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LEARNING MODULE
NOTRE DAME OF PIGCAWAYAN, INC.
SY 2020-2021

MAPEH
Grade 8
Quarter 2
Name:_____________________________________________________________

Section:____________________________________________________________

Subject Teacher:____________ELMOR D. SANCHEZ JR.__________________

Class Adviser:_______________________________________________________

FOR PRIVATE USE

In the Archdiocesan Notre Dame Schools of Cotabato

Strictly not for Public Circulation

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MUSIC
Overview
The unit discusses the common and diverse musical characteristics of East Asian countries like china,
Japan and the Korean peninsula. The noticeable cultural background and musical practices as well as features of
the vocal and instrumental music of the east Asian countries will be tackled. Just like the other countries in the
southeast asia, these three countries have also gained influences from each other through music. They have
commonalities in terms of the musical instruments, the orchestra, and their uses and function as part of their
cultures and traditions.

References
Phoenix Publishing House (MAPEH for Todays Learner 8) AUTHORS; Quennie S. Miranda, Laura R. Jugueta,
Guinevere E. Sacdalan, Maria Teresa R. Sah Jose
http://youtu.be/C_y7zQUZ7pM
http://youtu.be/jqpFjsMtCb0
http://youtu.be/f99tZQ8XtGM

Definition of Terms
Bowed instrument- An instrument that are played by a bow rubbing the string
Gagaku- Musical art that was created by the fusion of music brought to Japan from continental Asia and Japanese
original music and dance
Plucked instrument- A subcategory of string instruments that are played by plucking the strings..
Percussion Instrument- a musical instrument that is sounded by being struck or scraped by a beater including
attached or enclosed beaters or rattles struck, scraped or rubbed by hand struck against another similar instrument.
Samol Nori-the proper name for the original four man group.
Wind instrument- a musical instrument that contains some type of resonator in which a column of air set into
vibration by the player blowing into a mouthpiece set at or near the end of the resonator.

Module Learning Competencies (with Budget time per week)

Lesson Topics Objectives No. of session
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1 Music of East Asia 1.listens perceptively to music of East Asia; 1 WEEK

2. Analyses musical elements of selected songs
and instrumental pieces heard.
3.Explores ways of producing sounds on a variety
of sources that would simulate instruments being
studied;
4.Improvises simple accompaniment to selected
East Asian music;
5.Performs music from East Asia with own
accompaniment
6.Evaluates music and music performances using
guided rubrics

MODULE MAP

MUSIC OF EAST
ASIA

MUSIC OF CHINA MUSIC OF JAPAN MUSIC OF KOREA

 Pipa  Koto
Plucked Instruments  Zheng  Biwa
 Guqin  Shamisen
 Guzheng

Wind instruments  Dizi  Shakuhachi  Chattdae

 Xiao  Sho  Hyang piri
 Souna  Hichiriki  Saeng-hwang
 Sheng  Ryuteki

Bowed Instruments  Erhu  Kayagum

 Haegum

Percussion Instruments  Ching  Kakko  Kkwaenggawari

 Yu  Tsuzumi  Jing
 Shimedaiko  Janggu
 Buko
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EXPECTED SKILLS:
CONTENT STANDARD
The learner demonstrates understanding and distinct musical characteristics of East Asian countries.

PERFORMANCE STANDARD
The learner performs East Asian music with appropriate pitch, rhythm and expression of style.

LESSON 1: Music of East Asia

INTRODUCTION
The music of china has one of the most ancient traditional and cultural music practices that gave great
contribution and influences to other Asian countries’ music. The Chinese local tradition and regional musical
styles offer widely in history theory, aesthetics, instrumentation, practice, and philosophy. This is based on the
doctrines of some Chinese philosophers like confucious. The Japanese firmly preserved their music cultures and
traditions. Hogaku which literally means “ music of ones homeland,”. Is their traditional music based on the early
Chinese and Buddhist music. The Buddhist created chants based on religious hymns called shimyo. This is free in
form and is sung acapella.There are many types of traditional Korean music and is divided into main groups of
court music and folk music. Court music is performed based on the type of ceremony.

PRE ASSESSMENT

DIRECTION: Choose and write the letter of the correct answer. Write your answer in your
activity/assessment notebook..
1. This is one of the famous two stringed violin-like instrument of Chinese instruments.
a. Erhu b. pipa c. zheng d. Guqin
2. This has a four strings and thirty frets on a gourd-shaped frame.
a. Erhu b. pipa c. zheng d. Guqin
3. This is an ancient Chinese instrument with thirteen to twenty-one string stretched over individual
bridges.
a. Erhu b. pipa c. zheng d. Guqin
4. This is a seven-string zither without bridges, this is the most ancient Chinese instrument with over 300
years of history.
a. Erhu b. pipa c. zheng d. Guqin
5. This is a plucked table zither instrument with thirteen strings.
a. Koto b.biwa c. sho d. shamisen
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6. This is a lute pear-shaped instrument with four or five strings and frets made of wood.
a. Koto b.biwa c. sho d. shamisen
7. This is a long necked plucked instrument with three strings played with a bow.
a. Koto b.biwa c. sho d. shamisen
8. This is a percussion instrument of Samul nori that has twelve string stretched along a wooden board
with movable strings.
a. Koto b. Kayagum c. sho d. shamisen
9. It is an abbreviation for Korean pop.
a. Jpop b. kpop c. xiao d. Molihua
10. This is a tiger like animal resting on a sounding box.
a. Ching b. yu c. xiao d. dizi

EXPLORE
You are embarking on an adventure through musical concept of East Asia, and this journey will more
pleasurable if you will become familiar with some basic musical concepts and instrument of the music of East Asia
Philippine music specifically, China, Japan Korea. Keep in mind that most new experiences require some initial
adjustment and insight. The process is similar to visiting a distant country for the first time: You are instantly
immersed in a different culture and surrounded by people who speak an unusual language or follow unfamiliar
customs. This new experience could be either very exciting or quite unbearable depending on your perspective. If
you were not prepared for this journey, your naive responses and actions might bring you embarrassment or instill
the anger of others. Worst of all, you would get very little from a potentially rewarding experience.

These new ideas will be introduced gradually, systematically and actively, . Listen carefully for these
aspects in the music you hear, and in time you will attain a heightened understanding that will open your ears,
mind and soul to the deeper levels of musical thought about the music of the East Asia.

Activity 1. Identify me
Analyze the musical instrument of East Asia. Identify what categories of the specific instrument
belong by checking the correct answer. Kindly copy and answer the table below and write it on your
activity/assessment notebook.

Name of Bowed instrument Wind instrument Percussion Pluck instrument

instrument instrument
1. Zheng
2. Sheng
3. Yu
4. Pipa
5. Guqin

FIRM UP

ACTIVITY 2. Impression check

Listen to the following East Asian folk songs and prepare to reflect your observations. Click on
the link below and prepare to share your observations about the vocal and instrumental music of East Asia
after the presentation of each example.
(Note: if you have low connectivity or no connectivity at all I will download all resources or
materials needed in this activity. I will share the downloaded material through Share it, Bluetooth and etc.
upon receiving the module)

Song Title Impression/observation

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1. Mo Li Hua
http://youtu.be/C_y7zQUZ7pM

2. Sakura
http://youtu.be/jqpFjsMtCb0

3. Arirang
http://youtu.be/f99tZQ8XtGM

Activity 3. Complete me
open your book on page 31- 53, read and understand the topic. After doing so, answer the table
below. Write your answer on your activity/assessment notebook.

Fill in the chart with necessary information. Make a table in your activity/ assessment
notebook. Write your answer on the chart you have made.

Name of Description Classification Origin

instrument (bowed, wind, (China, Japan, Korea)
percussion, pluck)
1.Sheng
2.Chottdae
3.Jing or Ching
4. Zheng
5.Koto

DEEPEN

Activity 4. Reflect and think critically

Reflect about the lesson and complete the following statement below. Copy and write your
answer on your activity/ assessment notebook..

1. I enjoy the topic on____________________________________________________________

2. I still need to relearn the________________________________________________________
Because_____________________________________________________________________
3. I will enhance my learning on____________________________________________________
Because______________________________________________________________________

Activity 5. Lets explain

Answer the following questions. Write your answer on your activity/assessment notebook.
1. What did you learn about the musical of East Asia?
2. Why is East Asia music unique?
3. How can you apply the topics you have learned from East Asia music to real-life situation?

VALUES INTEGRATION

Activity 6. Let’s get motivated

In your activity/assessment notebook answer the question. What East Asia folksong do you really
enjoy? In what way it helps you to keep motivated.
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TRANSFER
In the previous activities, you were tasked to analyze the musical characteristics and elements
both vocal and instrumental in East Asia. It is expected that through those activities you are already
equipped with the necessary skills needed for you to accomplish the activities in this section.
And in this section, you are tasked to:
1. Explore ways of producing sounds on a variety of sources that would simulate instruments being
studied.
2. Improvised simple accompaniment to selected East Asian Music.
3. Perform music from East Asia with own accompaniment.

Activity 5.Differentiated Activity

You are tasked to choose and perform an activity from the differentiated activities.

Singer Choose and sing Southeast Asian song in this lesson. Show it in a form of video
presentation. You can send it on messenger or pass it through Share it or Bluetooth

Instrumentalis Play an improvise musical instrument as an accompaniment in a Southeast Asian song.

t Show it in a form of video presentation. You can send it on messenger or pass it through
Share it or Bluetooth

Dancer Choose a music in Southeast Asian Country and interpret this through dancing. Show it
in a form of video presentation. You can send it on messenger or pass it through Share it
or Bluetooth

Note: For those who don’t have android phone or smart phone, do the following activity
Make one (1) improvise instrument inspired by Southeast Asian Music.

RUBRICS:
CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING
4 3 2 1
Tone The tone is evidently The tone is The tone is focused, The tone is not
Quality focused, clear, and centered focused, clear, and clear, and centered focused, clear, and
all throughout centered all but Uncontrolled Centered And
the piece. extremes in tone throughout the tone in the Normal Significantly
range is controlled piece. The voice Singing throughout Detracting from
including its tone quality. and intonation are the piece. the
rendered. Overall
Performance
.

Pitch The pitch is The pitch is precise There are parts of the The pitch is not
Excellently and secure all Performance that is precise and not
precise and secure throughout the not precise and Secure during the
as Manifested all performance. Unsecure pitch. Performance
throughout The .
performance.
Rhythm The rhythm is The rhythm performed There are parts of the The entirety of the
excellently shows accurate tempo performance that are rhythm performed is
manifested with and patterns as against the prescribed not the prescribed
accurate patterns prescribed. tempo and pattern. tempo and pattern.
all throughout the
duration of the
performance.
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Expression The Performance The performance There are The Expression

And Displays Displays Expressions and and style employed
Style Authentic Appropriate styles during the is not relevant
Expression and expression and Performance that are to the piece.
style style relevant to the not appropriate to
exhibiting the piece. the part of the piece.
Cultural identity
of the Region
Represented by
the piece.

ARTS
Overview
This unit will bring and introduce you to the different arts, traditions, and cultural backgrounds of East
Asian countries namely China, Japan, and korea. These countries have been noted for their numerous similarities
in their art production, artistic traditions, and principles of arts as influenced by their history, beliefs, religions,
culture, and rulers. This unit will guide you in your journey to the rich cultural diversity of the arts and crafts as
inspired by the different creative folk arts and designs of the East Asian countries.

REFERENCES:
MAPEH FOR TODAYS LEARNER 8 (PHOENIX PUBLISHING HOUSE) AUTHORS; Quennie S. Miranda,
Laura R. Jugueta, Guinevere E. Sacdalan, Maria Teresa R. Sah Jose

DEFINITION OF TERMS
CALLIGRAPHY- an ornamental writing usually done with a pen in the West and with a brush of China and
Japan
LANDSCAPES-all the visible features of an area of countryside or land , often considered in terms of their
aesthetic appeal.
ORIGAMI- the art of paper folding, which is often associated with Japanese culture.
PRINTMAKING-the process by which different types of prints are made.
SCULPTURES- the branch of the visual arts that operates in three dimension.

Module Learning Competencies (with Budget time per week)

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Lesson Topic Objectives No. of session

1 Arts and crafts of East Asia 1.Analyzes elements and principles of art in the 1 Week
production of arts and crafts inspired by the cultures of
East Asia.
2.Identifies characteristics of arts and crafts in specific
countries in East Asia: China (Chinese painting and
calligraphy); Japan (origami, woodblock printing, theater
masks, face painting, and anime and manga); and Korea
(theater masks, drums, and K-pop)
3.Reflects on and derive the mood, idea or message from
selected artifacts and art objects.
4.Appreciates the artifacts and art objects in terms of
their utilization and their distinct use of art elements and
principles.
5.Incorporates the design, form, and spirit of East Asian
artifacts and objects to one’s creation.
6.Traces the external (foreign) and internal (indigenous)
influences that are reflected in the design of an artwork
and in the making of a craft
7.Creates crafts that can be locally assembled with local
materials, guided by local traditional techniques (e.g.,
Gong-bi, Ikat, etc.)
8.derives elements from traditions/history of a
community for one’s artwork
9.shows the relationship of the development of crafts in
specific countries in East Asia according to functionality,
traditional specialized expertise, and availability of
resources (e.g., pottery, weaving, jewelry, and basketry)
10.shows the commonalities and differences of the
cultures of the East Asian countries in relation to
Philippine culture.
MODULE MAP

Arts and Crafts of East Asia

East Asian Crafts, Body

Chinese, Korean, and East Asian Crafts and Paper Sculpture
Ornamentation and accessories
Japanese Paintings and
Printmaking

Required Skills

Reading Creating
Performing
Imitating/Recreating Evaluating
Responding Analyzing

EXPECTED SKILLS
CONTENT STANDARD
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The learner synthesize and applying prior knowledge and skill in salient features of the arts of East Asia
by showing the relationship of the elements of art and processes among culturally diverse communities in the
region. East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times.

PERFORMANCE STANDARD
Create artworks showing the characteristics elements of the arts of East Asia. Exhibit completed artworks
for appreciation and critiquing.

LESSON 1. Arts and Crafts of East Asia

INTRODUCTION
Representing more than 4,500 years of visual history, VMFA’s (  Virginia Museum of Fine Arts) East
Asian collection features painting, prints, sculpture, textile, ceramics, metal works, object in lacquer and jade, and
other art forms from China, Japan, and Korea. Collection themes include the Bronze age, the spread of Buddhism,
cross-cultural influences, ceramics development and trade, poetry and calligraphy, scholar’s implements, tea-
ceremony vessel and incense art. Painting started from prehistoric humans. They use red ochre and black pigment.
Early paintings often showed hunting scenes of human chasing various animals like, horses, rhinoceros, lions,
buffalos, mammoths.

EXPLORE

Activity 1.Picture Analysis

Look deeply at the picture. Identify and analyze what are the elements you observe to the specific
images and the messages that the picture trying to convey.
1. 2. 3.
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FIRM UP

Activity 2. Let’s do it
In your book open your book on page 151- 182, read and understand the topic. After doing so,
answer the activity below. Write your answer on your activity/assessment notebook.

The common subject of Korean artworks is landscape. Drawing Landscape is always fun and
exciting. In your activity/assessment notebook draw a landscape or a scenery and apply the elements of
arts which is the color, line, texture, shape, form, balance.

Activity 3. Art making reflection

How’s your Art-making experience?

Reflect on your art-making process. Answer the questions below, and write your answer on your
activity/ assessment notebook. Copy and answer.

1. I observe that my art is____________________________________________________________

2. I learned that____________________________________________________________________
3. Aside from the things I learned I also developed my skill in_______________________________
4. While doing the activities, I felt_____________________________________________________

DEEPEN
Activity 4. Let’s assess and learn
Answer the following questions
1. What arts and crafts from the East Asian countries that you’ve learned in this lesson that caught your
interest and your attention?
2. What distinctive East Asian cultural figure inspired you most to create your works of art?
3. What style of art in this lesson did you find intriguing or catch your curiosity?
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VALUES INTEGRATION

Activity 5. Arts And Crafts Appreciation

As a student, we know that the East Asian cultures and traditions in making artwork are still use
and preserve in our generation. For you, as a young Filipino how will you encourage your fellowmen to
do so? Write your answer in your activity/assessment notebook.

TRANSFER

In the previous section, you deepened your understanding about the East Asian arts. In this
section you are able to do the following activities:

Activity 6. Art workshop

Soap carvings are simple to begin for children and adults alike. Soap is soft enough and you can use a
sharp knife or you can use household objects such as spoons, forks, and toothpicks to make your design
Materials:
a. Soap c. Knife e. Pencil
b. Cutter d. Old newspaper/Cardboard
Procedure
1. Choose a bar soap. Any soap will do.
2. Choose a knife to use
3. Cover your work area. Spread newspaper out over the area where you’ll do the carving
4. Decide on the subject
5. Scrape of the brand name
6. Draw an outline
7. Slice away the outside portion
8. Begin the detail work
9. Polish the work
PHYSICAL EDUCATION
Overview
This module introduces you to the world of team sports. As you go along, you will encounter
activities that allow you to demonstrate understanding of the benefits derived from your engagement and
participation in team sports together with your family, which will beventually promote family fitness,
health, and wellness.

References
MAPEH FOR TODAYS LEARNER 8(PHOENIX PUBLISHING HOUSE) AUTHORS; Quennie S. Miranda,
Laura R. Jugueta, Guinevere E. Sacdalan, Maria Teresa R. Sah Jose

DEFINITION OF TERMS
BASEBALL- this is a sport that combines physical and mental talents and usually played in slow methodic pace
with “specialist” playing the sports.
BASKETBALL- it is a team sport where a player aims to shoot a ball through a basket horizontally positioned to
score points while following a set of rules.
SKILLS- ability to do well, expertise.
TEAM SPORTS-includes any sport where individuals are organized into opposing team which complete to win.
VOLLEYBALL- it is a team sport in which two teams of six players are set on the opposite side of the net.
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Module Learning Competencies (with Budget time per week)

LESSON TOPIC OBJECTIVES NO. OF SESSION

1 THE WORLD OF TEAM 1. Undertakes physical activity and 2 weeks
SPORTS physical fitness assessments Reviews goals
based on assessment results.
2. Describes the nature and background of
the sport.
3. Executes the skills involved in the sport.

MODULE MAP

TEAM SPORTS

BASKETBALL VOLLEYBALL BASEBALL

 SHOOTING  SPIKING  THROWING

 DRIBBLING  SERVING  PITCHING
 REBOUNDING  SETTING  CATCHING
 PASSING  DIGGING  BATTING
 RUNNING  RECEIVING  BASE
RUNNING

EXPECTED SKILLS
CONTENT STANDARD
The learners describe the nature and background of the sports.

PERFORMANCE STANDARD
Execute the skills involved in the sport.
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LESSON 1. The World of Team Sports

INTRODUCTION
No player is greater than a team. Team sports and fair play build character in people. Basketball,
baseball, softball, volleyball, and other team sports emphasize the necessity of working together to
achieve goals. Players learn firsthand to achieve success through hard work, perseverance, and
consistency. Honor in playing the game is shown by planning from practice to playing the game- win or
lose. Camaraderie, friendship, and learning from each other’s mistakes, understanding how to accept
defeat, and acknowledging that the other team is better are some of the values that are formed by
participating in team sports.

PRE ASSESSMENT
Before you proceed any further, consider answering the pre assessment items below. This may
help determine whether you already have prior knowledge on the terms, skills and understanding in team
sports.

Answer the following questions. Write your answer in your activity/ assessment notebook.
1. What is the significance of team sports?
2. What values or virtues can team sport develops to every individual?
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3. What benefits can derive from participating in team sports?

EXPLORE

Activity 1. Let’s check

This time focus your attention on the team sports engagement survey form. This will assess your
engagement in team sports which will serve as your reference in identifying your personal goals and
targets.
Copy the survey form in your activity/ assessment notebook and reflect on your participation in
team sports by honestly responding to the survey questionnaire below.

put a check (/) mark in the corresponding column below the sport for your responses. Copy and answer
the table in your activity assessment notebook.

SURVEY QUESTIONS BASKETBALL BASEBALL VOLLEYBALL

YES NO YES NO YES NO
1. Do you have experience in playing team sports?
2. Do you play team sports with friends?
3. Do you play team sports with your family?
4. Do you play team sports often?
5. Are you a member of the school varsity team?
6. Do you participate in community sports?
7. Do you enjoy participating in team sports?
8. Do you consider the benefits derived from playing team sports?
9. Are there team sports enthusiast in your family?
10. Do you plan to make team sports as one of your lifetime fitness
activities?

“A journey of a thousand miles, begins with a single step.” It is now time for you to start
achieving your goals and targets by accomplishing the given tasks one at a time.

FIRM UP

Activity 2. Identify me
Below is a table indicating the basic skills in playing basketball, baseball, volleyball. Your task is
to identify which sport is appropriate for each of the skills indicated in the table below. Copy and answer
it on your activity/assessment notebook.
Basic skills Corresponding Team Sport
Serving
Dribbling
Throwing
Digging
Pitching
Shooting
Passing
Setting
Spike
Batting
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Activity 3. Reflect and think critically

From your experiences regarding team sports, answer the following questions. Write your answer
in your activity/assessment notebook.
1. What is your favorite team sport? Why?
2. Who influenced or motivated you to choose such team sports to play? How?
3. Do you think playing team sports can promote fitness, health and wellness among family members?
how?

DEEPEN

Activity 4. Lets explain

Answer the following questions. Write your answer in your activity/ assessment notebook.
1. What are the basic skills in playing team sports?
2. How does playing team sport develop specific fitness components?
3. Why are rules and regulations essential in playing team sports?
4. What makes team sport an excellent means of enhancing family fitness and wellness?
5. What values can be fostered as you and your family engaged and participate in a team sport?

VALUES INTEGRATION

Activity 5. Unleash Sportsmanship

Give your reaction or idea regarding to this quote “in sports, its’s not winning that matters most,
It’s how you play the game”. Write your answer in your activity/assessment notebook.

TRANSFER

Activity 6. Let’s do it
Demonstrate the skills of team sports. Ask someone who can assist you in properly executing the
basic skills. Then, copy the assessment tool table as shown, and perform the given instruction. Write your
answer in your activity/assessment notebook.
Just put a checkmark (/) in the column corresponding to your response to the item indicated in the
following table based on how well you did in executing the basic skills of the basketball. You will be
rated by the given criteria.

ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL

NAME: SECTION: DATE:
BASIC SKILLS ADVANCED PROFICIENT APPROCHING DEVELOPING BEGINNING
PROFICIENT
1. SHOOTING
2. DRIBBLING
3. PASSING
4. REBOUNDING
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5. RUNNING

Competency and Proficiency

Proficient The student has the advance knowledge and skill about the given sport.
Competent The student has the knowledge and skill and comfortable with the given sport.
Advance beginner The student needs more practice to develop the skill and knowledge about the
given sport.
Beginner The student is just beginning to acquire the necessary knowledge to the given
sport.

HEALTH
Overview
Family is very important part of our everyday life. It help us in improving our personality. It also help us
in shaping our lives. It teaches us the value of integrity, love and honesty and provides us with tools necessary for
success.
Family is considered a place where you can be yourself. It is a place where you are accepted for what you are.this
is where you are completely tension free and everyone is there to help you. Family encourages you when you are
surrounded by problems. It helps you survive through tough times and brings joy into your life.

REFERENCES
MAPEH TODAYS LEARNER 8 (PHOENIX PUBLISHING HOUSE) AUTHORS; Quennie S. Miranda, Laura
R. Jugueta, Guinevere E. Sacdalan, Maria Teresa R. Sah Jose
https://youtu.be/XRuDQ6aYeD0

DEFINITION OF TERMS
COURTSHIP- It is to ask permission to woo the woman.
MARRIAGE- A lifelong partnership and bond between a man and a woman who understand, accept, trust, and
love each other.
PARENTHOOD- The state of being parent and the responsibilities involved.
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PREGNANCY- the term used to describe the period in which a fetus develops inside a woman’s womb or uterus.

Module Learning Competencies (with Budget time per week)

LESSON TOPIC OBJECTIVES NO. OF SESSION

1 Family Health II 1. explains the definition and importance of courtship and 1 week
dating in choosing a lifelong partner analyzes behaviors
that promote healthy relationship in marriage and family
life
2. describes the factors that contribute to a successful
marriage
3. explains the importance of maternal nutrition during
pregnancy
4. explains the effects of rapid population growth and
family size on health of the nation examines the
important roles and responsibilities of parents in child
rearing and care enumerates modern family planning
methods (natural and artificial)

MODULE MAP

FAMILY HEALTH II

Dating, Courtship And Marriage Medical Concern Responsible Parenthood

EXPECTED SKILLS
CONTENT STANDARD
The learner demonstrates understanding of family health and prevention and control of diseases
and disorders.
PERFORMANCE STANDARD
The learner makes informed and values-based decision in preparation for responsible and
informed decisions.
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LESSON 1. Family Health II

INTRODUCTION
Families play an essential role in physical emotional, and social development of individual family
members. A successful and healthy family. Healthy families are able to cope with and adapt to challenges and
stressful events. With benefits and threats that the family is facing, the challenge is how to protect the youth from
being broken, redefined, or simply becoming irrelevant.

PRE-ASSESSMENT
Answer the following questions. Explain briefly your answer in your activity/assessment notebook.
1. Maturity
2. Fidelity
3. Commitment
4. Economic stability
5. Fixed marriage

EXPLORE

Activity 1. Reflect and think critically

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Complete the following statements to express your understanding and your belief on marriage.
1. As a teenager, I believe that marriage is_________________________________________
2. Marriage should be_____________________________________________________
3. Marriage shouldn’t be___________________________________________________

FIRM UP

Activity 2. Lets answer

Write T if the statement is correct. Write F if the statement is wrong. Write your answer on your
activity/assessment notebook.
1. All families have routines
2. Designing intervention, recognize and build on family, personal, and cultural values.
3. Routines are affected by family, personal, and cultural values
4. One advantage of embedding intervention in routines is that routines remain stable and consistent.
5. Child centered assessment is insufficient for implementation of a family guided activity based
intervention approach.
6. Children with severe or multiple disabilities are the least likely to have sufficient routines for
intervention to be effective.
7. To ensure adequate numbers of opportunities for responses, the early interventionist should design the
family’s or care provider’s routine embedding opportunities of practice.
8. Generally, family members and care providers do not use effective intervention strategies within daily
routines without modelling and demonstration by early intervention personnel.
9. Family members do not follow up with early intervention recommendations or activities because they
prefer the professional to deliver the services.
10. The daily routines of care providers in child care setting afford similar opportunities for embedding
intervention.

DEEPEN

Activity 3. Lets explain

Open your book on page 405-457 read and understand the topic. After reading, answer the
question below. Write your answer in your activity/assessment notebook.

1. What values you want to instill to your children?

2. Would you ever consider divorce?

VALUES INTEGRATION

Activity 4. Choose your partner wisely

Marriage is one of the greatest blessings in life. If you will reflect today about choosing a spouse
in the near future. What are your standards in choosing your husband or wife?

TRANSFER

Activity 5. Listen and think critically

Let us listen and sing the wedding song “Beautiful in white” by Westlife. While singing,
reflect and internalize each line of the song and answer the question below. (Here’s the link
https://youtu.be/XRuDQ6aYeD0)

Process Questions:
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1. what is marriage?
2. What is the best thing about marriage?
3. What excites you about getting married?
4. What would you think would improve a relationship?
5. Would you ever consider divorce?