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St.

Paul College, Pasig


High School Department
School Year 2016 2017
ACADEMIC GUIDE
Subject: Mathematics 9
FIRST TERM
I.

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.

Unit 1: Linear Functions


II.

Topics

References/ On-line sources

Linear Functions
(Linear) Relations vs. (Linear) Functions
Solving for Linear Functions
Models/Applications

Balagtas, M. (2012). Our Math: Grade 9. Pasig


City: McGraw-Hill Education & Vibal
Group, Inc.

Linear Inequalities
Solving for Linear Inequalities

Mendoza, M. & Oronce, O. (2013). e-Math 8 (K


12). Manila: Rex Book Store, Inc.
Mendoza, M. & Oronce, O. (2010). e-Math II.
Manila: Rex Book Store, Inc.

Unit 2: Quadratic Functions

I.

Quadratic Functions
Forms of Quadratic Equations

Esparrago, M. et. al. (2008). Next Century

Remarks

I.
Unit 3: Quadratic Inequalities

IV.

Properties of Quadratic Equations


Graphing of Quadratic Equations
Solving for Quadratic Equations
Models/Applications

Mathematics, Advanced Algebra,


Trigonometry, and Statistics (2nd Ed).
Quezon City: Phoenix Publishing
House, Inc.

Quadratic Inequalities
Solving for Quadratic Inequalities
Models/Applications

Major Requirements

Output

Schedule

Other Subjects Involved

#PROPabola students are tasked to turn the graph of an


assigned quadratic equation into a prop that they can
potentially use for other events (i.e. Musical Theater)
1.
2.
3.
4.
5.

Graphing the Quadratic Equation


Concept Formation
Forming of Artwork
Analysis of Properties
Final Submission

July 25 28, 2016


July 29, 2016
August 01 12, 2016
August 15 18, 2016
August 19, 2016

Music

V.

Grading System
Component

Percentile

Written Work
Performance Task
Periodic Assessment

40%
40%
20%

Mr. Ernesto Eric A. Chua III


Ms. Ma. Jaiferzen Denjie M. Emberga
Mr. Mark Julius D. Policarpio

Mrs. Carmen T. Sumo

Mrs. Sheila Marie B. Fetalvero

Sr. Teresita Agana, SPC

Mathematics -Subject Team Leader

Assistant Principal for Academics

High School Principal

Ms. Jan Paula D. Tejano


Subject Teachers

St. Paul College, Pasig


High School Department
School Year 2016 2017
ACADEMIC GUIDE
Subject: Mathematics 9
SECOND TERM
I.

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

References/ On-line sources

Balagtas, M. (2012). Our Math: Grade 9. Pasig


City: McGraw-Hill Education & Vibal
Group, Inc.
Mendoza, M. & Oronce, O. (2013). e-Math 8 (K
12). Manila: Rex Book Store, Inc.

I.

Laws of Exponents

Unit 5: Radicals & Radical Expressions


II.

Radicals
Conversion

Mendoza, M. & Oronce, O. (2010). e-Math II.


Manila: Rex Book Store, Inc.

Remarks

III.

I.

Simplifying
Operations

Mendoza, M. & Oronce, O. (2010). e-Math III.


Manila: Rex Book Store, Inc.

Radical Equations

Polygons
Types/Properties

II.

Proving
Mathematical Systems
Reasoning

III.

Parallel Lines & Transversals

IV.

Triangle Congruence

V.

Triangle Inequalities

Esparrago, M. et. al. (2008). Next Century


Mathematics, Advanced Algebra,
Trigonometry, and Statistics (2nd Ed).
Quezon City: Phoenix Publishing
House, Inc.

Unit 6: Geometry

VI.

IV.

Quadrilaterals
Parallelograms
Trapezoids
Kites

Major Requirements
Output

Schedule

#RelationshipGoals students are tasked to make a


compilation of series of variations (both direct and inverse)
that are related to their daily lives.
1. Concept Formation

September 26 30, 2016

Other Subjects Involved

V.

2. Selfie Submission

October 03 07, 2016

3. Draft Submission & Explanation

October 10 14, 2016

4. Final Submission

October 28, 2016

Grading System
Component

Percentile

Written Work
Performance Task
Periodic Assessment

40%
40%
20%

Mr. Ernesto Eric A. Chua III


Ms. Ma. Jaiferzen Denjie M. Emberga
Mr. Mark Julius D. Policarpio

Mrs. Carmen T. Sumo

Mrs. Sheila Marie B. Fetalvero

Sr. Teresita Agana, SPC

Mathematics -Subject Team Leader

Assistant Principal for Academics

High School Principal

Ms. Jan Paula D. Tejano


Subject Teacher

St. Paul College, Pasig


High School Department
School Year 2016 2017
ACADEMIC GUIDE
Subject: Mathematics 9
THIRD TERM
I.

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

References/ On-line sources

Balagtas, M. (2012). Our Math: Grade 9. Pasig


City: McGraw-Hill Education & Vibal
Group, Inc.
Mendoza, M. & Oronce, O. (2013). e-Math 8 (K
12). Manila: Rex Book Store, Inc.
Mendoza, M. & Oronce, O. (2010). e-Math II.
Manila: Rex Book Store, Inc.
Mendoza, M. & Oronce, O. (2010). e-Math III.
Manila: Rex Book Store, Inc.

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.

Solving Right Triangles


Applications

Solving Oblique Triangles


Sine Law
Cosine Law
Applications

Major Requirements
Output

Schedule

#eyeCompress students are tasked to create a special


right triangle and use it to measure a similar triangle based
off their position relative to an object.
1. Creating Special Right Triangles

January 04 06, 2017

2. Trial Sessions

January 09 13, 2017

3. Draft Submission & Explanation

February 06 10, 2017

4. Final Submission

February 24, 2017

Other Subjects Involved

V.

Grading System
Component

Percentile

Written Work
Performance Task
Periodic Assessment

40%
40%
20%

Mr. Ernesto Eric A. Chua III


Ms. Ma. Jaiferzen Denjie M. Emberga
Mr. Mark Julius D. Policarpio

Mrs. Carmen T. Sumo

Mrs. Sheila Marie B. Fetalvero

Sr. Teresita Agana, SPC

Mathematics -Subject Team Leader

Assistant Principal for Academics

High School Principal

Ms. Jan Paula D. Tejano


Subject Teacher

St. Paul College, Pasig


High School Department
School Year 2016-2017
ACADEMIC GUIDE
Subject: Integrated Science III
FIRST TERM
I.

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

UNIT 1. CHEMICAL NOMENCLATURE

Topics
1.
2.
3.
4.

Review of formula writing binary of ionic compounds


Naming of binary and ternary ionic compounds
Naming of acids and bases
Naming of simple organic compounds

References/ On-line sources


Hewitt, P. et.al. (2014). Conceptual
Integrated Science. Essex, England:
Pearson Education Limited.
(textbook)
Hill, J.W. and Kolb, D.K. (2007).
Chemistry for changing times. 12th
edition. Singapore: Pearson
Education South Asia Pte. Ltd.
Wilbraham, A.C., et al. (2003).

Remarks

1. Mole Concept
2. Direct Conversion
3. Indirect Conversion
4. Percent Composition, Empirical Form & MF:
UNIT 2. CHEMICAL QUANTITIES

Chemistry. (5th ed). Singapore:


Pearson Education (Asia) Pte Ltd.
textbook
Hill, J.W. and Kolb, D.K. (2007).
Chemistry for changing times. 12th
edition. Singapore: Pearson
Education South Asia Pte. Ltd.
Wilbraham, A.C., et al. (2003).
Chemistry. (5th ed). Singapore:
Pearson Education (Asia) Pte Ltd.

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:

Other Subjects Involved

3rd week of July

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

UNIT 4. EARTH AND LIFE

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

References/ On-line sources


textbook
Capco, C. (2003). Biology. Quezon
City, Philippines: Phoenix
Publishing
House, Inc.
Tarbuck, E. and Lutgens, F. (2001).
Earth Science. 9th edition.
Singapore: Pearson Education Asia
Pte Ltd.

Remarks

1. Work done by a constant force


2. Energy Transformations
3. Conservation of Energy
4. Power

Hewitt, P. (1997). Conceptual


Physics.
USA: Addison-Wesley Publishing
Company, Inc.
Chew, C. (2007). GCE O LEVEL
PHYSICS MATTERS PRACTICAL
BOOK. Singapore: Marshall
Cavendish International Pte Ltd.

UNIT 5. WORK, POWER, AND ENERGY

1. Projectile Motion
2. Impulse and Momentum
3. Conservation of Linear Momentum

UNIT 6. MOTION in 2-DIMENSION

Felicerta, C. and Pinar, L. (2011).


Breaking Through Integrated
Science. revised edition. Quezon
City Philippines: C&E Publishing,
Inc.
textbook

Felicerta, C. and Pinar, L. (2011).


Breaking Through Integrated
Science. revised edition. Quezon
City: C&E Publishing, Inc.
textbook
Hewitt, P. (1997). Conceptual
Physics.
USA: Addison-Wesley Publishing
Company, Inc.
Chew, C. (2007). GCE O LEVEL
PHYSICS MATTERS PRACTICAL
BOOK. Singapore: Marshall
Cavendish International Pte Ltd.
Felicerta, C. and Pinar, L. (2011).
Breaking Through Integrated
Science. revised edition. Quezon
City: C&E Publishing, Inc.

IV.

Major Requirements
Output

Date of:

Other Subjects Involved

4th week of September 1st week of October

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

UNIT 7. CHEMICAL REACTIONS AND


STOICHIOMETRY

UNIT 8. ELEMENTARY GAS LAWS

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

References/ On-line sources


textbook
Hill, J.W. and Kolb, D.K. (2007).
Chemistry for changing times. 12th
edition. Singapore: Pearson
Education South Asia Pte. Ltd.
Wilbraham, A.C., et al. (2003).
Chemistry. (5th ed). Singapore:
Pearson Education (Asia) Pte Ltd.
textbook
Hill, J.W. and Kolb, D.K. (2007).

Remarks

4. Combined Gas Laws

UNIT 9. ELECTRICITY AND


MAGNETISM HEAT, WORK AND
EFFICIENCY

IV.

Chemistry for changing times. 12th


edition. Singapore: Pearson
Education South Asia Pte. Ltd.

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

Wilbraham, A.C., et al. (2003).


Chemistry. (5th ed). Singapore:
Pearson Education (Asia) Pte Ltd.
textbook
Hewitt, P. (1997). Conceptual
Physics.
USA: Addison-Wesley Publishing
Company, Inc.
Chew, C. (2007). GCE O LEVEL
PHYSICS MATTERS PRACTICAL
BOOK. Singapore: Marshall
Cavendish International Pte Ltd.

Major Requirements
Output

Date of:

Other Subjects Involved

1st week of March

Soap

Ms. Maureen K. Lingbanan,


Mrs. Blesshelyn G. Sanchez,
Ms. Jeannie C. Tapar
and Ms. Katrina Cecilia A.
Vallejos
Subject Teacher

Ms. Shaine D. Baccay

Mrs. Shiela Marie B.


Fetalvero

Sister Teresita Agana, spc

Subject Team Leader

Assistant Principal for


Academics

High School Principal

St. Paul College, Pasig


High School Department
School Year 2016-2017
ACADEMIC GUIDE
Subject: English 9 - English-American Literature
FIRST TERM
I.

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

Unit 1. Culture of EnglishAmerican Literature

Unit 2. Writing Process of a


Persuasive Essay

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 (

References/ On-line sources


Textbook:
Ambayec, A., Rivera, E., & Penarroyo, M. (2014).
Englishtek British and American literature
volume 1. Quezon City: TechFactors Inc.
Ambayec, A., Rivera, E., & Penarroyo, M. (2014).
Englishtek British and American literature
volume 2. Quezon City: TechFactors Inc.
Other References:
Arkaina, K., Estipinona, N., Galvez, N., et. al (2014).
Language in literature Anglo-American
literature. Quezon City: Vibal Group Inc.

A Persuasive Essay. Tutoring and testing center,


Nova Southeastern University. Retrieved May

Remarks

4. Fourth Stage of Writing Process: Preparing a Thesis


25, 2015 from www.nova.edu/tutoringStatement and Preparing Evidence (Handout)
testing/study.../planning-a-persuasive-essay.
5. Fifth Stage of Writing Process: Basic APA (APA 6th Edition)
Carroll, J., Wilson, E., & Forlini, G. (2001). Writing
and Plagiarism (Handouts)
and grammar communication in action
6. Sixth Stage of Writing Process: Outlining
platinum level. Jurong: Pearson Education
7. Seventh Stage of Writing Process: Writing an Introduction
South Asia.
8. Eight Stage of Writing Process: Writing a Body
9. Ninth Stage of Writing Process: Writing a conclusion
Ereadingworksheets. Theme worksheets. Retrieved
10. Tenth Stage of Writing Process: Peer Evaluation
May 25, 2015 from
http://www.ereadingworksheets.com/free Proofreading Strategies
reading-worksheets/theme-worksheets/
Proofreading Symbols
11. Eleventh Stage of Writing Process: Final Revisions
Persuasive Techniques in Advertising.
Readwritethink. Retrived May 25, 2015 from
http://www.readwritethink.org/classroomresources/lesson-plans/persuasive-techniquesadvertising-1166.html

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

Other Subjects Involved

July 20, 2016

Science

August 30, 2016

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 1. Highlights of Writers


Literary Contribution

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

References/ On-line sources


Textbook:
Ambayec, A., Rivera, E., & Penarroyo, M. (2014).
Englishtek British and American literature
volume 1. Quezon City: TechFactors Inc.
Ambayec, A., Rivera, E., & Penarroyo, M. (2014).
Englishtek British and American literature
volume 2. Quezon City: TechFactors Inc.
Other References:
Scribendi. Script Writing Format for the Stage.
Retrieved May 16, 2016 from
https://www.scribendi.com/advice/script_writing_
format.en.html
wikiHow. How to Write a Play Based on a Book.
Retrieved May 16, 2016 from
http://www.wikihow.com/Write-a-Play-Based-ona-Book

Remarks

IV.

Setting and Time


Scenes and Dialogue

Major Requirements
Output

Date of Submission

1. Playbill (Individual): Each student will


write a specific content under a title or
subtitle for their assigned storys playbill.
2. Script (Group Work): Each group will
create their version of a script based on
their interpretation of the play.

Other Subjects Involved

October 14, 2016

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

References/ On-line sources


Textbook:
Ambayec, A., Rivera, E., & Penarroyo, M. (2014).
Englishtek British and American literature
volume 1. Quezon City: TechFactors Inc.
Ambayec, A., Rivera, E., & Penarroyo, M. (2014).

Remarks

4. He Said and She Said by Alice Gerstenberg


5. Word Bank
6. Idiomatic Expressions

Englishtek British and American literature


volume 2. Quezon City: TechFactors Inc.
Other References:
Anonymous. (1995). Plays and choral readings.
NewYork: Macmillan/McGraw-Hill School
Publishing Company.

IV.

Major Requirements
Output
1. Dress Rehearsal
2. Drama Fest

Date of Submission

Other Subjects Involved

February 27-28, 2017


March 2, 3 and 6, 2017

Ms. Mary Concepcion Cansino


Ms. Nicole Ishiwata

Ms. Ana Hernandez

Mrs. Sheila Fetalvero

Sister Teresita Agana, SPC

Ms. Koreen Anne Villaverde


Subject Teachers

Subject Team Leader

Assistant Principal for


Academics

High School Principal

St. Paul College, Pasig


High School Department
School Year 2016-2017

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

Understanding Basic Economic Concepts and


Principles

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

References/ On-line sources

Tullao, T. S., (2010). Understanding


economics in the Philippine
setting. Quezon City: Phoenix
Publishing House, Inc.
(Part 1 Chapters 1 and 3)

Remarks

Fact, Principle, and Policy


The Scientific Method
Scarcity
Scarcity vs. Shortage
Scarcity, Choice, Trade-off, Opportunity Cost
Production Possibilities Frontier
Human Needs and Wants
Human Needs and Wants
Theories on Human Needs and Wants
Maslows Hierarchy of Needs
Physiological, Security, Belongingness,
Self-Esteem, Self-Actualization
Alderfers Existence-Relatedness-Growth Theory
Unit Title

Topics

Basic Economic Activities


Consumption
Consumption, Production and Distribution of
Factors Affecting Consumer Behavior
Goods and Services
Law of Diminishing Marginal Utility
Consumer Rights and Responsibilities
Government Agencies Protecting
Consumers
Practical Application
Production
Circular Flow of Goods and Services
Factors of Production
Land, labor, capital, entrepreneurship
Issues Concerning Factors of Production
Climate Change
Distribution
Economic Systems
Traditional Economy
Command Economy
Market Economy
Mixed Economy

References/ On-line sources

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

Microeconomics: Understanding the Market


Economy (Part 1)

IV.

The Market Economy


Demand
Change in Quantity Demand
The Law of Demand
Factors Affecting Change in Demand
Demand Analysis
Supply
Change in Quantity Supply
The Law of Supply
Factors Affecting Change in Supply
Supply Analysis
Market Equilibrium
Shortage and Surplus
Law of Demand and Supply
Demand and Supply Analysis

References/ On-line sources


Textbook
(Part 2 Chapters 7 9)

Major Requirements
Output

Date of Submission

Other Subjects Involved

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.

August 10-12, 2016

English (persuasive essay)

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

Microeconomics: Understanding the Market


Economy (Part 2)

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

References/ On-line sources

Remarks

Textbook
(Part 2 Chapters 7 9)

References/ On-line sources


Textbook
(Part 3 Chapters 11 -13; Part 4
Chapters 14-20)

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.

National Statistics Coordination


Board (nscb.gov.ph)
Asian Development Bank
(www.adb.org)

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.

October 24-26 2016

Other Subjects Involved

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

Macroeconomics: Exploring the national economy


(Part 2)

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

References/ On-line sources

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)

References/ On-line sources

Remarks

International Economics: The Philippines in the


World Economy

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.

February 15-17 2017

Ms. Michelle Angela B.


Moseros
Mr. Essam Gonzales
Ms. Marie Beatriz Gulinao
Mr. Nico B. Candelario
Mr. Alexis F. Macapanpan
Subject Teacher

Other Subjects Involved

Ms. Diana Lyn Sarenas

Mrs. Sheila B. Fetalvero

Sister Teresita Agana, SPC

Subject Team Leader

Assistant Principal for


Academics

High School Principal

St. Paul College, Pasig


High School Department
School Year 2016 - 2017

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

Sanggunian/ On-line Sources

Gojo Cruz Genaro R. et al. Bagong Filipino III.


Makati City: Salesiana Publishing, Inc. 2006.
Medina, BS.1986.Mga Maikling Kuwento Mula
sa Southeast Asia. Manila Philippines:
Solidarity Foundation, INC
Reyes S., Kritisismo: Mga Teorya at
Antolohiya para sa Epektibong Pagtuturo ng
Panitikan. Pasig City: Anvil Publishing, Inc.
1992

Mga Tala

Moralismo

*Gawain sa Pagbasa 1: Noli Me


Tangere
2. Romantisismo, Feminismo at Moralismo
sa mga Maikling Kuwentong Asyano
Baha (Maikling Kuwentong
Thai) ni Riem Eng (Malai Chupinit)
Bagong Paraiso ni Efren Abueg

Tuon sa Teoryang Romantisismo, Teoryang


Feminismo at Teoryang Moralismo
*Gawain sa Pagbasa 2: Noli Me

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.

Mga Tampok na Kahingian


Produkto

Mini Book Fair ng mga Maikling Kuwento ng Asya


Pagsasaliksik ng mga Kuwentong Asyano
Pagbuo ng Iskrip ng Malikhaing Pagsasalaysay
Paglikha ng Musikong Asyano na Ilalapat sa
Pagsasalaysay
Paglikha ng Posteorya

Petsa ng Pagpapasa

Agosto 15-19, 2016 (Aktuwal na Pagtatanghal)


*lahat ng gawain kaugnay nito mula paghahanda
hanggang pagtataya ay isasagawa sa mga klase sa
Filipino (Hunyo 15 Agosto 12, 2016) at bahagi
ng kabuuang plano para sa yunit

Mga Katuwang na Asignatura

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.

Talaan ng mga Paksa

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

Sanggunian/ On-line sources


Medina, BS. 1986. Mga Maikling
Kuwento Mula sa Southeast Asia.
Manila Philippines: Solidarity
Foundation, INC

Mga Tala

Tuon sa Teoryang Sosyolohikal

*Gawain sa Pagbasa 7: Noli Me Tangere


Pagsasagawa ng Performance Task:
PERNAYAM

Paghahanda (kasama ang


paghahanap/pagpili ng
kakapanayamin)

Aktuwal na Pakikipanayam sa
Inimbitahang Panauhin sa loob ng
klase

Ika-3 Yunit:
Ang Teoryang Klasismo sa
Akda
ng Asyanong Pilipino

3. Pagsusuri ng Akda Ayon sa Teoryang Klasismo


Maikling Kwentong Pilipino: Dahil sa
Anak ni Julian Cruz Balmaceda
Tuon sa Teoryang Klasismo
*Gawain sa Pagbasa 8: Noli Me Tangere
Pagsasagawa ng Performance Task: Mini
Dula

Paghahanda ng Dula (Pagpili ng


Paksa/Tema, Pagbuo ng Iskrip,
atbp.)

Aktuwal na Pagsasadula sa loob


ng klase

Pagtataya/Ebalwasyon sa
isinagawang Mini Dula kasama
ang karagdagang pagtalakay sa
mahahalagang usapin

Virgilio, A. Si Rizal Nobelista. Quezon


City: The University of the Philippines
Press. 2009

IV.

Mga Tampok na Kahingian


Produkto
1. PERNAYAM
*mag-iimbita ng guro o empleyado ng paaralan
o magulang na maaaring tumira o nakaranas
mamuhay o nakapunta at nakapagmasid ng
pamumuhay sa isang bansa sa Asya upang
makapanayam tungkol sa mahahalagang
usapin sa Timog-Silangang Asya (ASEAN)
tungo sa paglikha ng isang maikling kuwento
tungkol sa pagtupad sa mga tungkulin bilang
Asyano
2. Mini Dula
*ang mga mag-aaral ay pangkatang lilikha at
magtatanghal ng mga dula (batay sa mga
output sa PERNAYAM) ayon sa temang
uusbong mula sa mga isyu ng mga sinuring
maikling kuwento (kaugnay ng mga pinagusapan sa PERNAYAM)

Petsa ng Pagpapasa
Oktubre 3 12 , 2016
(lahat ng gawain mula paghahanda hanggang aktwal na
pernayam ay isasagawa sa loob ng klase)

Mga Katuwang na Asignatura

Nobyembre 28, 2016 December 2, 2016


(lahat ng gawain mula paghahanda hanggang aktwal na
pagsasadula 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.

Talaan ng mga Paksa

Pamagat ng Yunit

Mga Paksa

Sanggunian/ On-line sources

1. Pagsusuri ng Akda Ayon sa Teoryang Bayograpikal


Talambuhay ni Jose Rizal (Bilang
Manunulat/Nobelista)
Tuon sa Teoryang Bayograpikal
2. Pagsusuri ng Akda Ayon sa Teoryang Historikal
Kaligirang Kasaysayan ng Noli Me Tangere
Tuon sa Teoryang Historikal

Ika-4 na Yunit:
Ang Noli Me Tangere
sa Puso
ng mga Asyano

3. Pagsusuri ng Nobela Ayon sa Teoryang


Dekonstruksyon
Noli Me Tangere: Isang Kritikal na
Pagsusuri
- Mga Tagpuan
- Mga Tauhan
- Mahahalagang Pangyayari
Tuon sa Teoryang Dekonstruksyon

Pagsasagawa ng Performance Task:


Monologo
Paghahanda ng Kontekstwal na
Monologo
Aktuwal na Monologo sa loob ng klase
Ebalwasyon sa Pagsasagawa ng
Monologo at karagdagang pagtalakay

Virgilio A. , Si Rizal Nobelista. Quezon


City: The University of the Philippines
Press. 2009
*Aklat ng Noli Me Tangere (kahit anong
bersyon)

Mga Tala

IV.

Mga Tampok na Kahingian


Produkto

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:

Pebrero 20, 2017 Marso 3, 2017

Pasulat na Gawain (Written Work) : Maikling Pagsusulit/Quiz,


Sanaysay, Sulatin
Pagganap (Performance): Mga Gawaing Pasalita, Malikhaing Gawain,
Pangkatang Gawain at mga Gawain kaugnay ng Inaasahang Pagganap
para sa Yunit (Performance Task):
Pangmarkahang Pagtataya (Periodic Assessment): Marakahang
Pagsusulit at mga katulad na gawain
Kabuuan

Gng. Corazon G. Are


Bb.
Subject Teachers

Mga Katuwang na Asignatura

30%
50%

20%
100%

Bb. Joyce Alejandro

Gng. Sheila Marie B. Fetalvero

Sister Teresita Agana, SPC

Subject Team Leader

Assistant Principal for


Academics

High School Principal

St. Paul College, Pasig


High School Department
School Year 2016-2017

ACADEMIC GUIDE
Subject: Christian Living 9 Christian Morality
FIRST TERM
I.

Content Standards:

The students demonstrate understanding that:


Morals:
by following Christ in our daily moral acts, through the power of the Holy Spirit given us in Baptism and Confirmation, we grow gradually into authentic and
mature disciples, grasped by Christ Jesus (Philippians 3:12) (Catechism for Filipino Catholics Part 2 Introduction);
Doctrine:
in Christ and through Christ, God has revealed himself fully to us. We have acquired full awareness of our dignity, of the heights to which we are raised, of the
surpassing worth of our own humanity, and of the meaning of our existence. (Redemptor Hominis, 11) and
Worship:
hence without a personal relationship to Christ our Lord --- begun, nourished, developed, and sustained through prayer and sacraments --- we have no power to live
as children of God (Catechism for Filipino Catholics, 713).

II.

Performance Standards

In the long run, the students will independently be able to:


Morals:
Doctrine:
Worship:

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

References/ On-line Sources

St. Paul College Pasig Students Handbook


Year of Mercy: Explanation of the Logo
https://www.youtube.com/watch?v=EH4P9jA5Jjc
Pope Francis Minute Explains: The Year of Mercy
https://www.youtube.com/watch?v=TAxrKubZr8s&list=PL5sexwzkyqUXgYK9AJZTgt2cRc
JBY0hJR
The Pope Francis Minute - Episode 1: "No day goes by without forgiveness in the Harris
Family"
https://www.youtube.com/watch?v=XcntsdVXnmk&index=4&list=PL5sexwzkyqUXgYK9A
JZTgt2cRcJBY0hJR
Who is worthy of God's mercy? - Pope Francis Minute Ep. 2
https://www.youtube.com/watch?v=4GiOje2WUXM&list=PL5sexwzkyqUXgYK9AJZTgt2c
RcJBY0hJR&index=5
The Francis Minute: The Recipe for a Happy Family
https://m.youtube.com/watch?v=MHu9xPPqumM
The Role of the Family in the New Evangelization by Cardinal Tagle
https://m.youtube.com/watch?v=kCx3JBrnAcs
History of the Origin of the Congregation of the Sisters of Saint Paul de Chartres (Father
Louis David)
For the Young at Heart (James B. Reuter, SJ)
This is our Story: The Paulinian is for Others (SPCEA)
New American Bible

New American Bible


Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit I, Lesson 1
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit I, Lesson 2

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

Freedom and Moral Obligation


Conscience
Meaning of Conscience
Levels of Conscience
Formation of Conscience
Moral Law
Christs Law of Love

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

Other Subjects Involved

June 27-July 1, 2016


August 25-26, 2016

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

III. Christian Values


of Love, Life and
Family

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

Protecting Human Life


from the Womb: Abortion
and In-vitro Fertilization
Protecting Life to the
Tomb: Euthanasia and
Death Penalty
Preserving our Embodied
Life: Eating Disorders,
Smoking,
Substance
Abuse and Suicide

References/ On-line Sources


-

New American Bible


Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook Unit II, Lesson 9
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit II, Lesson 10
ECCE Word and Life Publications. Catechism for Filipino Catholic, 711.
https://chermercado.files.wordpress.com/2012/09/cfc-cbcp.pdf
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit II, Lesson 11
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit II, Lesson 12

Remarks

Retrieved

from

New American Bible


Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 13
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 14
John Paul II (1981, November 22). Familiaris Consortio. Retrieved from http://w2.vatican.va/content/johnpaul-ii/en/apost_exhortations/documents/hf_jp-ii_exh_19811122_familiaris-consortio.html
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 15
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Supplementary Lesson 4
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 16
Rachel
Lubbe.
(2012,
January
27).
The
Silent
Scream.
(Video
File).
Retrieved
fromhttps://www.youtube.com/watch?v=gON-8PP6zgQ
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 17

Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 18

Paul VI (1968, July 25). Human Vitae. Retrieved from http://w2.vatican.va/content/paulvi/en/encyclicals/documents/hf_p-vi_enc_25071968_humanae-vitae.html


John Paul II (1995, March 25) Evangelium Vitae. Retrieved from http://w2.vatican.va/content/john-paulii/en/encyclicals/documents/hf_jp-ii_enc_25031995_evangelium-vitae.html

IV.

Major Requirements
Output
1. Process of Coming to a Moral Decision
2. Pro-Life Digital Poster

Date of Submission

Other Subjects Involved

September 19-23, 2016


November 28-December 2, 2016

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

References/ On-line Sources

IV. Christian Community Walking in the Truth


Values of Truth and
Justice

Universal
Destination of Goods
Social Teachings of
the Church

Remarks

New American Bible


Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit IV, Lesson 21
John Paul II (1993, August 6). Veritatis Splendor. Retrieved from http://w2.vatican.va/content/johnpaul-ii/en/encyclicals/documents/hf_jp-ii_enc_06081993_veritatis-splendor.html
Maturing in Jesus Christ: Walking with Jesus in Freedom 9Textbook, Unit IV, Lesson 23
Maturing in Jesus Christ: Walking with Jesus in Freedom 9Textbook, Unit IV, Lesson 24
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit III, Lesson 19
Maturing in Jesus Christ: Walking with Jesus in Freedom 9 Textbook, Unit IV, Lesson 20
Compendium of the Social Doctrine of the Church
Maturing in Jesus Christ: Walking with Jesus in Freedom 9Textbook, Unit IV, Lesson 25

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

Other Subjects Involved

Assessment and Evaluation


A. Written Work 30%
- quizzes, long tests, written reports, journals/reflections
B. Performance Task 50%
- skills demonstration, group presentation, multimedia presentation, oral work, Class Mass, outreach, parish involvement and deportment grade average
C. Periodic Assessment 20%
- written test, class synthesis

Mrs. Camille Iris N. Bernardo

Mrs. Erlyn C. Reyes

Mrs. Sheila Marie B. Fetalvero

Sister Teresita A. Agana, SPC

Subject Team Leader

Assistant Principal for


Academics

High School Principal

Ms. Alma B. Bertillo


Subject Teachers

St. Paul College, Pasig


High School Department
School Year 2016-2017

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

Physical Fitness and Exercise

Philippine Games

Topics
Physical Fitness
Definition
Physical Fitness Components
Physical Fitness Tests
Exercise Program
FITT Principle
Background
Agawang Panyo
Tumbang Preso

References/ On-line sources


Buenviaje, P., et.al. (2014). Music, Arts Physical Education
Health Grade 8. Phoenix Publishing House.
http://exercise.about.com/od/weightloss/g/FITTprinciple.htm

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

Other Subjects Involved

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

Active Recreation (Indoor)

Track & Field

Topics
Swimming
Aqua Code
Swimming strokes
Water Safety Techniques
Track & Field
History
The Oval
General Rules
Relay Events

References/ On-line sources


Teacher Handouts
http://www.elite-athletic-perfromance.com/track-and-field.html

http://www.elite-athletic-perfromance.com/track-and-field.html

Remarks

IV.

Major Requirements
Output

Date of Submission

1. Water Safety Simulation Test


The students will be given a certain emergency
situation in water safety and should be able to
apply the skills in a given situation.
2. Athletic Relay (4x50 relay)
Each group will do a relay; each member will run
atleast
50 meters and pass the baton to the next runner.

Other Subjects Involved

October 10-14, 2016

December 5-9, 2016

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

Sports Officiating (Volleyball)

Topics

References/ On-line sources

Philippine Festival Dances


Overview
Types of festival dances (Cultural, Religious, Non- http://www.philippinecountry.com/festivals.html
religious)
Basic steps of selected festival dances (fertility,
moriones, ati-atihan, sinulog, maskara, panagbenga)
www.strength-and-power-for-volleyball.com
Basic skills in volleyball
Volleyball Rules
www.active.com/volleyball/articles/proper Basic Officiating-Volleyball Hand Signals
technique-for-passing

Remarks

IV.

Major Requirements
Output

Date of Submission

Other Subjects Involved

Festival Dance Presentation


The students will be choosing one Philippine
festival dance that they will perform for their
group presentation.

January 30-February 3, 2017

Arts

Sports Officiating
The students will officiate the volleyball game
of the two groups in the class.

February 27-March 10, 2017

Ms. Rosa Mae G. Martin


Ms. Mary Sheila P. Pedrajas
Ms. Carmela Tiongson
Subject Teachers

Subject Team Leader

Mrs. Sheila Marie B.


Fetalvero
Assistant Principal for
Academics

Sister Teresita Agana, SPC


High School Principal

St. Paul College, Pasig


High School Department
School Year 2016- 2017
ACADEMIC GUIDE
Subject: Grade 9 ARTS
I.

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

Arts and Crafts of Luzon


(Highlands and Lowlands)
and Mindanao

Topics
I. Elements of Art
1. Line
2. Shape and Form
3. Value
4. Color
5. Texture
6. Space

References/ On-line sources


Sanchez, Custodiosa, et. al.(2002). Introduction to
theHumanities(Revised Edition). C.M. Recto: Rex Book Store,
Inc.

II. Principles of Art


1. Rhythm, Movement
2. Balance
3. Emphasis
4. Harmony, Unity, Variety
5. Proportion

Brigino, Aurea, et al.(2012). Philippine Art and Culture.


Mandaluyong: Anvil Publishing, Inc.

Arts and Crafts of Luzon (Highlands and


Lowlands) and Mindanao
1. Attire, Fabrics, and Tapestries

Sanchez, Custodiosa, et. al.(1998). Introduction to


theHumanities.
C.M. Recto: Rex Book Store, Inc.

Eroes, Thea. (1971). Handbook of Arts Activities. New York:


William H. Sadlier, Inc.
Copiaco, Hazel P. et al.(2013). Our World of MAPEH. Quezon
City: Vibal Publishing House, Inc.
Fernando-Callo, Lualhati, et al. (2013). The 21st Century
MAPEH in Action. C.M. Recto: Rex Book Store, Inc.

Remarks

2. Crafts and Accessories, and


Body Ornamentation
3. Architectures
4. Sculptures (gods/rituals)
5. Everyday objects
Project Making:
1. Drawing and Painting
2. Sculpture and Assemblage
3. Mounting an exhibit:
3.1 Concept
3.2 Content / labels
3.3 Physical layout
IV.

Mojica, Lucia A.,et al.(2014). Honing Your Skills Through


MAPEH 7. Valenzuela City:MEGA-JESTA PRINTS, INC.
http://www.slideshare.net/luxyzl19/folk-arts-and-design-ofsome-provinces-of-luzon
http://lrmds.deped.gov.ph/detail/7157
https://www.facebook.com/ArtPhilippinesForGrade7/photos/?ta
b=album&album_id=296235963790869
http://uchsmapeh.blogspot.com/search/label/Art
https://en.wikipedia.org/wiki/Art_of_the_Philippines

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.

Date of Submission/ Implementation


August 22 31, 2016

Other Subjects involved

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

Arts of East Asia

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

References/ On-line sources


Brigino, Aurea, et al.(2012). Philippine Art and Culture.
Mandaluyong: Anvil Publishing, Inc.
Fernando-Callo, Lualhati, et al. (2013). The 21st Century
MAPEH in Action. C.M. Recto: Rex Book Store, Inc.
Mojica, Lucia A.,et al.(2014). Honing Your Skills Through
MAPEH 7. Valenzuela City:MEGA-JESTA PRINTS, INC.
Copiaco, Hazel P. et al.(2013). Our World of MAPEH. Quezon
City: Vibal Publishing House, Inc.
Muyot, Fritzimarie R., et al.(2013). MAPEH on the GO 8.
Quezon City: Sunshine Interlinks Publishing House
Incorporated.
http://www.britannica.com/art/East-Asian-arts
http://www.metmuseum.org/toah/hd/pfor/hd_pfor.htm
http://char.txa.cornell.edu/nonwest/japan/japanhis.htm
http://www.newworldencyclopedia.org/entry/Japanese_art
http://www.visual-arts-cork.com/east-asian-art/chinese.htm
http://www.britannica.com/art/Chinese-art
http://quatr.us/china/art/
http://www.britannica.com/art/Korean-art
http://www.visual-arts-cork.com/east-asian-art/korean.htm
http://www.korea.net/AboutKorea/Culture-and-theArts/Traditional-Arts
http://www.metmuseum.org//media/Files/Learn/For%20Educators/Publications%20for%
20Educators/korea.pdf
http://www.asia-art.net/korean_paint.html
https://en.wikipedia.org/wiki/Chinese_art
https://en.wikipedia.org/wiki/Japanese_art
https://en.wikipedia.org/wiki/Korean_art

Remarks

IV.

Major Requirements
Output
Each will make Chinese/Japanese/Korean designs using
a paintbrush on either a paper, fabric or wooden canvas.

Date of Submission/ Implementation


November 28, 2016 December 07, 2016

Other Subjects Involved

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

References/ On-line sources


Mojica, Lucia A.,et al.(2014). Honing Your Skills
Through MAPEH 7. Valenzuela City:MEGA-JESTA
PRINTS, INC.
Copiaco, Hazel P. et al.(2013). Our World of MAPEH.
Quezon City: Vibal Publishing House, Inc.

II. Baroque Artists


1. Carravaggio
2. Rubens
3. Velasquez
4. Rembrandt
5. Bernini

https://www.metmuseum.org/toah/hi/te_index.asp?i=10

III. Principles of Art


1. Rhythm, Movement
2. Balance

http://www.visual-arts-cork.com/renaissance-art.htm
http://www.history.com/topics/renaissance-art
https://en.wikipedia.org/wiki/Renaissance_art

Muyot, Fritzimarie R., et al.(2013). MAPEH on the GO


8. Quezon City: Sunshine Interlinks Publishing
House Incorporated.

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. Project Making:


1. Painting and/ or Drawing
2. Sculpture and Assemblage
3. Mounting an exhibit:
3.1 Concept
3.2 Content / Labels
3.3 Physical layout

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.

Ms. Guada Mikaela L.


Tagalog
Subject Teacher

Date of Submission/ Implementation


February 20 March 03, 2017

Ms. Sheila P. Pedrajas


Subject Team Leader

Mrs. Sheila Marie B.


Fetalvero
Assistant Principal for
Academics

Other Subjects Involved

Sister TeresitaAgana, spc


High School Principal

St. Paul College, Pasig


High School Department
School Year 2016-2017
ACADEMIC GUIDE
Subject: GRADE 9 History of Western Music
FIRST TERM
I.
Content Standards
1. The learner demonstrates understanding of characteristic features of 20th and 21st century opera musical play, ballet and other multimedia forms.
2. The learner demonstrates understanding of the relationship among music, technology, and media.
II.
Performance Standard
a. The learner performs selections from musical plays, ballet, opera in a satisfactory level of performance.
b. The learner creates a musical work using media & technology.
III.

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

References/ On-line sources


Mobley, J. (1996). Play production today (5th ed.). Chicago,
Illinois. National Textbook Company
Handouts
http://www.musicals101.com/
http://www.newworldencyclopedia.org/entry/Musical
Theater

Remarks

IV.

Major Requirements
Output

Date of Submission

Musical Theater Excerpt


Unit Test

Aug 22 26, 2016


Aug 29 Sept 6, 2016

Other Subjects Involved

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

References/ On-line sources


Kamien, R. (2008). Music: An Appreciation 9th Edition.
McGraw-Hill Companies, Inc.

Historical and cultural background

Gregorian chant
Composer Guido DArezzo
Troubadour music
Composer - Adam de la Halle.

Grout, D., Palisca, C. (2006). A History of Western Music 7th


Edition. W.W. Norton & Company, Inc.

Remarks

Renaissance Music (1450-1650)


Historical and cultural background
Mass
Motet
Madrigal
Composers - Giovanni da Palestrina and Thomas Morley
Baroque Music Styles

Baroque Music Styles (1650 1750)


Historical and cultural background;
Concerto Grosso, Fugue
Oratorio and chorale
Composers: Johann Sebastian Bach, George Frideric Handel
and Antonio Vivaldi

IV.

Major Requirements
Output

Date of Submission

Unit Test 1: Medieval and Renaissance Music


Major Practical Test 1: Baroque Music
Ornamentation
Unit Test 2: Baroque Music

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.

Other Subjects Involved

III.

Topic Guide
Unit Title

Western Music History: Classical vs.


Romantic Music

Topics
Classical Music Styles
Historical and cultural background;
Sonata, sonata allegro form, concerto, symphony;

References/ On-line sources


Kamien, R. (2008). Music: An Appreciation 9th Edition.
McGraw-Hill Companies, Inc.

Grout, D., Palisca, C. (2006). A History of Western Music 7th


Composers: Franz Josef Haydn, Wolfgang Amadeus Mozart, Edition. W.W. Norton & Company, Inc.
and Ludwig van Beethoven.
Historical and cultural background;
Program music
Instrumental
Piano music
Composers: Frederic Chopin, Peter Illych Tchaikovsky, Franz
Liszt, and Camille Saint-Saens.
Vocal
Art Song
Opera
Composers: Franz Schubert, Guiseppe Verdi, Giacomo
Puccini, and Richard Wagner

Remarks

IV.

Major Requirements
Output

Date of Submission

Unit Test 1: Classical Music and Romantic Era


Major Practical Test: Art Song Composition

March 6 10, 2017


Feb. 20 24, 2017

Other Subjects Involved

Ms. Honey Angele V. Jose

Ms. Sheila P. Pedrajas

Mrs. Sheila Marie B. Fetalvero

Sister Teresita Agana, spc

Subject Teacher

Subject Team Leader

Assistant Principal for


Academics

High School Principal

St. Paul College, Pasig


High School Department
School Year 2016-2017
ACADEMIC GUIDE

Subject:

COMPUTER IX : Programming Fundamentals and JAVA Programming Language


FIRST TERM

I.

II.

Content Standards: (Indiana Department of Education Academic Standards Course Framework)


demonstrate proficiency in the background knowledge of computers and programming;

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)

convert algorithms / flowchart to programs using program development tools

construct interactive computer programs that accept various forms of input and produce various forms of output, as a solution to a computer programming problem

Performance Standards : ( CSTA K-12 Computer Science Standards)


o Apply analysis, design, and implementation techniques to solve problems (Sequence Control
Structure).
o Evaluate ways that different algorithms may be used to solve the same problem.
o Use various debugging and testing methods to ensure program correctness.

III.
Unit Title

Introduction
to
Programming
Fundamentals
and JAVA
Programming

Content Guide
Topics

References/ On-line Sources

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

Program Logic Formulation


https://www.youtube.com/watch?v=vOEN65nm4YU&feature=player_embedded
Fundamentals of Object-Oriented Programming ***
http://www.youtube.com/watch?v=I8sAxMmDshM

Object Oriented Programming through Java - Part 1***


https://www.youtube.com/watch?v=CcqcyRNgWug

Object Oriented Concepts (Procedural Vs. Object oriented)


https://www.youtube.com/watch?v=3bMsY5a7cBo

Object Oriented Programming Concept *** by:


https://www.youtube.com/watch?v=P1WcKEgvRFE

of Programming code of ethics


http://www.gammadyne.com/ethics.htm

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

Part 1 Object Oriented Programming through Java by: Suri K


https://www.youtube.com/watch?v=CcqcyRNgWug
Programming Tutorial 49 Inheritance
javascript:playVideo(1,'9JpNY-XAs
Object oriented Programming Concepts by: Chayan Vinayak
https://www.youtube.com/watch?v=P1WcKEgvRFE
Object Oriented Concepts by:spinningheadmedia
https://www.youtube.com/watch?v=3bMsY5a7cBo
"The Clean Code Talks -- Inheritance, Polymorphism, & Testing"
https://www.youtube.com/watch?v=4F72VULWFvc
Java Tutorial - Inheritance and Polymorphism

My First JAVA Program


Programming Java with
BlueJ
Creating, Compiling and
Executing your
JAVA Programs
Using BlueJ
Common Programming
Errors
Syntax and Semantics

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.

Content Standards: (Indiana Department of Education Academic Standards Course Framework)


o identify the standard program flowchart symbols and use them correctly within the context of the basic control structures of sequence, selection and looping (Selection
Control Structure)
o convert algorithms / flowchart to programs using program development tools.
o construct interactive computer programs that accept various forms of input and produce various forms of output, as a solution to a computer programming problem

II.

Performance Standards: ( CSTA K-12 Computer Science Standards)


o

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.

use various debugging and testing methods to ensure program correctness.

III. Content Guide


Unit Title
JAVA
Programming
(Operators and
Selection
Control

Topics
JAVA
Keywords,
Identifiers, Data
Types and
Casting

References/ On-line sources

Java Tutorial for Beginners - 2 Software Tutorials


https://www.youtube.com/watch?v=iii8PUS7IEU

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

Java Programming Tutorial 11 Logical Operator


javascript:playVideo(3,'PAaqgTr7Cx4')

Programming Tutorial 21 A simple Average


javascript:playVideo(2,'KXuQQh6AynQ')

Javjavascript:playVideo(1,'ydcTx6idTs0')a
Shortcut
Assignment
Operators
Conditional
Statements:

Java Programming Tutorial 20 Conditions

Concepts and
Classifications
Single
Alternative
Double
Alternatives
Multiple
Alternatives

javascript:playVideo(6,'Y6NheSwTsDs')

IV. Major Requirements


Output
Compilation and Documentation of all source programs
(Selection Control Structure)

Date of Submission/ Implementation


December 5 9, 2016

THIRD TERM

I.

Content Standards: (Indiana Department of Education Academic Standards Course Framework)


o identify the standard program flowchart symbols and use them correctly within the context of the basic control structures of sequence, selection and looping (Iteration
Control Structure)
o convert algorithms / flowchart to programs using program development tools.
o construct interactive computer programs that accept various forms of input and produce various forms of output, as a solution to a computer programming problem

II. Performance Standards: ( CSTA K-12 Computer Science Standards)


o Apply analysis, design, and implementation techniques to solve problems (Iteration Control Structure).
o

Evaluate ways that different algorithms may be used to solve the same problem.

Use various debugging and testing methods to ensure program correctness.

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).

III. Content Guide


Unit Title

Topics

References/ On-line sources

Basic
Concepts of
Iteration
Structure
JAVA Programming: Iteration Control Structure
Looping
Statements:
Syntax and
Semantics
JAVA
Programming:
Iteration
Control
Structure

For Loop
Statement

Java Programming Tutorial 22 For loops


javascript:playVideo(2,'rjkYAs6gAkk')

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

Java Programming Tutorial 24 do while


javascript:playVideo(10,'nfr52iR0Pyg')

Remarks

IV. Major Requirements


Output
Compilation and Documentation of all source programs March 6 -10, 2017
(Iteration Control Structure)

Date of Submission/ Implementation

Mrs. Ma. Rhubby C. Dupet

Ms. Marie Christine Rigor

Mrs. Sheila Marie B. Fetalvero

Sister Teresita Agana, SPC

Subject Teacher

Subject Team Leader

Assistant Principal for Academics

High School Principal

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