices
- Sharing responsibilities in keeping the house clean Action 2 Worktext
- Preparing and eating healthful food together Technology Enhancement
- Exercising regularly as a family CD Materials
Video on Family Health
- Doing recreational activities together
• Positive expressions of feelings Family Health
Skills:
• Describe healthful habits of the family
• Demonstrate good family health habits and practices
• Explain the benefits of healthy expressions of feelings
• Express positive feelings in appropriate ways
• Demonstrate positive ways of expressing negative feelings such as
anger, fear, or disappointment
• Obtain, interpret, and understand basic information on healthful
family habits and practices and use such information in ways that
enhance health habits and hygiene
• Articulate effectively thoughts and ideas about healthful
family habits and practices using oral, written, and nonverbal
communication skills in a variety of forms and contexts
classmates
1. Start the day by greeting and asking the class (but don’t call on
pupils to reply but instead let them think of their response).
a. At home, what did you do yesterday in helping to make your
house clean?
b. Do you take part in your household chores? What is your
responsibility?
2. Ask the pupils to bring out paper and pen and in one minute, write
down their answers. Repeat the questions to help them remember.
3. Collect the papers and randomly call pupils to discuss their answers.
Body/Developmental:
Music – Use of songs to
Day 1 introduce a concept
Introduction
1. Introduce to the class the song in the worktext “My Feelings,” sung
to the tune of “London Bridge Is Falling Down.”
179
2. Sing the song with the class.
3. Divide the class into groups of five. Ask them to create an action Key Understanding:
or dance steps while singing the song “My Feelings” to the tune of
Understanding safety
“London Bridge Is Falling Down.”
practices at home assists in
4. Call on each group to perform in class what they have composed. making good choices about
healthy living.
5. After each performance, ask the pupils to clap 1 for a good job and
2 claps for very good.
6. Begin a discussion by asking the following questions: Key Question:
a. What does the song tell about? How do safety practices

at home assist in making
b. What are the feelings mentioned in the song? good choices about healthy
c. Do you keep your feelings to yourself or do you share it with living?
others?
7. Have the pupils answer Activity 5: How I Feel Today? in the Health Formative Assessments:
Hub section. MAPS (Music-Act-Play-Sing)
Enriching Through Singing
Day 2
Keeping the House Clean
8. Show to the class the pictures of the following:
a. a happy family An Activity on Learning
b. a messy living room Objective is available on the
c. a clean and orderly bedroom CD Introduction to Family
d. a family working together in the house Health.
9. Ask the pupils the following questions: http://www.slideshare.net
a. For you, what is a happy family? When is a family happy? /kishooami/family-health-
b. What is your role in the family’s household chores? 15497915?next_

slideshow=1
c. Are you responsible in performing your task at home?
d. How can you help your family become happy and healthy? Formative Assessments:
10. On the Go and Learn part, talk about some of the household chores MAPS (Music-Act-Play-Sing)
that a Grade 2 pupil can do that is shown in the picture.
Hand Signals
11. Lead the pupils to think about what else they can and able to do to
help their family particularly in keeping their home clean.
12. Randomly call pupils to recite what’s on their mind.
Picture Analysis
Day 3 Brainstorming
Household Chores That a Grade 2 Pupil Can Do Journal Entry/Scrapbook
13. Direct the pupils’ attention to the graphic organizer provided for in
this section.
14. Begin the study of the day by asking the following questions to Formative Assessment:
start a discussion. Visual Assessment
a. How many of these chores have you done?
b. How do you help in keeping your house clean?
180
Day 4
Preparing and Eating Food
Journal Entry
15. Explain to the class that eating family meals together is a good
practice in keeping the family strong and intact.
16. Let the pupils share their family meal practices at home.
17. Reminder to class: “Tonight before you go to bed, record your
dominant feelings of the day in your “My Journal of Feelings.””
Day 5 Point of Integration:

Family Activities Art – Use of artistic
techniques in expressing
18. Give a brief discussion on the activities that a family might do
concepts, scrapbook making
together.
19. Cite some examples such as exercising regularly and other
recreational activities. Formative Assessment:
Journal Entry
20. Let the pupils share their personal experiences by asking this
question: “Do you have a regular schedule for physical activity in
your family?”
Day 6
Proper Ways to Express Feelings
21. Begin the day with a greeting and let the class stand up and sing
Visual Assessment
the song “My Feelings” with the action they created on the Get Set
part of the lesson. Have them repeat singing the song twice.
22. Have the pupils look at the different facial expressions that can be
found in the worktext. English Language –
23. On a bond paper, draw the facial expression that pupils have
chosen and label what feeling it expresses too.
24. Ask them, “Have you experienced any of these feelings? Why?
When?”
25. Include the drawing in the journal/scrapbook.
26. After the drawing and discussion, ask the pupils to bring out their
pad papers and pens and be ready for a quiz.
27. Have the pupils exchange papers and ask them to write “corrected
by:” and their names. Start calling pupils randomly for the answers
then begin checking the papers.
Day 7
Group Activity
Journal Entry
29. Group the class into five. Let the group assign among them a leader
of the group.
30. Call on the leaders of the group and have them pick a number from
a box (which you should prepare beforehand).
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31. There are five numbers to pick. These are the five ways to express
feelings, which each group should role-play.
a. Know and label your emotion
b. Manage and soothe your feelings
c. Recognize emotion of others
d. Direct the body to express feelings positively
e. Manage relationship with others
32. The feeling to portray here is “anger.”
33. Give the groups 10 minutes to prepare for the role playing of
the number they picked. Let them be guided by the table with
examples in their worktext. Give suggestions and advise if they
need help.
34. Have each group present their role playing in class once they are
ready.
35. After each presentation, conduct a discussion about the topic.

Activity Journal Entry
37. For review and assessment of the topic, have the class get their Quiz
worktext and check the table in Did You Get It?
38. On the same part of the worktext, have the pupils do Activity 1:
Members of My Family of Health Hub.
39. After they have finished Activity 1, ask the following questions:
a. How many are you in the family?
b. Are you the eldest/youngest?
c. Aside from your immediate family, who else live with you in the
house?
d. Do you have anyone living with you in the house that is not
related to you? Who is she/he?
e. Do you have pets at home? Do you consider them part of your
family?
40. Get ready to do Activity 2: My Family of Health Hub. Let them bring
out their bond paper and draw the diagram. Have them complete
the diagram with their family picture. Have them make this
artistically. This will be included in the scrapbook, too.
41. Homework: At home, have the pupils do the Activities 3 and 4 in
Health Hub of their worktext. Be ready for a discussion about it in
class.
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Day 9
Activity
Quiz/Quick Response
43. This time, ask the class if they have been recording their dominant
feelings every night to assess if they did not forget to do so. Then Journal Entry
begin asking questions about their homework. Call pupils in
random and those who raise their hands.
44. Have the pupils answer the following questions:
a. Among the list of your favorite family activities, what do you
like the most? Why?
b. When does your family do this? Do you remember the last time
you had a family activity?
c. In your own opinion, what do you think is the best activity for
the family to improve bonding and build up strong family ties?
Why do you think so?
45. In the order of their sitting arrangement, call the pupils one by one
to recite their answers in their homework in Activity 4 of Health
Hub.
46. On a piece of paper, ask the pupils to write very quickly their answer
to these questions:
a. Why is it important for us to express our feelings?
b. What do you think will happen if others do not know how we
feel?
c. Is it healthy to keep feelings within yourself? Why or why not?
47. Collect the papers, but after checking, return it to the pupils so they
can include this in their journal/scrapbook.
49. Let them bring their journal to class tomorrow for discussion and
submission.
50. Bring all their works to be included in their scrapbook.
Day 10
51. At the beginning of the day, have the pupils bring out their Journal
of Feelings.
52. Ask the pupils to go over their Journal of Feelings. Then on a piece
of paper, write the answers to the questions in Activity 5: How Do Sentence Completion
I Feel Today? of Health Hub considering what they logged in their
journal.
53. Have them compile every work they have done from drawings,
pictures, poems, quizzes, thoughts, and any other accomplishments
into a scrapbook. Include the Journal of Feelings. Finish the
scrapbook/journal by making it presentable.
54. Collect the journal/scrapbook at the end of the class period.
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55. Have the pupils state their understanding on the lesson learned
through completion of the following statements.
a. I learned that…
b. It is important for a family to be…
c. Expressing one’s feelings is…
d. I am now aware of…
lesson.
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Activity 1: Family Members

Have the pupils circle the names of the family members found in the letterbox.
sister brother aunt niece nephew uncle
father mother son daughter husband wife
U N C L E N I E C E A S
Z N E P H E W H M B N I
W D M O T H E R O P L S
I S U D A U G H T E R T
F O K F A T H E R R G E
E N H U S B A N D S D R
B R O T H E R X A U N T
Activity 2: My Family
Have the pupils draw pictures of their family in the windows of the house.
Activity 3: The Things We Love to Do

Have the pupils list down their favorite family activities.
Activity 4: My Feelings
Have the pupils complete the given sentences to express their feelings.
Activity 5: How Do I Feel Today

Guide the pupils to record their dominant feelings in one week. Let them put a check under each
emoticon that represents their feelings.
Activity 6: Body Language

This activity helps the pupils to be more aware of the amount of control pupils can do over their
body regardless of their feelings. Finally, let them write a sentence about their actions as a form of
reflection.
Third Quarter Test
Part 1
I. Multiple Choice: Circle the letter of the correct answer.
1. What is your responsibility as a member of the family?
a. Share in the household chores
b. Play all the time
c. Eat breakfast
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2. To help the family at home, a Grade Two pupil can:
a. Clear the table after meal
b. Wash the car
c. Paint the yard
3. We have a saying that “The family that prays together, ____________.”
a. eats together
b. stays together
c. walks together
4. What kind of activity can you do together as a family?
a. exercise
b. brush your teeth
c. take a bath
5. What is emotional intelligence?
a. ability to bear pain
b. ability to understand and manage emotion and behavior
c. ability to determine good and bad feelings
II. Complete the following sentences.
1. When I feel sad, I _____________________.
2. I smile when I am ____________________.
3. You didn’t ask permission to use my pen! You wouldn’t like me when I’m _________.
4. Please don’t switch off the lights. I’m ____________ of the dark.
5. I am so ________________ with your gift! I’m not expecting it.
III. True or False. Write T if the statement is true and write F if the statement is false.
________1. A Grade Two pupil can be part of the family’s household chores.
________2. You can laugh out loud when you are lonely.
________3. Swimming is a recreation that a family can do together.
________4. Cooking can only be done by the mother alone.
________5. The father can sometimes prepare the meal for the family.
________6. Emotional intelligence is the ability to manage emotion.
________7. Healthful family habits promote good health of the family.
________8. The family has to work as a team to remain strong, happy, and healthy.
________9. A Filipino family does not share in the household chores.
________10. The best way to soothe your feelings is to keep it in yourself.
Answer Key:
I. 1. a
2. a
3. b
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4. a
5. b
II. 1. cry
2. happy
3. angry
4. afraid
5. surprised
III. 1. T
2. F
3. T
4. F
5. T
6. T
7. T
8. T
9. F
10. F
Part 2
The process of learning positive expression of feelings is shown in Activities 4, 5, and 6 in the
Health Hub section. For the assessment of process or skills, have the pupils use any one of these
activities. Be able to monitor the pupils’ growth as they go through the process of understanding
the concept of positive expression of feelings. Rubrics are found in the Appendix.
Part 3
Ask the pupils to show their understanding of healthful habits and practices of the family,
as well as their positive expression of feelings by answering the question in each of the boxes
below. Design your own procedure so the pupils can give their answers in either written or oral
expressions.
1. Explain
What are the key concepts/ideas of healthful habits and practices of the family, as well
as their positive expression of feelings?
2. Interpret
Why should I study healthful habits and practices of the family, as well as their positive
expression of feelings?
3. Application
How and where can we use this knowledge/process about healthful habits and
practices of the family, as well as their positive expression of feelings?
4. Perspective
What are the limits of my knowledge on healthy habits and practices of the family, as
well as their positive expression of feelings?
187
5. Empathy
What do I need to experience if I am to understand healthy habits and practices of the
family, as well as their positive expression of feelings?
6. Self-knowledge
What are the limits of my knowledge about healthy habits and practices of the family,
as well as their positive expression of feelings?
Part 4
Goal To perform a culminating activity showcasing skills and knowledge on

healthful habits and practices of the family, as well as their positive expression
of feelings
Role The pupils will be health workers for a day who will make a brochure or leaflet
that will contain information about healthful habits and practices of the family,
as well as their positive expression of feelings.
Situation The pupils, taking the role of health worker volunteers, make informational
materials that will increase awareness of the public healthful habits and
practices of the family, as well as their positive expression of feelings.
Product/ Leaflets or brochures
Performance
1. Content
c. Effectiveness
b. Creativity
Refer to the Appendix for the complete rubrics for brochures and leaflets.
188
FOURTH QUARTER
Exploring Injury Prevention, Safety, and First Aid
Summary:
This quarter focuses on the prevention of injury, safety, and first
aid. This is designed specifically for learners not only to be informed
on ways to prevent injury but more importantly to inculcate awareness
and practice safeness by always keeping in mind rules on how to be free
from injury, hurt, or danger. The quarter discusses about the road safety
rules and practices as passenger and as pedestrian, and also some
hazards or accidents on the road and how to prevent them. Moreover,
hazards in the community were also presented to establish interest and
awareness of the safety guidelines in the community.
For the teacher, ample teaching strategies and formative
assessments were geared toward a more interesting learning to widen
the pupils’ knowledge and understanding on the prevention of injury,
safety guidelines, and the first important things to do when risks
happen.
Through the study, the pupils will develop enthusiasm and ability
to act positively before, during, or even after an emergency situation.
The learner demonstrates an understanding of personal health, family
health, the prevention and control of diseases and disorders as well as
injury prevention, safety and first aid, which are factors that facilitate the
development of healthful habits and practices.
Pre-assessment:
Pre-assess the pupils through picture presentation and analysis.
Ask them to state what they know and what they want to know about
injury prevention, safety, and cure.
1. Do you know what an injury is?
2. Draw or bring to class pictures showing injuries, someone
injured, or hazards and be ready to discuss about it.
3. How can you prevent these injuries/hazards?
4. What are the first aids do you know?
• MAPS (Music-Act-Play-Sing)
• KWL (Know/Want to Know/Learned)
• Choral Reading
• Picture Analysis
• Hand Signals
• Role Playing
• Problem Solving
• Learning Log
• Say Something
189
Lesson 4: Injury Prevention, Safety, and First Aid
Resources:
Knowledge:
• Road safety Action 2 Worktext
- Road safety practices as pedestrian Technology Enhancement
CD Materials
- Road safety practices as passenger
Video on First Aid
- Road hazards and accident prevention
PPT: First Aid
• Community safety
- Hazards in the community
- Safety guidelines
Skills:
• Discuss one’s rights and responsibilities for safety
• Identify hazardous household products that are harmful if ingested
or inhaled, and if touched especially electrical appliances
• Recognize warning labels that identify harmful things and
substances
• Explain rules for the safe use of household chemicals
• Follow rules for home safety
• Identify safe and unsafe practices and conditions in the school

• Obtain, interpret, and understand basic information on rules to
ensure safety at home and in school in ways that enhance health
habits and hygiene
• Establish and monitor personal and family health goals
• Articulate effectively thoughts and ideas about rules to ensure
safety at home and in school using oral, written, and nonverbal
communication skills in a variety of forms and contexts
their classmates
1. Start the day by driving enthusiasm to learn through class singing.
Lead the singing of the song “Community Safety First” to the tune Music – Use of songs to
introduce a concept
of “Skip to My Lou.” If possible, it’s better if there’s a music provided
for them to follow the tune.
2. Have the pupils group themselves into five and motivate them to Formative Assessment:
study and learn the song “Community Safety First” to the tune of MAPS (Music-Act-Play-Sing)
“Skip to My Lou.”
3. Make the groups of five create action or dance steps while singing Key Understanding:
the song “Community Safety First” to the tune of “Skip to My Lou.” Being consistently aware of
Call on each group to perform in class what they have composed. the environment and taking
After each performance, ask the pupils to clap once for a good job safety precautions can
and clap twice for very good.
190
Body/Developmental:
reduce the risk of injury to
oneself and others.
Day 1
Key Question:
1. Begin a discussion by asking the following questions:
How can one reduce the
a. What is the message of the song? risk of injury to oneself and
b. How should you behave when you are in the street or anywhere others?
outside your home to prevent any injury?
c. Are safety rules important? Why?
2. Introduce the Key Understanding and the Key Question of this
lesson.
3. Homework: Bring or draw at least two pictures of an accident or
disaster in the road or in the community. Cut out pictures from old
newspapers or magazines. Be ready to talk about it in class.
Day 2
4. Group the pupils into four. Assign a leader on each group and
another one who will do the writing. On a piece of cartolina, have
them make a KWL chart (Know, Want to Know, Learned). Show a
sample of the chart on the board.
5. In the first column K (Know), have the group write what each
member knows about the topic. Let the pupils write questions or
the things they want to know about the topic in the second column
W (Want to Know). The column L (Learned) should be blank.
6. Guide the pupils in gathering data.
7. Let the groups post their KWL chart in the bulletin board or at a wall Formative Assessment:
in the classroom. KWL Chart (Know, Want to
Know, Learned)
8. Call on the leaders of each group one by one to recite their group’s
chart results. Discuss about the data gathered and written in the
chart. Give clarifications if needed.
9. Start to lead the class into a discussion by asking them to bring out
their picture assignments and get ready to talk about them. Show
to class what is required in their homework.
10. Call pupils in random to say something about their picture and ask:
a. What is/may be the cause of the mishap in your picture?
b. In your own idea, do you think the accident/injury in the
picture can be avoided? How?
Day 3
Road Safety
11. Begin the day with a discussion and lecture on road safety by
calling pupils randomly asking the following questions:
a. Where do you live?
b. Do you walk home to or from school?
c. How about when you are going to the mall, do you take a ride
or just walk?
d. Can you tell me some road safety tips you know?
191
12. Have the pupils bring out their worktext and let them read “Road
Safety” in the Go and Learn part altogether aloud. After each Formative Assessment:
Choral Reading
number/answer (road safety practices as pedestrian), give a lecture
and examples about it for the pupils to learn and understand the
topic better.
13. After the choral reading and lecture, have a class discussion and
let the pupils talk about what they have read. They should give
comments or share experiences regarding the road safety rules as a
pedestrian to attain a concept on the matter.
14. Continue in the next topic “Safety Rules as a Passenger.” Repeat the
same activity. Read the rules in chorus.
15. Ask for more examples or instances after every rule read. It can be a
positive or negative situation.
16. Inculcate to the pupils the importance of the rules by asking:
a. Why do we need to study and follow rules on road safety?
b. How important is it for the prevention of injury in our wellness?
17. Homework: Look for pictures (at least three) of anything in the
surface of the road or in the community that you think is likely to
be dangerous or may cause hazard. In your notebooks, write your
answers to the following questions:
a. Why did you think so?
b. How can you prevent the danger or accident from it?
Discuss your answer in class.
Day 4
Road and Community Hazards

18. Let the class bring out their homework. Call in random several
pupils to talk about the picture and their answers to the questions.
19. Ask follow-up questions like:
a. How are safety rules related to the danger you presented?
b. In case of emergency and injury (situation according to the
picture presented), what is the first thing that you will do?
c. Do you know some first aid? What is it? How will you do it?
20. Lecture to class the road and community hazards as discussed in
their worktext. Stress to them the things they need to know and do
in case of emergency and what they should remember in order to
prevent them from hurt and injury.
21. Give the class at least three minutes to keep silent and reflect
on what have just been studied and make connections prior to
knowledge and experience and seek clarification.
22. On a piece of paper, ask them to complete the following state-
ments. Give suggestions and clarifications if needed. When done,
collect the papers and keep for discussion the following day.
192
a. I learned that__________________________.
b. I became more aware of __________________.
Picture Analysis
c. I see that______________________________.
3-minute pause
d. I think ________________________________.
e. I feel _________________________________.
f. I empathize with ________________________.
Day 5
Strategies is available on
Hazards and Preparing for an Emergency
CD
23. Open the class discussion by refreshing what has been studied on PPT: First Aid
road safety practices, road accidents and community hazards, and
preparing for an emergency. Cite examples or statements that may
be true or false. Ask the pupils to raise thumbs up for true answers Formative Assessment:
and elaborate. Thumbs down for false and explain. Let them wave Hand Signals
their right hand if they are not sure and what would they want to
know and confirm. These are the following statements:
a. A road hazard is anything you can find in the road, which may
be dangerous or may cause accidents.
b. Sofia has a 4-year-old brother. Every time they go out and ride
in their car, Simon, her brother sits with her mother in the front
seat beside her father who drives the car.
c. Before crossing the street, it is best to stop, look, and listen first.
d. Daniel and his family goes to the province through a bus. He
wants to see the fields and the mountains along the way. He
doesn’t want to stay seated even if the bus runs very fast.
Ask: “What basic supplies should be in an emergency kit?”
Days 6–7
Home Hazards Formative Assessments:

24. Begin the day by stressing the importance of the right decisions Role Playing
they made on the given emergency and possible hazardous Problem Solving
example situations and give more helpful information about the
topic.
25. Introduce the next lesson on Home Hazards by ensuring that the
home is the safest and secure place to be, but without proper
management or protection from harm, it can also be a place where
many accidents occur. Lecture the topic as stated in their worktext.
26. Divide the class into four. Give a situation to each group to role-
play. Let them think on their own to elaborate what might happen
next. Be sure to portray what to do in those situations.
a. In the stairs going to the bedroom, a pair of slippers was left
a few steps from the floor. It is past bedtime and Chelsea is so
sleepy and about to go upstairs to go to bed.
b. Mother is in a hurry cooking breakfast for Gabe and Bea. The
two sit in the dining table and began eating hurriedly, too.
They woke up late but they don’t want to be late to school.
193
c. It is a holiday. The television is on since morning and so on
even if no one seems watching.
d. Father got home early from work. He is not feeling well. He
asked Luis to get him a medicine for fever in the medicine Point of Integration:
cabinet. Luis is only seven years old but can already read. Values Education –
27. Ask comments from the viewers. Development of decision-
making skills and problem-
a. Are you in favor of what the group has role-played? solving skills
b. Is there anything you can add or advise to do when you are in
those situations?
28. Lead the class to summarize.
29. Homework: Answer the Health Hub Activities 1 and 2 in the A video on Learning
worktext. Objective is available in
Day 8 CD
First Aid Animation
Activity
30. Begin by checking the pupils’ answers to their homework. Write the
answers on the board as the pupils take turns to recite the answers.
By this, the class will determine if they answered correctly.
31. For more feedback and assessment, give them time to answer the Formative Assessments:
Learning Log
chart in Did You Get It? Activity 3: I Know the Safety Violations and
Activity 4: Matching Type in Health Hub. Quick Write
32. Check and discuss the pupils’ answers after every activity.
33. Write the following open-ended statements on the board. In
2–10 minutes, have the pupils write and complete the following
statements on a piece of paper. Formative Assessments:
a. I learned that _____ because____________. Open-ended Statements
b. I did not learn ____ because_____________. 3-2-1
c. The interesting part of the topic is ________. Say Something/Role Playing
d. I am confused in _____ because___________. Pair Work
e. I should be/need to learn more about _____ because

______________.
53. Give them a quiz.
True or False. Write T if the statement is true and write F if the

statement is false.
________1. Hazard means danger or accident.
________2. Pedestrian is a traffic guideline.
________3. It is possible to have accidents even at home.
________4. Injury cannot be prevented.
________5. To avoid accidents in the street, do not run.
________6. The proper road crossing procedure is go,
listen, and look.
194
________7. Natural disasters are not man-made.
________8. The kitchen is safe from hazards.
________9. Wet floors are slippery and dangerous.
________10. Medical and chemical products are fine even
without labels.
Answer Key:
1. T 6. F
2. F 7. T
3. T 8. F
4. F 9. T
5. T 10. F
34. Have the pupils do the Activity 5: What I Know About Safety at
Home and School in Health Hub to reflect and assess what they
have learned from the lesson.
35. To ponder more about the topic learned, have the class perform
the activities as instructed in Activity 6: Differentiated Activities of
Health Hub. This is a pair work that pupils will take turns in playing
the role of a community volunteer as stated in the instruction.
36. For a thorough evaluation, have the class do the self-assessment
activity at the last part of the lesson in their worktext.
37. After the written answers, call pupils randomly to answer each
number orally through a recitation. Be sure to give chance to all the
pupils to talk and share their ideas in the discussion.
38. Have the pupils do the Summative Assessment at the end of this
lesson.
195
Activity 1: Fire Hazards

This activity helps pupils familiarize with words representing the things that they should not play
with to avoid fire.
G A S O L I N E U L
A V S P I R O N P K
X N F L G X H M E R
M A T C H E S T Z X
T O A S T E R C V B
V M I K E W N W E R
C K C O R D S D C Z
Z L O H Z D O A S F
O U T L E T S T Y U
C V B N M S T O V E
Activity 2: I Know It!

Have the pupils underline the word that makes each sentence correct.
Answer Key:
1. foot
2. inside
3. causes
4. poor
5. natural
Activity 3: Road Hazards

This activity helps pupils to be more analytical of the safety violations as shown in the pictures.
1. children playing
2. girl on her trike
3. not using the pedestrian line while crossing
4. throwing garbage anywhere
5. people walking on the road and not on the path walk
Activity 4: Matching Type

Have the pupils match the hazards in column A with their meaning in column B.
196
Answer Key:
1. c
2. e
3. b
4. f
5. a
Activity 5: What I Know About Safety at Home and School

Stress that there are no wrong or right answers. The pupils’ answers should help you gain insight
into the individual pupil’s growth and into areas and topics that need to be further discussed in the
classroom. Exposing the pupils in self-assessment activities would help them develop lifelong skills
of evaluation and analysis. It also supports independent learning.

Make sure to familiarize the pupils’ readiness to learn, learning profiles, and interests. Differen-
tiation is teaching according to pupils’ needs. Thus, encourage them to make use of their individual
strengths in deciding which task to do in this activity. Use some of the rubrics found in the Appen-
dix or prepare a rubric that has been decided by the class.
Fourth Quarter Test
Part 1
I. Multiple Choice: Circle the letter of the correct answer.
1. How can you help yourself prevent injury?
a. Never mind whatever happens
b. Stick to the rules for safety
c. Play around
2. To be safe as a passenger, __________.
a. remain standing while the bus is moving
b. keep all body parts inside the vehicle
c. play with the driver while he is driving
3. What is a pedestrian?
a. a person traveling on foot whether walking or running
b. a dog walking in the park
c. a line to follow when crossing the street
4. When you say road hazard, it means ____________.
a. likely a danger or accident in the road
b. a red light
c. a comfort zone in the street
197
5. Natural hazard
a. tsunami
b. gun shooting
c. fire
6. The basic supplies needed for an emergency kit are water, food, and _________.
a. makeup kit
b. sewing kit
c. first-aid kit
7. The symbol for poison is __________.
a.
b.
c.
8. To avoid fire, you should not play with _____________.

a. teddy bears and dolls
b. matches and outlets
c. faucets and hose
9. One of the best ways to make sure that your home is safe is _________.
a. to actively inspect each room for potential hazards
b. to have a janitor
c. to seek advise from feng shui expert
10. What are some things in the kitchen that can be a potential danger?
a. stoves and ovens
b. fruits and vegetables
c. tablecloth
II. Matching Type: Match the symbol with the correct connotation. Write the letter on the blank.
1.________ a. Fasten your seatbelts
2. _______ b. Be careful, there’s a dog inside
3._______ c. No crossing the street
4.________ d. No running in the street
5._______ e . Wet floor
198
6. _______ f. Explosive
7. _______ g. Danger sign
8. ________ h. Flammable
9._________ i. Corrosive
10._______ j. Toxic
Answer Key:
I. 1. b 6. c
2. b 7. c
3. a 8. b
4. a 9. a
5. a 10. a
II. 1. h 6. a
2. f 7. c
3. j 8. b
4. d 9. e
5. i 10. g
Part 2
Have the pupils complete a graphic organizer just like the one shown below so they go through
the process of identifying hazardous areas at home and possible things at home that can cause
hazards.
Home Hazards
Hazardous Areas at Home Possible Things That Can Cause Hazard
1. Kitchen Kitchen knife
Stove
Matches or lighters
Other sharp or pointed kitchen utensils
2. Bathroom Wet and slippery floor
Things that are used with electric power such as water heater,
blow drier, curling iron, etc.
Poisoning from some personal care items
199
Part 3
Ask the pupils to show their understanding of injury prevention, safety, and first aid by answering
one question in each of the box below. Design your own procedure so the pupils can give their
answers in either written or oral expressions.
1. Explain
What are the key concepts/ideas of injury prevention, safety, and first aid?
2. Interpret
How does injury prevention, safety, and first aid relate to me?
3. Application
How and where can we use this knowledge/process about injury prevention,
safety, and first aid?
4. Perspective
What are the limits of my knowledge on injury prevention, safety, and first aid?
5. Empathy
What do I need to experience if I have to understand injury prevention, safety,
and first aid?
6. Self-knowledge
What are the limits of my knowledge about injury prevention, safety, and first
aid?
Part 4
Goal To perform a culminating activity showcasing skills and knowledge
on injury prevention, safety, and first aid
Role The pupils will be health workers for a day who will make a brochure
or leaflet that will contain information about injury prevention, safety,
and first aid
Situation The pupils, taking the role of health worker volunteers, make
informational materials that will increase awareness of the public on
injury prevention, safety, and first aid.
Product/ Leaflets, brochures, or posters
Performance
200
1. Content
c. Effectiveness
b. Creativity
Refer to the Appendix for the complete rubrics for brochures,
posters, and leaflets.
201
202
Appendix
203
RUBRICS FOR GRADE 2 ACTIVITIES
Knowledge or information acquired by the pupils may be assessed based on relevance and adequacy.
Relevance of data/information Adequacy on the data/

acquired 8% information to firm up and 7%
deepen understanding
Data/Information acquired are com- Data/Information are completely
pletely relevant to the development 8% adequate to firm up and deepen 7%
of understanding understanding
Data/Information acquired are Data/Information are to a great
to a great extent relevant to the 6–7% extent adequate to firm up and 5–6%
development of understanding deepen understanding
Data/Information acquired are Data/Information are to some
to some extent relevant to the 4–5% extent adequate to firm up and 3–4%
development of understanding deepen understanding
Data/Information acquired are Data/Information are very
of very little relevance to the 2–3% inadequate to firm up and deepen 1–2%
development of understanding understanding
Skill evidences by the pupil’s ability to process and make sense of information and may be
assessed based on the following criteria.
15%
Understanding the Content 10% 10 % Critical Thinking
The pupil understands completely Strong The pupil demonstrates deep Strong
the full content required by the (8–10%) analytical processing of the (13–15%)
task and can undertake with great information and perform with the
deal of competence processes great deal of competence process
such as: such as the following:
• Distinguish (whatever is • Interpret, translate, convert,
appropriate to the subject) or express the information
between relevant and (such as a set of statistics) into
irrelevant content; between another form or format or
facts and fiction; between transform textual presentation
truth and propaganda; into flowchart, diagram,
between what is important advance organizer, etc.
or unimportant; between • Draw insights; see beyond the
accurate and inaccurate) data
204
The pupil can barely demonstrate accurate, extensive, and deep
understanding of the topic/concept through any of the six facets of Weak
understanding—Explanation, Interpretation, Application, Perspective,
(11–15%)
Empathy, and Self-knowledge or any other indicator of understanding, where
connection into a wide range of contexts and use of insights and reflections
are evident.
The pupil cannot demonstrate accurate, extensive, and deep
understanding of the topic/concept through any of the six facets of Very Weak
(6–10%)
are evident.
Indicators 30%
The pupil demonstrates very accurate, very extensive, and very
deep understanding of the topic/concept through any of the six facets
of understanding—Explanation, Interpretation, Application, Perspective, Strong
Empathy, and Self-knowledge or any other indicator of understanding, where (26–30%)
are evident.
The pupil demonstrates accurate, extensive, and deep understanding of
the topic/concept through any of the six facets of understanding—Explanation, Moderately Strong
Interpretation, Application, Perspective, Empathy, and Self-knowledge or any (21–25%)
other indicator of understanding, where connection into a wide range of
contexts and use of insights and reflections are evident.
The pupil strives to demonstrate accurate, extensive, and deep
understanding of the topic/concept through any of the six facets of Developing
(16–20%)
are evident.
The pupil can barely demonstrate accurate, extensive, and deep
understanding of the topic/concept through any of the six facets of Weak
(11–15%)
are evident.
The pupil cannot demonstrate accurate, extensive, and deep
understanding of the topic/concept through any of the six facets of Very Weak
(6–10%)
are evident.
205
Indicators 30%
The pupil (or the team) independently demonstrates the ability to create,
add value, and transfer his/her/their understanding to life situation in the
forms of products and performances. This means that the product or the
performance reflects the following attributes:
• The entire process from planning to execution was carried out by
the pupil (or team), with little or no guidance from the teacher.
• The product and performance is well thought out by the pupil Strong
(or team) from planning to execution. Potential problems have (26–30%)
been identified and appropriate remediation has been put in
place in case problems may arise.
• There is evidence of value added by the pupil (or team) in the
execution of the process.
• The product or performance is a demonstration of creative
application of enduring understanding in a new or novel context
or situation.
The pupil (or the team) demonstrates the ability to create, add value,
and transfer his/her/their understanding to life situations in the form of
products and performances, but the product and performance can still
stand improvement in a number of areas namely:
• The entire process from planning to execution was carried out by
the pupils (or the team) with some guidance/coaching from the
teacher.
Moderately Strong
• The product and performance is fairly well thought out by the
(21 – 25%)
pupil (or team) from planning to execution.
• There is some evidence of value added by the pupils (or team) in
the execution of the process. There are attempts to set novelty
(for example: formatting, organization, packaging, presentation).
• The product or performance is a demonstration of creative
application of enduring understanding, but the context or
situation in which the understanding is applied is a little ordinary
or common.
The pupil (or team) strives to use the understanding or learning creatively
in producing the products or performances as manifested in the following:
• The pupil (or team) attempts to do the task entirely on their own
but seek the teacher’s help on the major part of the process.
• The products and performances have some flaws in the design
that the pupil (or the team) has addressed with some help from Developing
the teacher. (16–20%)
• There is evidence of value added by the pupil (or team) in
execution of the process. There are limited attempts at novelty (for
example: formatting, organization, packaging, and presentation).
• A little application of understanding shown in the product or
performance. The context or situation in which the understanding
is applied is ordinary or common.
206
The pupil (or team) shows adequacy in using understanding or learning
creatively in producing products or performances. The adequacy is
manifested in the following:
• The entire process from planning to execution could not
have been carried out by the pupil (or team) from planning to
execution. There are marked flaws in the design that the pupil (or Weak
team) is not even aware of. (11–15%)
• There is almost no evidence of value added by the pupils (or team)
in the execution of the process or in the use of the understanding
or learning.
• Every aspect (e.g., formatting, organization, packaging,
presentation) of the product or performance is just a copy of
what has been taught in class.
The pupil (or team) shows great difficulty in using understanding and
learning creatively in producing products and performances. The difficulty
is manifested in the following:
• The entire process from planning to execution was poorly carried
out by the pupil (or team), even with the teacher’s guidance and
coaching.
• The product or performance is very poorly thought out by the Very Weak
pupil (or team) from planning to execution. There are many (6–10%)
obvious flaws in the design that the pupil (or team) has ignored.
• There is no evidence of value added by the pupil (or team) in the
execution of the process. There are no attempts at novelty (for
example: in formatting, organization, packaging, presentation).
• The product or performance does not show creative application
of enduring understanding. The context or the situation in which
the understanding is applied is very ordinary or common.
207
Performance Assessments (GRASPS) Rubrics
Rubric on Making a Poster
Approaching
Advanced Proficient Developing Beginning
Criteria Proficiency
(5 points) (4 points) (2 points) (1 point)
(3 points)
Very clear Clear and Not so clear Slightly com- Commu-
and effective effective communica- municates nicates
communica- communica- tion of main important information
Clear
tion of main tion of main idea, theme, information as isolated
expression of
idea, theme, idea, theme, or point of but not a pieces in
ideas
or viewpoint or viewpoint view clear theme a random
to audience to audience or overall fashion
structure
Point of view Point of view Clear point of Point of view Limited
Presentation supported supported view apparent but evidence of
of a point of using rich or using rich or unclear at a point of
view persuasive persuasive times view
detail detail
Text and Text and Text and Text and/ Little
symbols symbols symbols show or symbols evidence of
strongly show clear evidence show some research in
Evidence of
show evidence of of research evidence of product
research
evidence of considerable research
considerable research
research
The message The message Colors and/ Colors and/ Color and/
or purpose or purpose or symbols or symbols or symbols
Effective is obvious to is quite and graphics and graphics and graphics
use of color, the audience obvious to support not clearly unclear
symbols and through the the audience theme of support the
graphics use of color through the poster theme
and symbols use of color
and symbols
Text or Text or Text supports Text is clearly Text
caption caption the purpose of displayed minimally
Effective use
delivers the delivers the the poster but does displayed
of text and/
message message not support and purpose
or captions
with impact with slight theme or unclear
impact message
The The Effort and Visuals Limited
combination combination thoughtful and texts effort in
of visuals of visuals preparation are clear presentation
and text and text clearly shown though their is shown;
makes for an makes for an with elements connection visuals and
eye-catching eye-catching of innovation may not texts do
Overall
design design with in the caption be obvious not match
impact and
with very powerful or in the visual to the each other
creativity
powerful impact components audience; in quality;
impact design may limited
show a innovation
hint of the and appeal
unusual or to the eye
innovative
208
Total points: _____________
Scale:
25–30 = Advanced 15–20 = Proficient 5–10 = Approaching Proficiency
20–25= Developing 10–15 = Beginning
Rubric on Making a Brochure

Approaching
(3 points)
Very clear Clear and Not so clear Slightly com- Commu-
and effective effective communica- municates nicates
communica- communica- tion of main important information
Content – tion of main tion of main idea, theme, information as isolated
Accuracy idea, theme, idea, theme, or point of but not a pieces in
or viewpoint or viewpoint view clear theme a random
to audience to audience or overall fashion
structure
Point of view Point of view Clear point of Point of view Limited
Presenta- supported supported view is apparent evidence of
tion of Point using rich or using rich or but unclear a point of
of View persuasive persuasive at times view
detail detail
Text and Text and Text and Text and/ Little
symbols symbols symbols show or symbols evidence of
Attractive-
strongly show clear evidence show some research in
ness and
show evidence of of research evidence of product
Organiza-
evidence of considerable research
tion
considerable research
research
The message The message Colors and/ Colors and/ Color and/
or purpose or purpose or symbols or symbols or symbols
is obvious to is quite and graphics and graphics and graphics
Graphics – the audience obvious to support not clearly unclear
Relevance through the the audience theme of support the
use of color through the poster theme
and symbols use of color
and symbols
Text or Text or Text supports Text is clearly Text
caption caption the purpose displayed minimally
Attractive- delivers the delivers the of the poster but does displayed
ness message message not support and purpose
with impact with slight theme or unclear
impact message
Total Points: __________

Scale:
20–25 = Advanced 15–20 = Proficient 10–15 = Approaching
5–10 = Developing 0–5 = Beginning Proficiency
209
Rubric on Sketching/Drawing
Approaching
(3 points)
Drawing has Drawing Drawing Drawing Drawing is
excellent contains many contains some contains few lacking detail.
amount of strong elements strong elements strong elements Detail included
detail and of detail but of detail but of detail but is improvised
Elements of shows great needs further needs further needs further and looks
Drawing attention to refinement and refinement and refinement and incomplete.
detail. fine-tuning to fine-tuning to fine-tuning to
have correct have correct have correct
amount of amount of amount of
detail. detail. detail.
Layout and Majority of the Many of the Few of the faces Elements of
proportion face is properly faces are are properly face are out
are properly laid-out, but properly laid-out, but of place and/
sketched. Face drawing has a laid-out, but drawing has a or out of
looks natural, few areas that drawing has a few areas that proportion.
Layout and without need further few areas that need further
Proportion distortions. refinement in need further refinement in
order for the refinement in order for the
face to look order for the face to look
proportional or face to look proportional or
natural. proportional or natural.
natural.
Drawing has Drawing is Drawing is Drawing is Drawing has
strong shading. shaded, but shaded, but partly shaded, incomplete
Shading is needs a few needs some but needs a look. Shading is
well done finishing finishing lot of finishing not complete,
with defined touches in touches in touches in drawing
Color attention to order for order for order for the has two-
Application detail. Object drawing to be drawing to be drawing to be dimensional
looks realistic realistic looking. realistic looking. realistic looking. look.
and three- Drawing still Drawing still Drawing still
dimensional. has a two- has a two- has a two-
dimensional dimensional dimensional
look. look. look.
Scale:
12–15 = Advanced
9–12 = Proficient
7–9 = Approaching Proficiency
5–9 = Developing
1–5 = Beginning
210
Rubric for 3D Artwork
Approaching
(3 points)
Dimensionality Had a complete Had a complete Had a 3D 3D project was No 3D was
Is the project 3D project and 3D project. project but not complete. observed.
3D? went above Followed some areas
and beyond guidelines. needed some
expectation. fixing.
Composition An excellent A definite focus Shows that Needs to work The main
Was the layout composition on composition effort was on it more. It component did
effective? with an obvious was evident, put into the was confusing not stand out.
Did the main component with the main composition. to see which
component standing out. component was the main
stand out? obvious. component of
the art.
Craftsmanship The images The images The images The images No care was
Have the images were cut very were cut neatly were cut and were cut but taken when
been altered, cut carefully and and most most were have several altering and
out neatly, and glued down were taped secure. rough edges cutting the
securely? securely, not securely. and some were images.
being able secure in the
to see the box.
adhesive.
Execution Pupil went Pupil did Pupil executed Pupil did not Pupil did no
Was the result beyond very well in the project. completely execution with
of the project execution to executing this execute the this project.
carried out carry out this project. project.
completely? project.
Total points: ______________

Scale:
15–20 = Advanced
12–15 = Proficient
4–8 = Developing
1–4 = Beginning
211
Health Activity
Rubric for Brochures and Leaflets
Approaching
(3 points)
Content
Completeness All important Lacks one Lacks some Lacks most Important
of data information is important important important information are
present. information information. information. not included.
but it does
not affect the
integrity of the
material.
Accuracy of All information There is little There are some Most of the
information and facts are There is one inaccurate inaccuracies. information is
accurate. inaccurate data information. inaccurate.
or fact.
The material The material The material

Effectiveness communicates communicates
The material communicates
relevant appropriately relevant irrelevant
information communicates information to information to
appropriately relevant the audience. the audience.
and effectively to information to
the audience. the audience.
Overall
Presentation
Format and The material The material The material The material The material’s
organization has excellent has good has appropriate has some format and
formatting and formatting and formatting and organized organization
organization of organization of well-organized information is confusing to
information. information. information. with random the audience.
formatting.
Aesthetically There is some There is little There is little No use of color

Creativity appealing use of color. use of color. use of color. or diagrams
use of color. Diagrams Diagrams Diagrams and thus boring
Diagrams and and text are and text are text are not to look at and
text that render interesting and interesting and interesting and does not catch
the material to engaging to engaging to engaging to the attention of
be interesting, the audience, the audience. the audience. the audience.
engaging, but not
and visually stimulating.
stimulating.
Scale:
21–25 = Advanced
16–20 = Proficient
6–10 = Developing
1–5 = Beginning
212

MAPEH 2 - 52-MI-00071-1 - The - 21st - Century - Mapeh - in - Action - 2 - TRM PDF

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The 21st Century Mapeh in Action

Rossana Vellejo-Lappay,Gernalyn Andres-Solano,Zenaida H. Brioso,Maria Fatima Brioso-

RBS MAPEH Series

INTERNET LINK DISCLAIMER

Printed by rex printing company, inc.

Publisher’s Note ................................................................................................................................... vii

FIRST QUARTER: Exploring Rhythm

Lesson 1: Steady Beats ........................................................................................................................... 12

SECOND QUARTER: Exploring Melody and Musical Form

THIRD QUARTER: Exploring Timbre and Dynamics

Lessons 4–5: Timbre and Dynamics .............................................................................. 34

FOURTH QUARTER: Exploring Tempo and Texture

FIRST QUARTER: Exploring Drawing

Lesson 1: Let Us Learn to Draw ............................................................................................................ 62

SECOND QUARTER: Exploring Painting

Lesson 3: Appreciating Printmaking .............................................................................................. 83

FOURTH QUARTER: Exploring Sculpture and 3D Crafts

Lesson 1: Body Shapes and Body Actions .................................................................................... 109

SECOND QUARTER: Exploring Locations, Personal Space, General Space,

THIRD QUARTER: Exploring Movement in Relation to Time, Force,

Lesson 3: Movement in Relation to Time, Force, and Flow................................................... 128

FOURTH QUARTER: Exploring Movement Activities Relating to Person,

Lesson 4: Movement Activities Relating to Person, Objects, Music, and

FIRST QUARTER: Exploring Nutrition

Lesson 1: Nutrition .................................................................................................................................. 157

SECOND QUARTER: Exploring Personal Health

THIRD QUARTER: Exploring Family Health

Lesson 3: Family Health......................................................................................................................... 179

FOURTH QUARTER: Exploring Injury Prevention, Safety, and First Aid

Appendix ................... .................................................................................................................................. 204

KPUP-clustered Summative Test

Technology Enhancement CD (TEC)

Did You Get It?

Music Workshop/Art Workshop/ Fitness for Life/Health Hub

The Series Coordinator and Authors

Where is this Found

This DepEd designed assessment tool

Differentiated Activities Learners’ individuality, specific TRM and Activity Portion

The goals of a differentiated

Visual Organizers Guides the learners to understand Worktext

Key Stage Standards:

Grade Level Standards:

Content Standards Performance Standards

21st Century Skills:

Content Standards Performance Standards

pitch helps improve one’s pitch through body

• Singing Voice • Replicate the different Quiz

signal of the teacher researching

21st Century Skills:

• Enhance critical thinking in

Lesson 1 – Steady Beats

Days 3–4 Formative Assessment:

Activity 1: Music, Sound and Silence

Activity 2: Human Notes

Activity 3: Rhythmic Syllables for Stick Notation

Activity 4: I Hear a Sound

_____ 1. No sound is heard in the musical piece.

a. Silence b. Sleep c. Sound

_____ 2. These are regular pounding of sounds to mark a specific time.

a. Irregular beats b. Scattered beats c. Steady beats

_____ 3. This is a short melodic or rhythmic phrase that is repeated.

a. Ostinato b. Sound c. Steady beats

_____ 4. This shows a pattern written in 2s.