PREFACE

The journey of learning is as complex as it is rewarding, with educators striving to ensure that each
student not only absorbs information but achieves a deep, adaptable understanding. This compendium
delves into the Structure of Observed Learning Outcomes (SOLO). This methodology offers a systematic
approach to understanding and evaluating student progress through increasingly complex knowledge
and comprehension levels. The SOLO taxonomy, initially introduced by John Biggs and Kevin Collis, has
emerged as a potent framework for evaluating learning. It offers educators a structured approach to
recognize the depth of student comprehension across diverse disciplines. The taxonomy categorizes
student responses into four levels: unistructural, multistructural, relational, and finally, extended abstract.

This compendium was born from a survey on the least mastered competencies in Music, Arts, Physical
Education, and Health (MAPEH), which highlighted a critical need for diversified assessment tools
tailored to meet individual learning needs. By addressing these identified gaps through the SOLO-based
assessment model, we aim to provide educators with a repertoire of assessment materials that cater to
varying levels of student understanding. These tools support a more personalized approach, helping
educators bridge competency gaps by focusing on incremental progressions from foundational to
advanced mastery.

This work aligns with the SOLO Model, which describes learning as a progression through distinct phases
of understanding. Starting with isolated concepts, learners gradually connect ideas to form a more
coherent understanding. Eventually, they synthesize these connections to apply knowledge in broader
contexts. This structured approach guides readers from foundational knowledge to a more integrated
perspective, promoting reflective and meaningful learning. In addition to theoretical insights and
practical applications, this guide integrates literacy and numeracy through content-based exercises
provided as an enhancement of the lesson.

We hope this compendium serves as a comprehensive resource for Masbateno teachers committed to
enhancing assessment practices and supporting students in reaching their full intellectual potential.
 HEALTH GRADE 3

Explains Road Safety Practices

as a Pedestrian.

STEM Unistructural Level Rationalization

Crossing the street is a daily activity for Question: This item is classified
pedestrians, yet it can also be one of under unistructural level
the most dangerous. With increasing What is the primary purpose of using because it is only a
traffic volumes and urbanization, the pedestrian crossings at intersections? simple recall of a single
risk of accidents involving pedestrians concept.
remains a significant public safety Possible Answer:
concern. Understanding and
The primary purpose of using pedestrian
practicing essential safety measures is
crossings at intersections is to provide a
crucial to reducing the likelihood of
incidents and ensuring that everyone designated, and safer area for pedestrians
to cross the road. Thereby, reducing the
can navigate roadways safely.
risk of accidents by clearly indicating
Safety practices for crossing
where it is safe to cross and helping to
streets encompass a range of
manage the flow of both vehicle and
behaviors and awareness techniques.
pedestrian traffic.
These include using designated
crosswalks, obeying traffic signals, and
Multistructural Level Rationalization
staying vigilant for vehicles.
Additionally, factors such as visibility—
affected by weather conditions or the Question: This item is at the
time of day—play a vital role in multistructural level
pedestrian safety. By being aware of What are several key road safety practices because it involves
their surroundings and adopting pedestrians should follow when crossing several procedures and
proactive habits, pedestrians can streets, and how do each of these undertaking several
significantly minimize risks. practices contribute to their overall safety? sequential steps. It
Safety practices for crossing involves many ideas.
streets encompass a range of The students are asked
behaviors and awareness techniques. about the several key
Possible Answers:
These include the following: road safety practices
and explain it.
1. Using Crosswalks: Pedestrians should
1. Using Crosswalks: Pedestrians cross streets at designated crosswalks
should cross streets at designated to be more visible to drivers and to
crosswalks to be more visible to cross at a location where vehicles
drivers and to cross at a location expect pedestrians. This practice helps
where vehicles expect pedestrians. in reducing the likelihood of accidents.
This practice helps in reducing the 2. Waiting for the Walk Signal: At traffic
likelihood of accidents. lights, waiting for the pedestrian signal
2. Waiting for the Walk Signal: At ensures that it is safe to cross. This
traffic lights, waiting for the practice helps prevent accidents by
pedestrian signal ensures that it is ensuring that pedestrians cross when
 safe to cross. This practice helps vehicles are stopped or when the
prevent accidents by ensuring that traffic flow is controlled.
pedestrians cross when vehicles are 3. Making Eye Contact with Drivers:
stopped or when the traffic flow is Before crossing, making eye contact
controlled. with drivers ensures that they see you
3. Making Eye Contact with Drivers: and are aware of your intention to
Before crossing, making eye cross. This practice increases the
contact with drivers ensures that likelihood that drivers will yield to
they see you and are aware of pedestrians.
your intention to cross. This practice 4. Staying Visible: Wearing bright or
increases the likelihood that drivers reflective clothing, especially in low-
will yield to pedestrians. light conditions, helps drivers see
4. Staying Visible: Wearing bright or pedestrians more easily. This practice
reflective clothing, especially in reduces the risk of being overlooked by
low-light conditions, helps drivers drivers.
see pedestrians more easily. This 5. Avoiding Distractions: Staying focused
practice reduces the risk of being and not using mobile phones or other
overlooked by drivers. distractions while crossing helps
5. Avoiding Distractions: Staying pedestrians stay aware of their
focused and not using mobile surroundings and potential hazards.
phones or other distractions while This practice ensures that pedestrians
crossing helps pedestrians stay are alert to traffic conditions and can
aware of their surroundings and react promptly if needed.
potential hazards. This practice
ensures that pedestrians are alert to
traffic conditions and can react Relational Level Rationalization
promptly if needed.

Question: At the relational level,

students are expected
How do the road safety practice for
to make connections
pedestrians like using crosswalks help in
and explain the reasons
preventing accidents compared to not
behind. This item is
following these rules?
classified under
Possible Answers: relational level since it
talks about the
Using Crosswalks: connection between
pedestrians and drivers.
• Designated Safe Areas: Crosswalks are
designed to guide pedestrians to safer
crossing points where drivers expect to
see them. This reduces the chance of
being hit by a vehicle because drivers
are more aware of pedestrians in these
areas.
• Driver Awareness: When pedestrians
use crosswalks, it signals to drivers that
someone is crossing, which helps them
slow down and be more cautious.

In Contrast:

• Not Using Crosswalks: Pedestrians who

cross the street outside of designated
 crosswalks are less visible to drivers and
may be in unpredictable locations,
increasing the risk of being overlooked
and struck by a vehicle.

Extended Abstract Rationalization

Question: It is classified under

extended abstract
Based from your own opinion, how do since the learners
pedestrian safety practices compare and generalize the structure
contrast with safety measures for cyclists into a new and more
and drivers, and what can be learned abstract situation.
from these comparisons to improve overall
road safety for all users?

Possible Answers:

Answers may vary.

Numeracy and Literacy Integration

Activity Title: How wide am I?

Instruction:

1. Draw or paste road symbols you can see outside the school.
2. Describe the road signs that you have drawn/paste in terms of shape, color, line, no. of
sides, etc.
3. Answer the following question.
a. If we assign a measurement in the sides of the STOP symbol such as length of the
side is 15 centimeters with 135o angle measure, what could be the area of the
STOP symbol?
 MUSIC & ARTS 4
Discuss the Basic Concepts and
Principles of Sound, Theatre, Dance,
and Visual Elements Based on the
Representation of Local Creative
Works.

STEM Unistructural Level Rationalization

“Si Nanay, Si Tatay” is a Bicol Question: The item is Unistructural

Folk Song in a 3,4 Time Signature because the question is
which means in every measure What is the time signature of the Bicol answerable by one specific
contains 3 counts using either note or Folk Song, “Si Nanay, SI Tatay?” answer.
rests.

Possible Answer:
The time signature of the song “Si
Nanay, Si Tatay” is 3,4 Time Signature.

Multistructural Level Rationalization

Task: The item is multistructural

because it involves several
Cite and discuss two musical symbols
responses. The students
https://tinyurl.com/yrdukw6c used in the song “Si Nanay si Tatay”.
need to discuss two musical
symbols.
The song “Si Nanay, SI Tatay”
is a celebration of the love of the Possible Answers:
parents. The love and sacrifice of a
mother and a father for their child Musical Symbols:
are pressed in the song. The writer 1. Sharp – a musical note that has
here expresses his feelings for his been raised by a half step from its
natural pitch.
parents. He says that he can never
2. Half-note – is a musical note that
forget, nor can he ever repay the
last for half the duration of the
sacrifices that his parents made for whole note.
him. He wants to help and care for 3. Dotted half-note – is a half-note
his parents after they grow old. He with a dot placed beside it which
adds that his feelings can never be increases its duration.
replaced by any other person in the 4. Quarter note – is a musical note
world. The song highlights the feelings that last for one beat in common
of a child towards his parents. time.
 5. Dotted quarter note – is a quarter
note that has a dot placed next
Musical Symbols: to it which extend its duration.

1. Sharp – a musical note that

has been raised by a half step
from its natural pitch.
2. Half-note – is a musical note
that last for half the duration
of the whole note.
3. Dotted half-note – is a half-
note with a dot placed beside
it which increases its duration.
4. Quarter note – is a musical Relational Level Rationalization
note that last for one beat in
common time.
5. Dotted quarter note – is a Task: At this level, the pupils are
quarter note that has a dot expected to make
placed next to it which Choose a particular part of the song connections and share
extend its duration. and discuss your interpretation of the their personal experiences.
message through hand clapping to
show the rhythmic pattern.

Possible Answer:

Messages of the song:

ü To express the sentiment of a

child-guaranteed love
ü Appreciation for their parents’
love
ü Signifying that they will never
abandon them
ü Respect and care for the elders
(insert the music score for each
message)

Extended Abstract Rationalization

Question/Task: It is classified as an
extended abstract level
How does the rhythmic pattern of the since the learners
song affect you as a child? Discuss it generalize more abstract
with your classmates. situations.

Possible Answers:

• The rhythmic pattern of the song

makes me sleepy or sad.
• The rhythmic pattern reminds me
of my lolo and lola.
 Literacy and Numeracy Integration
Activity Title: Fill Me!

Instructions

4. Group yourselves into four.

5. Groups 1 and 2 will do the activities 1 and 2 while groups 3 and 4 will do the activities 3 and
4.

Activity 1: Fill in the blanks with the missing notes / rests equivalent to the given time signature.

Activity 2: Create a Rhythmic pattern with 4 measures using a 3,4-time signature.

Activity 3: Fill in the missing letters of the music terminology.

Activity 4: Arrange the scrambled letters of the musical terminology.

 MUSIC & ARTS 4
Discuss the Basic Concepts and
Principles of Sound, Theater, Dance,
and Visual Elements Based on the
Representations in the Creative
Works of their Province.

STEM Unistructural Level Rationalization

Task:
This item is classified under
Describe one sound element used in unistructural level because
Pangumagat Festival official sound it is only a simple recall of
Track. a single concept.

Video of Pangumagat Festival Possible Answers:

https://tinyurl.com/39ma8twf The timbre of Pangumagat Festival
sound track is generally thick because
of the drums.

Multistructural Level Rationalization

Task: This is categorized under

Describe the different concepts and Multistructural since the
principles of sound used in Pangumagat students are expected to
Festival official sound Track. describe two distinct
elements separately
without connecting them
Possible Answer: or explaining their
interaction.
1. The timbre of Pangumagat Festival
sound track is generally thick
because of the drums.
2. The dynamics of Pangumagat
Festival sound track is generally loud
to very loud.

Relational Level Rationalization

Task: This is categorized under

Relational since the
Describe how the sound dynamics used
response compares the
in Pangumagat Festival official sound
track similar from the Bulawanong Ani
 Festival official sound track. sound dynamics of two
festivals.

Possible Answer:

Students’ answer may vary.

Extended Abstract Rationalization

Task: This is categorized under

Extended Abstract since
Describe how the sound dynamics used the students’ response
in Pangumagat Festival official sound integrates sound dynamics
track showcased the way of life of demonstrating a
Baludeños. comprehensive
understanding of their
local culture.

Possible Answer:

Student’s answer may vary

Numeracy Integration
Activity:

Instructions

1. Analyze the image below.

https://tinyurl.com/2r35j9jr

2. Identify and classify the distinct angles that you see in the picture.
 Literacy Integration

Activity: Lyrics Race

Instructions

1. Form a group of five.

2. In a box, each member of the group shall pick/ draw a paper strip
containing lyrics of Pangumagat Festival.
3. Take turns to read aloud the lyrics written on the strips.
4. The group with the highest number of correctly read words will be declared
winner.

Rubrics:

10 0 misread word 5 5 misread words

9 1 misread word 4 6 misread words
8 2 misread words 3 7 misread words
7 3 misread words 2 8 misread words
6 4 misread words 1 9 misread words

Note: The teacher may request the students to sing the song.
 MUSIC AND ARTS 4

Experiment with relevant, appropriate, and

available local processes and musical /
improvised instruments, theatrical, dance and
art materials in producing /performing
creative works that reveal their faiths and
beliefs.

STEM Unistructural Level Rationalization

In a classroom, you were Task: At the unistructural level,

asked by your teacher to look the students are expected
for any material that Produce a sound of Lapay Bantigue by to provide one specific
produces sounds such as: using any material available in the answer depending on the
classroom. available materials within
1. Tin can, plastic bottle, the classroom.
chairs and tables for (Note: Teacher calls one learner at a
drums time.)
2. Glass bottle for
xylophone
3. Spoon and fork for
Learners may use any of the following
cymbals or xylophone
materials:
4. Broom for maracas
Tin can
Bottle
Spoon and fork
Table

Multistructural Level Rationalization

Group Task: This is categorized under

Multistructural since the
Create a sound of Lapay Bantigue by students are expected to
using all available materials in the produce multiple sounds
classroom. depending on its availability
in the classroom.
Possible Response:
Students create a sound of Lapay
Bantigue by group using the materials
possibly available in the classroom.
Ø Tin can
Ø Bottle
Ø Spoon and fork
Ø table
 Relational Level Rationalization

Task: This is categorized under

Relational since the
From all available improvised
students are expected to
instruments, distinguish which of them
distinguish the similarity of
produce the sound similar to the original
the improvised materials to
soundtrack of Lapay Bantigue?
the original soundtrack of
Lapay Bantigue.

Possible Response:

Students are expected to distinguish the

different available improvised
instruments such as spoons, forks, tin
cans, and table which produced similar
sound to the original soundtrack of
Lapay Bantigue.

Extended Abstract Rationalization

Task: This is categorized under

Extended Abstract since the
Which part of the soundtrack of Lapay learners are expected to
Bantigue do you like best? Perform it perform and create the
using the available improvised soundtrack.
instruments in the classroom.

(Note: The teacher provides a rubric for

the performance)

Possible Answer:

Students mentioned the different

materials used in his/her creations of the
musical improvised instruments and
reflect it to their faiths and beliefs that is
commonly observed in the community,
“May pera sa basura”, and Basura ko,
Kargo ko”. Where people made used of
the garbage to have a sustainable
livelihood. By creating these instruments,
we do not only help keep our
environment clean but increase the
ways people can make a living. These
instruments can also be used in singing
the Christmas songs and performing the
festival in the community.
 Numeracy & Literacy Integration

Activity Title: Draw Me!

Instructions:

6. Draw a musical instrument using geometric figures.

7. Describe the instrument you have drawn in terms of shape, color, line, etc.
 PE & HEALTH 4

Demonstrate proper personal

hygiene practices.

STEM Unistructural Level Rationalization

Task:
This is categorized under
Based from the video, act out one unistructural since
personal hygiene that you do first considering that the learner/s
after waking up in the morning. are expected to give only
one specific answer.

Possible Responses:

The learners will act out the following

actions:
- Taking a bath
Video Link Below:
- Brushing Teeth
https://tinyurl.com/9mrk9cyk
- Cutting of Long and Dirty Nails
- Washing of Face

Multistructural Level Rationalization

Task (Individual or Group): This is classified under

multistructural since the
Show your personal hygiene learner are expected to give
practices by acting out. a response that involves
different ideas. It means that
the learners learned different
Possible Response: Personal Hygiene Practices.
Actions may vary from one learner to
another.

Relational Level Rationalization

Question/Task: This item falls under Relational

in the SOLO Taxonomy
What are hygiene practices in the considering that the learners
video that you do regularly? Show will relate his/her personal
them through a creative hygiene practices through a
presentation. creative presentation.
 Possible Responses:

Learners may present their response

through the following creative
presentations:
- Pantomime
- Dance
- Skit
Extended Abstract Rationalization

Task: This is classified as Extended

Abstract since the learners
Make a dance step demonstrating are made to provide a
your personal hygiene practices in a response beyond what is
day-to-day basis and how you asked by the learning
influence/encourage your family competency. The learner’s
members to do the same at home. response showcases his/her
actual application of his/her
understanding of the ideas
Possible Response: taught and made to use
these ideas in an actual
Responses/Output may vary from practice while involving
one learner to another. others (family members) in
the process.

Numeracy Integration
Instruction

Answer the question below.

1. If you were to take a bath once a day, how many times should you take a bath in a
week? In a month? In a year?

Literacy Integration

Activity: Charade
Instruction

1. Group yourselves into two.

2. Take turns to pick a strip in the box containing personal hygiene practices.
3. First group will act out the selected hygiene practice and the other group will guess the
word and vice versa.
4. The group with the highest guessed words will be declared as the winner.

(Note: The teacher will put these words inside the box: bathing, tooth brushing, combing, nail
cutting, hand washing, face washing, nail brushing, etc.)
 P.E. & HEALTH GRADE 4

Perform Physical Activities Using Target Game

Concepts with Agility, Balance, Coordination,
and Speed for Active and Healthy Living:
a. Locomotor skills by avoiding an object or
obstacles, and
b. Manipulative skills by sending or propelling
an object to an intended area.

STEM Unistructural Level Rationalization

Task: This is categorized under

Demonstrate one skill needed to unistructural since the
play laro ng lahi (Tumbang Preso). students are expected
to provide only one
Possible Response: answer.
Locomotor/Manipulative skills
(throwing, catching, running)

Filipino games, also known as Laro ng Lahi, Multistructural Level Rationalization

make us proud pf our heritage. These
bring the spirit of nationalism and
patriotism. Filipino values like family spirit, Task: Multistructural since
Perform two or more locomotor the students are
brotherhood, pride, and honor are also
and manipulative skills needed in expected to use
inspired within us through these games.
playing tumbang preso. multiple manipulative
Children like us love to play games,
and locomotor skills.
especially outdoors. One of the games
that we often play are target games.
Possible Responses:
Target games practice the skills of aiming
Locomotor Skills:
or hitting a target, avoiding another
• Running
player called the It, and dodging. In this
• avoiding an object
lesson, we will play Filipino games –
• walking
Tumbang Preso and Bati-Cobra.
Manipulative Skills:
• throwing
• hand-eye coordination

TUMBANG PRESO OR TUMBA LATA

Relational Level Rationalization
This is categorized
under Relational since
Question/Task:
the pupils are
expected to perform
similar skills needed in
What are the games similar to playing Laro ng Lahi.
tumbang preso? Perform similar
skills needed in playing the game.
Tumbang Preso (knock down the prisoner) Possible Response:
or Tumba Lata (knock down the can)
Tumbang Preso and Patintero
involves hitting an empty tin can or plastic
both use locomotor and
bottle with a slipper while being guarded
manipulative skills such as:running,
by the It or prisoner. Accuracy in hitting
avoiding an object, and hand-
the target is needed. Running after the
eye coordination
person who hit the can is also a must.
Dodging involves agility to avoid the
prisoner or it preventing him or her from
catching you. Extended Abstract Rationalization
Players: five or more
Playing area: outdoor Task: This is categorized under
Materials: empty tin can or plastic bottle Perform the game Tumbang Extended Abstract since
or slipper Preso and answer the following the pupils are expected
Skills: questions: to explain the
• Locomotor skills by avoiding an 1. What is the importance of importance of playing
object or obstacles, and running to playing outdoor games in outdoor games in their
tag or not to be tagged by the It your daily life? daily life and fitness.
• Manipulative skills by sending or 2. What are the fitness
propelling an object to an components you develop in
intended area (throwing) and playing the game?
hand-eye coordination.
Values: Cooperation and teamwork are
enhanced in playing Tumbang Preso Possible Response:
Fitness components:
• Accuracy to hit the can or
bottle Answers may vary.
• Agility to move away from and
to the target
• Endurance to stay in the game
without getting tired
Directions:
Remember: Before playing, warm-up by
jogging in place for a few minutes and
stretching your arms and legs gently. After
playing, cool down by doing these: take
slow breaths and relax, stretch your arms
and legs quietly, and take a moment to
rest and drink water.
1. Each player must have a throw-
away object (a slipper) called
pamato.
2. An empty tin can or plastic
container (8 or 12 ounces) is
placed in an upright position, 6 or 8
meters from the throwing line.
3. A player is drawn as the prisoner or
it called taya. He or she guards the
can or container. The other players
 4. are the knockers who will try to
knock it down using their pamato.
Rules:
1. The prisoner places the can in an
upright position inside the circle
2. The knockers stand behind the
starting line and take turns hitting. If
a knocker hits the can, the prisoner
puts the can in its original position;
the runs after the knocker who hits
the can and tags him or her.
3. After each throw, a knocker must
recover his or her pamato. Should
he or she be tagged by the
prisoner before he or she reaches
the throwing line, the knocker
becomes the new prisoner on the
next round.

Numeracy Integration

Instructions

1. Measure the distance from the starting line to the tin can.
2. Calculate the mid distance.

Literacy Integration

Instructions

Arrange the following jumbled letters to unlock unfamiliar words:

1. ABMUT ATAL
2. INGODDG
3. MATOPA
4. OLOCROMOT
5. IVETALMANPIU
 HEALTH GRADE 6

Describes Personal Health

Issues and Concerns.

STEM Unistructural Level Rationalization

Question: This item is classified under

Personal health issues and concerns
unistructural level because
related to height and weight often Describe one personal health
it only requires simple recall
focus on body image, growth issue/concern that is found in the
of information.
patterns, and the risks associated text.
with being underweight or
overweight. Here’s an overview of
these concerns, along with Possible Answer:
examples:
Obesity and overweight means
1. Body Image and Self-Esteem carrying excess weight which can
lead to numerous health issues,
• Concerns: Individuals may including diabetes, heart disease,
struggle with their self-image and joint problems
based on their height and
weight, leading to issues Multistructural Level Rationalization
such as low self-esteem or
anxiety.
• Example: A teenager who is Question: This item is at the
shorter than peers may feel multistructural level
self-conscious and avoid Discuss some of the health issues
because this requires the
activities that require social and concerns related to height and
students to discuss two or
interaction, like sports or weight.
more concepts related to
school events. height and weight.

2. Obesity and Overweight Possible Answer:

• Concerns: Carrying excess Obesity and Overweight

weight can lead to
numerous health issues, • Concerns: Carrying excess
including diabetes, heart weight can lead to
disease, and joint problems. numerous health issues,
• Example: An adult with a including diabetes, heart
Body Mass Index (BMI) of 30 disease, and joint problems.
or higher may experience • Example: An adult with a
difficulties with mobility and Body Mass Index (BMI) of 30
may be at higher risk for or higher may experience
developing type 2 diabetes difficulties with mobility and
 due to obesity-related may be at higher risk for
complications. developing type 2 diabetes
due to obesity-related
complications.

3. Underweight Issues Underweight Issues

• Concerns: Being • Concerns: Being

underweight can also pose underweight can also pose
health risks, including health risks, including
nutritional deficiencies, nutritional deficiencies,
weakened immune function, weakened immune function,
and osteoporosis. and osteoporosis.
• Example: A young athlete • Example: A young athlete
who is significantly below who is significantly below
their healthy weight range their healthy weight range
may struggle with energy may struggle with energy
levels and recovery from levels and recovery from
injuries, impacting their injuries, impacting their
performance and overall performance and overall
health. health.

4. Growth and Development

Relational Level Rationalization
• Concerns: Height can be a
significant concern during
childhood and Question: At the relational level,
adolescence, as it is often students are expected to
associated with growth What are the similarities and
cite the differences and
milestones. Deviations from differences in the health
similarities of two health
expected growth patterns consequences of underweight and
issues.
may lead to health overweight?
evaluations.
• Example: A child who is
significantly shorter than
peers may be evaluated for Possible answers:
growth hormone
deficiencies or other Similarities:
medical conditions that
could impact their growth. Both conditions are associated with
a higher risk of chronic diseases.
5. Eating Disorders Underweight can lead to
weakened immune function and
• Concerns: Issues with weight increased susceptibility to infections
can lead to eating disorders and chronic diseases. Overweight is
such as anorexia nervosa or linked to a higher risk of diabetes,
bulimia, particularly among
cardiovascular diseases, and
adolescents who feel
certain cancers.
pressure to conform to
societal standards of beauty.
Differences: Underweight: Typically
 • Example: A high school results in low body weight, muscle
student might develop wasting, and fat loss. The metabolic
consequences include reduced
restrictive eating habits to basal metabolic rate and energy
lose weight due to negative expenditure due to loss of lean
body image, which can body mass.
lead to severe health
complications.
Overweight: Characterized by
excess body fat, particularly around
6. Metabolic and Health Conditions
the abdomen. This excess fat can
lead to increased energy storage
• Concerns: Height and
weight can influence and altered metabolic rates,
metabolic health, including contributing to a higher prevalence
conditions like metabolic of insulin resistance and other
syndrome, which is metabolic disturbances
associated with increased
waist circumference and Extended Abstract Rationalization
weight-related risks.
• Example: An individual with
a large waist size who also Question: It is classified under
has elevated blood pressure extended abstract since
What will happen if a person is
and cholesterol levels may the learners are expected
be diagnosed with overweight?
to give their point of view
metabolic syndrome, about a certain health
requiring lifestyle changes issues and concern.
and medical intervention. Possible Answer:

7. Physical Activity Limitations An overweight person will have

difficulties in doing physical
• Concerns: Weight and activities such as running, climbing,
height can affect an etc. He/she may also suffer from
individual’s ability to engage high blood pressure and is prone to
in physical activities, leading heart diseases.
to a sedentary lifestyle and
associated health risks.
• Example: A person who is
significantly overweight may
find it challenging to
participate in high-impact
sports, which can lead to
further weight gain and
decreased physical fitness.

Literacy and Numeracy Integration

Activity: Healthy Weight Detective

Objective: To help students understand the relationship between height, weight, and health
through measurement, basic calculations and organization of ideas.
Instructions for Students

Overview: In this activity, you will measure your height and weight, calculate your Body Mass Index
(BMI), and learn what it means for your health. You will also create a fun poster to present your
findings!

Steps:

1. Data Collection
• Pair up with a classmate to measure each other’s height and weight:
o Height: Measure in centimeters (or meters if you prefer).
o Weight: Measure in kilograms.
2. Calculating BMI
• Now it's time to calculate your BMI!
• Record your BMI and determine which category you fall into.
3. Group Discussion
• In small groups, share your BMI results and discuss what you can do about
them.
• Discuss:
o How many people in your group are in the normal weight category?
o What are some healthy habits you can adopt to stay in a healthy
weight range?
4. Create a Healthy Weight Poster
• Create a poster that includes:
o Your BMI result and category.
o At least three healthy habits you can practice (e.g., eating fruits and
vegetables, exercising, drinking water).

o Fun drawings or images that represent a healthy lifestyle.

5. Presentation
• Present your poster to the class. Share your BMI result and what healthy habits
you plan to adopt.
• Encourage your classmates to ask questions or share their own ideas about
health.
 ARTS GRADE 6

Creates Own Cartoon

Character to Entertain, Express
Opinions, Ideas, etc.

STEM Unistructural Level Rationalization

In the vibrant heart of the city, a Draw a cartoon character that shows This item is classified
newly opened Sports and Fitness Nina’s excitement. under unistructural level
Center is hosting an exciting because it only requires
competition to create a cartoon recalling a single
character that highlights the Expected Answer: concept. The student
importance of exercise, using Note: draw a cartoon character that only needed to draw a
any tools available, whether shows excitement. cartoon character that
digital or traditional. Nina, a shows one reaction.
participant in this competition,
feels a mix of excitement and
anxiety due to her limited
experience with cartoon
character design. Her goal is to
win the competition to make her
mother proud, which motivates Multistructural Level Rationalization
her to put in her best effort. To This item is at the
achieve this, Nina needs to multistructural level
Draw a cartoon character that show
understand the fundamentals of because it involves
Nina’s different emotions.
cartoon character creation, several procedures and
including the different types of Expected Answer: undertaking several
characters and the tools sequential steps. It
required for their design. She involves many ideas
must also determine which tools
will be most effective for her
creative process. In this
endeavor, Nina is counting on
you as her partner to guide her
through the intricacies of
cartoon character design and
help her create a compelling
and inspiring character.
 Relational Level Rationalization
Draw a cartoon character that At the relational level,
represents what you feel for Nina’s students are expected
competition. to make connections
and explain the reasons
Expected Answer:
behind it. This item is
classified under
relational level since the
students will relate to
their emotions.

Extended Abstract Rationalization

Create a cartoon character that It is classified under

represents your opinion on the benefits of extended abstract
exercise to the body. Use geometric since the learners
shapes such as circles, squares, etc. generalize the structure
into a new and more
abstract situation.
Expected Answer:

Literacy and Numeracy Integration

Activity Title: I’m a Cartoon!

Instruction:

1. Draw yourself as a cartoon character that represents exercising as fun. Use

different geometric figures.
2. Describe the cartoon character that you have drawn in terms of shape.

Possible answers:
My cartoon character has a circle as a head, square as body, rectangles as
legs and arms, and oblongs as feet and hands.
 MEDIA ARTS 7
Define the Meaning of Arts,
Elements, Principles, its
Significance and Uses.

STEM Unistructural Level Rationalization

In a bustling city, an art gallery is
hosting a competition
Question: This item is classified under
challenging artists to create a
unistructural level because
piece that incorporates the Define the word Arts.
it only requires to recall a
elements of arts. The catch is
single concept. The
that the artists must collaborate,
student is only need to
each specializing in one Possible Answers: define arts.
element. Tensions rise as they
navigate conflicting artistic Arts is something that is created
visions, testing their ability to with imagination and skill and that
harmonize diverse elements into is beautiful of that expresses
a cohesive masterpiece before important ideas or feelings.
the looming deadline. Mark is
one of the artists who attended
Multistructural Level Rationalization
the competition. In order for
Mark to cope up with the other
Question: This item is at the
artist, he must be acquainted
multistructural level
with the knowledge about arts, Define the different elements of
because it involves several
its elements and its significance Arts.
procedures and
in human’s life. Mark must know
undertaking several
that arts is something that is
sequential steps. It involves
created with imagination and Possible Answer: many ideas. The students
skill and that is beautiful of that
Neoclassicism emphasizes order, are asked to enumerate
expresses important ideas or
symmetry, and rationality. first the elements of arts
feelings. He must also be
Romanticism celebrates emotion, then define each.
acquainted with the different
elements of arts. The different individualism, and the sublime,
elements are as follows: valuing intuition and imagination
over reason.
1. Line are marks moving in a
space between two Relational Level Rationalization
points.
2. Shape is a two-
dimensional design Question: At the relational level,
encased by lines to signify students are expected to
its height and width Define arts based on your daily
make connections and
structure and can have experience.
explain the reasons behind.
different values of color This item is classified under
used within it to make it
 appear three- Possible Answer: relational level since it talks
dimensional. about the connection
3. Form is a three- As a student, the significance of
between arts and human
dimensional object with arts in daily living extends beyond
life.
volume of height, width the confines of academic subjects.
and depth. Engaging with the arts can have
4. Color is an element various positive impacts on your
consisting of hues, of overall well-being, personal
which there are three development, and academic
properties: hue, chroma or performance. Incorporating the
intensity and value. arts into your daily life as a student
5. Space refers to the contributes to holistic development,
perspective and
fostering creativity, critical thinking,
proportion within shapes
emotional well-being, and a
and objects and how their
relationship with the deeper understanding of the world
foreground or around you. Whether through
background is perceived. active participation or passive
6. Texture is used to describe appreciation, the arts can have a
the surface quality of the profound impact on your
work, referencing the academic journey and personal
types of lines the artist growth.
created.
7. Value refers to the degree Extended Abstract Rationalization
of perceivable lightness of
tones within an image. Question/Task:
Reflect on your experiences in It is classified under
creating art in the past. Does this extended abstract since
make you an artist? Make a note to the learners generalize the
self about your experience in structure into a new and
creating artworks. more abstract situation.
Possible Answer:

Creating art is often about the

process rather than just the final
product. Reflecting on my
experiences, I've found that the act
of exploring ideas, experimenting
with different mediums, and
expressing emotions can all
contribute to what it means to be
an artist. It's about the journey, the
challenges faced, and the growth
that comes from it.
Note to Self:
1. Embrace the creative
process, regardless of the
outcome.
2. Experiment without fear of
judgment.
3. Value personal expression
and growth over perfection.
 4. Remember that art can take
many forms and is valid in
every iteration
Numeracy Integration
Mathematical concepts and geometric figures such as line, shape, form, texture,
measurement, and area can be integrated through this activity:

Activity: Draw Me!

Instructions

1. Draw a rectangular object that you can see at home.

2. Describe the object that you have drawn in terms of shape, color, line, number of sides,
etc.
Possible answers:
• The table is painted brown.
• The top of the table is a flat surface.
• It has four sides.
• The shape is a rectangle.
• It consists of 2 pairs of parallel lines and each pair of opposite sides is congruent.
3. Answer the following questions.
a. If the length of your table is 20 centimeters and its width is 10 centimeters, what is the
area of the table?
b. Suppose, there is another table at home measuring 10 centimeters long and 5
centimeters wide, what is its area?
c. Compare the area of the two tables.
d. How does the area affect the perspective of an object?

Literacy Integration
Activity: Understanding the Arts

Objective: Students will explore the meaning of the arts, the key elements and principles that
make up artistic works, and their significance in society. They will also practice reading, writing,
and critical thinking skills through discussion and creative activities.

Activity Overview: This activity will combine reading, writing, and creative expression to help
students grasp the meaning and significance of the Arts.

Instructions:

1. Create your own artwork using at least three elements and two principles of arts. You can
choose any medium (drawing, painting, collage, etc.).
2. Try to think about the significance of your choices that will answer the following questions:
1. Why did you choose these colors?
2. How does your artwork convey balance and contrast?
3. Write a 1 to 2 paragraph-reflection explaining:
1. The elements and principles you used.
2. The significance of your artwork—what message or emotion you intended to
convey.
4. Display your artworks around the classroom. Each student can walk around and view
other’s work.
 P.E. GRADE 8

Describes the Nature and the

Background of the Sport .

STEM Unistructural Level Rationalization

Basketball is a game played Question: This item is classified under

between two teams of five unistructural level because it is
What is basketball?
players each on a rectangular only a simple recall of a single
court, usually indoors. Each concept.
team tries to score by tossing
the ball through the Possible Answer:
opponent’s goal, an elevated Basketball is a game played between
horizontal hoop and net called two teams of five players each on a
a basket. rectangular court, usually indoors.
The only major sport strictly
Multistructural Level Rationalization
of U.S. origin, basketball was
invented by James
Naismith (1861–1939) on or Question: This item is at the multistructural
about December 1, 1891, at level because it involves several
the International Young Men’s What differences can you see
possible responses which can
Christian Association (YMCA) between old basketball and modern
be found in the stem. It involves
Training School (now Springfield basketball as shown in the video?
many ideas. The students
College), Springfield, Massachu noticed about the differences
setts, where Naismith was an between the two images.
instructor in physical education. Possible Answer:

For that first game of basketball Some differences are:

in 1891, Naismith used as goals 1. Equipment
two half-bushel peach baskets, 2. Attire
which gave the sport its name. 3. Rules
The students were enthusiastic. 4. Court
After_much running and shooti 5. Lines
ng, William R. Chase made a Relational Level Rationalization
midcourt shot—the only score
Question: At the relational level, students
in that historic contest. Word
are expected to make
spread about the newly How is basketball different from
connection and give the
invented game, and numerous football?
similarities and differences of
associations wrote Naismith for
two different sport events.
 a copy of the rules, which
Possible answer:
were published in the January
15, 1892, issue of the Triangle, Basketball uses their hands to play
the YMCA Training School’s while football uses their feet.
campus paper.

While basketball is
competitively a winter sport, it is Extended Abstract Rationalization
played on a 12-month basis—
on summer playgrounds, in
municipal, industrial, and Question: It is classified under extended
church halls, in school yards and abstract since the learners will
Based on your experience and
family driveways, and in give their
observation in basketball how does
summer camps—often on an opinions/observations.
the sport evolve through the years?
informal basis between two or
more contestants. Many What impact did it give to the world
grammar of sports?
schools, youth groups,
municipal recreation centers,
churches, and other Possible Answer:
organizations conduct
basketball programs for The gameplay is faster today than
youngsters of less than high before.
school age. Jay Archer, Their body size matters on what
of Scranton, Pennsylvania, position they do while playing.
introduced “biddy” basketball
in 1950 for boys and girls under Answers may vary depending on the
12 years of age, the court and idea and opinions of the students.
equipment being adjusted for Answers may vary depending on the
size. idea and opinions of the students.

https://youtu.be/lHZXQrdNpK0

(Link for the video of the history

of Basketball)

Numeracy Integration
Numeracy Integration. Mathematical concepts and geometric figures such as lines, shapes, and
measurements can be integrated through this activity.

Activity Title: Sukat mo, Guhit mo!

Instruction:

Step 1: Measure the size of an actual basketball court using a meter stick.

Step 2: Draw the basketball court in a clean bond paper sheet using a scale of 1m: 1cm.
Guide questions:

1. Describe the dimensions of the basketball court?

2. What type of polygon is being used in a basketball court?

Literacy Integration

Activity Title: Basketball History Scrapbook

Objective: To explore the history of basketball through research and creative expression while
developing reading, writing, and presentation skills.

Instructions:

Overview: You will create a scrapbook that highlights important events, players, and changes in
basketball. This activity will involve researching, writing, and designing pages that showcase what
you learn about the sports evolution.

Steps:

1. Explore the internet and look for the following topics:

● In groups, you will choose one of the following topics related to basketball history:
o The invention of basketball and James Naismith
o The first official game and its rules
o Major milestones in the NBA (e.g., formation, key players)
o The impact of basketball on culture and society
● Use books, websites, or articles to gather information about your topic. Take notes
on:
o Important dates
o Key figures involved
o Significant changes in the game
2. Create a scrapbook
● Create a page or pages in your scrapbook for your topic. Each page should
include:
o A title that reflects your topic
o At least three important facts or events
o Pictures, drawings, or cutouts that represent your topic
o Your reflections on why this aspect of basketball history is important
● Be creative! Use colors, designs, and layouts that make your scrapbook visually
appealing.
3. Present your output
● Once you have completed your scrapbook pages, you will present your topic to the
class.
● Share:
o The key facts you learned
o Why you chose this topic
o What you found most interesting
● You can show your scrapbook page while presenting.
 HEALTH GRADE 8
Discuss Strategies in the Prevention
and Control of Cigarette Smoking and
Drinking Alcohol Beverages.

STEM Unistructural Level Rationalization

Policies and Laws against Task: The question would elicit
Cigarette Smoking and Alcohol a unistructural answer
Discuss one strategy on prevention
Drinking since the learner will
and control of cigarette smoking as
answer one specific
The government and private stated in the Tobacco Regulation
prevention strategy.
sectors recognize the need to Act of 2003.
fight against gateway abuse
Possible Answer:
through the following policies,
laws, and guidelines: The strategy on prevention of
cigarette smoking as stated in the
1. Republic Act 9211 also known
Tobacco Regulation Act of 2003 is
as the Tobacco Regulation
regulating smoking in public places
Act of 2003, regulating
this means that smoking is not
smoking in public places.
allowed in Centers of youth activity
Smoking in Public Places -
such as playschools, preparatory
Smoking shall be absolutely
schools, elementary schools, high
prohibited in the following
schools, colleges and universities,
public places:
youth hostels, and recreational
a. Centers of youth activity
facilities for persons under eighteen
such as playschools,
(18) years old (Accept other
preparatory schools,
answers as described in the RA
elementary schools, high
9211)
schools, colleges and
universities, youth hostels, Multistructural Level Rationalization
and recreational facilities Task: The question will elicit a
for persons under
multistructural response
eighteen (18) years old; Cite two or more policies and laws
because the learners are
and discuss their strategies on
asked to list and define
b. Elevator and stairwells; prevention and control of cigarette
the policies and laws
c. Location in which fire smoking and drinking alcohol.
against cigarette
hazards are present,
Possible Answer: smoking and alcohol
including gas stations and drinking.
storage areas for The strategy on prevention of
flammable liquids, gas, cigarette smoking as stated in the
explosives or combustible Tobacco Regulation Act of 2003 is
materials; regulating smoking in public places
d. Within the buildings and this means that smoking is not
premises of public and allowed in Centers of youth activity
such as playschools, preparatory
 private hospitals. Medical, schools, elementary schools, high
dental, and optical clinics, schools, colleges and universities,
youth hostels, and recreational
health centers, nursing facilities for persons under eighteen
homes, dispensaries and (18) years old (Accept other
laboratories; answers as described in the RA
9211).
e. public conveyance and
public facilities including
airport and ship terminals Republic Act 10586 states that Every
and train and bus stations, applicant for a motor vehicle
restaurant and driver’s license shall complete a
conference halls, except course of instruction that provides
for separate smoking information on safe driving
areas; and including, but not limited to, the
effects of the consumption of
f. Food preparation areas. alcoholic beverages on the ability
of a person to operate a motor
2. Republic Act 10586, otherwise vehicle, the hazards of driving
known as an act penalizing under the influence of alcohol,
persons driving under the dangerous drugs and/or other
influence of alcohol, similar substances, and the
dangerous drugs, and similar penalties attached for violation
substances, and for other thereof.
purposes. Driver’s
Education. – Every applicant Relational Level Rationalization
for a motor vehicle driver’s Task: The question will elicit
license shall complete a relational response
Discuss any strategy that your
course of instruction that because the learners are
school/community is implementing
provides information on safe required to refer their
against cigarette smoking and
driving including, but not answer from the given
drinking alcohol.
limited to, the effects of the policies and laws. The
consumption of alcoholic Possible answer: learner will be able to link
beverages on the ability of a their actual observation
person to operate a motor (The learners will be able to explain and experience.
vehicle, the hazards of driving and relate what they have learned
under the influence of in the discussion)
alcohol, dangerous drugs
and/or other similar
substances, and the penalties Extended Abstract Rationalization
attached for violation
Question:
thereof.
The task is classified
3. Republic Act No. 8749 also under extended abstract
Compose a jingle about the
known as the Philippine since the learners will
prevention and control of cigarette
Clean Air Act of 1999. integrate several skills
smoking and alcohol drinking.
Chapter 2, Article 5, Section and ideas to produce
24 states that: Pollution from the output.
 NOTE:
Smoking. The State also Possible Answer: The teacher will allow the
recognizes the principle that learners to use Filipino or
"polluters must pay". The answers of the learners may
Mother tongue based on
vary.
the level of their
4. School Policies and understanding.
Guidelines. The Department
of Education bans smoking to (English for Advanced
learner)
eliminate smokers inside the
school campus and lesson (Mother Tongue or
the effects of smoking among Filipino for Average
students and personnel Learner)
through the smoking ban.
RUBRICS will be provided
Despite all the laws, policies, and
guidelines on smoking, it is still a
big challenge to discourage the
young individuals from smoking
and drinking to live a healthy
lifestyle.

Literacy Integration
Instruction

Make a slogan about prevention and control of cigarette smoking and drinking alcohol.
 P.E. GRADE 8

Undertakes Physical Activity and

Physical Fitness Assessments.

STEM Unistructural Level Rationalization

Video: “Complete Task: This is categorized under

MAPEH Physical Unistructural since the
Demonstrate a pre-assigned/draw-lots students are expected to
Fitness Test Guide”
physical activity used in the physical fitness
provide only ONE answer.
test.
https://bit.ly/3UAYlmS

Possible Answer:
The students demonstrate ONE of the
following physical activities from the
physical fitness assessment: Flexibility
Zipper test, Sit and reach Cardiovascular
endurance, 3-minute step test.
Muscular Strength
Push up, Basic plank
Speed
40-meter sprint
Power
Standing long jump
Agility
Hexagon agility test
Reaction time
Stick drop test
Coordination
Juggling
Balance
Stork balance stand test

Multistructural Level Rationalization

Task: This is categorized under

Multistructural since the
Demonstrate physical activities by students are expected to
administering the physical fitness
assessment. (by station)
Possible Answer: provide multiple answers
and execute multiple tasks.
The students demonstrate the following
physical activities from the physical fitness
assessment:
Flexibility
Zipper test, Sit and reach Cardiovascular
endurance, 3-minute step test.
Muscular Strength
Push up, Basic plank
Speed
40-meter sprint
Power
Standing long jump
Agility
Hexagon agility test
Reaction time
Stick drop test
Coordination
Juggling
Balance
Stork balance stand test

Relational Level Rationalization

Task: This is categorized under

Relational since the
Administer the physical fitness assessment, students are expected to
review and analyze the results. review, analyze, and
Conclude whether or not you are relate/compare their own
physically fit based on your result and the performance to the
standards of Physical Fitness. standard of Physical
Fitness.

Possible answer:

The students will relate/compare their

results to the standards of Physical Fitness.

Extended Abstract Rationalization

Question: This is categorized under

Extended Abstract since
Create and undertake a physical activity the students are expected
to enhance your physical health. to perform and create a
Assess your physical fitness after the video presenting physical
activity. activity.

(You may include your peers, siblings, or

parents in this activity. Film your output)
 Possible Answer:
The students create and undertake a
physical activity produce a video of it.

Numeracy Integration

Instruction:

After performing all the physical activity assessments, students shall interpret and classify
their results. Prepare a table or graph to present your answer.

Literacy Integration

Gallery Walk

Instructions:

1. Arrange the step-by-step instructions in each station

2. Read the instructions orally.
3. Go around the stations to perform the tests.
 ARTS GRADE 9
Identify Distinct Characteristics
of Arts during the Neoclassic
and Romantic Periods.

STEM Unistructural Level Rationalization:

The Neoclassic and Romantic periods in Question: This item is classified
art showcase distinct characteristics under unistructural level
Give one characteristic of arts
reflective of their respective ideologies. because it only requires
in the Neoclassic Period as
Neoclassical art, prevalent in the late 18th recalling a single
shown in the given painting.
century, drew inspiration from classical concept.
antiquity, emphasizing order, symmetry, Possible Answers:
and idealized forms. Artists during this era
sought to revive classical themes, • The Neoclassical arts was
characterized by classical
portraying subjects with clarity and
ideals.
precision. In contrast, the Romantic
• Neoclassical arts focus on
period, flourishing in the early to mid-19th order and reason
century, celebrated emotion, • Romanticism embraced
individualism, and nature. Romantic artists emotion.
embraced expressive and passionate • Romanticism focusses on
elements, often portraying the sublime, individualism,
untamed landscapes, and the • Romanticism is more
complexities of human emotions. While subjective in approach to
Neoclassicism favored rationality and artistic expression.
restraint, Romanticism championed the
subjective and imaginative, marking a
shift from the structured aesthetics of the Multistructural Level Rationalization
Neoclassical era. Question: This item is at the
multistructural level
What are the characteristics of
because the students are
Neoclassical and Romantic
asked to give
periods?
characteristics and they
Possible Answer: were able to provide
more than one idea.
Neoclassicism emphasizes
order, symmetry, and
rationality. Romanticism
celebrates emotion,
individualism, and the sublime,
valuing intuition and
https://acesse.dev/tfdP4
imagination over reason.
 Relational Level Rationalization
Question: This item is under
relational level because
What are the distinct
the students were able to
characteristics of paintings
compare the
during Neoclassic and
characteristics of the two
Romantic Periods as
periods in art with the
compared with the
characteristics of arts
characteristics of paintings that
nowadays.
you see nowadays?
https://l1nq.com/eD5VA

Possible Answer:

The Neoclassical and

Romantic paintings are far
more different from the
modern arts in terms of focus
as they emphasized
individualism as compared
with the modern arts which
highlights variety and
diversities.

Extended Abstract Rationalization

Task:

“My Own Canvas” It is classified under

extended abstract since
(Note: The teacher provides a
the learners are made to
sample artwork from the
identify the
Neoclassical/Romantic Period.)
characteristics of the two
Choose two or more periods and infused it in
distinct/striking characteristics their own design.
of the given
Neoclassical/Romantic artwork
and use them as elements of
your own artwork/painting.

Possible Answer:

Painting/artwork inspired by
Neoclassical and Romantic
Arts.
 Numeracy Integration

https://acesse.dev/tfdP4

Instructions

a. Study the picture above.

b. Answer the questions that follow.
1. How many gods and goddesses are there in the painting?
2. How many muses are surrounding Apollo?
3. Multiply the number of god/s with the number of muses in the artwork? What is the
answer? What operation is involved in finding the product of two numbers?
4. What geometric shapes do you see in the artwork?
5. How do the shapes in the artwork contribute to its meaning?

Literacy Integration

Instruction

Do the following activities.

A. Spell each word correctly and use it in a sentence.

1. Neoclassical
2. Romantic
3. Individualism
4. Painting
5. Inspiration

Note:
• The words will be given by the teacher orally, while the learners will write the
correct spelling of the word.
• After which they will use the correctly spelled words in the sentences.

B. Concept Map

Make a concept map illustrating the distinct characteristics of Neoclassical and

Romantic Arts.
 MUSIC GRADE 9

Explain the Performance

Practice of Renaissance
Period.

STEM Unistructural Level Rationalization

The term Renaissance
comes from the word
Question: This item is classified under
renaitre which means
unistructural level because it
“rebirth,” “revival,” and Describe one performance in the
only requires to recall a single
“rediscovery.” The Renaissance Period?
concept. The student will only
Renaissance Period is a
need to explain single
period of “looking back”
performance in the
to the Golden Age of Possible Answers: Renaissance Period.
Greece and Rome.
Mass – is a form of sacred musical
Music was an essential composition that set texts of the
part of civic, religious, Eucharistic liturgy into music.
and courtly life in the
Renaissance. The rich Multistructural Level Rationalization
interchange of ideas in
Europe, as well as
political, economic, and Question: This item is at the multistructural
religious events in the level because it contains
Describe the performances in the
period 1400–1600 led to several procedures, undertakes
Renaissance Period?
major changes in styles of sequential steps and involves
composing, methods of many ideas, where students
disseminating music, new Possible Answer: are asked to describe the
musical genres, and the Vocal Music of the Renaissance Period: performance in the
development of musical • Mass – is a form of sacred musical Renaissance Period
instruments. The most composition that set texts of the
important music of the Eucharistic liturgy into music.
early Renaissance was • Madrigal - is a secular vocal music
composed for use by the genre that originated in Europe in the late
church—polyphonic fifteenth and sixteenth centuries.
(made up of several
simultaneous melodies) Relational Level Rationalization
masses and motets in
Latin for important
churches and court Question: At the relational level, students
chapels. By the end of are expected to make
the sixteenth century, What are the significant influences of
connections and explain the
however, patronage had Renaissance Music to the current
reasons behind. This item is
broadened to include the practices in the Roman Catholic Church?
classified under relational level
Catholic Church, since it talks about the
Protestant churches and significant influences of
Possible Answer:
courts, wealthy amateurs, Renaissance Music to the
and music printing—all SIMILARITIES current practices in the Roman
were sources of income Catholic Church
for composers. 1. Purpose and Function: Both enhance
worship and serve liturgical purposes.
Vocal Music of the 2. Texts: Both use liturgical texts from the
Renaissance Period: Mass and other sacred texts.
3. Structure and Form: Both feature
Mass – is a form of sacred
settings of the Mass Ordinary.
musical composition that
set texts of the Eucharistic DIFFERENCES
liturgy into music.
1. Musical Style and Harmony:
Madrigal – is a secular • Renaissance: Polyphony with
vocal music genre that complex interweaving of voices.
originated in Europe in • Current: Mix of polyphony and
the late fifteenth and homophony, simpler harmonies,
sixteenth centuries. modern influences.
2. Instrumentation:
• Renaissance: Limited instruments,
primarily vocal.
3. Composition and Repertoire:
• Renaissance: Formal compositions
by Palestrina, Josquin des Prez, etc.
• Current: Mix of traditional hymns
and contemporary compositions by
modern composers.
4. Performance Practice:
• Renaissance: Formal, trained choirs
with emphasis on blending.
• Current: Varied styles, including
choirs, congregations, and worship
bands with a focus on
participation.

Extended Abstract Rationalization

Question: It is classified under extended

abstract since the learners
How does the Renaissance music affect
generalize renaissance music
performance practices of today’s music?
and its performances in today’s
music.

Possible Answer:

Today’s music still adopts/adapts the

existence of worship bands, worship
concerts, psalms, and choral singing that
highlights interweaving of voices.
 Numeracy Integration
Instruction

Answer the following:

1. How long did the rich interchange of ideas in Europe, as well as political, economic, and religious
events take place?
2. How many voices are there in homophonic and polyphonic?
3. Write the numeric figure of the words:
a. Fifteenth
b. Sixteenth

Literacy Integration
Activity Title: Word Hunt

Instructions

A. Identify the word being described in the following cues.

B. Highlight the word vertically, horizontally or diagonally.

1. I came from the word “renaitre”. I am ______.

2. I am a form of sacred musical composition.
3. I am made up of several simultaneous melodies
4. I am made up of one melody.
5. I am a group of singers.
 MUSIC GRADE 10

Performs an Excerpt from a 20th or 21st

Century Philippine Musical and Highlight
its Similarities and Differences to Other
Western Musical Play.

STEM Unistructural Level Rationalization

Ang Huling El Bimbo: Based from the two watched videos, This task requires only one answer
execute an excerpt from “Huling El from the learner.
https://bit.ly/4emPtIA
Bimbo” that is similar with “Les
Misérables”.

Les Miserables:

https://bit.ly/3ClHopU Expected Answer:

Excerpt

Multistructural Level Rationalization

Execute an excerpt from “Huling El This task requires the learners to

Bimbo” and “Les Misérables” that execute similarities and differences
emphasizes their similarities and of the two musical videos.
differences.

Expected Answer:

Excerpt

Relational Level Rationalization

Execute an excerpt from any musical This task shows how the learners
play that you like most that is similar relate “Huling El Bimbo” and “Les
or different with “Huling El Bimbo” Misérables” with their own
and “Les Misérables”. preferences

Expected Answer:

Excerpt
 Extended Abstract Rationalization

Choose an excerpt from “Huling El This task requires the learners to

Bimbo” or “Les Misérables” that you integrate their own concept in the
want to change. Perform said part musical play.
with the revision.

Expected Answer:

Excerpt

Literacy Integration

Prepare a Venn Diagram showing the similarities and differences of “Huling

El Bimbo” or “Les Misérables”.
 ARTS GRADE 9
Applies Different Media Techniques and
Processes to Communicate Ideas,
Experiences, and Stories Showing the
Characteristics of Western Classical Art
Traditions.

STEM Unistructural Level Rationalization

You are a Grade 9 learner tasked Task: This item is classified

to put up an exhibit of artworks under unistructural level
that show the Western Classical Use one technique or process in the
because it only requires
art traditions in the Medieval era. Medieval era to create a mosaic
the recall of a single
that shows the Western Classical art
You need to apply the different concept. The student
media techniques and processes traditions.
only needs to use one
in each kind of output to develop technique or process in
your artist’s portfolio. You may use the Medieval era.
from the following techniques Answer:
and processes: Mosaic

Multistructural Level Rationalization

Design Principles and Techniques
of Medieval
Task: This item is at the
Architecture
Apply two or more techniques multistructural level
Medieval architecture didn't just and/or processes in the Medieval era because it involves
happen by accident; it was the to create a painting that shows the several procedures and
result of innovative design Western Classical art traditions. undertaking several
principles and techniques that sequential steps. It
evolved over centuries. Let's involves many ideas.
explore some of the most Answer: The students are asked
significant ones. to apply two or more
Painting
techniques and/or
Architectural Innovations processes in the
Pointed Arches: Unlike the Medieval era.
rounded arches of Romanesque
buildings, Gothic architecture
introduced the pointed arch. This
design not only added a sense of
height and grandeur but also
distributed weight more
efficiently, allowing for taller and Relational Level Rationalization
more slender structures.

Ribbed Vaults: The development Group Task: At the relational level,

of ribbed vaulting was a game- students are expected
changer. These vaults used a Apply different techniques and to make connections
framework of ribs or arches under processes to create a sculpture that
and explain the reasons
the intersections of the vaulted reflects the Western Classical art behind. This item is
traditions in the Medieval era.
sections, which provided classified under
Compare and contrast your work to
additional support and allowed relational level since it
a sculpture in modern times that you
for more complex and expansive requires applying
have seen. different techniques
ceiling designs.
and processes to create
Flying Buttresses: Perhaps one of a sculpture that reflects
the most iconic elements of Answer: the Western Classical art
Gothic architecture, flying Sculpture traditions in the
buttresses are external supports Medieval era then
that counteract the outward compare and contrast it
force of the building's walls. This to a sculpture in modern
innovation enabled architects to times.
construct higher walls and larger
windows, which became
characteristic of the style. Extended Abstract Rationalization

Construction Techniques
Group Task: It is classified under
Masonry and Stonework:
Medieval builders were masters of extended abstract since
Build a prototype of a Medieval era
masonry. They meticulously cut building with evident Western the learners generalize
Classical art traditions. Explain to the the structure into a new
and fitted stones to create sturdy
and durable structures. The use of class the techniques and processes and more abstract
that you used and whether these will situation.
large stones in construction
provided strength and stability, survive the needs of modern-day
architecture in terms of its structure
essential for the towering castles.
and style.
Guilds and Craftsmen: The
construction of medieval
buildings was a communal effort. Expected Answer:
Skilled craftsmen, organized into
Prototype of a building
guilds, specialized in various
trades such as stonemasonry,
carpentry, and glassmaking.
These guilds ensured high
standards of work and passed on
their knowledge through
apprenticeships.

Source:

https://tinyurl.com/3z452wyw
 Literacy/Numeracy Integration

Activity Title: Create a Book, Tell a Story

Instructions

1. Form four (4) groups of learners.

2. Apply different media techniques and processes of Western Classical art traditions in the
Medieval era to create a sample book manuscript with the following measurements: 70 x
52 mm.
3. For the content, assign one (1) of the following Medieval era themes for each group: holy
family and the saints, war, animals, or nature.
4. Present your sample book and share your story with the class.
5.

Suggested Comprehension Questions

1. Who are the characters of the story?

2. When and where is the story set?
3. What happened in the story?
4. What is the theme of the story?
5. What lesson did you get from the story?