MUSIC 9

ROMANTIC PERIOD
VOCAL MUSIC
LIED (ART SONGS)
Day 1

I OBJECTIVES:
At the end of the lesson, the students should be able to:
A. Discuss with understanding the composition of a lied (art song).
B. Recognize the lied from other musical forms through listening.
C. Sing an original lied (with German text), and understand the lyrics.

II CONTENT:
A. Subject Matter : Lied – Vocal Form of the Romantic Period
B. Materials : Tape or CD recordings of lied (art music)
-. Heidenroslein
- Du bist die Ruh
- Erkonig
- Gretchen am Spinnrade
Piano or keyboard
Tape/CD players
Pictures Franz Peter Schubert
C. References :
Music an Appreciation by Roger Kamien pp. 271- 272
Learner’s Material for Music and Arts Grade 9
Elements of Musical Understanding by Allen Winoid pp. 293 - 316
Refer to internet for vocal samples

III. PROCEDURES:
A. Routine activities
1. Doxology / prayer
2. Checking of attendance and assignments
B. Priming
1. Review song / Opening Song
2. Pre-test: Listen to several songs on a tape / CD player – some of which are lied and the rest are not. Distinguish the lied from
the rest.
3. Motivation
Puzzle games: Pictures of Schubert (each group will be given picture of Schubert for them to form).
C. Lesson Proper
1. Activity
a. Discussion: Class discussion about the composer.
b. Listening: Listen to music of Schubert ( refer to the songs given).
2. Analysis
Refer to Learner’s Material for Music and Arts Grade 9 pp. 110.
3. Abstraction
Talk about the characteristics of the lied and its place in Romantic period music.
4. Application
Study at least one lied in class, with correct pronunciation and proper dynamics.
D. Evaluation
Sing by group and identify which group able to sing with correct pronunciation and proper dynamics.

IV ASSIGNMENTS:

1. What is opera?
2. What are the components of an op

MUSIC 9
 ROMANTIC PERIOD
VOCAL MUSIC
ROMANTIC OPERA
Day 2

I OBJECTIVES:
At the end of the lesson, the students should be able to:
A. Enumerate and define the components of an opera.
B. Distinguish aurally the Romantic Opera from other forms of music of the Romantic period.
C. Sing an aria and enact a short scene from an opera.
D. Appreciate the beauty of Romantic Opera.

II. CONTENT:
A. Subject Matter : The Romantic opera
Sub-topics: Components of an Opera: Libretto, leit-motif, aria, recitative, overture.
B. Materials : Tape or CD recordings of romantic opera
La Traviata
Madame Butterfly
C. References :
Music an Appreciation by Roger Kamien pp. 132- 135
Learner’s Material for Music and Arts Grade 9 pp. 112 - 113
Elements of Musical Understanding by Allen Winoid pp. 317- 325
Music Education Materials and Methods by Rosita F. Rivadelo pp. 197-198

III. PROCEDURE:
A. Routine activities
1 .Doxology / prayer
2. Checking of attendance and assignments
B. Priming
1. Review song / Opening Song
2. Motivation
View some excerpts of television drama students shall change the dialogue by singing (should be done by group)
3. Pre-test : Refer to Learner’s Material for Music and Arts Grade 9 pp. 106.
C. Lesson Proper
1 Activity
a. Viewing : View some excerpts of a Romantic opera. Take note of explanations given in the course of the viewing. (See LM pp.
115-116)
- La Traviata and Madame Butterfly
b. Discussion about the components of an opera. (LM p113).
2. Analysis
a. Refer to Learner’s Material for Music and Arts Grade 9 pp. 115-117
5. Abstraction
Answer pp. 116 -117 in the learner’s Material for Music and Arts Grade 9.
6. Application
a. Study at least one aria (either from La Traviata or Madame Butterfly).
D. Evaluation
A. A short quiz: components of opera

IV ASSIGNMENTS:

a. Prepare for the presentation of opera, includes costumes, scenery and music. Choose either scene from La Traviata or Madame
Butterfly for practical test. (Two or three weeks preparation will be given).
 MUSIC 9
ROMANTIC PERIOD
VOCAL MUSIC (TYPES OF VOICES)
Day 3

I OBJECTIVES:
At the end of the lesson, the students should be able to
A. Increase familiarity with vocal ranges and vocal embellishment applied in Romantic Opera.
B. Differentiate and identify vocal ranges heard in Romantic Opera.
C. Feel and enjoy the mood of music in Romantic Opera.
II CONTENT:
A. Subject Matter : Vocal ranges and vocal embellishment
B. Materials: Tape or CD recordings of romantic opera (excerpts only).
La Traviata
Madame Butterfly
keyboard
C. References :
Music an Appreciation by Roger Kamien pp. 133- 134.
Learner’s Material for Music and Arts Grade 9 pp. 113-119.
Elements of Musical Understanding by Allen Winoid pp. 317- 325
Music Education Materials and Methods by Rosita F. Rivadelo pp. 197-198
III. PROCEDURE:
A. Routine activities
1 .Doxology / prayer
3. Checking of attendance and assignments
B. Priming
4. Vocalization
5. Motivation
Show pictures of famous singers and match their vocal range.
6. Pre-test :
1. Highest male voice - __ E N __R
2. Highest female voice – S O P __A ___O.
3. Middle male voice - __A R I __O __ ___.
4. Sweetly – D__O L __E
5. A weaker and more airy voice usually in the higher pitch. F _A __C E T __O
C. Lesson Proper
1. Activity
a. Viewing : View some excerpts of a Romantic opera. Observe the quality of voice and identify the vocal ranges heard in the
excerpt.
b. With the use of keyboard, locate the ranges of different vocal types. (LM p 113).
c. Discuss the dynamics and vocal embellishments used in excerpts.
2. Analysis
Refer to Learner’s Material for Music and Arts Grade 9 (page 118) while listening.
3. Abstraction
Answer page 119, individual activity for further understanding of vocal types.
4. Application
Students shall group themselves according to their voice quality and choose any songs suited to their vocal ranges.
D. Evaluation:
1. Identify the vocal ranges. (Listening)
2. Give at least 5 vocal embellishments and define.
IV ASSIGNMENTS:
Answer pp 119-120 Music Chart.
 MUSIC 9
ROMANTIC PERIOD
VOCAL MUSIC
FUNDAMENTALS OF SINGING

Day 4

I OBJECTIVES:
At the end of the lesson, the students should be able to
A. Recognize fundamentals of singing such as breathing and controlling tone quality.
B. Differentiate opera singers with modern musical play singers.
C. Sing expressively with correct fundamentals of singing.
II CONTENT:
A. Subject Matter : Fundamentals of singing
B. Materials: Tape or CD recordings of romantic opera (excerpts only) and musical play.
Keyboard
Chart
C. References :
Internet
Learner’s Material for Music and Arts Grade 9 pp. 123-127.

III. PROCEDURE:
A. Routine activities
1 .Doxology / prayer
2 Checking of attendance and assignments
B. Priming
1. Vocalization
2. Motivation
Listen to music and students shall guess the name of the singer/s.
3. Pre-test :
Listening: Describe if the songs are operatic or modern style of singing.
C. Lesson Proper
1. Activity
a. Viewing : How the voice/tone being produce..( youtube).
b. Discuss the parts of lungs and how to develop good voice quality.
c. Some breathing exercises and vocalization.
D. Analysis
Refer to Learner’s Material for Music and Arts Grade 9 (page 124) answer reflect.
E. Abstraction
Answer page 126 individual activity.
F. Application
Watching a movie, a modern version of what an opera is.
G. Evaluation:
On page 127 answer the individual activity.

IV. ASSIGNMENTS:
Prepare for the presentation of opera.
 MUSIC 9
ROMANTIC PERIOD
VOCAL MUSIC
GROUP PRESENTATION
(2 days)
Day 5-6

I OBJECTIVES:
At the end of the lesson, the students should be able to
A. Watch and listen to presentations prepared by individual group performing excerpts from La Traviata or Madamme Butterfly.
B. Express personal reactions or feelings about these presentations through group discussions and analysis.
C. Enjoy watching the opera presentation.

II CONTENT:
A.Subject Matter : Group presentation (romantic opera).
B Materials: props
C References :
Internet
Learner’s Material for Music and Arts Grade 9 pp. 129-133

III. PROCEDURE:
A. Routine activities
3 .Doxology / prayer
4 Checking of attendance and assignments
B. Priming
1. Vocalization
2. Preparation for presentation
Stage, props, scenery..etc.
3. Presentation.
4. Refer to LM, pp. 130-131 for analysis.
C. Abstraction.
Answer p. 131. Reflection LM
D. Evaluation
Individual evaluation by answering LM p. 129

IV ASSIGNMENTS:
Prepare for the periodical test.
PHYSICAL EDUCATION Gr. 9
4th Grading
Lesson 1

I. OBJECTIVES:
At the end of the lesson, the students should be able to;
1. discuss the nature and background of indoor and outdoor recreational activities;
2. differentiate indoor from outdoor recreational activities;
3. describe how participation in active recreation contribute to the achievement of healthy life.

II. CONTENT:
A. Subject Matter: Definition of Recreation, Implications of healthy lifestyle to ones BMI.
B. Materials: Laptop Computer, Speakers, Internet Connection
C. Reference: Grade 9 PE/ Health Learners Material

III. PROCEDURE:
A. Preliminary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
1. Pre-Assessment (pp. 159- 163 Grade 9 PE/ Health Learners Material)
2. Audio- Visual Presentation (Samples Recreational Activities)

III. LESSON PROPER

1. Activity
a. “Lifestyle Check” (Activity I, pp. 164- 165 Grade 9 PE/ Health Learners Materials)
- Now let’s find out how you manage your free time..
b. “In or Out” (Activity 3, pp. 168- 169 Grade 9 PE/ Health Learners Materials)
c. “Lecture- Discussion” (Activity 4, pp. 170- 172 Grade 9 PE/ Health Learners Materials)
2. Analysis
Guide Questions:
“Lifestyle Check”
a. Which among activities are you familiar with?
b. Have you participated in one or two of the activities?
c. If yes, when was the last time you participated in that activity? Where?
d. How was your experience?
“In or Out”
a. . How do you feel about the result?
b. Why did you come up with the result?
“Lecture- Discussion”
a. When was the last time you had visit the school clinic?
b. Did you get your weight? your height?
c. Do you know your BMI?
3. Abstraction
Give at least two examples of:
a. Indoor Recreational Activities b. Outdoor Recreational Activities
After identifying their BMI, identify what affects their weight thru:
a. Genes b. Environmental Factors
4. Application
Share their personal weight range and the factors that affect their weight.

IV. ASSESSMENT
Short Quiz (10 items)

V. ASSIGNMENT
1. Read the history and nature of the game Badminton
2. What are the basic skills in Badminton?
3. Bring badminton racket and shuttlecock.
Reference: Learner’s Material for P.E. & Health, pp. 174-175
PHYSICAL EDUCATION Gr. 9
4th Grading
Lesson 2

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. practice receiving skills;
2. develop active participation in the game;
3. enhance decision- making skills;
4. show interest and appreciation to the game.

II. CONTENT
A. Subject Matter: Indoor Recreational Activity: Badminton
B. Materials: Laptop Computer, Badminton Racket, Shuttlecock, Nets, Whistle.
C. Reference: Grade 9 PE/ Health Learners Material

III. PROCEDURES
A. Routinary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
1. Review Lesson- History, Nature of the game, facilities & equipments, Basic skills and rules of the game.
2. Audio- Video Presentation
C. Lesson Proper
1. Activities- Surprise Shuttle Game
a. Form three (3) groups with five (5) players each.
b. Divide court into three (3) quarters.
c. One (1) group serves the shuttle to any of the other quarters.
d. The group that received the shuttle shall hit it with their discretion where to bring the shuttle.
e. If the shuttle lands in one of the quarters because the group missed it or made a wrong receive, they will get a point.
f. The group who gains five (5) points first will be eliminated from the game. (maximum score may vary)
g. Another set of five (5) players will replace the eliminated group.
h. The group may use any strokes in hitting the shuttle.
i. The group has one chance of hitting the shuttle.
2. Analysis
Rate yourself according to your performance:

3. Abstraction-Tell Me
a. Why did you rate yourselves that way?
b. How did your body adapted to the activities?
4. Application
Surprise Shuttle Game.
First team to gain 5 point first will be eliminated from the game and another set of 5 players will replace the
eliminated group.
IV. EVALUATION
Top 3 teams will advance to the finals and the Top 2 teams players will compete for the Singles and Double Games.
V. ASSIGNMENTS
1. Bring Badminton Racket and Shuttlecock.
PHYSICAL EDUCATION Gr. 9
4th Grading
Lesson 3

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. practiced service- receive- smash skills
2. developed active participation in the game
3. shown interest and appreciation to the game.

II. CONTENT
A. Subject Matter: Indoor Recreational Activity: Badminton (singles & doubles games)
B. Materials: Badminton racket, shuttlecock, net, whistle
C. Reference: International Badminton Federation Rules internet website

III. PROCEDURES
A. Routinary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
a. Video presentation of Badminton tournament.
C. Lesson Proper
1. Activities
a. Form 4 groups of 8- 10 members each.
a. IBF International Rules will apply.
b. Single Elimination only.
c. Singles Boys/ Girls and Doubles Boys/ Girls/ Mix Event.
d. A total of 8 players per team will join: 1 girl & 1 boy for Singles,
2 boys, 2 girls and 1 boy & 1 girl (mix) for Doubles.
2. Analysis
Guide Questions:
a. How did you find the competition?
b. What fitness component was tested in badminton?
c. What strategy did you/ they employ in the game?
3. Abstraction
a. Whose group won the game in singles event?
b. Whose group won the game in doubles event?
4. Application
a. Make a record of the game results in Badminton Singles Boys/ Girls and Doubles Boys/ Girls/ Mix events.

IV. EVALUATION
1st place will get 5 points
2nd place will get 3 points
3rd place will get 2 points
4th place- below will get 1 point
- Each point will be added to the next competition results and team who will get the highest score will received
the highest possible grade.

V. ASSIGNMENT
a. Read about Volleyball history, nature of the game, skills and the rules of the game.
b. Bring volleyball and Net.
PHYSICAL EDUCATION Gr. 9
4th Grading
Lesson 4

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. practiced volleyball skills
2. developed active participation in the game
3. shown interest and appreciation to the game
4. volley the ball while walking

II. CONTENT
A. Subject Matter: Outdoor Recreational Activity: Volleyball
B. Materials: volleyball, net, antennae, whistle laptop computer & speakers
C. Reference/s: Grade 9 PE/ Health Learners Material pp. 199

III. PROCEDURES
A. Routinary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
1. Review lesson: Volleyball history, nature of the game, skills and rules of the game.
C. Lesson Proper
1. Activities- “Volley Relay”
a. Form 4 groups of 8- 10 members each. (Use the same groupings in badminton game)
b. Form your group in one column in front of a marker.
c. On a signal/ whistle, the first person volley the ball while moving towards the marker and going back to the starting
line.
d. If the ball falls, the player has to go back to the starting line.
e. The next players will do the same.
f. First team to finish will win the game.
2. Analysis
Guide Questions:
a. What went well? What went wrong?
b. How can you improve yourselves? How can you improve your Team?
c. What strategy did your team employ in your game?
3. Abstraction
a. What fitness components are involved in Volley Relay?
Make your own generalization using a graphic organizer.
4. Application:
a. Make a record of the game results in Badminton Singles Boys/ Girls and Doubles Boys/ Girls/ Mix events.

IV. EVALUATION
1st place will get 5 points
2nd place will get 3 points
3rd place will get 2 points
4th place- below will get 1 point
- Each point will be added to the next competition results and team who will get the highest score will received
the highest possible grade.

V. ASSIGNMENT
a. Read about Zumba; history, benefits and the basic dance steps.
b. Download a video of Zumba dances.
PHYSICAL EDUCATION Gr. 9
4th Grading
Lesson 5

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. familiarized with zumba/ latin dance steps
2. execute the steps with energy and fun
3. test oneself in the fitness benefits of dance
4. make simple routine using the basic steps of zumba/ latin aerobics

II. CONTENT
A. Subject Matter: Indoor Recreational Activity: Zumba
B. Materials: Laptop computer, speakers, video of zumba.
C. References: Grade 9 PE/ Health Learners Material pp. 201
Youtube.com
III. PROCEDURES
A. Routinary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
1. Motivation- video presentation of “Fat- burning cardio Latin work out by Denise Austin” from youtube.com
C. Lesson Proper
1. Activities
1. Form 4 groups of 8- 10 members each. (Use the same groupings in badminton/ volleyball game)
2. Watch the following videos from Youtube and be able to perform basic steps of Zumba aerobics
 Fat- burning cardio latin work out by Denise Austin
 Reduce tummy by Zuma Rio
 Sizzling Latin Dance Fitness by Paul Eugene
3. Practice the steps in your group.
4. Combine the steps to create your own routine for 5- 10 minutes.
5. Choose music that will suit your steps.
6. Perform your routine at your own level.
2. Analysis
Guide Questions:
a. How did you find the dance?
b. How did you feel?
c. Can you feel the effect in your body?
3. Abstraction
a. Is weight a factor in dance?
b. What fitness components were tested in your own body?
4. Application:
Group performance.

IV. EVALUATION

V. ASSIGNMENT
1. What is Hiking?
2. What are the benefits of Hiking?
PHYSICAL EDUCATION Gr. 9
4th Grading
Lesson 6

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. discussed the definition and benefits of Hiking
2. enumerate the Essential Checklist for Backpackers
3. practice actual hiking

II. CONTENT
A. Subject Matter: Outdoor Recreational Activity: Hiking
B. Materials: Laptop computer, speakers, video of Hiking.
C. References: Grade 9 PE/ Health Learners Material pp. 201
Youtube.com

III. PROCEDURES
A. Routinary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
1. Motivation- video presentation of Hiking.
C. Lesson Proper
1. Activities
1. Show them a picture of an outdoor scenario, for example, mountain, caves, beaches, trails.
2. Ask what they can see in the picture.
3. Relate it to recreation and active lifestyle.
4. Show familiar tourist spots in the Philippines which is a good place to go for an outdoor activity.
2. Analysis
Guide Questions:
a. Are you dreaming of adventures to experience?
b. Have you experienced walking in a longer distance?
c. How was the feeling?
d. Have you thought of a good destination to go on hiking?
3. Abstraction
a. What are the Essential Tips for the Outdoors?
b. Enumerate the Ten Essential Checklist for Backpackers?
4. Application:
a. (Please refer to the “Here’s How” on pp. 179- 180 of Gr.9 PE/ Health Teachers Guide)

IV. EVALUATION
A. Since this is a game, you can come up with a winner, so you can have this as practicum..You can give grades to the
first group to finish, second, and so on..

V. ASSIGNMENT
1. What is Orienteering?
2. What are the Aspects & Fundamental skills of Orienteering?

PHYSICAL EDUCATION Gr. 9

4th Grading
Lesson 7

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. define the sport of Orienteering
2. explain the benefits of learning Orienteering
3. identify the parts of and symbols on an orienteering map
4. practice actual Orienteering

II. CONTENT
A. Subject Matter: Outdoor Recreational Activity: Orienteering
B. Materials: Laptop computer, speakers, video of Orienteering, orienteering map (if available).
C. References: Grade 9 PE/ Health Learners Material pp. 175- 177
Youtube.com

III. PROCEDURES
A. Routinary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
1. Motivation- video presentation of Orienteering.
C. Lesson Proper
1. Activities
1. Hand out orienteering maps to students. Explain how a topographic map shows the shape of the terrain and
detailed features that are not commonly found on other maps.
2. Ask what they can see in the picture.
3. What’s on and not on the map – Explain that each map maker has his own criteria of what is significant enough to
add to the orienteering map.
2. Analysis
Guide Question:
“Is map essential in orienteering?”
3. Abstraction
Can you identify the meaning of the key or legend in a map?

4. Application:
The student should be able to write a brief description of Orienteering and identify 10 map symbols
IV. EVALUATION
Make your own Map
The teacher takes the students outside to the school yard and gives each student a blank sheet of paper, pencil and a legend of
map symbols for the features to be found in the school yard. Instruct the students to each draw a simple map of the area,
visualizing scale and using the map symbols provided. They should get as much detail on the map as possible in about 15-20
minutes. Afterward, the students should self-evaluate their maps in the classroom based on a display of the teacher’s map.
After they correct their maps, you might want to go back outside with the group and have them walk around the school yard,
pointing out features on the map and as they appear in the terrain. It takes a while to get the idea that the map shows pretty
accurately what’s on the ground.
V. ASSIGNMENT
1. Bring the ff: Backpacks, orienteering map (if available), extra shirt.
PHYSICAL EDUCATION Gr. 9
4th Grading
Lesson 8

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. introduce point to point orienteering
2. practice actual orienteering activity
3. experience the excitement of finding the control points
4. perform challenging task in every control point.

II. CONTENT
A. Subject Matter: Outdoor Recreational Activity: Fitness and Fun Games (Group Games)
B. Materials: Laptop computer, speakers, video of Orienteering, orienteering map (if available), backpacks.
C. References: Grade 9 PE/ Health Learners Material pp. 175- 177
Youtube.com

III. PROCEDURES
A. Routinary Activities
1. Doxology/Prayer
2. Checking of Attendance
3. Warm- Up: Dynamic Stretching Exercise
B. Priming
1. Motivation- video presentation of sample of a Youth Camp.
C. Lesson Proper
1. Activities
(Please refer to the Teachers Guide for PE & Health “Here’s How” on pp. 195- 197)
2. Analysis
Guide Question:
1. Whose group performed the shortest time? Why?
2. Whose group performed the longest time? Why?
3. What strategy did you employ in your game?
4. What fitness components were tested?
5. Did your weight affect your performance?
3. Abstraction
Select students who are underweight, normal, overweight & obese. Let them share their experience.
Ask them the following question:
1. Where they able to run with the group?
2. Where they left behind?
4. Application:
a. Make a record of the result of your youth camp style race.

IV. EVALUATION
A. Since this is a game, you can come up with a winner, so you can have this as practicum..You can give grades to the
first group to finish, second, and so on.

V. ASSIGNMENT
1. Bring the ff: bond paper/ pad paper, writing materials.
Health Education
Fourth Quarter – Intentional Injuries
Lesson 1

1. Objectives
At the end of the lesson, the learners should be to:
A. differentiate intentional injuries from unintentional injuries;
B. realize the importance of learning the different types of intentional injuries;
C. demonstrate ways on how to prevent and control intentional injuries.

11. Subject Matter

A. Topic: Concept of Intentional Injuries
B. Materials: newspaper clippings
Flash cards
Graphic organizer
pictures
C Reference:
Teacher’s Guide – Module 9

111. Procedure
A. Preliminary Activity
Checking of attendance
Pre-assessment Test
B. Lesson Proper
1. Priming: Beware… Be Aware!
What kind of injury the following character may experience? Complete the statement

For a doctor, injury may be _______________

For a mother, injury may be ______________

For a firefighter, injury may be ____________

For a construction worker, injury may be ____________

For an athlete, injury may be _____________

What concepts of injury are similar and different among the five people?

2 Activities
a. Graphic organizer
Intentional
Injury
Unintentional

b. News Bulletin
Read the news headlines below and classify them as to whether they refer
to intentional or unintentional injuries.
 Intentional Unintentional

c. Powerpoint
presentation on the different
types of intentional injuries

3 Analysis
Dice of Knowledge

For every dice there is a corresponding question for the student to answer

4 Abstraction
How Safe I Am?
Complete the chart by putting a check mark to the column that corresponds
to your answer
Have you ever witnessed or Never Rarely Sometimes Often
experience a problem with…?
name calling
bullying or intimidation
sexual harassment
gang-related violence
extortion or theft
Vandalism
Maltreatment
5 Application
Hawak- Kamay

Give the message of the picture

1V. Assignment
A. What are the different violent actions that lead to intentional injuries
Reference: Learner’s Guide – Grade 9
Prepared by:
Health Education
Fourth Quarter – Intentional Injuries
Lesson 2

1. Objectives
At the end of the lesson, the students should be able to:
A. define suicide and parasuicide, domestic violence and bullying
B. learn how to protect and respect among individuals
C. make a campaign on how to stop suicide and parasuicide, domestic violence and bullying

11. Subject Matter

A. Topic : Suicide and Parasuicide, Domestic Violence and Bullying
B. Materials: pictures of suicide and parasuicide, domestic violence and bullying and laptop
C. References: Learner’s Material for P.E and Health Grade 9 pp. 11-14
http://www.youtube.com/watch?v=l8ovOA7VhFo - You Are You (Short Film:Teenage
Bullying)
http://www.youtube.com/watch?v=XCPKMWyF1Lo -Nobody Likes a Bully - How to
Stop Bullying in Schools - Deal with Bullies - Why Do I Bully Prevent
http://www.youtube.com/watch?v=m-eOr0LhrGo - Requiem - A Short Film About Teen
Suicide
http://www.youtube.com/watch?v=Jy5vRGtKPY0 - The video might change the way you
see domestic violence.

111. Procedure
A. Preliminary Activities
Prayer
Checking of Attendance
Review
“”

B. Lesson Proper
1. Priming
“Tell something”

2. Activities
a.

Class discussion on suicide, parasuicide, domestic violence and bullying

3. Analysis
b. Short Film
 1 If you were one being bullied, how will handle the situations?
2 What are your realizations after you watch the videos about bullying and
suicide?

4. Abstraction
Students will explain the diagram below

5. Application
“School Campaign”

Group the students into five groups. Make a school campaign on how to stop
Suicide and parasuicide, domestic violence and bullying in school.
1V. Assignment
A. Define stalking, extortion and gang and youth violence
Reference: Learner’s Material for P.E and Health Grade 9 pp. 14-16

Prepared:
Health Education
Fourth Quarter – Intentional Injuries
Lesson 3

1. Objectives
At the end of the lesson, the students should be able to:
D. define stalking, extortion and gang and youth violence
E. become aware on stalking, extortion and gang and youth violence
F. make a platform on how to avoid or stop stalking, extortion and gang and youth violence.

11. Subject Matter

D. Topic : stalking, extortion and gang and youth violence
E. Materials: Pictures of stalking, extortion and gang and youth violence , video, laptop
F. References: Learner’s Material for P.E and Health Grade 9 pp.14-16
http://www.youtube.com/watch?v=-zIq5bO4SYc - Facebook Stalking
http://www.youtube.com/watch?v=KgF2R1OhfHQ - Stopping Gang Violence
http://www.youtube.com/watch?v=GZJii3mh4X8 - Program to Prevent Gun and Gang
Violence | VI Scholars Social Impact Project

111. Procedure
B. Preliminary Activities
1. Prayer
2. Checking of Attendance
3. Review
“ Definition of Terms”
Students will have to define the following terms:
* Suicide
* Parasuicide
* Domestic violence
* Bullying
B. Lesson Proper
1. Priming
“Picture Analysis”

Analyze the pictures given; the answer of the students will lead to stalking

2. Activities
a. “PowerPoint Presentation”
Discuss the signs and symptoms of drug use

b. “Video clip Presentation”

Students will watch a video clip about Facebook Stalking Stopping Gang
Violence, Program to Prevent Gun and Gang Violence | VI Scholars Social Impact Project

3. Analysis
What can you say on the video clips? In your own opinion what are you going to do if you
experience the same way inside the school?

4. Abstraction
 I learned that…..
I realized that …
I hope that…

5. Application
“Platform”

Group the students into four groups. Each group will make a platform on how to avoid or
stop stalking, extortion and gang and youth violence among teenagers.

1V. Assignment
A. What is illegal fraternity and related violence?
Learner’s Material for P.E and Health Grade 9 pp. 17

Prepared by:
Health Educations
Fourth Quarter
Lesson 4

1. Objectives:
At the end of the lesson the students should be able to:
A. discuss illegal fraternity-related violence, kidnapping and abduction and acts of terror;
B. realize the importance of learning the causes of illegal fraternity, kidnapping and abduction and acts of terror;
C. participate actively in the fight against different forms of violence.

11. Subject Matter

A. Topic: Illegal Fraternity-Related Violence
Kidnapping and Abduction
Acts of Terror
B. Materials
flipchart, flashcards, video clip of kids of illegal fraternity-related violence
C. References
Learners Materials For P.E. and Health-
9https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&cd

111. Procedure
A. Preliminary Activities
1. Checking of attendance
2. Review:
Fish Bowl
Questions are written for the students to pick

Stalking, Extortion and Gang and Youth Violence

B. Lesson Proper
1. Priming: “Video Clip Presentation”

Let the student tell something about the video seen.

2. Activity
a. Power point presentation
1. Illegal Fraternity-Related Violence
2. Kidnapping and abduction
3. Acts of terror

3. Analysis
a. Panel Discussion
 “ Ask the Authorities”
1. What cases of violent actions and behavior resulting to intentional injuries were commonly reported
in your office?
2. Who were the usual victims ?
3. Who were the usual perpetrators / suspects for each type of violence?
4. How did your office resolve this issues?

4. Abstraction
“Sentence Completion”
1. I learned that illegal fraternity is ……………………
2. I realize that as a student I will………………………
3. I am happy because………………………………….

5. Application: “Campaign for Safety”

The students will create a slogan or poster that will encourage people in the community to stop
illegal-violence, kidnapping and abductions, acts of terror.

IV-Assignment:
1. What is verbal abuse?
2. What is sexual abuse?
Ref. Learners Material for P.E. and Health – Grade 9

Prepared by;
Health Education
Fourth Quarter
Lesson 5

1. Objectives:
At the end of the lesson the students should be able to:
A. define verbal abuse
B. enumerate the kinds of sexual abuse
C. realize the importance of awareness on verbal and sexual abuse

11. Subject Matter

A. Topic: Verbal Abuse
Sexual Abuse ( Incest, Molestation and Rape )
B. Materials
flipchart, flashcards, video clip of verbal and sexual abuse
C. References: Learners Materials For P.E. and Health – Grade 9

111. Procedure
A. Preliminary Activities
Checking of attendance
Reviews
Pencil and paper test on illegal fraternity, kidnapping and abduction
and acts of terror

B. Lesson Proper
1. Priming: “Word Analysis”

Let the student tell something about the words.

2. Activity
Power point presentation on verbal abuse and sexual abuse

Verbal abuse Sexual abuse

3. Analysis: “ Pick and Share”

Let the students pick a ribbon and share or answer the question written in the ribbon.
1. What is the difference between verbal and sexual abuse?
2. As a student how can you help in promoting to stop the verbal and sexual violence?
3. What will you do if you experienced verbal abuse?
 4. Abstraction: “Complete Me”

verbal form cruelty involves of

Verbal abuse is form of cruelty that involves use of words.

rape forced interco vaginal penetra

Rape is a forced sexual intercourse including vaginal, anal or oral penetration.

5. Application: “Campaign for Safety”

Signing a petition for advocacy against verbal and sexual violence

1V. Assignment:
1. What are the risk factors related to intentional injuries?
Ref. Learners Material for P.E. and Health-9

Prepared by;
Health Education
Fourth Quarter
Lesson 6

1. Objectives:
At the end of the lesson the students should be able to:
A. discuss and enumerate the risk factors related to intentional injuries;
B. recognize the reason for the violent behaviour and actions that cause intentional injuries;
C. state personal opinions regarding the risk factors related to intentional injuries.

11. Subject Matter

A. Topic: Risks Factors Related to Intentional Injuries
B. Materials: pictures
cartolina
C. Reference: Grade 9 TG and LG for P.E and Health
www.healthypeople.gov

111. Procedure
A. Preliminary Activities
1. Checking of Attendance
2. Review
“Word Connections”
I N T E N T I O N A L
N
J
U
R
I
E
S
Connect words to primary concepts of intentional injuries You may form words vertically
and horizontally.

B. Lesson Proper
1. Priming“Word Connection to Word Relation”

Intentional Related
Injuries Words

What is the reletaion of the word to intentional injuries?

(Please refer to answer in the review)

2 Activity
Brief Discussion

Commu
nity and
Social
Factors
School
Relation
Factors
ship
Factors
(Family
and
Peers)
Individu
al
Factors
 3 Analysis
Brain of Question

Every part of the brain has a question. Choose one part then answer the question.
a What are the reasons for violent behaviour and actions?
b How the risk factors related to intentional injuries affect the behaviour and actions
of an idividual
c How will you prevent or control intentional injuries?

4. Abstraction
“Let’s Clarify Things”

Causes for Violent Behaviour and Intentional Injuries

Actions

Discuss and clarify thing why violent behaviour and actions lead to intentional
injuries

5. Application
Lights...Camera... Action”

Every group will be given a certain scenario to present, showing the reasons of violent
behaviour and actions and the type of intentional injuries.

1V. Assignment
A. Write an essay on the topic: How will you prevent and manage the intentional injuries?

Prepared by:
Health Education
Fourth Quarter
Lesson 7

1. Objectives:
At the end of the lesson the students should be able to:
A. discuss and explain the prevention and management of intentional injuries;
B. value the importance of the discussion in relation to intentional injuries;
C. demostrate ways to prevent and control intentional injuries.

11. Subject Matter

A. Topic: Prevention and Management to Intentional Injuries
B. Materials: cartolina, pictures
C. Reference: Grade 9 TG and LG for P.E and Health
www.healthypeople.gov

111. Procedure
A. Preliminary Activities
1. Checking of Attendance
2. Review
“Pick and Share”
Pick the color and share something about the topic
Blue, Green, Yellow and Orange
Community
and Social
Factors

School
Factors
Relationshi
p Factors
(Family and
Peers)

Individual
Factors

B. Lesson Proper
1. Priming “Coding System”
Decode the message using the numbers and its equivalent letters

2 Activity
Brief Discussion
 Article
19
Prevention and Management to
Intentional Injuries

My
Protection
Rights

Artile Article
35 34

3 . Analysis
“Ambush Interview”

Three students will answer the question from ambush interview.

a. Do you think the risk factors are preventable? Why or why not?
b. What are the ways to prevent and control intentional injuries?
c. Enumerate your protection rights.

4. Abstraction
Book of Law

Every group will write their rights regarding self protection to the book of law.

5. Application
“Ad Campaign”

Every group will make an AD Campaign about Self Protection to PreventIntentional Injury

1V. Assignment
.Prepare for the Summative Test.

Prepared by: