Content Standards
The learner demonstrates understanding of key concepts involving linear equations, functions, and inequalities, and quadratic equations, functions and inequalities.
II.
Performance Standards
The learner is able to thoroughly investigate and formulate real-life applications involving linear equations, functions, and inqualities, and quadrtic equations, functions and
inequalities
III.
Topic Guide
Unit Title
I.
Topics
Linear Functions
(Linear) Relations vs. (Linear) Functions
Solving for Linear Functions
Models/Applications
Linear Inequalities
Solving for Linear Inequalities
I.
Quadratic Functions
Forms of Quadratic Equations
Remarks
I.
Unit 3: Quadratic Inequalities
IV.
Quadratic Inequalities
Solving for Quadratic Inequalities
Models/Applications
Major Requirements
Output
Schedule
Music
V.
Grading System
Component
Percentile
Written Work
Performance Task
Periodic Assessment
40%
40%
20%
Content Standards
The learner demonstrates understanding of key concepts of angles as applied in triangle congruence and inequalities, variations, radical expressions and equations, and quadrilaterals.
II.
Performance Standards
The learner is able to thoroughly investigate and formulate real-life applications involving linear equations, functions and inequalities, and quadratic equations, functions and
inequalities.
III.
Topic Guide
Unit Title
Topics
I.
Unit 4: Variations
Variations
Direct Variation
Inverse Variation
Joint Variation
Combined Variation
I.
Laws of Exponents
Radicals
Conversion
Remarks
III.
I.
Simplifying
Operations
Radical Equations
Polygons
Types/Properties
II.
Proving
Mathematical Systems
Reasoning
III.
IV.
Triangle Congruence
V.
Triangle Inequalities
Unit 6: Geometry
VI.
IV.
Quadrilaterals
Parallelograms
Trapezoids
Kites
Major Requirements
Output
Schedule
V.
2. Selfie Submission
4. Final Submission
Grading System
Component
Percentile
Written Work
Performance Task
Periodic Assessment
40%
40%
20%
Content Standards
The learner demonstrates understanding of key concepts of similarities, right triangle trigonometry, and oblique triangle trigonometry.
II.
Performance Standards
The student will be able to thoroughly investigate and formulate real-life applications involving similarities and right triangles.
III.
Topic Guide
Unit Title
Unit 1: Similarities
Topics
I.
Ratios/Proportions
II.
Similar Polygons
Conditions
III.
IV.
Similar Triangles
SAS Theorem
SSS Theorem
AA Theorem
Right Triangle Similarity
Geometric Mean
Special Right Triangles
Remarks
I.
Unit 2: Right Triangle Trigonometry
II.
III.
I.
Unit 3: Oblique Triangle Trigonometry
II.
IV.
Pythagorean Theorem
Trigonometric Ratios
Esparrago, M. et. al. (2008). Next Century
Mathematics, Advanced Algebra,
Trigonometry, and Statistics (2nd Ed).
Quezon City: Phoenix Publishing
House, Inc.
Major Requirements
Output
Schedule
2. Trial Sessions
4. Final Submission
V.
Grading System
Component
Percentile
Written Work
Performance Task
Periodic Assessment
40%
40%
20%
Content Standards
At the end of the trimester, the students will be able to demonstrate an understanding of:
1. naming and writing formulas for binary and ternary compounds;
2. the type of bonds that carbon forms that result in the diversity of carbon compounds;
3. the unit mole, that quantitatively measure the number of very small particles of matter; and
4. the genetic variations of the Mendelian and non-Mendelian patterns of inheritance.
II.
Performance Standards
At the end of the trimester, the students will be able to create:
1. analyze the percentage composition of different brands of two food products and decide on the products appropriate percentage composition; and
2. organize scientific information using (a pedigree chart) appropriate simple tables, charts, and graphs, and identify relationships they reveal.
III.
Topic Guide
Unit Title
Topics
1.
2.
3.
4.
Remarks
1. Mole Concept
2. Direct Conversion
3. Indirect Conversion
4. Percent Composition, Empirical Form & MF:
UNIT 2. CHEMICAL QUANTITIES
UNIT 3. HEREDITY
IV.
1. Mendelian Genetics
a. review
b. dihybrid cross
2. Non-mendelian genetics
3. Sex-linked patterns of inheritance
textbook
Capco, C. (2003). Biology. Quezon
City, Philippines: Phoenix
Publishing
House, Inc.
Major Requirements
Product Analysis
Date of:
English
SECOND TERM
I.
II.
III.
Content Standards
At the end of the trimester, the students will be able to demonstrate an understanding of:
1. explaining the classification of organisms based on a hierarchical taxonomy including kingdom, division, class, order, family, genus, and species;
2. identifying animals using a taxonomic key;
3. the interactions for survival among living and non-living things take place in tropical rainforests, coral reefs and mangroves swamps;
4. weathering and soil erosion shape the earths surface and affect living things and the environment;
5. conservation of mechanical energy; and
6. projectile motion, impulse and momentum, and conservation of linear momentum.
Performance Standards:
At the end of the trimester, the students will be able to:
1. form discussion groups to tackle issues involving protection and conservation of ecosystem that serve as nurseries, breeding places and habitats for economically important
plants and animals;
2. participate in projects that reduce soil erosion in the community;
3. create a device that shows conservation of mechanical energy; and
4. propose ways to enhance sports related to projectile motion.
Topic Guide
Unit Title
Topics
1. Biodiversity
a. Hierarchical taxonomic system classification
b. Protection of conservation of endangered and economically
important species
c.. Causes of species extinction
2. Rocks and Weathering
a. classification of rocks
b. rock cycle
c. agents of weathering
d. types of weathering
Remarks
1. Projectile Motion
2. Impulse and Momentum
3. Conservation of Linear Momentum
IV.
Major Requirements
Output
Date of:
Symposium
THIRD TERM
I.
Content Standards
At the end of the semester, the students will be able to demonstrate an understanding of:
1. the chemical reactions associated with biological and industrial processes affecting life and the environment;
2. how gases behave based on the motion and relative distances between gas particles;
3. current-voltage-resistance relationship, electric power, and home circuitry; and
4. the relationship between electricity and magnetism with electric motors and generators.
II.
Performance Standards
At the end of the trimester, the students will be able to create soap where chemical reactions involved in industrial processes will be applied.
III.
Topic Guide
Unit Title
Topics
1. Indicators of chemical changes
2. Balancing chemical reactions
3. Reaction Types and Predicting Products
4. Stoichiometric calculations (mass-mass)
5. Percent Yield
1. Boyles Law
2. Charles Law
3. Gay-Lussacs Law
Remarks
IV.
1. Electricity
(Ohms Law, Electric Current, Voltage, Electric Resistance,
Electric Power, Electric Energy, Home circuitry)
2. Power Generation
3. Energy Loss
4. Transmission and distribution of electric energy
5. Work and heat energy
6. Efficiency of thermodynamic systems
Major Requirements
Output
Date of:
Soap
Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people through the power of
persuasion.
II.
Performance Standards:
a. The learner actively participates in making an advertisement using effective verbal and non-verbal strategies in persuading the target audience.
b. The learner composes a short but powerful persuasive text using a variety of persuasive techniques and devices.
III.
Topic Guide
Unit Title
Topics
1. Historical Development of English Literature
2. Passionate Shepherd to his Love by Christopher Marlowe
a. Literary Focus: Word Choice and Imagery
b.Grammar Review: Subject-Verb Agreement
3. A Days Wait by Ernest Hemingway
a. Literary Focus: Dialogue and Recognizing Themes in the
Story
b.Writing Focus: Recognizing Basic Fallacies & Propaganda
Techniques
4. I Chose to Remain by Rosa Parks with Jim Haskins
a. Literary Focus: Anecdote Writing Focus: Cohesive Devices
1. First Stage of Writing Process: Organizing Your Thoughts
Brainstorming (Handout)
2. Second Stage of Writing Process: Choosing a Topic for a
Persuasive Essay (Handout)
3. Third Stage of Writing Process: Considering Purpose and
Audience (
Remarks
IV.
Major Requirements
Output
1. Advertisement: (Group work) Students are
grouped based on their Multiple Intelligence.
They will prepare an effective advertisement
featuring their products and the advertisement
is good for 30-60 seconds.
2. Persuasive Essay: (Individual) Students will
be working individually in writing their
persuasive essay. They will be following the
writing process in preparation for their essay.
Date of Submission
Science
Social Science
SECOND TERM
I. Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of valuing other people by recreating literary works
highlighting the writers talent.
II.
III.
Performance Standards:
a. The learner actively participates in writing their respective playbill content effectively using proper prepositional and transitional phrases to maintain unity and coherence among
ideas.
b. The learner composes a one-act play from on a short story based on his or her interpretation of the play.
Topic Guide
Unit Title
Unit 2. Scriptwriting
Topics
1. Geoffrey Chaucer: Canterbury Tales (Medieval Period) (other
reference materials)
a. Literary Focus: Irony
b. Grammar Review: Prepositional Phrases
2. William Shakespeare: Sonnet 18 (Elizabethan Period)
a. Literary Focus: Elements of Sonnets
b. Writing Review: Misplaced and Dangling Modifiers
3. Elizabeth Barrett Browning: Sonnet 43- How Do I Love Thee
(Victorian Period)
a. Literary Focus: Elements of Sonnets
b. Grammar Review: Correcting Common Errors in the Modifiers
4. William Ernest Henley: Invictus (Late Victorian Period)
a. Literary Focus: Personification
b. Grammar Focus: Using Transition Words and Phrases
1. William Shakespeares Julius Caesar play excerpt (one act)
2. Types of Drama
3. Elements of Drama
4. Script Writing Format for the Stage
[How to Write a Play Based on a Book]
Style Guide Specifics
Title Page
Character List
Remarks
IV.
Major Requirements
Output
Date of Submission
December 1, 2016
THIRD TERM
I. Content Standard: The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of connecting to the world; as well as how to analyze a
drama and different forms of verbals for him or her to skillfully perform in a one-act play.
II. Performance Standards:
The learner skillfully performs in a one-act play through utilizing effective verbal and non-verbal strategies and ICT resources based on the following criteria:
Focus, Voice, Delivery, and Dramatic Conventions.
III. Topic Guide
Unit Title
Drama
Topics
1. History of Drama
a. Origin of Drama
b. English Drama
2. Reality vs. Drama
3. Introduction to Stage Production
Remarks
IV.
Major Requirements
Output
1. Dress Rehearsal
2. Drama Fest
Date of Submission
ACADEMIC GUIDE
Subject: Social Science IX - Economics
FIRST TERM
I.
Content Standards
Students will be able to understand the concepts, principles, and theories of Economics as a basis of wise decision-making in real life situations.
Students will be able to understand the issues involved in the basic economic activities of consumption, production, and distribution of goods and services.
Students will be able to understand the relationship of factors affecting supply and demand as a basis of wise decision-making in the household and the market toward
national development.
II.
Performance Standards
Students will be able to apply the concepts, principles, and theories of Economics to wise decision-making in real life situations.
Students will be able to apply knowledge on the basic economic activities to responsible consumption, ethical production, and equitable distribution of goods and
services.
III.
Topic Guide
Unit Title
Topics
Introduction to Economics
Economics as a Social Science
Definition of Economics
Sciences related to Economics
Application of Economics
Microeconomics and Macroeconomics
Methodology of Economics
Economic goals
Remarks
Topics
Textbook
(Part 1 Chapter 4; Part 2 Chapters
7 and 8; and, Part 3 Chapter 11)
Department of Trade and Industry
Consumer Welfare and Business
Regulation (www.dti.gov.ph)
Remarks
Unit Title
Topics
IV.
Major Requirements
Output
Date of Submission
Cost-Benefit Analysis
Students will basically have one performance task that
would develop all throughout the school year. This
performance task will be divided into three parts. The
first part of the performance task would require the
students to work into groups to produce a written
output that would analyze and study the cost-benefit of
a particular policy or program.
Remarks
SECOND TERM
I.
Content Standards
Students will be able to master the relationship of factors affecting supply and demand as a basis of wise decision-making in the household and the market toward
national development.
Students will be able to understand the concepts and principles of Macroeconomics and International Economics as it plays a part in uplifting the citizens standard of
living and achieving authentic economic development.
II.
Performance Standards
Students will be able to critically analyze the relationship of factors affecting supply and demand as a basis of wise decision-making in the household and the market
toward national development.
III.
Topic Guide
Unit Title
Unit Title
Macroeconomics: Exploring the national economy
(Part 1)
Topics
Price Elasticity
Price Elasticity of Demand
Price Elasticity of Supply
Law of Demand and Supply with Government
Intervention
Price ceiling
Price floor
Market Structures
Perfect Competition
Imperfect Competition
Monopoly
Oligopoly
Monopolistic Competition
Topics
Economic Growth
Business Cycles
Expansion, Peak, Recession, Trough
Remarks
Textbook
(Part 2 Chapters 7 9)
Remarks
Inflation
Causes and effects of Inflation
Demand-pull inflation, Cost-push inflation,
Monetary inflation
Solutions to Inflation
Unemployment
Types of Unemployment
Frictional unemployment, Cyclical
unemployment, Seasonal unemployment,
Structural unemployment, Technological
unemployment
Solving Unemployment
IV.
Major Requirements
Output
Date of Submission
Proposal exhibit
From the performance task during the first term,
students will then present the facts about the
program/policy they have worked on. Along with this,
the students will also have to indicate the possible
project that their program/ policy can venture into to
address better the social issues they are advocating for.
THIRD TERM
I.
Content Standards
Students will be able to master the concepts and principles of Macroeconomics and International Economics as it plays a part in uplifting the citizens standard of living
and achieving authentic economic development.
II.
Performance Standards
Students will be able to apply concepts and principles of Macroeconomics and International Economics in proposing a means of uplifting the citizens standard of living
and achieving authentic economic development.
III.
Topic Guide
Unit Title
Unit Title
Topics
National Income Accounting
Gross Domestic Product vs. Gross National
Product
Approaches to GDP / GNP computation
Industrial-origin Approach
Expenditures Approach
Indicators of Economic Growth
Inflation, Unemployment, Per capita GNP/GDP,
Stock market prices, Exchange rate
Economic sectors
Agricultural sector, Industrial sector, Services
sector
Fiscal Policy
National budget
Taxation
Graft and Corruption
Monetary Policy
Money and banking
Central banking
Economic Growth vs. Economic Development
Definition of Economic Development
Theories on Economic Development
Measures of Economic Development
Human Development Index
Index of Happiness
Gender Issues
Contemporary Issues
Sustainable Development
Access to Quality Education
Political Dynasties
Human Rights
Topics
Remarks
Textbook
(Part 3 Chapters 11 -13; Part 4
Chapters 14-20)
National Statistics Coordination
Board (nscb.gov.ph)
Asian Development Bank
(www.adb.org)
Remarks
IV.
International Economics
Theories of international trade
Trade patterns of the Philippines
Regional organizations
ASEAN Economic Community
Trade liberalization
Contemporary Issues
Globalization
Border and Territorial Conflicts
Textbook
(Part 4 Chapter 19)
National
Statistics
Board (nscb.gov.ph)
Coordination
Asian
Development
(www.adb.org)
Bank
Major Requirements
Output
Date of Submission
Proposal Defense
The last phase of the performance task would require
students to conduct a defense proposal on the
policy/program that they have been working on since
the first term. They would have to propose to either
revise or abolish and replace their specific
policies/programs.
ACADEMIC GUIDE
Asignatura: Filipino IX : Panunuring Pampanitikan at Panitikang Asyano
UNANG TERMINO
I.
Pamantayang Pangnilalaman
Napapalalim ang kaalaman tungkol sa kasaysayan at kultura ng mga Asyano kaugnay ng kasaysayan at kultura ng sariling bansa sa pamamagitan ng
mapanuring pagtalakay sa mga panitikang Asyano.
II.
III.
Pamantayan sa Pagganap
Ang mga mga mag-aaral ay nakapagsasagawa ng isang book fair ng mga sinuring maikling kuwento sa panitikang Asyano.
Talaan ng mga Paksa
Pamagat ng Yunit
Unang Yunit:
Ang mga Teoryang
Pampanitikan
sa mga Maikling Kuwentong
Asyano
Mga Paksa
1. Oryentasyon sa Kurso at Introduksyon
Hinggil sa Teoryang Pampanitikan
Bayograpikal
Historikal
Klasisismo
Humanismo
Romantisismo
Realismo
Pormalismo
Imahismo
Dekonstruksyon
Feminismo
Mga Tala
Moralismo
Tangere
Mini Book Fair ng mga Maikling Kuwentong
Asyano
Pagsasaliksik at Pagpili ng
Maikling Kuwento
Pagbasa at Pagsusuri ng
Napiling Maikling Kuwento
Ayon sa mga Teoryang
Feminismo, Moralismo at
Romantisismo
Paghahanda para sa
Pagtatampok ng mga Kuwento
o Pagbuo ng Iskrip ng
Malikhaing
Pagsasalaysay
o Paglalapat ng Musikong
Asyano sa Pagsasalaysay
ng Kuwento
o Paglikha ng Posteorya
(Larawan/Poster ng
Kuwento)
o Paglalagay ng Exhibit ng
Mini Book Fair sa Klase
Aktuwal na Pagsasagawa ng
Mini Book Fair sa Klase
Pagtataya sa Isinagawang Mini
Book Fair at Pagtalakay sa
Mahahalagang Aspeto Nito
*Gawain sa Pagbasa 3: Noli Me
Tangere
Pista sa Asya (Pagdiriwang/Pangwakas na
Palatuntunan para sa Buwan ng Wika)
Pagtunghay sa mga Exhibit ng
Mini Book Fair sa mga Klase
*Gawain sa Pagbasa 4: Noli Me
Tangere
Pagpaplano at Paghahanda ng
Palatuntunan at Salu-Salo sa
Klase
Kapistahan
*Gawain sa Pagbasa 5: Noli Me Tangere
IV.
Petsa ng Pagpapasa
Paglalagay ng Exhibit
*Pista sa Asya: Palatuntunan at Salu-Salo Bilang
Pagdiriwang ng Buwan ng Wika (*ang gawaing ito
ay bahagi ng programa para sa First Term
Interdisciplinary Activity)
IKALAWANG TERMINO
I.
Pamantayang Pangnilalaman
Naipapamalas ng mga mag-aaral ang pag-unawa sa mga piling akdang tradisyonal ng Silangang Asya.
Pamantayan sa Pagganap
Ang mga mag-aaral ay nakasusulat at malikhaing nakapagtatanghal ng sariling akda na nagpapakita ng pagpapahalaga sa pagiging isang Asyano.
II.
III.
Pamagat ng Yunit
Ika-2 Yunit:
Ang Teoryang Humanismo
at Sosyolohikal
sa mga Maikling Kuwento
ng Silangang Asya
Mga Paksa
1. Pagsusuri ng Akda Ayon sa Teoryang Humanismo
Maikling Kwentong Indones: Bahay na
Yari sa Teak ni Mochtar Lubis salin ni BS
Medina
Tuon sa Teoryang Humanismo
*Gawain sa Pagbasa 6: Noli Me Tangere
2. Pagsusuri ng Akda Ayon sa Teoryang
Sosyolohikal
Maikling Kwentong Thai: Ang Kasiyahan
ng isang Titser sa Baryo ni Nitmitr
Bhumithaworn, salin ni BS Medina
Mga Tala
Aktuwal na Pakikipanayam sa
Inimbitahang Panauhin sa loob ng
klase
Ika-3 Yunit:
Ang Teoryang Klasismo sa
Akda
ng Asyanong Pilipino
Pagtataya/Ebalwasyon sa
isinagawang Mini Dula kasama
ang karagdagang pagtalakay sa
mahahalagang usapin
IV.
Petsa ng Pagpapasa
Oktubre 3 12 , 2016
(lahat ng gawain mula paghahanda hanggang aktwal na
pernayam ay isasagawa sa loob ng klase)
IKATLONG TERMINO
I.
Pamantayang Pangnilalaman
Naipamamalas ng mga mag-aaral ang kritikal na pag-unawa sa isang obra maestrang pampanitikan ng isang dakilang Pilipino at Asyano.
II.
Pamantayan sa Pagganap
Nakakabubuo at nakapagtatanghal ng isang monologo ng tauhan ng sinuring nobelang Noli Me Tangere na binago ang mga katangian.
III.
Pamagat ng Yunit
Mga Paksa
Ika-4 na Yunit:
Ang Noli Me Tangere
sa Puso
ng mga Asyano
Mga Tala
IV.
Petsa ng Pagpapasa
Monologo
*isahang bubuo at magtatanghal sa
malikhaing paraan ang mga magaaral ng isang tauhan ng Noli Me
Tangere na binago ang mga
katangian upang iakma sa konteksto
ng kasalukuyang panahon
Paraan ng Pagmamarka:
30%
50%
20%
100%
ACADEMIC GUIDE
Subject: Christian Living 9 Christian Morality
FIRST TERM
I.
Content Standards:
II.
Performance Standards
grow gradually into authentic and mature disciples by following Christ in their daily moral acts;
explain that in Christ and through Christ they acquire full awareness of their dignity and the meaning of their existence and
draw strength in their prayers and reception of the sacraments as they strive to live a Christian moral life.
III.
Unit Title
Topic Guide
Topics
PART 1
Discussion of the Revised Vision-Mission
Statement and 4 Institutional Values
Review: Jubilee Year of Mercy, Year of
the Eucharist and the Family
Institutional Theme Educating as
Shepherding:
The Passion of the
Paulinian Pedagogists
Preliminary Lessons
PART 2
History and Life of Fr.Louis Chauvet and
the first Sisters
Review of the Life of St. Paul and 5 Core
Values
Basic Prayers: Morning Rites prayers,
Angelus, Mysteries of the Holy Rosary,
and other School Prayers
Explanation of the Pauline Literature: 1st
Thessalonians and Colossians
Focus of the level: Christ Centeredness
and Charity
PART 3
Orientation on the Parish Involvement
Orientation on the Outreach
Class Saint
I. Fundamentals of
Morality
Morality
Human Morality
Jesus is the Ultimate Moral Norm
Freedom
Meaning of Freedom
Levels of Freedom
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit I, Lesson 3
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit I, Lesson 4
Remarks
IV.
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit I, Lesson 5
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit I, Lesson 6
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit II, Lesson 7
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit II, Lesson 8
Major Requirements
Output
1. Photovoice
2. Christ, My Ultimate Norm Reflection
Date of Submission
SECOND TERM
I.
Content Standards
The students demonstrate understanding that:
Morals:
we need to think and act responsibly, with due respect for the sexuality and life (Catechism for Filipino Catholics, 1117);
Doctrine:
God created every human person precisely as male or female in His own image and likeness; that the Risen Christ has healed and perfected our whole persons,
including our sexuality, through the Holy Spirit, received from God, indwelling in our bodies. (Catechism for Filipino Catholics, 1117) and
Worship:
prayer and active sacramental life are necessary means not only for clarifying the Christian vision, but especially for motivating responsible moral decisions and acts
(Catechism for Filipino Catholics, 844).
II.
Performance Standards
In the long run, the students will independently be able to:
III.
Morals:
Doctrine:
Worship:
Topic Guide
respect, appreciate and nurture the gift of life, family and human sexuality;
understand and explain the relevant role of family especially of parents in the development of their sexuality and
draw strength in prayers and sacraments as they strive to respect Gods gift of life, family and human sexuality.
Unit Title
II. Moral Decisions
and Struggle with
Moral Evil
Topics
Sin is the Greatest
Obstacle to Freedom,
Grace is Gods Loving
Presence Within Us and
Dimensions of Every
Moral Act
Jesus, Foundation of
Moral Choice and The
Moral Process
Honoring Parents
The Family: Covenant,
Church and Foundation of
Society
A
Integration
Sexuality
Wholesome
of
our
Remarks
Retrieved
from
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 18
IV.
Major Requirements
Output
1. Process of Coming to a Moral Decision
2. Pro-Life Digital Poster
Date of Submission
THIRD TERM
I.
Content Standards
The students demonstrate understanding that:
Morals:
working tirelessly for social justice, peace, dignity of all life and truth is what our troubled world needs today;
Doctrine:
Worship:
II.
the Church is firmly determined to respond to the anxiety of contemporary man as he endures oppression and yearns for freedom. (Liberatatis Conscencitia, 61) and
the social apostolate without worship will lose its source of strength, while worship without the social apostolate will turn into ritualism divorced from life (PCP
II, 185).
Performance Standards
In the long run, the students will independently be able to:
Morals:
commit to work for social justice, peace, dignity of all life and truth;
Doctrine:
articulate the teachings of Christ on social justice, peace, dignity of all life and truth and
Worship:
draw strength in prayers and sacraments as they strive to commit to work for social justice, peace, dignity of all life and truth.
III.
Topic Guide
Unit Title
Topics
Universal
Destination of Goods
Social Teachings of
the Church
Remarks
Sermon
on
the
Mount: The Beatitudes
IV.
Major Requirements
Output
1. Outreach Output
2. CL Synthesis
Date of Submission
2 weeks after outreach
February 27-March 3, 2017
ACADEMIC GUIDE
Subject: Physical Education Grade 9
FIRST TERM
I.
Content Standards
The learner:
1. demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness;
2. demonstrates knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities;
3. demonstrates understanding of participation and assessment of physical activity and physical fitness.
II.
Performance Standards
The learner:
1. designs an individualized exercise program to achieve personal fitness;
2. values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction;
3. participates and assesses performance in physical activities.
III.
Topic Guide
Unit Title
Philippine Games
Topics
Physical Fitness
Definition
Physical Fitness Components
Physical Fitness Tests
Exercise Program
FITT Principle
Background
Agawang Panyo
Tumbang Preso
http://aboutphilippines.ph/files/TRADITIONAL-FILIPINOGAMES.pdf
Remarks
IV.
Major Requirements
Output
Exercise Program
The students will make an exercise program
for a target athlete.
Laro ng Lahi Competition
The students will be participating in Laro ng
Lahi Competition organized by their
classmates.
Date of Submission
July 18-22,2016
Chemistry
August 22-26,2016
SECOND TERM
I.
Content Standards
The student demonstrates understanding of the benefits that can be derived from participating in individual sports.
II.
Performance Standards
The student participates actively in individual sports to achieve fitness.
III.
Topic Guide
Unit Title
Topics
Swimming
Aqua Code
Swimming strokes
Water Safety Techniques
Track & Field
History
The Oval
General Rules
Relay Events
http://www.elite-athletic-perfromance.com/track-and-field.html
Remarks
IV.
Major Requirements
Output
Date of Submission
THIRD TERM
I.
II.
III.
Content Standards
The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness
Performance Standards
The learner:
modifies the individualized exercise program to achieve personal fitness..
values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Topic Guide
Unit Title
Festival Dances
Topics
Remarks
IV.
Major Requirements
Output
Date of Submission
Arts
Sports Officiating
The students will officiate the volleyball game
of the two groups in the class.
II.
III.
FIRST TERM
Content Standards
1. The learners demonstrate the salient features of the arts of Luzon (highlands and lowlands) and Mindanao by showing the relationship of the elements of art and processes
among culturally diverse communities in the country.
Performance Standards
1. The learners will create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands) and Mindanao through an in-class exhibit featuring
completed artworks for appreciation and critiquing.
Topic Guide
Unit Title
Topics
I. Elements of Art
1. Line
2. Shape and Form
3. Value
4. Color
5. Texture
6. Space
Remarks
Major Requirements
Output
CLASS PROJECT: In class exhibit of the specific
region/ festival assigned. The class will decorate a section
of their classroom using the techniques, and cultural art
style that they have learned during the term. They must be
able to provide a whole cultural experience to the judges
or critiques during their exhibit.
SECOND TERM
I.
II.
Content Standards
1. The learners demonstrate
art elements and processes by synthesizing and applying prior knowledge and skills
the 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 Standards
The learners create one artwork per East Asian Country (China, Japan and Korea) for critiquing.
III.
Topic Guide
Unit Title
Topics
China, Japan, and Korea
1. Attire, Fabrics,and Tapestries
2. Crafts and Accessories, and Body
Ornamentation
3. Architectures
4. Sculptures (gods/rituals)
5. Everyday objects
Examine the Elements and Principles of Art
on this topic:
1. Line
2. Shape and Form
3. Value
4. Color
5. Texture
6. Space
7. Rhythm, Movement
8. Balance
9. Emphasis
10. Harmony, Unity, Variety
11. Proportion
III. Project Making
1. Drawing and Painting
2. Sculpture and Assemblage
3. Printing
4. Mounting an exhibit:
4.1 Concept
4.2 Content / Labels
4.3 Physical layout
Remarks
IV.
Major Requirements
Output
Each will make Chinese/Japanese/Korean designs using
a paintbrush on either a paper, fabric or wooden canvas.
THIRD TERM
I.
Content Standards
The learners demonstrate..
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences, and other external phenomena.
II.
Performance Standards
The learner...
1. performs/ participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
2. recognizes the difference and uniqueness of the art styles of the different periods or artists (techniques, process, elements, and principles of art)
III. Topic Guide
Unit Title
ARTS OF THE RENAISSANCE
AND BAROQUE PERIOD
Topics
I. Renaissance Art
1. Michelangelo
2. Leonardo Da Vinci
3. Raphael
4. Donatello
https://www.metmuseum.org/toah/hi/te_index.asp?i=10
http://www.visual-arts-cork.com/renaissance-art.htm
http://www.history.com/topics/renaissance-art
https://en.wikipedia.org/wiki/Renaissance_art
Remarks
3. Emphasis
4. Harmony, Unity, and Variety
5. Proportion
http://www.ranker.com/list/famous-renaissanceartists/reference
http://www.essential-humanities.net/westernart/painting/renaissance/
http://www.artcyclopedia.com/history/earlyrenaissance.html
http://list.ly/list/2S4-16-great-renaissance-artists
https://en.wikipedia.org/wiki/Baroque_painting
http://www.visual-arts-cork.com/history-ofart/baroque.htm
http://all-that-is-interesting.com/seventeenth-century-artmost-significant-artists-of-the-baroque-period
http://www.newworldencyclopedia.org/entry/Baroque_art
IV.
Major Requirements
Output
Students will randomly pick a Western artist that we have
discussed and create a masterpiece (painting / sculpture/
installation) inspired by their style and at the same time,
incorporating their own. They will also be given randomly
picked themes to inspire their work.
Topic Guide
Unit Title
21st Century Musical Theater
Topics
1) Historical background
2) Musicals:
a. Annie
b. The Sound of Music
c. Wicked
d. Hairspray
Remarks
IV.
Major Requirements
Output
Date of Submission
SECOND TERM
I.
Content Standards
1. The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music.
II.
Performance Standards
1. The student performs selected songs from Medieval, renaissance and baroque periods.
a) Chants;
b) Madrigals;
c) excerpts from oratorio;
d) chorales;
e) troubadour.
III.
Topic Guide
Unit Title
Early Western Music History:
Medieval and Renaissance
Topics
Medieval Era
Gregorian chant
Composer Guido DArezzo
Troubadour music
Composer - Adam de la Halle.
Remarks
IV.
Major Requirements
Output
Date of Submission
October 3 7, 2016
Nov 28 Dec 2, 2016
Dec. 5 9, 2016
THIRD TERM
I.
Content Standards
1. The student demonstrates understanding of characteristic features of Classical period music.
2. The student demonstrates an understanding of instrumental and vocal Romantic music.
II.
Performance Standards
1. The student sings and performs themes from selected instrumental music.
2. The student sings and performs themes of selected songs from classical and romantic music.
III.
Topic Guide
Unit Title
Topics
Classical Music Styles
Historical and cultural background;
Sonata, sonata allegro form, concerto, symphony;
Remarks
IV.
Major Requirements
Output
Date of Submission
Subject Teacher
Subject:
I.
II.
use program development tools as they relate to the programming development cycle;
identify the standard program flowchart symbols and use them correctly within the context of the basic control structures of sequence, selection and looping (Sequence
Control Structure)
construct interactive computer programs that accept various forms of input and produce various forms of output, as a solution to a computer programming problem
III.
Unit Title
Introduction
to
Programming
Fundamentals
and JAVA
Programming
Content Guide
Topics
Assessment of Programming
Fundamentals
Program, Programming and
Programmer
Steps in Program
Development
Tools in Logic Formulation
(Algorithm,
Flowchart and
Pseudocode)
Classifications of Software
(High Vs. Low /
CompilerVs.Interpr
eter)
Programming Terminologies
(Code, Encode
,Compile, Debug,
Run, Save, Load)
Types of Words
(Reserved Words and
User-Defined
Words
(Variables)
Data Types
Classifications of Operators
Control Structures of
Programming
(Sequence, Selection and Iteration
Programmers
Ethics
Code
Remarks
Hierarchy of Data
Organization
Bit, Character, Field,
Record, File, Database
Introduction to JAVA
Programming Language
Historical background of
JAVA
Design Goals Behind JAVA
Prominent Characteristics of
JAVA
https://www.youtube.com/watch?v=YoSghxkxBVQ
Programming Tutorial 49 Inheritance
javascript:playVideo(1,'9JpNY-XAs
Java Programming Tutorial 38 Public, Private
javascript:playVideo(7,'csjfLTt6-io')
Java Programming - Step by Step tutorial
https://www.youtube.com/watch?v=3u1fu6f8Hto
beginner java programming episode 1
javascript:playVideo(2,'jrypN2CpAy8')
IV.
Major Requirements
Output
Date of Submission/ Implementation
Compilation and Documentation of all source programs August 29 -31/ September 1-2, 2016
(Sequential Control Structure)
SECOND TERM
I.
II.
apply analysis, design, and implementation techniques to solve problems (Selection Control Structure).
evaluate ways that different algorithms may be used to solve the same problem.
Topics
JAVA
Keywords,
Identifiers, Data
Types and
Casting
Remarks
Structure)
Keyword Vs.
Identifiers
Rules in
Formulating
Variable
Names
Data Types /
Specification
s
string,
boolean,
char, byte,
short, int,
long, float,
ouble
Declaring
Variables
Casting
Programming Tutorial 8 math operators
javascript:playVideo(3,'8ZaTSedtf9M')
Types of Operators
Arithmetic
Relational /
Comparison
Simple and
Compound
Logical
NOT, OR
and AND
Order
Precedence
Javjavascript:playVideo(1,'ydcTx6idTs0')a
Shortcut
Assignment
Operators
Conditional
Statements:
Concepts and
Classifications
Single
Alternative
Double
Alternatives
Multiple
Alternatives
javascript:playVideo(6,'Y6NheSwTsDs')
THIRD TERM
I.
Evaluate ways that different algorithms may be used to solve the same problem.
o Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience,
propensity to tinker, creativity, accepting challenge).
Topics
Basic
Concepts of
Iteration
Structure
JAVA Programming: Iteration Control Structure
Looping
Statements:
Syntax and
Semantics
JAVA
Programming:
Iteration
Control
Structure
For Loop
Statement
While Loop
J AVA WHILE
http://www.video-animation.com/java_004.shtml
Java Programming Tutorial - 13 - While Loop Video Lecture:
http://www.learnerstv.com/video/Free-video-Lecture-5507-Computer-Science.htm
Do While
Loop
Remarks
Subject Teacher