This document provides a quarterly plan for a Grade 1 Music class. It includes 10 key learning competencies for each quarter, along with the number of days allocated to teach each competency and additional remarks. The competencies cover topics like identifying sound and silence, rhythmic patterns, pitch, melody, musical forms and concepts, timbre, dynamics, tempo, and texture. The document also provides detailed quarterly plans for a Grade 1 Arts class covering visual art elements, principles, and techniques like drawing, painting, printmaking, and sculpture.

1. REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
MELCs
Definitive Budget of Work
(DBOW)
MAPEH

2. Learning Area: MAPEH - Music Grade Level: 1
QUARTER 1
Content Standard: demonstrates basic understanding of sound, silence and rhythm
Performance Standard: responds appropriately to the pulse of the sounds heard and performs with accuracy the rhythmic patterns
# MELC Number of days taught Remarks
1 Day 1: identifies the difference between sound and
silence accurately MUIRH-la-1
1 Day Have some prepared materials for the
learner to identify the different sounds
Relates images to sound and silence within a
rhythmic pattern
2 Day 1: Relates images to sound and silence within a
rhythmic pattern MUIRH-lb-2
2 Day Perform the rhythmic pattern with the
prepared videos and music
3 Day 2: Performs echo clapping
MU1RH-lc-3
Let the learners perform echo clapping by
having them grouped together
4 Maintains steady beat and accurate rhythm through
tapping chanting, walking, and playing musical
instruments MUIRH—lc-4
3 Days
Day 1: maintains a steady beat when chanting,
walking, tapping, clapping, and playing musical
instruments
Play two or more musical instruments and
let the learners show the beats by tapping
Day 2: claps, taps, chants, walks and plays musical
instruments with accurate rhythm in response to sound
o in groupings of 2s
o in groupings of 3s
A rubric must be presented before the
learners present by group
5 Day 3 claps, taps, chants, walks, and plays musical
instruments with accurate rhythm in response to
sound
o in groupings of 4s
Creates simple ostinato patterns in groupings of 2s,
3s, and 4s through body movement
6 Day 1: Creates simple ostinato patterns in groupings
of 2s through body movements MU1RH-Id-e-6
2 Days Present a simple ostinato pattern. Let the
learners join by moving their bodies
7 Day 2: creates simple ostinato patterns in groupings
of 3s, through body movements
Performs simple ostinato patterns in groupings of 4s
through body movements
MU1RH-Ih-8

3. 8 Performs simple ostinato patterns in groupings of 4s
through body movements
MU1RH-Ih-8
1 Day Present a rubric on the learner’s
presentation of their ostinato pattern in
grouping of 4
9 creates simple ostinato patterns in groupings of 2s,
3s, and 4s through body movements MU1RH-Id-e-6
1 Day
10 o plays simple ostinato patterns on classroom
instruments sticks, drums, triangles,
nails, coconut shells, bamboo, empty boxes, etc.
MUIRH-I-8
1 day
Day 10
QUARTER 2
Content Standard:
- demonstrates basic understanding of pitch and simple melodic patterns
- demonstrates basic understanding of the concepts of musical lines, beginnings and endings in music, and repeats in music
Performance Standard: responds accurately to high and low tones through body movements, singing, and playing other sources of
sounds responds accurately to high and low tones through body movements, singing, and playing other sources of sounds
- responds with precision to changes in musical lines with body movements
# MELC Number of
days taught
Remarks
Identifies the pitch of a tone as high or low
MUIME-lla-1
1 Day 1: identifies the pitch of a tone as high or low
MUIME-lla-1
2 Day Let the learners listen to one recorded song for
them to identify the high and low
2 Day 2: matches the correct pitch of tones with other
sound sources MU1ME-IIb-2
3 Sings simple melodic patterns (so –mi, mi –so, mi – re -do)
MUIME-llb-3
1 Day Prepare a simple song with the class then show the
simple melodic patterns. Have the learners sing
with you
4 Sings the melody of a song with the correct pitch e.g.
role singing, counting songs, echo singing
MUIME-llb-5
2 Day
5 Day 1: matches the melody of a song with the correct
pitch vocally, greeting songs, counting songs, action
songs MU1ME-IIc-4
Group the class into three. Each group will be
assigned to perform a song -role singing, counting
song, echo song. After each performance, guide
the learners for them to get the correct pitch.
6 Day 2: sings in pitch rote singing, greeting songs, counting
songs, echo singing MU1ME-IIc-5

4. 7 Identifies similar or dissimilar musical lines
MU1FO -IIe -2
1 Day Sing together the song: Twinkle, twinkle little star.
Discuss similar and dissimilar musical lines in the
song: Mary Had a Little Lamb
8 identifies with body movements the beginnings, endings,
repeats of a recorded music example
MU1FO-IId-1
1 Day Identify if each line is the beginning or ending part
of the Song. Example : Leron Leron Sinta song-
Humanap ng Iba.
Show the different musical symbols to show the
beginning, ending and repeated parts.
8 identifies the beginning, ending, and repeated parts of a
recorded music sample MU1FO-IId-1
1 Day
9 relates basic concepts of musical forms to geometric
shapes to indicate understanding of:
o same patterns
o different patterns MU1FO-IIf-3
1 Day Sing together the song: Twinkle , Twinkle, Litle Star.
Let the learner identify the similar and dissimilar
lines by moving their bodies. Have two or more
examples
10 Performs songs with the knowledge when to start, stop,
repeat, or end the song. MU1FO -IIf -3
1 Day
Day 10:
QUARTER 3
Content Standard: demonstrates understanding of the basic concepts of timbre
- demonstrates understanding of the basic concepts of dynamics
Performance Standard: distinguishes accurately the different sources of sounds heard and be able to produce a variety of timbres
- creatively interprets with body movements the dynamic levels to enhance poetry, chants, drama, and musical stories
# MELC Number of
days taught
Remarks
Relates the source of sounds wind, wave, swaying of the
trees, animal sounds, sounds produced by machines,
transportation, through body movements
MU1TB-IIIa-1
2 DAYS
1 Day 1:
identifies the source of sounds
o wind, wave,
o swaying of the trees,
o animal sounds,
o sounds produced by machines,
o transportation, through body movements
MU1TB-IIIa-1

5. 2 Day 2: responds appropriately to differences in sounds
heard through body movement MU1TB-IIIa-2
Produces sounds with different timbre using a variety of
local materials
3 Day 1: replicates the sounds heard from different sources
MU1TB-IIIb-3
2 DAYS Let the learner listens to different sounds in a
recorded music. Let them do what they heard
5 Day 2: uses voice and other sources of sound to produce
a variety of timbres MU1TB-IIIb-4
Group the class into three. Each group will be
assigned to use their voices and use the
Identifies volume changes from sound samples using the
terms loud and soft MU1DY -IIIc -2
6 Day 1: demonstrates dynamic changes with movements
MU1DY-IIIc-1
2 DAYS Show them short video showing dynamic
changing with movements
7 Day 2: uses the terms loud and soft to identify volume
changes MU1DY-IIIc-2
8 relates the concepts of dynamics to the movements of
animals e.g., big animals/movement = loud; small
animals/movement = soft MU1DY-IIId-3
1 DAY Review dynamics and how it works.
Show video of animals’ movement with sounds
9 applies the concept of dynamic levels to enhance poetry,
chants MU1DY -IIIg - h -4
1 Day Give example of chants, songs that demonstrate
dynamic level of sounds
10 applies the concept of dynamic levels to enhance drama
or musical stories MU1DY -IIIg - h -5
1 Day Give example of drama or musical stories that
demonstrate dynamic level of sounds
Day 10
QUARTER 4
Content Standard: -demonstrates understanding of the basic concepts of tempo
- demonstrates understanding of the basic concepts of texture
Performance Standard:
performs with accuracy varied tempi through movements or dance steps to enhance poetry, chants, drama, and musical stories
- sings songs to involve oneself and experience the concept of texture
# MELC Number of
days taught
Remarks
Demonstrates the basic concepts of tempo through
movements (fast or slow)
1 Day 1 : mimics animal movements 1.1 horse – fast 1.2
carabao – slow
MU1TP-IVa-1
2 Days Let pupils watch how animals move.
Give activity like showing to their parents how they
mimic different animal movements

6. 2 Day 2 : demonstrates the basic concepts of tempo
through movements MU1TP-IVa-2
Give examples of movements with different Tempo
like running, clapping, skipping
3 Uses body movements or dance steps to respond to
varied tempo - slow movement with slow music - fast
movement with fast music MU1TP -IVb -3
1 Day
4 responds to varied tempo with movements or dance
steps 3.1 slow movement with slow music 3.2 fast
movement with fast music MU1TP-IVb-3
1 Day
5 uses varied tempo to enhance poetry, chants, drama,
and musical stories MU1TP-IVc-5
1 Day
Demonstrates awareness of texture by identifying sounds
that are solo or with other sounds
6 Day 1: identify sounds alone, sounds together 2 Days Show pictures of different objects w/ different
textures.
Ask help from parents to provide simple materials
w/ different textures and let their children touch
and hold
7 Day 2: demonstrates awareness of texture by using visual
images
MU1TX-IVe-2
8 distinguishes accurately between single musical line and
multiple musical lines which occur simultaneously in a
given song MU1TX-IVf-3
1 Day Present a song in scale w/ single and multiple lines
Listen to music
9 sings two -part round songs e.g. Are You Sleeping, Brother
John?
1 Day Feel the texture of music by listening
10 sings two -part round songs e.g. Row, Row, Row Your Boat 1 Day
Day 10

7. Learning Area: MAPEH - Arts Grade Level: 1
QUARTER 1
Content Standard: The learner…
demonstrates understanding of lines, shapes, colors and texture, and principles of balance, proportion, and variety through drawing
demonstrates understanding of lines, shapes, colors and texture, and principles of balance, proportion, and variety through drawing
Performance Standard: The learner…
creates a portrait of himself and his family which shows the elements and principles of art by drawing
-creates a portrait of himself and his family which shows the elements and principles of art by drawing
# MELC Number of days taught Remarks
ARTS
1 Day 1and 2- explains that ART is all around and is
created by different people A1EL-Ia
Day 1-elements of arts
Day 2-Principles of Arts
2
2 Day 3 and 4 - identifies different lines, shapes, texture
used by artists in drawing A1EL-Ic
2
3 Day 5- uses different drawing tools or materials -
pencil and crayons, to create his drawing about
oneself, one’s family, home, and school, as a
means of self-expression A1EL-Id
Day 6-
uses different drawing tools or materials -
-piece of charcoal, and stick-on different papers, to
create his drawing about oneself, one’s family, home,
and school, as a means of self-expression
Day 7
uses different drawing tools or materials -
-sinamay, leaves, tree bark, and other local materials
to create his drawing about oneself, one’s family,
home, and school, as a means of self-expression
3
4 Day 8, 9 and 10 draws different kinds of plants showing
a variety of shapes, lines, and color A1PR-If
3 Prior to teaching this competency provide
arts activity
- draws different kinds of plants using
shapes lines and color
(Day 10) Culminating Activity Exhibit
Day 10

8. QUARTER 2
Content Standard: The learner…demonstrates understanding of colors and shapes, and the principles of harmony, rhythm and
balance through painting demonstrates understanding of colors and shapes and the principles of harmony, rhythm, and balance
through painting
Performance Standard: The learner creates a harmonious design of natural and man-made objects to express ideas using
colors and shapes, and harmony
# MELC Number of days taught Remarks
1 Day 1 : identifies colors as primary both in natural and
man-made objects,
seen in the surrounding A1EL-IIa
Day 2-: identifies colors as secondary, and tertiary,
both in natural and man-made objects,
seen in the surrounding
2
2 Day 3,4 and 5: creates a design inspired by Philippine
flowers, jeepneys, Filipino fiesta decors, parol, or
objects, and other geometric shapes found in nature
and in school using primary
-and secondary colors
A1PR-IIg
Day 3- Art History and Art Production
Day 4- Art Appreciation and Art Criticism
Day 5-Display of output/sharing
3
3 Day 6 ,7 and 8: paints a home/school landscape or
design choosing specific colors to create a certain
feeling or mood A1PR-Ie-1
Day 6- Art History and Art Production
Day 7- Art Appreciation and Art Criticism
Day 8-Display of output/sharing
3
4 Day 9 and 10: talks about the landscape he painted
and the landscapes of others A1PR-Ie-2
2
(Day10-Exhibit /sharing one’s output and experiences) 10

9. QUARTER 3
Content Standard: demonstrates understanding of shapes and texture and prints that can be repeated, alternated, and emphasized
through printmaking
- demonstrates understanding of shapes and texture and prints that can be repeated, alternated, and emphasized through
printmaking
Performance Standard: creates prints that show repetition, alternation and emphasis using objects from nature and found objects at
home and in school
- creates prints that show repetition, alternation and emphasis using objects from nature and found objects at home and in school
# MELC Number of
days taught
Remarks
1 Day 1: differentiates between a print and a drawing or Painting
A1EL-IIIa
1
2 Day 2 : describes the shape and texture of prints made from objects
found in nature and man-made objects and from the artistically
designed prints in his artworks and in the artworks of others A1EL-IIIb
1
3 Day 3 and 4- creates a print by applying dyes on his finger or palm or
any part of the body and pressing it to the paper, cloth, wall, etc. to
create impression A1EL-IIId
Day 3- Art History and Art Production
Day 4- Art Appreciation and Art Criticism
2
4 Day 5 and 6: creates a print by rubbing pencil or crayon on paper
placed on top of a textured objects from nature and found objects
A1PL-IIIe
Day 5- Art History and Art Production
Day 6- Art appreciation and Criticism
2
5 Day 7 and 8: stencil a design (in recycled paper, plastic, cardboard,
leaves, and other materials) and prints on paper, cloth, sinamay, bark,
or a wall A1PR-IIIf
Day 7- Art History and Art Production
Day 8- Art Appreciation and Art Criticism
2
6 Day 9: narrates experiences in experimenting
different art materials A1PR-IIIg
1
7 Day 10: participates in school/district exhibit and culminating activity
in celebration of the National Arts Month (February) A1PR-IIIh
1 Participates in school/district exhibit and
culminating activity in celebration of the
National Arts Month (February)
Day 10

10. QUARTER 4
Content Standard: The learner…demonstrates understanding of texture and 3-D shapes, and principle of proportion and emphasis
through 3-D works and sculpture demonstrates understanding of texture and 3-D shapes, and principle of proportion and emphasis
through 3-D works and sculpture
Performance Standard: The learner creates a useful 3-Dimensional object/sculpture using found objects and recycled materials
-creates a useful 3-Dimensional object/sculpture using found objects and recycled materials
# MELC Number of days taught Remarks
1 Day 1: differentiates between 2-dimensional and 3-
dimensional artwork and states the difference
A1EL-IVa
1
2 -identifies the different materials that can be
used in creating a 3-dimensional object:
Day 2: 2.1 clay or wood (human or animal figure)
A1EL-IVb
Day 3: 2.2 bamboo (furniture, bahay kubo) A1EL-IVb
Day 4: 2.3 softwood (trumpo) A1EL-IVb
2.4 paper, cardboard, (masks)
2.5 found material (parol, sarangola)
3
3 Day 5 and 6: creates 3D objects that are well
proportioned, balanced and show emphasis in
design, like any of the following: a pencil holder, bowl,
container, using recycled materials like plastic bottles,
etc. A1PR-IVe
Day 5- Art History and Art Production
Day 6- Art Appreciation and Art Criticism
2
4 Day 7,8,9 and 10:
Day 7&8- creates masks,
Day-9&10- creates human figures out of recyclable
materials such as cardboards, papers, baskets, leaves,
strings, clay, cardboard, glue, found
materials, bilao, paper plate, strings, seeds, flour, salt
mixture, or paper-mache, and other found
materials
4
Day 10

11. Learning Area: MAPEH – Physical Education Grade Level: 1
QUARTER 1
Content Standard: The learner demonstrates understanding awareness of body parts in preparation for participation in physical
activities.
Performance Standard: The learner performs with coordination enjoyable movements on body awareness.
# MELC Number of days taught Remarks
1 Creates shapes by using different body parts. (PE1BM-Ic-d-2)
Engages in fun and enjoyable physical activities with coordination (PE1PF-Ia-h-2)
3Days
(This MELC will be
taught in 3 days for it
covers subtopics on
creating body shapes)
Prior to teaching
this
competency,
give inputs and
exercises first on:
Shapes
Day 1: Identifies the different body parts that one can use to create shape.
Day 2: Creates shapes using 2 or more body parts.
Day 3: Develops a shape-guessing game.
Identify the shapes created using body parts while doing action songs.
2 Shows balance on one, two, three, four and five body parts. (PE1BM-Ie-f-3)
Engages in fun and enjoyable physical activities with coordination (PE1PF-Ia-h-2)
3 Days
(This MELC will be
taught in 3 days for it
covers subtopics on
skills showing balance)
Day 4: Identifies the body parts that are used to keep our body balanced.
Day 5: Shows and maintains balance while bearing weight on single and multiple
body parts.
• both hands and 1foot on the floor.
• both feet and 1 hand on the floor.
• with only foot on the floor and both arms extended sideward.
Day 6: Modifies indoor games showing balance on one or more body parts.
(mimetics)
3 Exhibits transfer of weight. (PE1BM-Ig-h-4)
Engages in fun and enjoyable physical activities with coordination (PE1PF-Ia-h-2)
4 Days
(This MELC will be
taught in 4 days for it
covers subtopics
transferring weight.)
Day 7: Introduces skills with weight transfer and arm-leg opposition.
Day 8: Performs movements that show transfer of weight.
Day9-10: Produces home-based games showing players transfer weight.
Suggested activities:
• chasing and fleeing game
• simple games
4 Engages in fun and enjoyable physical activities with coordination (PE1PF-Ia-h-2)
This competency is already embedded in other LCs

12. QUARTER 2
Content Standard: The learner demonstrates understanding of space awareness in preparation for participation in physical activities
Performance Standard: The learner performs movement skills in a given space with coordination
# MELC Number of days taught Remarks
1 Moves within a group without bumping or falling using locomotors skills (PE1BM-
IIc-e-6)
Engages in fun and enjoyable physical activities with coordination (PE1PF-IIa-h-2)
5 Days
(This MELC will be
taught in 5 days for it
covers subtopics on
differentiating and
performing locomotor
movements within a
given space.)
Day 1: Differentiates locomotor and non-locomotor movements
Day 2: Defines one’s personal space when moving.
Day 3: Performs locomotor and non-locomotor skills alone without falling.
Day 4: Performs locomotor and non-locomotor skills with a partner without
bumping on your partner.
Day 5: Performs a game using locomotor and non-locomotor skills within a group
without bumping on each other.
2 Executes locomotor skills while moving in different directions at different spatial
levels (PE1BM-IIf-h-7)
Engages in fun and enjoyable physical activities with coordination (PE1PF-IIa-h-2)
5 Days
(This MELC will be
taught in 5 days for it
covers subtopics on
performing locomotor
skills at different
directions and spatial
levels)
Day 6: Identifies the left and right side of the body.
Day 7: Executes locomotor skills while moving in different directions, left to right
and right to left.
Day 8: Classifies locomotor movements on different spatial levels. (low -crawling,
middle-hopping, high-doing high-jump)
Day 9-10: Executes locomotor skills while moving at different spatial levels.
3 Engages in fun and enjoyable physical activities with coordination (PE1PF-IIa-h-2)
This competency is already embedded in other LCs
QUARTER 3
Content Standard: The learner demonstrates understanding of qualities of effort in preparation for participation in physical activities.
Performance Standard: The learner performs movements of varying qualities of effort with coordination.
# MELC Number of days taught Remarks
1 Demonstrates the difference between slow and fast, heavy, and light, free
and bound movements (PE1BM-IIIa-b-8)
5 Days
(This MELC will be taught in 5
days for it covers subtopics on
movements with varying
Day 1: Demonstrates the difference between slow and fast movements.
Day 2: Demonstrates the difference between heavy and light movements.
Day 3: Associates different movements as free or bound.

13. Day 4: Demonstrates movements with any of the following combination,
slow or fast, light or hard, free or bound.
qualities of effort with
coordination.
Day 5: Demonstrates movement that is fast, heavy, and free at the same
time.
2 Demonstrates contrast between slow and fast speeds while using
locomotor skills (PE1BM-IIIc-d-9)
2 Days
(This MELC will be taught in 2
days for it covers subtopics on
demonstrating locomotor skills.)
Day 6: Demonstrates locomotor skills slowly.
Day 7: Demonstrates locomotor skills in fast speed.
3 Engages in fun and enjoyable physical activities (PE1PF-IIIa-h-6) 1 Day
Day 8: Plays games such relay games using selected locomotor skills.
4 Demonstrates the characteristics of sharing and cooperating in physical
activities (PE1PF-IIIa-h-9)
2 Days
(This MELC will be taught in 2
days for it covers subtopics on
enumerating and
demonstrating characteristics of
sharing and cooperating.)
Day 9: Enumerates the characteristics of a good team player.
Day 10: Demonstrate characteristics of sharing and cooperating while
playing games.
QUARTER 4
Content Standard: The learner demonstrates understanding of relationships of movement skills in preparation for participation in
physical activities
Performance Standard: The learner performs movements in relation to a stationary or moving object/person with coordination.
# MELC Number of days taught Remarks
1 Demonstrates relationship of movement (PE1BM-IVc-e-13) 3 Days
(This MELC will be taught
in 3 days for it covers
subtopics on
demonstrating
movements in relation to
objects and person.)
Day 1: Demonstrates movements relationships to stationary object/person. (ex. jumping on
cones)
Day 2: Demonstrates movements relationships to moving object/person. (ex. using hoops)
Day 3: Demonstrates variety of movement relationship to a stationary or moving
objects/person with coordination.
2 Performs jumping over a stationary object several times in succession, using forward- and-
back and side-to-side movement patterns (PE1BM-IVf-h-14)
3 Days
(This MELC will be
taught in 3 days for it
covers subtopics on
demonstrating and
performing jumping.)
Day 4: Demonstrates proper foot pattern on jumping.
Day 5: Performs jumping over a stationary object several times in succession, using
forward- and- back movement patterns.
Day 6: Performs jumping over a stationary object several times in succession, using side-to-
side movement patterns.
3 Engages in fun and enjoyable physical activities (PE1PF-IVa-h-2) 2 Days

14. Day 7-8: Participates in activities such as mirroring movement, chasing and fleeing, or
tagging.
4 Follows simple instructions and rules (PE1PF-IVa-h-10) 2 Days
Day 9: Enumerates instructions and rules to follow on a particular game/activity.
Day 10: Participates in games or activities such as following the leader, mirroring
movement, chasing, and fleeing, playing tag, making sure that players are following the
set instructions and rules given.
Learning Area: MAPEH – Health Grade Level: 1
QUARTER 1
Content Standard: - understands the importance of good eating habits and behavior
Performance Standard: - practices healthful eating habits daily
# MELC Number of
days taught
Remarks
1 Day 32: distinguishes healthful from less healthful foods (H1N-Ia-b-1)
2 days
Prior to teaching this competency
Identify one’s basic needs and ways to
care for one’s body
Give examples of healthful from less
healthful foods (Practice ways to care
for one’s body PNEKBS-Ii-9 Q1 Kinder)
Day 33: distinguishes healthful from less healthful foods (H1N-Ia-b-1)
Day 34: tells the consequences of eating less healthful foods (H1N-Ic-d-
2)
2 days
Day 35: tells the consequences of eating less healthful foods (H1N-Ic-d-
2)
Day 36: tells the consequences of eating less healthful foods (H1N-Ic-d-
2)
Day 37: practices good decision making exhibited in eating habits that
can help one become healthy (H1N-Ie-f-3, H1N-Ig-j-4)
4 days
Day 38: practices good decision making exhibited in eating habits that
can help one become healthy (H1N-Ie-f-3, H1N-Ig-j-4)
Day 39: practices good decision making exhibited in eating habits that
can help one become healthy (H1N-Ie-f-3, H1N-Ig-j-4)
Day 40: practices good decision making exhibited in eating habits that
can help one become healthy (H1N-Ie-f-3, H1N-Ig-j-4)

15. QUARTER 2
Content Standard: - demonstrates understanding of the proper ways of taking care of one’s health
Performance Standard: - practices good health habits and hygiene daily
# MELC Number of days taught Remarks
1 Day 31: identifies proper behavior during mealtime (H1PH-IIa-b-1)
2 days
Prior to teaching
this competency
Identify one’s basic
needs and ways to
care for one’s bod;
proper
handwashing,
practice habits of
keeping the body
clean and healthy.
Day 32: identifies proper behavior during mealtime (H1PH-IIa-b-1)
Day 33: demonstrates proper hand washing (H1PH-IIc-d-2)
2 days
Day 34: demonstrates proper hand washing (H1PH-IIc-d-2)
Day 35: realizes the importance of washing hands (H1PH-IIe-3)
2 days
Day 36: realizes the importance of washing hands (H1PH-IIe-3)
Day 37: practices habits of keeping the body clean & healthy (H1PH-IIf-i-4)
2 days
Day 38: practices habits of keeping the body clean & healthy (H1PH-IIf-i-4)
Day 39: realizes the importance of practicing good health habits (H1PH-IIj-5)
2 days
Day 40: realizes the importance of practicing good health habits (H1PH-IIj-5)
QUARTER 3
Content Standard: understands the importance of keeping the home environment healthful.
Performance Standard: - consistently demonstrates healthful practices for a healthful home environment.
# MELC Number of days taught Remarks
1 Day 31: describes the characteristics of a healthful home environment (H1FH-
IIIa-1)
1 day
Prior to teaching
this competency
Identify one’s basic
needs and ways to
care for one’s body
Give examples of
healthful from less
healthful foods
(Practice ways to
care
for one’s body
PNEKBS-Ii-9 Q1
Kinder)
Day 32: discusses the effect of clean water on one’s health (H1FH-IIIb-2)
2 days
Day 33: discusses how to keep water at home clean (H1FH-IIIc-3)
Day 34: practices water conservation (H1FH-IIIde-4) 1 day
Day 35: explains the effect of indoor air on one’s health (H1FH-IIIfg-5)
2 days
Day 36: explains the effect of indoor air on one’s health (H1FH-IIIfg-5)
Day 37: identifies sources of indoor air pollution (H1FH-IIIfg-6) 1 day
Day 38: practices ways to keep indoor air clean (H1FH-IIIfg-7) 1 day
Day 39: explains the effect of a home environment to the health of the people
living in it (H1FH-IIIhi-8)
1 day
Day 40: demonstrates how to keep the home environment healthful (H1FH-IIIj-
10)
1 day

16. QUARTER 4
Content Standard: demonstrates understanding of safe and responsible behavior to lessen risk and prevent injuries in day to-day
living
Performance Standard: - appropriately demonstrates safety behaviors in daily activities to prevent injuries
# MELC Number of days taught Remarks
1 Day 31: identifies situations when it is appropriate to
ask for assistance from strangers (H1IS-IVa-1)
1 day
Prior to teaching this competency
Identify safe behavior in daily activities to
prevent injuries.
Day 32: gives personal information, such as name and
address to appropriate persons (H1IS-IVb-2)
- identifies appropriate persons to ask for assistance
(H1IS-IVc-3)
1 day
Day 33: demonstrates ways to ask for help (H1IS-IVc-
4)
1 day
Day 34: follows rules at home and in school (H1IS-IVd-
5)
1 day
Day 35: follows rules during fire and other disaster drills
(H1IS-IVe-6)
1 day
Day 36: observes safety rules with stray or strange
animals (H1IS-IVf-7)
1 day
Day 37: describes what may happen if safety rules
are not followed (H1IS-IVg-8)
1 day
Day 38: describes ways people can be intentionally
helpful or harmful to one another (H1IS-IVh-9)
1 day
Day 39: distinguishes between good and bad touch
(H1IS-IVi-10)
1 day
Day 40: practices ways to protect oneself against
violent or unwanted behaviors of others (H1IS-IVj-11)
1 day

17. Learning Area: MAPEH - Music Grade Level: 2
QUARTER 1
Content Standard: -demonstrates basic understanding of sound, silence, and rhythm
-demonstrates understanding of the basic concepts of musical form
Performance Standard: -responds appropriately to the pulse of the sounds heard and performs with accuracy the rhythmic patterns
-performs a song, chosen from among the previously learned songs that shows the basic concepts of musical
lines, beginnings, endings and repeats through body movement, vocal sounds, and instrumental sounds
# MELC Number of
days taught
Remarks
1 Relates visual images to sound and silence using quarter note,
beamed eighth notes and quarter rest in a rhythmic pattern
MU2RH-Ib-2 Identify sound and silence using quarter
notes.
Show visual images and relate them to
sound and silence.
2 Day 1: Relates images to sound and silence within a rhythmic
pattern MUIRH-lb-2
2 Days
3
4
5
Day 2: replicates a simple series of rhythmic sounds (i.e., echo
clapping) MU2RH-Ib-3
Reads stick notations in rhythmic patterns with measures of 2s, 3s
and 4s
2 Days Introduce stick notations. What it represents.
creates simple ostinato patterns in measures
of 2s, 3s, and 4s with body movements
Tap a rhythm using fingers and feet
Add the pitches and the rhythm to the
songs they most like
Day 1: maintains a steady beat when chanting, walking, tapping,
clapping, and playing musical instruments MU2RH-Ic-4
Day 2: claps the written stick notation to show steady beats 5.1
divides the stick notations into measures of 2s, 3s and 4s to show
rhythmic patterns MU2RH-Ic-5
6 writes stick notations to represent the heard rhythmic patterns 1 Day Show musical pattern; Sing clap, stamp the
rhythmic pattern; Write the stick notation
Creates simple ostinato patterns in groupings of 2s, 3s, and 4s
through body movement
7 Day 1: Creates simple ostinato patterns in groupings of 2s through
body movements MU1RH-Id-e-6
3 Days performs steady beat and accurate
rhythm through clapping, tapping
chanting, walking, and playing musical
instruments in response to sound o in
groupings of 2s, o in groupings of 3s, o in
groupings of 4s
8 Day 2: Performs simple ostinato patterns in groupings of 3s through
body movements MU1RH-If-g-7
9 Day 3 : Performs simple ostinato patterns in groupings of 4s through
body movements MU1RH-Ih-8
Summative Performance Task 1 day
1st Summative Test
10 Day 10

18. QUARTER 2
Content Standard: -demonstrates basic understanding of pitch and simple melodic patterns
- responds with precision to changes in musical lines with body movements
Performance Standard:
- performs with accuracy of pitch, the simple melodic patterns through body movements, singing or playing musical instruments
- responds with precision to changes in musical lines with body movements
# MELC Number of days taught Remarks
Identifies the pitch of a tone as high or low
1 Day 1: identifies the pitch of tones as
o high
o low
o higher
o lower MUIME-lla-1
2 Days Most of the grade 2 pupils cannot figure
out the high and low of tones unless they
can hear them
Let them differentiate the high and low of
tones by listening to different sounds of
different objects that are familiar to them
2 Day 2: responds to ranges of pitch through body
movements, singing, and playing sources of Sounds
MU2ME-IIa-2
Responds to ranges of pitch through body
movements, singing, or playing instruments
Musical instruments are the best tools to
differentiate the high and low in tones
Guitar flute
Piano xylophone
Tambourine
3 Day 1: demonstrates high and low pitches through
singing or playing musical instruments MU2ME-IIb-3
2 Day
4 Day 2: sings the following songs with accurate pitch:
4.1 wrote songs 4.2 echo songs 4.3 simple children’s
melodies MU2ME-IIb-4
* Demonstrates melodic contour through:
a. movement
b. music writing (on paper or on air)
c. visual imagery
Have pupils begin to
explore melodic contour on a music staff.
Shaw a staff on the presentation and have
students draw or place dots on various lines
and spaces on the staff.
Have the student connect the dots with a
musical shape or contour. Have students
sing the new melodic contour
5 Day 1: demonstrates the melodic contour with
movement
MU2ME-IIc-6
2 Days
6 Day 2: demonstrates the melodic contour through
o body staff
o o writing the melodic line “on the air”
o line notation
MU2ME-IIc-7

19. 7 demonstrates the beginning, ending and repeats of a
song with - movements - vocal sounds - instrumental
sounds MU2FO -IId -2
1 Day Make symbols that can be signals
It cab a simple instrumental bar
8 identifies musical lines as - similar - dissimilar 1 Days Sing together the song: Twinkle, Twinkle,
Litle Star. Let the learner identify the similar
and dissimilar lines by moving their bodies.
Have two or more examples
9 creates melodic or rhythmic introduction and ending
of songs MU2FO -IIg - h -6
1 Days
10 Day 10:
QUARTER 3
Content Standard: -demonstrates understanding of the basic concepts of timbre
- demonstrates understanding of the basic concepts of dynamic
Performance Standard:
- determines accurately the sources of sounds heard, and produce sounds using voice, body, and objects, and be able to sing in
accurate pitch
- creatively applies changes in dynamics to enhance rhymes, chants, drama, and musical stories
# MELC Number of days taught Remarks
Replicates different sources of sounds with body
movements MU2TB-IIIa2
1 Day 1: identifies the source of sounds e.g. winds,
waves swaying of the trees, animals sounds, sounds
produced by machines, transportation, etc.
MU2TB-IIIa-1
2 Days Group the class into four. Each group will
be assigned to perform a sound they want
to produce.
2 Day 2: replicates different sources of sounds with body
movements MU2TB-llla-2
Let the learner listens to different sounds in
a recorded music. Let them do what they
heard
3 identifies the common musical instruments by their
sounds and image MU2TB-IIIb3
1 Day
Recognizes the difference between speaking and
singing
4 Day 1: recognizes the difference between speaking
and singing
MU2TB-IIIc4
2 Days Group the class into three. Each group will
be assigned to use their voices and use the
other source of sound to produce different
sounds.

20. 5 Day 2 : sings songs with accurate pitch and pleasing
vocal quality
6 performs songs with appropriate vocal or sound
quality (from available instruments)
MU2TB-IIIc5MU2TB-IIIc5
1 Days
7 Distinguishes the dynamics of a song or music sample
MU2DY-IIIc2
Uses the words “loud”, “louder”, “soft” and “softer” to
identify variations in volume MU2DY-IIIc4
8
Day 1: distinguishes between “loud”, “louder”, “soft”
and “softer” in music
2 Days Listen to the sounds (loud ,louder ,soft,
softer )
Identifying which is loud, louder, soft, softer
in music
9 Day 2: relates movements of animals to dynamics
e.g., elephant walking – loud dog walking –
medium tiny steps of a mouse - soft
Review dynamics and how it works.
Show video of animals’ movement with
sounds
10 Performs songs with appropriate dynamics 1 Day Give example of song that demonstrate
dynamic level of sounds
Day 10:
QUARTER 4
Content Standard: -demonstrates understanding of the basic concepts of tempo
-demonstrates understanding of the basic concepts of texture
Performance Standard: - uses varied tempo to enhance rhymes, chants, drama, and musical stories
- distinguishes accurately between single musical line and multiple musical lines which occur simultaneously in a given song
# MELC Number of days taught Remarks
Follows the correct tempo of a song including tempo
changes MU2TP -IVb - 4
1 Day 1 : mimics animal movements 1.1 horse – fast 1.2
carabao – moderate 1.3 turtle – slow
MU2TP-IVa-1
3 Days Let pupils watch how animals move.
Give activity like showing to their parents
how they mimic different animal
movements
2 Day 2 : responds to the accurate tempo of a song as
guided by the hand signal of the teacher e.g. “The
teacher’s slow hand movement means “slow” while
fast hand movement means ”fast” MU2TP-IVa-2

21. 3 Day 3: demonstrates changes in tempo with
movements MU2TP-IVa-3
Give examples of movements with different
Tempo like running, clapping, skipping
Distinguishes “slow,” “slower,” “fast,” and “faster” in
recorded music MU2TP -IVb - 5
4 Day 1 : responds to variations in tempo with dance
steps
o slow movement with slow music
o fast movement with fast music MU2TP-IVb-4
4 Days Watch 2 or 3 dances with different Tempo
Let them identify the tempo
5 Day 2 : distinguishes “slow,” “slower,” “fast,” and
“faster” in recorded music with voice or with
instruments MU2TP-IVb-5
6 Day 3 : uses the terms “fast,” “faster,” “slow,” and
“slower” to identify variations in tempo MU2TP=IVb-6
7 Day 4 : replicates “slow,” “slower,” “fast,” and “faster”
with voice or with instruments MU2TP-IVc-7
Identifies musical texture with recorded music -
melody with solo instrument or voice - single melody
with accompaniment - two or more melodies sung or
played together at the same time MU2TX -IVd - f -1
8 Day 1 : identifies musical texture with recorded music
E.g.
o melody with single instrument or voice
o single melody with accompaniment
o two or more melodies sung or played
together at the same time
2 Days Listen to different songs and identify which
song that sounds alone or together
9 Day 2 : shows awareness of texture by relating visual
images to recorded or performed music
10 distinguishes between thinness and thickness of
musical sound in recorded or performed music
Feel the texture of music by listening
Day 10:

22. Learning Area: MAPEH - Arts Grade Level: 2
QUARTER 1
Content Standard:
The learner demonstrates understanding on lines, shapes, and colors as elements of art, and variety, proportion and contrast as
principles of art through drawing
Performance Standard: The learner creates a composition/design by translating one’s imagination or ideas that others can see and
appreciates.
# MELC Number of days taught Remarks
ARTS
1 Day 1-
describes the different styles of Filipino artists when
they create portraits and still life (different lines and
colors) A2EL-Ia
1
2 Day 2–
differentiates the contrast between shapes of different
fruits or plants and flowers in one’s work and in the
work of others A2EL-Ib
Day 3
differentiates the contrast between colors of different
fruits or plants and flowers in one’s work and in the
work of others
2
3 Day 4 and 5-
draws the different fruits or plants to show overlapping
of shapes and the contrast of colors and shapes in his
colored drawing A2EL-Ic
Day 4- Art History and Art Production
Day 5- Art appreciation and Criticism
2
4 Day 6 and 7
draws from an actual still life arrangement A2EL-Id
Day 6- Art History and Art Production
Day 7- Art Appreciation and Art Criticism
2
5 Day 8 and 9
draws a portrait of two or more persons – his friends, his
family, showing the differences in the shape of their
2 Prior to teaching this competency provide
enjoyable and interactive activities

23. facial features (shape of eyes, nose, lips, head, and
texture of the hair A2EL-If
Day 8- Art History and Art Production
Day 9- Art Appreciation and Art Criticism
- draws a portrait of family members or
friends showing differences in the shapes
and texture of their body parts
6 Day 10:
narrates stories related to the output A2EL-Ih-3
1 Prior to teaching this competency provide
engaging activities by sharing their
experiences and feelings related to their
output.
-Culminating Activities
10
QUARTER 2
Content Standard: The learner demonstrates understanding of using two or more kinds of lines, colors and shapes through repetition
and contrast to create rhythm.
Performance Standard: The learner creates a composition or design of a tricycle or jeepney that shows unity and variety of lines,
shapes, and colors
# MELC Number of days taught Remarks
1 Day 1 and 2:
describes the lines, shapes, colors, textures, and designs seen in the skin coverings of
different animals and sea creatures using visual arts words and actions. A2EL-IIa
2
2 Day 3 and 4:
designs with the use of drawing and painting materials the sea or forest animals in their
habitats showing their unique shapes and features, variety of colors and textures in their
skin. A2EL-IIb
Day 3- Art History and Art Production
Day 4- Art Appreciation and Art Criticism
2
3 Day 5 and 6:
creates designs by using two or more kinds of lines, colors, and shapes by repeating or
contrasting them, to show rhythm A2PL-IIf
Day 5- Art History and Art Production
Day 6- Art Appreciation and Art Criticism
2
4 Day 7 and 8:
uses control of the painting tools and materials to paint the different lines, shapes
and colors in his work or in a group work A2PR-IIg-1
2

24. 5 Day 9 and 10
design an outline of a tricycle or jeepney on a big paper with lines and shapes that show
repetition, contrast, and rhythm A2PR-IIg-2
Day 9- Art History and Art Production
Day 10- Art appreciation and Criticism/Culminating activity/Exhibit
2
10
QUARTER 3
Content Standard:
The learner demonstrates understanding of shapes, textures, colors and repetition of motif, contrast of motif and color from
nature and found objects
Performance Standard:
The learner creates prints from natural and man-made objects that can be repeated or alternated in shape or color. creates prints
with repeating, alternating or contrasting color or size or texture
- shows skills in making a clear print from natural and man-made objects
# MELC Number of days taught Remarks
1 Day 1and 2:
differentiates natural and man-made objects with repeated or alternated shapes and
colors and materials that can be used in print making A2EL-IIIa
2
2 Day 3 and 4:
creates a consistent pattern by making two or three prints that are repeated or
alternated in shape or color A2PL-IIIb
Day 3- Art History and Art Production
Day 4- Art Appreciation and Art Criticism
2
3 Day 5 and 6
carves a shape or letter on an eraser or kamote, which can be painted and printed
several times A2PR-IIIf
Day 5- Art History and Art Production
Day 6- Art appreciation and Criticism
2
4 Day 7 and 8:
creates a print on paper or cloth using cut-out designs A2PR-IIIg
Day 7- Art History and Art Production
Day8- Art Appreciation and Art Criticism
2

25. 5 Day 9 and 10:
participates in a school/district exhibit and culminating activity in celebration of the
National Arts Month (February) A2PR-IIIh-3
2
Days 10
QUARTER 4
Content Standard: The learner…demonstrates understanding of shapes, texture, proportion and balance through sculpture
and 3-dimensional crafts
- demonstrates understanding of shapes, texture, proportion and balance through sculpture and 3-dimensional crafts
Performance Standard:
The learner creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or
manufactured)
- creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or
manufactured)
- creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or
manufactured)
# MELC Number of days taught Remarks
1 Day 1,2 and 3
discusses the artistry of different local craftsmen in creating:
1.1 taka of different animals and figures in Paete, Laguna
1.2 sarangola or kites
1.3 banca, native boats from Cavite, and coastal towns A2EL-IVa-1
3
2 Day 4: Answers a brief diagnostic assessment on giving value and importance to the
craftmanship of local artists. A2EL-IVa-2
1
3 Day 5: identifies 3-dimensional crafts found in the locality giving emphasis on their
shapes, and textures. A2EL-IVb
Day 6: identifies 3-dimensional crafts found in the locality giving emphasis on their
proportion and balance
2
4 Day 7 and 8: executes the steps in making a paper maché with focus on proportion and
balance A2PR-IVd
Day 7- Art History and Art Production
Day 8- Art Appreciation and Art Criticism
2
5 Day 9 and 10: creates a clay human figure that is balanced and can stand on its own
A2PR-IVh
Day 9- Art History and Art Production
Day 10- Art Appreciation and Art Criticism/Exhibit
2
10

26. Learning Area: MAPEH – Physical Education Grade Level: 2
QUARTER 1
Content Standard: The learner demonstrates understanding of body shapes and body actions in preparation for various movement
activities
Performance Standard: The learner performs body shapes and actions properly.
# MELC Number of days taught Remarks
1 Creates body shapes and actions PE2BM-Ie-f-2 3 Days
(This MELC will be taught
in 3 days for it covers
subtopics enumerating,
demonstrating and
creating body shapes
and actions.)
Day 1: Enumerates the different body shapes/position.
(Straight, curled, wide, twisted)and actions (walking, standing,
sitting)
Day 2: Demonstrates body shapes and actions.
Day 3: Creates movement sequence with different body
shapes and actions.
2 Demonstrates momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as
a base of support PE2BM-Ig-h-1
4 Days
(This MELC will be taught
in 4 days for it covers
subtopics on defining,
demonstrating and
performing symmetrical
and asymmetrical
shapes/position.)
Prior to teaching this competency,
specifically Day 5, give inputs and
exercises first on:
Performing movements that transfer
weights.
Exhibits transfer of weight (G1, Q1)
Day 4: Defines symmetrical and asymmetrical body
shapes/position
Day 5: Demonstrates symmetrical and asymmetrical body
shapes/position.
Day 6: Performs momentary stillness in symmetrical and
asymmetrical shapes using both feet as a base of support.
Day 7: Performs momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as
a base of support
3 Demonstrates movement skills in response to sound and music
PE2MS-Ia-h-1
2 Days
Day 8-9: Performs movement skills appropriate for variety of
music sounds. (locomotor, non-locomotor and manipulative
skills)
4 Engages in fun and enjoyable physical activities PE2PF-Ia-h-2 1 Day Prior to teaching this competency,
specifically Day 10, give inputs and
exercises first on:
Engages in fun and enjoyable
physical activities with
coordination (G1, Q1)
Day 10: Participates in a variety of low and intense activities
with variety of music.
Suggested activities:
• folk dance
• rhythmic routine

27. QUARTER 2
Content Standard: The learner demonstrates understanding of locations, directions, levels, pathways, and plane
Performance Standard: The learner performs movements accurately involving locations, directions, levels, pathways, and planes.
# MELC Number of days taught Remarks
1 Describes movements in a location, direction, level, pathway and plane (PE2BM-IIa-b-17) 3 Days
(This MELC will be
taught in 3 days for it
covers subtopics on
describing
movements.)
Day 1: Describes movements in a location (behind, in front, under, over) and direction
(linear forward and backward, lateral- sideward, and multi-directional)
Day 2: Describes movements’ level (high, middle, low level) and pathways (straight, curve,
zigzag).
Day 3: Describes the different plane of movements (diagonal, horizontal, vertical, and
rotational)
2 Moves in:
⮚ personal and general space
⮚ forward, backward, and sideward directions
⮚ high, middle, and low levels
⮚ straight, curve, and zigzag pathways diagonal and horizontal planes (PE2BM-IIc-h-18)
4 Days
(This MELC will be
taught in 4 days for it
covers subtopics on
performing movements
accurately involving
locations, directions,
levels pathways and
planes.)
Day 4: Moves in: ⮚ personal and general space
Day 5: Moves in: forward, backward, and sideward directions
Day 6: Moves in: high, middle, and low levels
Day 7: Moves in: straight, curve, and zigzag pathways, diagonal, and horizontal planes
3 Demonstrates movement skills in response to sounds and music (PE2MS-IIa-h-1)
Engages in fun and enjoyable physical activities (PE2PF-IIa-h-2)
1 Day
Day 8: Creates and imitate movement skills in response to variety of sounds music.
Suggested activities:
• folk dance
• rhythmic routine
• relays and races
4 Engages in fun and enjoyable physical activities (PE2PF-IIa-h-2) This competency is already
embedded in other LCs
5 Maintains correct posture and body mechanics while performing movement (PE2PF-IIa-h-
14)
2 Days
Day 9: Observes correct postures and proper body mechanics while performing
movements.
Day 10: Maintains correct posture and proper body mechanic while performing or imitating
movements.

28. QUARTER 3
Content Standard: The learner demonstrates understanding of movement in relation to time, force and flow
Performance Standard: The learner performs movements accurately involving time, force, and flow.
# MELC Number of days taught Remarks
1 Moves: at slow, slower, slowest/fast, faster, fastest pace using light, lighter, lightest/strong,
stronger, strongest force with smoothness (PE2BM-IIIc-h-19) 6 Days
(This MELC will be
taught in 6 days for it
covers subtopics on
performing movements
accurately involving
time, force, and flow.
Day 1: Demonstrates moves at slow, slower, slowest pace. (time)
Day 2: Demonstrates moves at fast, faster, fastest pace. (time)
Day 3: Demonstrates moves using light, lighter, lightest force. (force)
Day 4: Demonstrates moves using strong, stronger, strongest force. (force)
Day 5: Performs movements at slow, slower, slowest pace using light, lighter, lightest force
with smoothness. (flow)
Day 6: Performs movements at fast, faster, fastest pace using strong, stronger, strongest
force with smoothness. (flow)
2 Demonstrates movement skills in response to sound and music (PE2MS-IIIa-h-1)
Engages in fun and enjoyable physical activities (PE2PF-IIIa-h-2)
4 Days
(This MELC will be taught in 4
days for it covers subtopics
on creating and developing
movements in response to
sound and music.)
Day 7-8: Creates movement skills with variety of pace, force, and flow in response to sound
and music.
Day 9-10: Develops movement skills with variety of pace, force, and flow in response to
sound and music.
3 Engages in fun and enjoyable physical activities (PE2PF-IIIa-h-2) This competency is already
embedded in other LCs
QUARTER 4
Content Standard: The learner demonstrates understanding of movement activities relating to person, objects, music and environment
Performance Standard: The learner performs movement activities involving person, objects, music, and environment correctly
# MELC Number of days taught Remarks
1 Moves:
individually, with partner, and with group with ribbon, hoop, balls, and any available
indigenous/improvised materials, with sound, in indoor and outdoor settings (PE2BM-IV-c-h-
21)
3 Days
(This MELC will be
taught in 3 days for it
covers subtopics on
making movements
involving person, object
music and environment
correctly.)
Day 1: Moves individually with ribbon, hoop, balls, and any available indigenous/improvised
materials, with sound, in indoor and outdoor settings
Day 2: Moves with partner with ribbon, hoop, balls, and any available
indigenous/improvised materials, with sound, in indoor and outdoor settings

29. Day 3: Moves with group with ribbon, hoop, balls, and any available indigenous/improvised
materials, with sound, in indoor and outdoor settings
2 Demonstrates movement skills in response to sound (PE2MS-IV-a-h-1)
Engages in fun and enjoyable physical activities (PE2PF-IV-a-h-2) 5 Days
(This MELC will be
taught in 5 days for it
covers subtopics on
demonstrating and
creating movements)
Day 4-5: Demonstrate a routine using ribbon, hoop, balls, or any available
indigenous/improvised material, with the song of your choice, in an indoor setting.
(individually)
Day 6-8: Creates a routine using ribbon, hoop, balls or any available indigenous/improvised
material, with the song of your choice, in an indoor setting. (with virtual partner)
3 Engages in fun and enjoyable physical activities (PE2PF-IV-a-h-2) This competency is
already embedded in other LCs
4 Maintains correct body posture and body mechanics while performing movement activities
(PE2PF-IV-a-h-14) 2 Days
Day 9-10: Maintains correct body posture and proper body mechanics while performing
the routine using different available materials.
Learning Area: MAPEH – Health Grade Level: 2
QUARTER 1
Content Standard: - understands the importance of eating a balanced diet.
Performance Standard: - 1. demonstrates good decision-making skills in choosing food to eat to have a balanced diet. 2. Consistently
practices good health habits and hygiene for the sense organs
# MELC Number of days taught Remarks
1 Day 31: states that children have the right to nutrition (Right of the child to nutrition
Article 24 of the UN Rights of the Child) (H2N-Ia-5)
2 days
Prior to teaching
this competency
(practices good
decision making
exhibited in
eating habits
that can help
one become
healthy H1N-Ie-f-
3, H1N-Ig-j-4)
Day 32: states that children have the right to nutrition (Right of the child to nutrition
Article 24 of the UN Rights of the Child) (H2N-Ia-5)
Day 33: discusses the important function of food and a balanced meal (H2N-Ib-6,
H2N-Icd-7)
3 days
Day 34: discusses the important function of food and a balanced meal (H2N-Ib-6,
H2N-Icd-7)
Day 35: discusses the important function of food and a balanced meal (H2N-Ib-6,
H2N-Icd-7)
Day 36: considers Food Pyramid and Food Plate in making food choices (H2N-Ifh-9)
2 days
Day 37: considers Food Pyramid and Food Plate in making food choices (H2N-Ifh-9)

30. Day 38: displays good decision-making skills in choosing the right kinds of food to
eat (H2N-Iij-10)
3 days
Day 39: displays good decision-making skills in choosing the right kinds of food to
eat (H2N-Iij-10)
Day 40: displays good decision-making skills in choosing the right kinds of food to
eat (H2N-Iij-10)
QUARTER 2
Content Standard: - demonstrates understanding of the proper ways of taking care of the sense organs
Performance Standard: - consistently practices good health habits and hygiene for the sense organs
# MELC Number of days taught Remarks
1 Day 31: describes ways of caring for the eyes, ears, nose, hair, and skin to avoid
common childhood health conditions) (H2PH-IIa-e-6)
5 days
Prior to teaching
this competency
Practices habits of
keeping the
body clean &
healthy H1PH-IIf-i-
4
(realizes the
importance of
practicing good
health habits H1N-
Ie-f-3, H1N-Ig-j-4
Day 32: describes ways of caring for the eyes, ears, nose, hair, and skin to avoid
common childhood health conditions) (H2PH-IIa-e-6)
Day 33: describes ways of caring for the eyes, ears, nose, hair, and skin to avoid
common childhood health conditions) (H2PH-IIa-e-6)
Day 34: describes ways of caring for the eyes, ears, nose, hair, and skin to avoid
common childhood health conditions) (H2PH-IIa-e-6)
Day 35: describes ways of caring for the eyes, ears, nose, hair, and skin to avoid
common childhood health conditions) (H2PH-IIa-e-6)
Day 36: describes ways of caring for the mouth/teeth (H2PH-IIfh-7)
3 days
Day 37: describes ways of caring for the mouth/teeth (H2PH-IIfh-7)
Day 38: describes ways of caring for the mouth/teeth (H2PH-IIfh-7)
Day 39: displays self-management skills in caring for the sense organs (H2PH-IIij-8)
3 days
Day 40: displays self-management skills in caring for the sense organs (H2PH-IIij-8)
QUARTER 3
Content Standard: - 1. Demonstrates understanding of healthy family habits and practices 2. demonstrates an understanding of
managing one’s feelings and respecting differences
Performance Standard: - 1. consistently adopts healthy family 2. Demonstrates positive expression of feelings toward family members
and ways of coping
# MELC Number of days taught Remarks
1 Day 31: describes healthy habits of the family (2FH-IIIab-11)
2 days
Prior to teaching this
competency
Day 32: describes healthy habits of the family (2FH-IIIab-11)

31. Day 33: demonstrates good family health habits and practices (H2FH-IIIcd-12)
2 days
Explains the effect of
a home environment
to the health of the
people living in it
H1FH-IIIhi-8
(Demonstrates
how to keep the
home environment
healthful- H1FH-IIIj-
10)
Day 34: demonstrates good family health habits and practices (H2FH-IIIcd-12)
Day 35: explains the benefits of healthy expressions of feelings (H2FH-IIIef-13)
3 days
Day 36: explains the benefits of healthy expressions of feelings (H2FH-IIIef-13)
Day 37: expresses positive feelings in appropriate ways (H2FH-IIIgh-14)
Day 38: demonstrates positive ways of expressing negative feelings, such as
anger, fear, or disappointment (H2FH-IIIij-15)
2 days
Day 39: demonstrates positive ways of expressing negative feelings, such as
anger, fear, or disappointment (H2FH-IIIij-15)
Day 40: displays respect for the feelings of others (H2FH-IIIj-16) 1 day
QUARTER 4
Content Standard: - 1. Demonstrates understanding of healthy family habits and practices 2. demonstrates an understanding of
managing one’s feelings and respecting differences
Performance Standard: - 1. consistently adopts healthy family 2. Demonstrates positive expression of feelings toward family members
and ways of coping
# MELC Number of days taught Remarks
1 Day 31: discusses one’s right and responsibilities for safety (H2IS-IVa-12) 1 day Prior to teaching
this competency
(Practices ways to
protect oneself
against violent or
unwanted
behaviors of
others H1IS-IVj-11)
Day 32: identifies hazardous areas at home (H2IS-IVbc-13) 1 day
Day 33: identifies hazardous household products that are harmful if ingested, or
inhaled, and if touched especially electrical appliances (H2IS-IVde-14)
1 day
Day 34: recognizes warning labels that identify harmful things and substances
(H2IS-IVf-15)
1 day
Day 35: explains rules for the safe use of household chemicals (H2IS-IVg-16) 1 day
Day 36: explains rules for the safe use of household chemicals (H2IS-IVg-16) 1 day
Day 37: follows rules for home safety (H2IS-IVh-17)
3 days
Day 38: identifies safe and unsafe practices and conditions in the school (H2IS-
IVi-18)
Day 39: identifies safe and unsafe practices and conditions in the school (H2IS-
IVi-18)
Day 40: practices safety rules during
school activities (H2IS-IVj-19)
1 day

32. Learning Area: MAPEH – Music Grade Level: 3
QUARTER 1
Content Standard: demonstrates understanding of the basic concepts of rhythm
Performance Standard: performs simple ostinato patterns/simple rhythmic accompaniments on classroom instruments and other
sound sources to a given song
# MELC Number of days taught Remarks
1 relates images with sound and silence using
quarter note, beamed eighth note, half note, quarter
rest and half rest within a rhythmic pattern
1
2 Relates images with sound and silence within a
rhythmic pattern MU3RH-Ia-1
1
maintains a steady beat when replicating a simple
series of rhythmic patterns in measures of 2s, 3s, and
4s (e.g. echo clapping, walking, marching, tapping,
chanting, dancing the waltz, or playing
musical instruments)
3 Day 1: maintains a steady beat when chanting,
walking, tapping, clapping, and playing musical
instruments
3
4 Day 2: claps, taps, chants, walks, and plays musical
instruments in response to sound with the correct
rhythm 3.1 in measures of 2s, 3s, and 4s 3.2 echo
clapping 3.3 marching 3.4 dancing the waltz
5 Day 3: claps the written stick notation on the board
representing the sound heard
plays simple ostinato patterns (continually repeated
musical phrase or rhythm) with classroom instruments
and other sound sources creates continually repeated
musical phrase or rhythm in measures of 2s, 3s, and 4s.
Before teaching this melc, Teacher review
and ask students to creates simple ostinato
patterns in measures of 2s, 3s, and 4s with
body movements lines and colors
6 Day 1: plays simple ostinato patterns with classroom
instruments and other sound sources
5 Days
7 Day 2: creates simple ostinato patterns in measures of
2s, 3s, and 4s through body movements
8 Day 3: Perform the simple ostinato patterns made
using body movements in measures of 2’s, 3’s and 4’s

33. 9 Day 4: creates ostinato patterns in different meters
using combination of different sound sources
10 Day 5: Perform the created ostinato pattern in
different meters using combination of different sound
sources.
Total Days 10
QUARTER 2
Content Standard: 1. Demonstrates understanding of the basic concepts of melody
2. Demonstrates understanding of the basic concepts of musical form
Performance Standard: 1. Sings the melody of a song with accurate pitch
2. sings, plays, and performs (through body movements) a chosen song showing the basic concepts of
musical lines, beginnings, endings, and repeats.
# MELC Number of days taught Remarks
1 Identifies the beginning, middle, ending and repetitions within a song or music sample
MU3ME-IIa-1
1
2 Day 1: identifies the pitch of a tone as: 1.1 high – higher 1.2 moderately high – higher 1.3
moderately low – lower 1.4 low – lower
Matches the correct pitch of tones - with the voice - with an instrument 3
3 Day 1: matches the correct pitch of tones with the voice and with an instrument
4 Day 2: relates movements with levels of pitch
5 Day 3: matches the voice with the pitches of a melody
Recreates simple patterns and contour of a melody 3
3 Day 1: Create simple patterns and contour of a melody
4 Day 2: Sings entire simple songs with accurate pitch like: Favorite Children’s Songs (“Do –
Re – Mi”, “What Can We Do Today”)
5 Day 3: Sings entire simple songs with accurate pitch like: Favorite Folksongs : (“Manang
Biday”, “Paruparong Bukid”, “Atin Cu Pung Singsing”
6 identifies the beginning, middle, ending and repetitions within a song 1
7 Identify the beginning middle, ending and repetitions within a song 1
8 identifies musical lines as - similar - same - different 1
9 Recognize musical lines as similar-same-different
10 performs songs with accurate pitch from
beginning to end including repetitions
1
Total 10

34. QUARTER 3
Content Standard: 1. Demonstrates understanding of the basic concepts of timbre
2. demonstrates understanding of the basic concepts of dynamics in order to respond to conducting gestures
using
Performance Standard: 1. applies vocal techniques in singing to produce a pleasing vocal quality: 1. using head tones 2. employing
proper breathing 3. using the diaphragm
2. sings songs with proper dynamics following bas
# MELC Number of days taught Remarks
Recognizes musical instruments through sound 3
1 Day 1: recognizes differences in sound quality coming
from a variety of sound sources
2 Day 2: responds to differences in sound quality with
appropriate movement
3 Day 3: recognizes musical instruments through sound
4 uses the voice and other sources of sound to
produce a variety of timbres
1
5 Day 1; Identify and compare the use of voice in
speaking and singing through their classmates
6 distinguishes “loud,” “medium,” and “soft”
in music
3
7 Day 1: Identify “loud,” “medium,” and “soft”
in music
8 Day 2: interprets the dynamics of a song through
body movements: 1 small movement – soft
2 big movement – loud
9 Day 3: relates dynamics to the movements of animals
e.g. 9.1 elephant walking – loud
9.2 mice scurrying – soft
10 responds to conducting gestures of the
teacher for “loud” and “soft
1
Day 1: responds to conducting gestures of the
teacher for “loud” and “soft” E.g. 11.1 Teacher’s palm
down means “soft” and palm up means “loud.”
Hands moving farther from each other mean sound
becomes louder.
Total days 10 10

35. QUARTER 4
Content Standard:1. demonstrates understanding of the concepts of tempo in order to respond to conducting symbols indicating
variations in tempo; 2. demonstrates understanding of the basic concepts of texture
Performance Standard: 1. enhances performance of poetry, chants, drama, musical stories, and songs by using a variety of tempo
2. sings “two-part rounds” and “partner songs”
# MELC Number of
days taught
Remarks
applies correct tempo and tempo changes by
following basic conducting gestures
2
1 Day 1: mimics animal movements according to speed 1.1 horse –
fast 1.2 carabao – slow 1.3 turtle – slow 1.4 rabbit - fast 1.5 dog –
fast
Teacher may also ask students to respond
with movement to tempo changes (i.e. doing
locomotor and non-locomotor movements)
to a variety of tempo in recorded music
2 Day 2: sings songs with proper tempo following basic conducting
gestures
distinguishes among fast, moderate, and slow in music 2
3 Day 1: Identify fast, moderate, and slow in music
4 Day 2: uses the terms: fast, moderate, and slow, (faster, slower
etc.) to identify tempo changes and variations
performs songs with appropriate tempo (use songs from the
locality
2
5 Day 1: sings songs with designated tempo E.g. 7.1 Lullaby – slow
6 Day 2: sings songs with designated tempo E.g. Joyful songs – fast
distinguishes between thinness and thickness of musical sound 2
7 Day 1: distinguishes between single musical line and multiple
musical lines which occur simultaneously
8 Day 2: Identify the difference between thinness and thickness of
a musical sound.
demonstrates the concept of texture by singing “partner songs”
(local or foreign song samples)
2
9 Day 1: demonstrates the concept of texture by singing “two-part
rounds” E.g. “Are You Sleeping, Brother John?” “Row, Row, Row
Your Boat” “Musika Ay Di Kukupas
10 Day 2: demonstrates the concept of texture by singing “partner
songs E.g. “Leron, Leron Sinta”, “Pamulinawen”, “It’s A Small
World”, “He’s Got the Whole World in His Hands
Day 10

36. Learning Area: MAPEH – Arts Grade Level: 3
QUARTER 1
Content Standard: The learner demonstrates understanding of lines, texture, shapes and depth, contrast (size, texture) through
drawing
Performance Standard:
The learner creates an artwork of people in the province/region. On-the-spot sketching of plants trees, or buildings and geometric
line designs shows a work of art based on close observation of natural objects in his/her surrounding noting its size, shape and texture
# MELC Number of days taught Remarks
1 Day 1: distinguishes the size of persons in the drawing,
to indicate its distance from the viewer A3EL-Ia
1
2 Day 2: shows the illusion of space in drawing the
objects and persons in different sizes A3EL-Ib
1
3 Day 3: explains that artist create visual textures by
using a variety of lines and colors A3PL-Ic
1
4 Day 4 and 5
discusses what foreground, middle ground, and
background, are all about in the context of a
landscape A3PL –Id
2 Prior to teaching this competency
Discusses what is foreground, middle
ground, and background, are all about in
the context of a landscape
5 Day 6
describes the way of life of people in the cultural
Community A3PL-Ie
1 Prior to teaching this competency provide
activities to describes the way of life of
people in the cultural Community
6 Day 7
Creates a geometric design by contrasting two
kinds of lines in terms of type or size. A3PR-If
1 Prior to teaching this competency provide
fun activities using crayons to create
geometric design using different lines
7 Day 8: sketches on-the-spot outside or near the school
to draw a plant, flowers or a tree showing the
different textures and shape of each part, using
only a pencil or black crayon or ballpen A3PR-Ig
1 Prior to teaching this competency provide
fun activities like drawing of different plants
in the community showing different textures
and shapes
8 Day 9 and 10: designs a view of the province/region
with houses and buildings indicating the foreground
middle ground and background by the size of the
objects A3PR-Ii
Day 9- Art History and Art Production
Day 10- Art Appreciation and Art Criticism/ Exhibit
2 Prior to teaching this competency present
pictures of different houses and buildings
Indicating the foreground, middle ground,
and background
Provide activity to design a view of
province /region
10

37. QUARTER 2
Content Standard: The learner demonstrates understanding of lines, textures, shapes and balance of size, contrast of texture through
drawing
Performance Standard: The learner...
-creates an artwork of people in the province/region on the-spot sketching of plants, trees and building and geometric line designs
applies knowledge of planes in a landscape (foreground, middle ground, and background) in painting a landscape
creates an artwork of people in the province/region on the-spot sketching of plants, trees and building and geometric line designs
applies knowledge of planes in a landscape (foreground, middle ground, and background) in painting a landscape
# MELC Number of days taught Remarks
1 Day 1:
Discusses the concept that there is harmony in
nature as seen in the color of landscapes at
different times of the day
Ex:
1.1 landscapes of Felix Hidalgo, Fernando
Amorsolo, Jonahmar Salvosa
1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin
Goy A3EL-IIa
1
2 Day 2:
Discusses the concept that nature is so rich for no two
animals have the same shape, skin covering, and
color A3EL-IIb
1
3 Day 3 and 4:
demonstrates how harmony is created in an
artwork because of complementary colors and
shapes A3PL-IIc
2
4 Day 5 and 6:
paints a still life by observing the different shapes,
color, and texture of fruits, drawing them overlapping
and choosing the right colors for each fruit A3PR-IId
Day 5- Art History and Art Production
Day 6- Art appreciation and Criticism
2
4 Day 7:
creates new tints and shades of colors by
mixing two or more colors A3PR-IIe
1
5 Day 8:
paints a landscape at a particular time of the day
1

38. and selects colors that complement each other to
create a mood A3PR-IIf
6 Day 9:
discusses the characteristics of a wild animal by
making several pencil sketches and painting it
later, adding texture of its skin covering A3PR-IIg
1 Prior to teaching tis competency discuss
the characteristics of wild animals and the
texture of skin covering
7 Day 10:
explains the truism that Filipino artists painted
landscapes in their own a particular style and can
identify what makes each artist unique in his use
of colors to create harmony A3PR-IIh
1 Prior to teaching this competency present
artwork of Filipino artist painted landscape
and explain and identify what makes each
artist unique in his use of colors to create
harmony
10
QUARTER 3
Content Standard: The learner... demonstrates understanding of shapes, colors and principle repetition and emphasis through
printmaking (stencils)
Performance Standard: The learner... exhibits basic skills in making a design for a print and producing several clean copies of
the prints
-manipulates a stencil with an adequate skill to produce a clean print for a message, slogan or logo for a T-shirt, poster bag
produces at least 3 good copies of print using complementary colors and contrasting shapes
# MELC Number of days taught Remarks
1 Day 1:
Discusses the concept that a print made from objects found in
nature can be realistic or abstract A3EL-IIIa
1
2 Day 2:
explains the importance and variety of materials used for printing
A3PL-IIIb
1
3 Day 3:
Demonstrates the concept that a print design may use repetition
of shapes or lines and emphasis on contrast of shapes and lines
A3PL-IIIc
1
4 Day 4 and 5:
Executes the concept that a print design can be duplicated
many times by hand or by machine and can be shared with
others A3PL-IIId
Day 4- Art History and Art Production
Day 5- Art appreciation and Criticism
2

39. 5 Day 6:
explains the meaning of the design created A3PR-IIIe
1
6 Day 7 and 8:
stencils a paper or plastic sheets to be used for multiple prints on
cloth or hard paper A3PR-IIIg
Day 7- Art History and Art Production
Day 8- Art Appreciation and Art Criticism
2
7 Day 9:
writes a slogan about the environment that correlates messages
to be printed on T-shirts, posters, banners or bags A3PR-IIIg
1
8 Day 10:
participates in a school/district exhibit and culminating activity in
celebration of the National Arts Month (February) A3PR-IIIh
1 participates in a school/district
exhibit and culminating activity in
celebration of the National Arts
Month (February
QUARTER 4
Content Standard: The learner...demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and
texture and contrast of colors through sculpture and crafts
-demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and texture and contrast of colors
through sculpture and crafts
Performance Standard: The learner... creates a single puppet based on character in legends, myths or stories using recycled and hard
material creates a mask or headdress that is imaginary in design using found and recycled materials demonstrates basic
skills in constructing a puppet made from a hard and stick, which can be manipulated
# MELC Number of days taught Remarks
1 Day 1
identifies different styles of puppets made in the Philippines (form Teatro Mulat) A3EL-Iva
Day 2
identifies different styles of puppets made in the Philippines (form Anino Theater Group)
2
2 Day 3:
discusses the variations of puppets in terms of material, structure, shapes, colors, and
intricacy of textural details A3PL-IVb
1
3 Day 4 and 5:
creates a puppet design that would give a specific and unique character, with designs of
varied shapes and colors on puppets to show the unique character of the puppet/s
A3PR-IVc
2

40. Day 4- Art History and Art Production
Day 5- Art Appreciation and Art Criticism
4 Day 6:
constructs a simple puppet based on a character in a legend, myth or story using
recyclable materials and bamboo sticks or twigs A3PR-IVe
1
5 Day 7:
manipulates a puppet to act out a character ina story together with the puppets
A3PR-IVf
1
6 Day 8:
utilizes masks in simple role play or skit A3PR-IVf
1
7 Day 9 and 10:
performs as puppeteer together with others, in a puppet show, to tell a story using the
puppet he/she created A3PR-IVg
2
Days 10
Learning Area: MAPEH – Physical Education Grade Level: 3
QUARTER 1
Content Standard: The learner demonstrates understanding of body shapes and body actions in preparation for various movement
activities
Performance Standard: The learner performs body shapes and actions properly.
# MELC Number of days taught Remarks
1 Describes body shapes and actions (PE3BM-Ia-b-1) 2 Days
(This MELC will be taught in 2
days for it covers subtopics on
discussing and describing
different body shapes and
actions.)
Day 1: Discusses the different body parts that one can use to create
shapes and actions.
Day 2: Describes the different body shapes and actions. (Stretching,
bending, tuck sitting)
2 Performs body shapes and actions (PE3BM-Ic-d-15) 3 Days
(This MELC will be taught in 3
days for it covers subtopics
on performing and creating
body shapes and actions.)
Day 3: Performs body shapes and actions. (Stretching, bending, tuck
sitting)
Day 4-5: Creates body shapes and actions while in standing, sitting,
kneeling and lying position.
3 Demonstrates movement skills in response to sounds and music (PE3MS-
Ia-h-1)
Engages in fun and enjoyable physical activities (PE3PF-Ia-h-2)
5 Days
(This MELC will be taught in 5
days for it covers subtopics
Prior to teaching this
competency,
specifically Day 8, give

41. Day 6: Demonstrates movement skills in response to slow sound and
music.
on demonstrating
movement skills in respond
to sound and music.)
inputs and exercises
first on:
Engages in fun and
enjoyable physical
activities. (G2, Q1)
Day 7: Demonstrates movement skills in response to fast sound and
music.
Day 8-10: Perform variety of movement skills like folk dances, rhythmic
routines, organized indigenous games.
4 Engages in fun and enjoyable physical activities (PE3PF-Ia-h-2)
This competency is already embedded in other LCs
QUARTER 2
Content Standard: The learner demonstrates understanding of locations, directions, levels, pathways and planes
Performance Standard: The learner performs movements accurately involving locations, directions, levels, pathways and planes
# MELC Number of days taught Remarks
1 Describes movements in a location, direction, level, pathway and plane (PE3BM-IIa-b-17)
3 Days
(This MELC will be taught
in 3 days for it covers
subtopics on movements
with varying qualities of
effort with coordination.
Day 1: Describes movements in a location(behind, in front, under, over) and direction
(linear forward and backward, lateral- sideward, and multi-directional)
Day 2: : Describes movements’ level (high, middle, low level) and pathways (straight,
curve, zigzag).
Day 3: Describes the different plane of movements
(frontal, diagonal, transverse, and rotational)
2 Moves in:
• personal and general space
• forward, backward, and sideward directions
• high, middle, and low levels
• straight, curve, and zigzag pathways diagonal and horizontal planes (PE3BM-IIc-h-18)
5 Days
(This MELC will be
taught in 5 days for it
covers subtopics on
performing movements
accurately involving
locations, directions,
levels, pathways and
planes.)
Day 4: Moves in personal and general space
Day 5: Moves in forward, backward, and sideward directions
Day 6: Moves in high, middle, and low levels
Day 7: Moves in straight, curve, and zigzag pathways
Day 8: Moves in diagonal and horizontal planes
3 Engages in fun and enjoyable physical activities (PE3PF-IIa-h-2)
Day 9-10: Perform movements with varying directions, levels, pathways and planes.
Suggested activities:
• folk dance
• rhythmic routine
relays and races
2 Days

42. QUARTER 3
Content Standard: The learner demonstrates understanding of movement in relation to time, force and flow
Performance Standard: The learner performs movements accurately involving time, force, and flow.
# MELC Number of days taught Remarks
1 Describes movements in a location, direction, level, pathway and plane (PE3BM-IIIa-b-17) 3 Days
Day 1: Describes movements in a location(behind, in front, under, over) and direction
(linear forward and backward, lateral- sideward, and multi-directional)
Day 2: : Describes movements’ level (high, middle, low level) and pathways (straight,
curve, zigzag).
Day 3: Describes the different plane of movements
(frontal, diagonal, transverse, and rotational)
2 Moves: at slow, slower, slowest/fast, faster, fastest pace using light, lighter, lightest/strong,
stronger, strongest force with smoothness (PE3BM-IIIc-h-19)
5 Days
(This MELC will be
taught in 5 days for it
covers subtopics on
performing movements
accurately involving
time, force and flow.)
Day 4: Demonstrates moves at slow, slower, slowest/ fast, faster, fastest pace. (time)
Day 5: Demonstrates moves using light, lighter, lightest force. (force)
Day 6: Demonstrates moves using strong, stronger, strongest force. (force)
Day 7: Performs movements at slow, slower, slowest pace using light, lighter, lightest force
with smoothness. (flow)
Day 8: Performs movements at fast, faster, fastest pace using strong, stronger, strongest
force with smoothness. (flow)
3 Demonstrates movement skills in response to sound (PE3MS-IIIa-h-1)
Engages in fun and enjoyable physical activities (PE3PF-IIIa-h-2)
2 Days
Day 9: Creates movement skills with variety of pace, force and flow in response to sound
and music.
Day 10: Develops the movement skills with variety of pace, force and flow in response to
sound and music.
4 Engages in fun and enjoyable physical activities (PE3PF-IIIa-h-2) This competency is
already embedded in other LCs

43. QUARTER 4
Content Standard: The learner demonstrates understanding of movement activities relating to person, objects, music and
environment
Performance Standard: The learner performs movement activities involving person, objects, music and environment correctly
# MELC Number of days taught Remarks
1 Participates in various movement activities involving person, objects, music and
environment (PE3BM-IV-a-b-20)
3 Days
Day 1: Classify various activities involving an individual, pair or group of persons.
Day 2: Identify various movement activities involving objects.
Day 3: Participate in various movement activities involving music and environment.
2 Moves:
⮚ individually, with partner, and with group
⮚ with ribbon, hoop, balls, and any available indigenous/improvised materials
⮚ with sound in indoor and outdoor settings (PE3BM-IV-c-h-21)
3 Days
(This MELC will be
taught in 3 days for it
covers subtopics on
performing movement
activities involving
person, objects, music
and environment.)
Day 4: Moves:
individually with ribbon, hoop, balls, and any available indigenous/improvised materials,
with sound, in indoor and outdoor settings
Day 5: Moves:
with partner with ribbon, hoop, balls, and any available indigenous/improvised materials,
with sound, in indoor and outdoor settings
Day 6: Moves:
with group with ribbon, hoop, balls, and any available indigenous/improvised materials,
with sound, in indoor and outdoor settings
3 Demonstrates movement skills in response to sounds and music (PE3MS-IV-a-h-1)
Engages in fun and enjoyable physical activities (PE3PF-IV-a-h-2)
4 Days
(This MELC will be
taught in 4 days for it
covers subtopics on
creating movement
skills in response to
sound or music.)
Day 7-8: Creates a routine using ribbon, hoop, balls or any available
indigenous/improvised material, with the song of your choice, in an indoor setting.
(individually)
Day 9-10: Creates a routine using ribbon, hoop, balls or any available
indigenous/improvised material, with the song of your choice, in an indoor setting. (with
virtual partner)
4 Engages in fun and enjoyable physical activities (PE3PF-IV-a-h-2) This competency is
already embedded in other LCs

44. Learning Area: MAPEH – Health Grade Level: 3
QUARTER 1
Content Standard: - demonstrates understanding of the importance of nutritional guidelines and balanced diet in good nutrition
and health
Performance Standard: - consistently demonstrates good decision-making skills in making food choices
# MELC Number of days taught Remarks
1 Day 31: describes a healthy person (H3N-Iab-11) 1 day Prior to teaching this
competency
Identify one’s basic
needs and ways to
care for one’s body
states that children
have the right to
nutrition (Right of the
child to nutrition Article
24 of the
UN Rights of the Child)
H2N-Ia-5 Q1 Grade 2
Day 32: explains the concept of malnutrition (H3N-Iab-12) 1 day
Day 33: identifies nutritional problems (H3N-Icd-13) 1 day
Day 34: describes the characteristics, signs and symptoms, effect of the
various forms of malnutrition (H3N-Ief-14)
1 day
Day 35: discusses ways of preventing the various forms of malnutrition (H3N-Ief-15) 1 day
Day 36: discusses the • nutritional guidelines for Filipino (H3N-Igh-16)
2 days
Day 37: discusses the • nutritional guidelines for Filipino (H3N-Ii-17. H3N-Ii-18)
Day 38: describes ways of maintaining healthy lifestyle (H3N-Ij-19) 1 day
Day 39: evaluates one’s lifestyle (H3N-Ij-20) 1 day
Day 40: adopts habits for a healthier lifestyle (H1N-Ie-f-3, H1N-Ig-j-4) 1 day
QUARTER 2
Content Standard: - demonstrates an understanding of the nature of and the prevention of diseases
Performance Standard: - consistently practices healthy habits to prevent and control diseases
# MELC Number of days taught Remarks
1 Day 31: identifies common childhood diseases (H3DD-IIbcd-1) 1 day Prior to
teaching this
competency
displays the
important of
childhood
disease and
self-
management
skills in caring
for the sense
organs H2PH-
Day 32: discusses the different risk factors for diseases and example of health
condition under each risk factor (H3DD-IIbcd-2)
2 days
Day 33: discusses the different risk factors for diseases and example of health
condition under each risk factor (H3DD-IIbcd-3)
Day 34: discusses the different risk factors for diseases and example of health
condition under each risk factor (H3DD-IIbcd-4)
Day 35: explains the effects of common disease (H3DD-IIefg-6)
2 days
Day 36: explains the effects of common disease (H3DD-IIefg-6)
Day 37: explains the importance of proper hygiene and building up one's body
resistance in the prevention of diseases (H3DD-IIh-7)
2 days
Day 38: explains the importance of proper hygiene and building up one's body
resistance in the prevention of diseases (H3DD-IIh-7)

45. Day 39: demonstrates good self-management and good decision making-skills to
prevent common diseases (H3DD-IIij-8)
IIij-8 Grade 2
Q2
Day 40: demonstrates good self-management and good decision making-skills to
prevent common diseases (H3DD-IIij-8)
QUARTER 3
Content Standard: - demonstrates understanding of factors that affect the choice of health information and products
Performance Standard: - demonstrates critical thinking skills as a wise consumer
# MELC Number of days taught Remarks
1 Day 31: defines a consumer (H3CH-IIIab-1) 1 day Prior to
teaching this
competency
discusses the
important of
a good
consumer.
Day 32: explain the components of consumer health (H3CH-IIIab-2) 1 day
Day 33: discusses the different factors that influence choice of goods and services
(H3CH-IIIbc-4)
1 day
Day 34: describes the skills of a wise consumer (H3CH-IIIde-5) 1 day
Day 35: demonstrates consumer skills for given simple situations (H3CH-IIIde-6) 1 day
Day 36: identifies basic consumer rights (H3CH-IIIfg-7) 1 day
Day 37: practices basic consumer rights when buying (H3CH-IIIfg-8) 1 day
Day 38: discusses consumer responsibilities (H3CH-IIIi-10)
2 days
Day 39: discusses consumer responsibilities (H3CH-IIIi-10)
Day 40: identifies reliable sources of health information (H3CH-IIIj-11) 1 day
QUARTER 4
Content Standard: - demonstrates understanding of risks to ensure road safety and in the community.
Performance Standard: - demonstrates consistency in following safety rules to road safety and in the community
# MELC Number of days taught Remarks
1 Day 31: explains road safety practices as a pedestrian (H3IS-IVab-19) 1 day Prior to
teaching this
competency
discusses the
important of
traffic rules
and
regulations.
Day 32: explains basic road safety practices as a passenger (H3IS-IVcd-21) 1 day
Day 33: demonstrates road safety practices as a passenger (H3IS-IVcd-22) 1 day
Day 34: explains the meaning of traffic signals and road signs (H3IS-IVe-23) 1 day
Day 35: describes dangerous, destructive, and disturbing road situations that need to
be reported to authorities (H3IS-IVf-24)
1 day
Day 36: displays self-management skills for road safety (H3IS-IVg-25) 1 day
Day 37: identifies hazards in the community (H3IS-IVh-26) 1 day
Day 38: follows safety rules to avoid accidents in the community (H3IS-IVi-27)
2 days
Day 39: follows safety rules to avoid accidents in the community (H3IS-IVi-27)
Day 40: recommends preventive action for a safe community (H3IS-IVj-28) 1 day

46. Learning Area: MAPEH – Music Grade Level: 4
QUARTER 1
Content Standard: Demonstrates understanding of concepts pertaining to rhythm and musical symbol
Performance Standard: Creates rhythmic patterns in:1. simple time signatures 2. simple one measure ostinato pattern
# MELC Number of
days taught
Remarks
1 Identifies different kinds of notes and rests [whole note, half note,
quarter note, eight note, whole rest, half rest, quarter rest, eighth rest]
(MU4RH-Ia-1)
2 Days
Day 1: Identifies different kinds of notes [whole note, half note,
quarter note, eight note)
Day 2: Identifies different kinds of rests [whole rest, half rest, quarter
rest, eighth rest]
2 Organizes notes and rests according to simple meters (grouping
notes and rests into measures with given simple meters) (MU4RH-Ib-2)
2 Days
Day 3: Organizes notes and rests according to simple meters
(grouping notes and rests into measures with given simple meters) 2s, 3s
Day 4: Organizes notes and rests according to simple meters
(grouping notes and rests into measures with given simple meters) 4s
3 States the meaning of the different rhythmic patterns (MU4RH-Ic-3) 1 Day
Day 5: States the meaning of the different rhythmic patterns
4 Demonstrates the meaning of rhythmic patterns by clapping in time
signatures [whole note, half note, quarter note, eight note, whole rest,
half rest, quarter rest, eighth rest] (MU4RH-Ic-4)
1 Day
Day 6: Demonstrates the meaning of rhythmic patterns by clapping
in time signatures [whole note, half note, quarter note, eighth note,
whole rest, half rest, quarter rest, eighth rest]
5 Uses the bar line to indicate groupings of beats in 2 3 4
(MU4RH-Ic-5) 4 4 4
1 Day
Day 7: Uses the bar line to indicate groupings of beats in 2 3 4
4 4 4
Prior to teaching this competency, give
inputs and exercises first on:
creates simple ostinato patterns in
measures of 2s, 3s, and 4s through body
movements (G3, Q1)

47. Practice clapping on values of notes
and rests in a rhythmic pattern using the
following: (whole note, half note,
quarter note, eight note, whole rest, half
rest, quarter rest, eighth rest)
6 Identifies accented and unaccented pulses (MU4RH-Id-6) 1 Day
Day 8: Identifies accented and unaccented pulses
7 Places the accent (>) on the notation of recorded music (MU4RH-Id-7) 1 Day
Day 9: Places the accent (>) on the notation of recorded music
8 Responds to metric pulses of music heard with appropriate
conducting gestures (MU4RH-Ie-g-8)
1 Day Prior to teaching this competency, give
inputs and exercises first on:
plays simple ostinato patterns
(continually repeated musical phrase or
rhythm) with classroom instruments and
other sound sources (G3, Q1)
Practice clapping simple ostinato
patterns using simple songs, chants, folk
songs.
Day 10: Responds to metric pulses of music heard with appropriate
conducting gestures
10 Days
QUARTER 2
Content Standard: Recognizes the musical symbols and demonstrates understanding of concepts pertaining to melody
Performance Standard: Analyzes melodic movement and range and be able to create and perform simple melodies
# MELC Number of days taught Remarks
1 Identifies the pitch name of each line and space of the G clef
staff [E,G, B ,D, F] [F,A,C E] (MU4ME-IIa-1)
2 Days
Day 11: Identifies the pitch name of each line of the G clef
staff [E,G, B ,D, F] [F,A,C E]
Day 12: Identifies the pitch name of each line and space of
the G clef staff [E, G, B, D, F] [F, A, C, E]
2 Identifies the pitch names of notes on the ledger lines and
spaces below the G-clef staff (middle C and D)
(MU4ME-IIb-2)
1 Day

48. Day 13: Identifies the pitch names of notes on the ledger lines
and spaces below the G-clef staff (middle C and D)
3 Recognizes the meaning and use of G- Clef [do re mi fa
so la ti do] (MU4ME-IIc-3)
1 Day
Day 14: Recognizes the meaning and use of G- Clef [do re
mi fa so la ti do]
4 Identifies the movement of the melody as: no movement,
ascending stepwise, descending stepwise, ascending skip
wise, descending skip wise (MU4ME-IId-4)
2 Days
Day 15: Identifies the movement of the melody as: no
movement, ascending stepwise, descending stepwise
Day 16: Identifies the movement of the melody as: no
movement, ascending skip wise, descending skip wise
5 Identifies the highest and lowest pitch in a given notation of a
musical piece to determine its range (MU4ME-IIe-5)
1 Day
Day 17: Identifies the highest and lowest pitch in a given
notation of a musical piece to determine its range
6 Sings with accurate pitch the simple intervals of a melody
(MU4ME-IIf-6)
2 Days
Day 18: Identifies the beginning, middle and ending of a song
Prior to teaching this competency,
give inputs and exercises first on:
performs songs with accurate pitch
from beginning to end including
repetitions (G3,Q2)
Practice in-tune singing
Day 19: Sings with accurate pitch the simple intervals of a
melody
7 Performs his/her own created melody (MU4ME-IIg-h7) 1 Day
Day 20: Performs his/her own created melody
10 days

49. QUARTER 3
Content Standard: Form - demonstrates understanding of musical phrases, and the uses and meaning of musical terms in form Timbre
- demonstrates understanding of variations of sound in music (lightness and heaviness) as applied to vocal and instrumental music
Dynamics - recognizes the musical symbols and demonstrates understanding of concepts pertaining to volume in music
Performance Standard: Form - performs similar and contrasting musical phrases
Timbre - participates actively in a group performance to demonstrate different vocal and instrumental sounds
Dynamics - applies forte and piano to designate loudness and softness in a musical example 1. Singing 2. playing instrument
# MELC Number of days taught Remarks
1 Identifies aurally and visually the introduction and coda (ending) of a musical piece
(MU4FO-IIIa-1)
1 Day
Day 21: Identifies aurally and visually the introduction and coda (ending) of a musical piece
2 Identifies aurally and visually the antecedent and consequent in a musical piece (MU4FO-IIIa-2) 1 Day
Day 22: Identifies aurally and visually the antecedent and consequent in a musical piece
3 Listens to similar and contrasting phrases in recorded music (MU4FO-IIIab-3) 1 Day
Day 23: Listens to similar and contrasting phrases in recorded music
4 Identifies similar and contrasting phrases in vocal and instrumental music from the previous
lessons 4.1 melodic 4.2 rhythmic (MU4FO-IIIc-4)
1 Day
Day 24: Identifies similar and contrasting phrases in vocal and instrumental music from the
previous lessons 4.1 melodic 4.2 rhythmic
5 Sings similar and contrasting phrases in music 5.1 melodic 5.2 rhythmic (MU4FO-IIId-5) 1 Day
Day 25: Sings similar and contrasting phrases in music 5.1 melodic 5.2 rhythmic
6 Distinguishes vocal and instrumental sounds (MU4TB-IIIe-1) 1 Day
Day 26: Distinguishes vocal and instrumental sounds
7 Identifies as vocal or instrumental, a recording of the following: 7.1 solo 7.2 duet 7.3
trio 7.4 ensemble (MU4TB-IIIe-2)
1 Day
Day 27: Identifies as vocal or instrumental, a recording of the following: 7.1 solo 7.2 duet
7.3 trio 7.4 ensemble
8 Identifies aurally and visually different instruments (MU4TB-III-3) 1 Day
Day 28: Identifies aurally and visually different instruments
9 Classifies the various musical instruments as: 9.1 string 9.2 woodwind 9.3 brass wind 9.4
percussion
1 Day
Day 29: Classifies the various musical instruments as: 9.1 string 9.2 woodwind 9.3 brass
wind 9.4 percussion
10 Recognizes and uses appropriate musical terminology to indicate simple dynamics in a
musical score(piano) and f (forte) (MU4DY-IIIf-1)
1 Day
Day 30: Recognizes the use of the symbol p (piano) and f (forte) in a musical score
10 Days

50. QUARTER 4
Content Standard: Tempo – demonstrates understanding of concepts pertaining to speed/flow of music demonstrates
understanding of concepts pertaining to speed/flow of music
Texture - demonstrates understanding of concepts pertaining to texture in music
Harmony - demonstrates understanding of harmonic intervals
Performance Standard:
Tempo - creates and performs body movements appropriate to a given tempo creates and performs body movements
Texture - sings two-part rounds and partner songs with others
Harmony - performs examples of harmonic interval with others
# MELC Number of days taught Remarks
1 Relates body movements to the tempo of a musical
example (MU4TP-IVa-1)
1 Day
Day 31: Relates body movements to the tempo of a
musical example
2 Uses appropriate musical terminology to indicate
variations in tempo 2.1 largo 2.2 presto
(MU4TP-IVb-2)
1 Day
Day 32: Uses appropriate musical terminology to
indicate variations in tempo 2.1 largo 2.2 presto
3 Identifies aurally the texture of a music example
(MU4TP-IVc-1)
1 Day
Day 33: Identifies aurally the texture of a music
example
4 Identifies aurally and visually an ostinato or descant in
a musical example (MU4TX-IVd-2)
1 Day
Day 34: Identifies aurally and visually an ostinato or
descant in a musical example
5 Recognizes aurally and visually, examples of 2-part
vocal or instrumental music (MU4TX-IVe-3)
2 Days Prior to teaching this competency, give
inputs and exercises first on:
demonstrates the concept of texture by
singing “partner songs
E.g. 9.1 “Leron, Leron Sinta” 9.2
“Pamulinawen” 9.3 “It’s A Small World” 9.4
“He’s Got the Whole World in His Hands
Practice singing and identifying between
thinness and thickness of musical sound.
Day 35: Recognizes aurally and visually, examples of
2-part vocal

51. Day 36: Recognizes aurally and visually, examples of
instrumental music
6 Identifies harmonic interval (2 pitches) in a musical
example (MU4HA-IVf-1)
1 Day
Day 37: Identifies harmonic interval (2 pitches) in a
musical example
7 Recognizes aurally and visually, examples of
harmonic intervals as applied to simple songs
(MU4HA-IVg-2)
2 Days
Day 38: Recognizes aurally and visually, examples of
harmonic intervals
Day 39: Recognizes aurally and visually, examples of
harmonic intervals
8 Creates examples of harmonic interval (2 pitches)
with other (MU4HA-IVh-3)
1 Day
Day 40: Creates examples of harmonic interval (2
pitches) with other
10 Days
Day: 40 Days
Learning Area: MAPEH – Arts Grade Level: 4
QUARTER 1
Content Standard:
- Demonstrates understanding of lines, textures, and shapes; and balance of size and repetition of motifs/patterns through drawing
Performance Standard:
- Practices variety of culture in the community by way of attire, body accessories, religious practices, and lifestyle.
- Creates a unique design of houses, and other household objects used by the cultural groups.
- Writes a comparative description of houses and utensils used by selected cultural groups from different provinces.
# MELC Number of days taught Remarks
1
Discusses the rich variety of cultural communities in
the Philippines and their uniqueness
1.1 LUZON – Ivatan, Ifugao, Kalkminga, Bontok,
Gaddang, Agta
1.2 VISAYAS – Ati
3
Prior to teaching this competency, give
inputs and exercises first on.

52. 1.3 MINDANAO – Badjao, Mangyan Samal, Yakan,
Ubanon, Manobo, T’boli, Tiruray, Mansaka, Tausug)
and the distinctive characteristics of these cultural
communities in terms of attire, body accessories,
religious practices, and lifestyles.
(A4EL – Ia)
Designs a view of the province/region with
houses and buildings indicating the
foreground middle ground and background
by the size of the object
(G3,Q1)
Give inputs on various cultural communities
in the country.
Day 1: Discusses the rich variety of cultural communities
in the Philippines and their uniqueness
1.1 LUZON – Ivatan, Ifugao, Kalkminga, Bontok,
Gaddang, Agta and the distinctive
characteristics of these cultural communities
in terms of attire, body accessories, religious
practices, and lifestyles.
Day 2: Discusses the rich variety of cultural communities
in the Philippines and their uniqueness
1.2 VISAYAS – Ati and the distinctive
characteristics of these cultural communities
in terms of attire, body accessories, religious
practices, and lifestyles.
Day 3: Discusses the rich variety of cultural communities
in the Philippines and their uniqueness
1.3 MINDANAO – Badjao, Mangyan Samal,
Yakan, Ubanon, Manobo, T’boli, Tiruray,
Mansaka, Tausug) and the distinctive
characteristics of these cultural communities
in terms of attire, body accessories, religious
practices, and lifestyles.
2
Draws specific clothing, objects and designs of at least
one of the cultural communities by applying an
indigenous cultural motif into a contemporary design
through crayon etching technique.
(A4EL – Ib, A4EL – Ic, A4EL – Id)
3
Day 4: Draws specific clothing, objects and designs of
at least one of the cultural communities by applying an
indigenous cultural motif into a contemporary design
through crayon etching technique.
- 1.1 LUZON – Ivatan, Ifugao, Kalkminga, Bontok,
Gaddang, and Agta

53. Day 5: Draws specific clothing, objects and designs of
at least one of the cultural communities by applying an
indigenous cultural motif into a contemporary design
through crayon etching technique.
- 1.2 VISAYAS – Ati
Day 6: Draws specific clothing, objects and designs of
at least one of the cultural communities by applying an
indigenous cultural motif into a contemporary design
through crayon etching technique.
- 1.3 MINDANAO – Badjao, Mangyan, Samal,
Yakan, Ubanon, Manobo, T’boli, Tiruray,
Mansaka, and Tausug
3
Day 7: Role plays ideas about the practices of the
different cultural communities (A4PR – Ie)
1
Give inputs and exercises that may lead to
pupils’ realization and contextualization on
cultural communities. (crayon resist
technique)
Provide rubrics for the performance task on:
Practices variety of culture in the community
by way of attire, body accessories, religious
practices and lifestyle.
Writes a comparative description of houses
and utensils used by selected cultural groups
from different provinces.
Creates a unique design of houses, and
other household objects used by the cultural
groups.
4
Day 8: Creates a drawing after close study and
observation of one of the cultural communities’ way of
dressing and accessories (A4PR – Ig)
1
5
Day 9: Produces a crayon resist on any of the topics:
the unique design of the houses, household objects, or
rituals of the cultural groups (A4PR – Ih)
1
6
Day 10: Uses crayon resist technique in showing
different ethnic designs or patterns (A4PR – Ii)
1
10 days

54. QUARTER 2
Content Standard: Demonstrates understanding of lines, color, shapes, space, and proportion through drawing.
Performance Standard:
- Sketches and paints a landscape or mural using shapes and colors appropriate to the way of life of the cultural community.
- Realizes that the choice of colors to use in a landscape gives the mood or feeling of a painting.
# MELC Number of
days taught
Remarks
1
Discusses pictures of localities where different cultural communities
live where each group has distinct houses and practices (A4EL – IIa)
3
Prior to teaching this competency, give
inputs and exercises on:
Discusses the concept that there is
harmony in nature as seen in the color of
landscapes at different times of the day
(G3, Q2)
Give inputs and exercises leading to
realization and appreciation of pupils’ on
their own cultural communities and
geographical locations.
Ask pupils with the help of their family
members to contextualize a role play of
experiences based on their geographic
location and cultural group.
Contextualize outputs based on
community landscape.
Provide rubrics for the performance task
on:
Realizes that the choice of colors to use in
a landscape gives the mood or feeling of
a painting
Sketches and paints a landscape or mural
using shapes and colors appropriate to
the way of life of the cultural community
Day 1: Discusses pictures of localities where different cultural
communities live where each group has distinct houses and
practices - Luzon
Day 2: Discusses pictures of localities where different cultural
communities live where each group has distinct houses and
practices - Visayas
Day 3: Discusses pictures of localities where different cultural
communities live where each group has distinct houses and
practices - Mindanao
2
Explains the attire and accessories of selected cultural communities
in the country in terms of colors and shapes (A4EL–IIb)
3
Day 4: Explains the attire and accessories of selected cultural
communities in the country in terms of colors and shapes
- Ifugao, Bontoc, Ibaloi
Day 5: Explains the attire and accessories of selected cultural
communities in the country in terms of colors and shapes - Ati
Day 6: Explains the attire and accessories of selected cultural
communities in the country in terms of colors and shapes
- Badjao, T’boli, Tausug
3
Day 7: Depicts in a role play the importance of communities and their
culture (A4EL – IIc)
1
4
Day 8: Compares the geographical location, practices, and festivals
of the different cultural groups in the country (A4EL – IId)
1
5
Day 9. Paints the sketched landscape using colors appropriate to the
cultural community’s ways of life (A4EL – IIe, A4EL – IIf)
1
6
Day 10: Tells a story or relates experiences about cultural
communities seen in the landscape (A4EL – IIh)
1
10 days

55. QUARTER 3
Content Standard:
- demonstrates understanding of shapes, colors and principle repetition and emphasis through printmaking (stencils) The
learner... exhibits basic skills in making a design for a print and producing several clean copies of the prints manipulates a
stencil
Performance Standard:
- exhibits basic skills in making a design for a print and producing several clean copies of the prints
- manipulates a stencil with an adequate skill to produce a clean print for a message, slogan or logo for a T-shirt, poster bag
- produces at least 3 good copies of print using complementary colors and contrasting shapes
# MELC Number of days taught Remarks
1
Day 1: Discusses the texture and characteristics of each material
(A4EL-IIIa) wood, paper, clay
1
Give inputs on various printing
designs
Ask pupils to use found materials
in the comfort of their homes for
the contextualization of their
printed outputs. They will be
supervised by any adult
member/s of their family.
Provide rubrics on the
performance task on:
Exhibits basic skills in making a
design for a print and producing
several clean copies of the prints
Manipulates a stencil with an
adequate skill to produce a
clean print for a message, slogan
or logo for a T-shirt, poster bag
Produces at least 3 good copies
of print using complementary
colors and contrasting shapes
2
Day 2: Analyzes how existing ethnic motif designs are repeated
and alternated (A4PL-IIIb)
1
3
Day 3: Demonstrates the process of creating relief prints and how
these relief prints make the work more interesting and
harmonious in terms of the elements involved (A4PL-IIIc 4)
1
4
Day 4: Designs ethnic motifs by repeating, alternating, or by
radial arrangement (A4PR-IIId)
1
5
Day 5: Creates a relief master or mold using additive and
subtractive processes (A4PR-IIIe)
1
6
Day 6: Creates simple, interesting, and harmoniously arranged
relief prints from a clay design (A4PR-IIIf)
1
7
Prints reliefs with adequate skill to produce clean prints with a
particular design motif (repeated or alternated) (A4PR-IIIg)
2
Day 7: Prints reliefs with adequate skill to produce clean prints
with a particular design motif - repeated design
Day 8: Prints reliefs with adequate skill to produce clean prints
with a particular design motif - alternated design
8
Day 9: Creates the relief mold using found material: hard foam;
cardboard shapes glued on wood; strings and buttons, old
screws, and metal parts glued on wood or cardboard (A4PR-IIIi)
1
9
Day 10: Participates in a school/district exhibit and culminating
activity in celebration of the National Arts Month (February)
(A4PR-IIIj-2)
1
10 days

56. QUARTER 4
Content Standard:
- demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and texture and contrast of colors
through sculpture and crafts
- demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and texture and contrast of colors
through sculpture and crafts
Performance Standard:
- creates a single puppet based on character in legends, myths or stories using recycled and hard material
- creates a mask or headdress that is imaginary in design using found and recycled materials
- demonstrates basic skills in constructing a puppet made from a hard and stick, which can be manipulated
# MELC Number of days taught Remarks
1
Day 1: differentiates textile traditions in other Asian Countries like
China, India, Japan, Indonesia, and in the Philippines in the olden
times and presently (A4EL-Iva)
1 Give inputs and exercises on
various designs of mats woven
in the country.
Ask pupils to create simple mats
using a colored buri or any
materials found in their
community that can be woven.
Contextualization of the
materials and products is highly
suggested for the outputs.
Provide rubrics for the
performance task on:
Demonstrates basic skills in
constructing a puppet made
from a hard and stick, which
can be manipulated
2
Day 2: Discusses pictures or actual samples of different kinds of mat
weaving traditions in the Philippines (A4EL-Ivb)
1
3
Discusses the intricate designs of mats woven in the Philippines:
- 3.1 Basey, Samar buri mats
- 3.2 Iloilo bamban mats
- 3.3 Badjao&Samal mats
- 3.4 Tawi-tawilaminusa mats
- 3.5 Romblon buri mats (A4EL-IVc 4)
2
Day 3: Discusses the intricate designs of mats woven in the
Philippines:
- 3.1 Basey, Samar buri mats
- 3.2 Iloilo bamban mats
Day 4: Discusses the intricate designs of mats woven in the
Philippines:
- 3.3 Badjao&Samal mats
- 3.4 Tawi-tawi laminusa mats
- 3.5 Romblon buri mats
4 Day 5: Explains the steps to produce good tie-dye designs (A4PL-Ivd) 1
5
Day 6: explains the meaning of designs, colors, and patterns used in
the artworks (A4PL-Ive)
1

57. 6
Creates a small mat using colored buri strips or any material that can
be woven, showing different designs: squares, checks zigzags, and
stripes (A4PR-IVf)
2
Creates a single puppet based
on character in legends, myths
or stories using recycled and
hard material
Creates a mask or headdress
that is imaginary in design using
found and recycled materials
Day 7: Creates a small mat using colored buri strips or any material
that can be woven, showing different designs:
- squares
- checks zigzags
Day 8: Creates a small mat using colored buri strips or any material
that can be woven, showing different designs: stripes
7
Day 9: Weaves own design similar to the style made by a local ethnic
group (A4PR-IVg)
1
8
Day 10: creates original tie-dyed textile design by following the
traditional steps in tie-dyeing using one or two colors (A4PR-IVh)
1
10 days
Learning Area: MAPEH – Physical Education Grade Level: 4
QUARTER 1
Content Standard: The learner demonstrates understanding of participation and assessment of physical activities and physical
fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Describes the physical activity pyramid (PE4PF-Ia-16)
1 to 3 days per week
(Note: Physical
Education is only one of
the four components of
MAPEH, one
component is taught
once to Thrice a week)
There are only five
competencies for the first
quarter which must be taught in
10 days. Each competency is
taught one to three days.
In teaching these competencies
specifically Day 3, provide
exercises that will lead the pupils
to contextualize the learning
with their experiences in the
suggested games.
Day 1: Explain the different components of the physical activity
pyramid
Day 2: Explains the indicators for fitness
2 Assesses regularly participation in physical activities based on
physical activity pyramid (PE4PF-Ib-h-18)
Day 3: Explains the nature/background of Target Games
(Tumbangpreso, tamaang-tao/batuhang bola, tatsing)
Day 4: Explains the nature/background of Striking/Fielding
Games (syato, basagang palayok, kickball)
3 Day 5: Observes safety precautions (PE4GS-Ib-h-3)
4 Executes the different skills involved in the game (PE4GS-Ic-h-4)
Day 6: Executes the different skills involved in playing target
games.

58. Day 7: Executes the different skills involved in playing
fielding/striking games.
Ask them to play the suggested
games at home together with
the members of their family.
Engages in fun and enjoyable
physical activities (G3, Q1)
Day 8: Recognizes the value of participation in physical activities
5 Day 9: Displays joy of effort, respect for others and fair play
during participation in physical activities (PE4PF-Ib-h-20)
Day 10: Explains health and skill related fitness components
QUARTER 2
Content Standard: The learner demonstrates understanding of participation in and assessment of physical activities and physical
fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Day 1: Assesses regularly participation in physical activities based
on physical activity pyramid (PE4PF-IIb-h-18)
1 day
Prior to teaching Day 2,
provide exercises that will lead
the pupils to contextualize the
learning with their experiences
in the suggested games. Ask
them to play the suggested
games at home together with
the members of their family.
Engages in fun and enjoyable
physical activities (G3, Q1)
2 Executes the different skills involved in the game (PE4GS-IIc-h-4)
8 days (This MELC will
be taught in 8 days for
it covers the nature
and skills involved in
different street games.
Each game will be
taught for 2 to 3 days)
Day 2: Explains the nature/background of Piko
Day 3: Describes the skills involved in Piko
Day 4: Executes the different skills involved in Piko
Day 5: Explains the nature/background of Luksong Tinik
Day 6: Describes the skills involved in Luksong Tinik
Day 7: Executes the different skills involved in Luksong Tinik
Day 8: Explains the nature/background of Langit-Lupa
Day 9: Describes the skills involved in Langit-Lupa
3 Day 10: Recognizes the value of participation in physical activities
(PE4PF-IIb-h-19)
1 day
QUARTER 3
Content Standard: The learner demonstrates understanding of participation and assessment of physical activity and physical fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Assesses regularly participation in physical activities based on
physical activity pyramid (PE4PF-IIIb-h-18)
2 days
Prior to teaching Day 3,
provide exercises that will
lead the pupils to
contextualize the learning
with their experiences in
dancing.
Day 1: Explain the different components of the physical activity
pyramid
Day 2: Explains the indicators for fitness in dancing
2 Executes the different skills involved in the dance (PE4GS-IIIc-h-4)

59. Day 3: Explain the nature and background of indigenous, ethnic,
traditional, and creative dances.
7 days (This MELC will
be taught in 7 days for
it covers subtopics on
the different kinds of
dances. Each dance
category will be taught
for 2 to 3 days)
Ask the pupils to dance the
suggested folk dances at
home with the help and
guidance of their family
member
Demonstrates movement skills
in response to sound (G3, Q3)
Day 4: Explain the nature and background of Folk Dances
Day 5: Discuss the different kind of Folk Dances
Day 6: Explain the nature and background of Creative Dances
Day 7: Discuss the different kind of Creative Dances
Day 8: describes the skills involved in the dancing
Day 9: Explains health and skill related fitness components
3 Day 10: Recognizes the value of participation in physical activities
(PE4PF-IIIb-h-19)
1 day
QUARTER 4
Content Standard: The learner demonstrates understanding of participation and assessment of physical activity and physical fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Day 1: Assesses regularly participation in physical
activities based on Philippines physical activity
pyramid (PE4PF-IVb-h-18)
1 day
Prior to teaching Day 3, provide exercises
that will lead the pupils to contextualize the
learning with their experiences in dancing.
Ask the pupils to dance the suggested folk
dances at home with the help and
guidance of their family member
Participates in various movement activities
involving person, objects, music and
environment (G3, Q4)
2 Day 2: Observes safety precautions (PE4RD-IVb-h-3) 1 day
3 Executes the different skills involved in the dance
(PE4RD-IVc-h-4)
7 days (This MELC will
be taught in 7 days for
it covers subtopics on
the different kinds of
folk dances. Each folk
dance will be taught
for 2 to 3 days)
Day 3: Explains the nature/background of Liki dance
Day 4: Describes the skills involved in the Liki dance
Day 5: Executes the different skills involved in Liki
dance
Day 6: Explains the nature/background of Ba-Ingles
dance
Day 7: Describes the skills involved in the Ba-Ingles
dance
Day 8: Executes the different skills involved in Ba-Ingles
dance
Day 9: Explains health and skill related fitness
components
4 Day 10: Recognizes the value of participation in
physical activities (PE4PF-IVb-h-19)
1 day

60. Learning Area: MAPEH – Health Grade Level: 4
QUARTER 1
Content Standard:
1. understands the importance of reading food labels in selecting healthier and safer food
2. understands the importance of following food safety principles in preventing common foodborne diseases
3. understands the nature and prevention of food borne diseases
Performance Standard:
1. Understands the significance of reading and interpreting food label in selecting healthier and safer food
2. practices daily appropriate food safety habits to prevent foodborne disease
# MELC Number of days taught Remarks
1 Day 31: explains the importance of reading food labels in selecting and
purchasing foods to eat
(H4N-Ib-23)
2 days Prior to teaching
this competency,
give inputs and
exercises on:
describes ways of
maintaining
healthy lifestyle
Give examples of
nutritional
problem (G3-
Q1)
Day 32: explains the importance of reading food labels in selecting and
purchasing foods to eat
(H4N-Ib-23)
Day 33: analyzes the nutritional value
of two or more food products by comparing the information in their food labels
(H4N-Ifg-25)
2 days
Day 34: analyzes the nutritional value
of two or more food products by comparing the information in their food labels
(H4N-Ifg-25)
Day 35: describes ways to keep food clean and safe (H4N-Ifg-26) 1 day
Day 36: discusses the importance of keeping food clean and safe to avoid
disease
(H4N-Ihi-27)
2 days
Day 37: discusses the importance of keeping food clean and safe to avoid
disease
(H4N-Ihi-27)
Day 38: identifies common foodborne diseases
(H4N-Ij-26)
1 day
Day 39: describes general signs and symptoms of food-borne diseases
(H4N-Ij-27)
2 days
Day 40: describes general signs and symptoms of food-borne diseases
(H4N-Ij-27)

61. QUARTER 2
Content Standard: understands the nature and prevention of common communicable diseases
Performance Standard:
consistently practices personal and environmental measures to prevent and control common communicable diseases
# MELC Number of
days taught
Remarks
2 Day 31: describes communicable diseases (H4DD-IIa-7) 1 day Prior to teaching this
competency, give
inputs and exercises on:
identifies common
childhood diseases
give examples and
explains the effects of
common diseases (G3-
Q2)
Day 32: identifies the various disease agents of communicable diseases (H4DD-IIb-9) 2 days
Day 33: identifies the various disease agents of communicable diseases (H4DD-IIb-9)
Day 34: enumerates the different elements in the chain of infection (H4DD-IIcd-10) 2 days
Day 35: enumerates the different elements in the chain of infection (H4DD-IIcd-10)
Day 36: describes how communicable diseases can be transmitted from one person
to another (H4DD-IIef-11)
1 day
Day 37: demonstrates ways to stay healthy and prevent and control common
communicable diseases (H4DD-IIij-13)
1 day
Day 38: identifies ways to break the chain of infection at respective (H4DD-IIij-14) 1 day
Day 39: practices personal habits and environmental sanitation to prevent and
control common communicable diseases (H4DDIIij-15)
2 days
Day 40: practices personal habits and environmental sanitation to prevent and
control common communicable diseases (H4DDIIij-15)
QUARTER 3
Content Standard: demonstrates understanding of the proper use of medicines to prevent misuse and harm to the body
Performance Standard:
practices the proper use of medicines
# MELC Number of
days taught
Remarks
3 Day 31: describes uses of medicines (H4S-IIIa-1) 1 day Prior to teaching this
competency, give
inputs and exercises on:
identifies basic
consumer rights
practices basic
Day 32: differentiates prescription from non-prescription medicines (H4S-IIIb-2)
2 days
Day 33: differentiates prescription from non-prescription medicines (H4S-IIIb-2)
Day 34: describes the potential dangers associated with medicine misuse and abuse
(H4S-IIIde-4)
2 days
Day 35 : describes the potential dangers associated with medicine misuse and
abuse (H4S-IIIde-4)
Day 36: describes the proper use of medicines (H4S-IIIfg-5) 2 days

62. Day 37: describes the proper use of medicines (H4S-IIIfg-5) consumer rights when
buying
explain the components
of consumer health (G3-
Q3)
Day 38: explains the importance of reading drug information and labels, and other
ways to ensure proper use of medicines (4S-IIIij-6)
3 days
Day 39: explains the importance of reading drug information and labels, and other
ways to ensure proper use of medicines (4S-IIIij-6)
Day 40: explains the importance of reading drug information and labels, and other
ways to ensure proper use of medicines (4S-IIIij-6)
QUARTER 4
Content Standard: demonstrates understanding of safety guidelines during disasters, emergency and other high-risk situations
Performance Standard: practices safety measures during disasters and emergency situations
# MELC Number of
days taught
Remarks
4 Day 31: recognizes disasters or emergency situations (H4IS-IVa-28) 10 Days
(Note: Health is
taught in 2
weeks in
(ELEM) in this
case MELC is
budgeted
according to
competencies)
Prior to teaching this
competency, give
inputs and exercises on:
describes dangerous,
destructive, and
disturbing road
situations that need to
be reported to
authorities
give examples and
identifies hazards in the
community (G3-Q4)
Day 32: demonstrates proper response before, during, and after a disaster or an
emergency situation (H4IS-IVb-d-29)
Day 33: demonstrates proper response before, during, and after a disaster or an
emergency situation (H4IS-IVb-d-29)
Day 34: relates disaster preparedness and proper response during emergency
situations in preserving lives (H4IS-IVe-30)
Day 35: relates disaster preparedness and proper response during emergency
situations in preserving lives (H4IS-IVe-30)
Day 36: describes appropriate safety measures during special events or situations
that may put people at risk (H4IS-IVfg-31)
Day 37: describes appropriate safety measures during special events or situations
that may put people at risk (H4IS-IVfg-31)
Day 38: describes the dangers of engaging in risky behaviors such as use of
firecrackers, guns, alcohol drinking (H4IS-IVhij-32)
Day 39: advocates the use of alternatives to firecrackers and alcohol in
celebrating special events (H4IS-IVhij-33)
Day 40: advocates the use of alternatives to firecrackers and alcohol in
celebrating special events (H4IS-IVhij-33)

63. Learning Area: MAPEH – Music Grade Level: 5
QUARTER 1
Content Standard: Recognizes the musical symbols and demonstrates understanding of concepts pertaining to rhythm
Performance Standard: Performs with a conductor, a speech chorus in simple time signatures: 1. Choral 2. instrumental
# MELC Number of
days taught
Remarks
1 Identifies visually and aurally the kinds of notes and rests in a
song (MU5RH-Ia-b-1)
1 Day
Day 1: Identifies visually and aurally the kinds of notes and rests
in a song
2 Recognizes rhythmic patterns using quarter note, half note,
dotted half note, dotted quarter note, and eighth note in simple
time signatures (MU5RH-Ia-b-2)
2 Days
Day 2: Recognizes rhythmic patterns using quarter note, half
note, and eighth note in simple time signatures
Day 3: Recognizes rhythmic patterns using quarter note, half
note, dotted half note, dotted quarter note, and eighth note in
simple time signatures
3 Identifies accurately the duration of notes and rests in time
signatures ( MU5RH-Ic-e-3 )
3 Days
Day 4: Identifies accurately the duration of notes and rests in
2/4 and 4/4 time signatures
Day 5: Identifies accurately the duration of notes and rests in
3/4 time signatures
Day 6: Identifies accurately the duration of notes and rests in
time signatures as applied to different songs/folk songs
4 Creates different rhythmic patterns using notes and rests in time
signatures as: (MU5RH-If-g-4)
3 Days
Day 7: Creates different rhythmic patterns using notes and rests
in 2/4 time signature (MU5RH-If-g-4)
Prior to teaching this competency, give
inputs and exercises first on:
performs rhythmic patterns in time
signatures (G4, Q1)
Review values of notes and rests
Day 8: Creates different rhythmic patterns using notes and rests
in 3/4 time signature (MU5RH-If-g-4)
Prior to teaching this competency, give
inputs and exercises first on:

64. uses the bar line to indicate groupings of
beats in 2 3 4
4 4 4 (G4,Q1)
Review values of notes and rests using
songs
Day 9: Creates different rhythmic patterns using notes and rests
in 4/4 time signature (MU5RH-If-g-4)
5 Responds to metric pulses of music heard with appropriate
conducting gestures (MU5RH-Ih-5)
1 Day
Day 10: Responds to metric pulses of music heard with
appropriate conducting gestures
10 Days
QUARTER 2
Content Standard: Recognizes the musical symbols and demonstrates understanding of concepts pertaining to melody
Performance Standard: Accurate performance of songs following the musical symbols pertaining to melody indicated in the piece
# MELC Number of
days taught
Remarks
1 Recognizes the meaning and uses of F-Clef on the staff
(MU5ME-IIa-1)
1 Day
Day 11: Recognizes the meaning and uses of F-Clef on the staff
2
Identifies the pitch names of each line and space on the F-Clef
staff
G A B C D E F G A
So la ti do re mi fa so la (MU5ME-IIa-2)
1 Day
Day 12: Identifies the pitch names of each line and space on
the F-Clef staff
G A B C D E F G A
So la ti do re mi fa so la
3 Identifies the symbols: sharp (# ), flat (♭), and natural (♮)
(MU5ME-IIb-3)
1 Day
Day 13: Identifies the symbols: sharp (#), flat (♭), and natural (♮)
4 Recognizes aurally and visually, examples of melodic interval
(MU5ME-IIb-4)
1 Day

65. Day 14: Recognizes aurally and visually, examples of melodic
interval
5 Identifies the notes of the intervals in the C major scale: prime,
2nd, 3rd, 4th, 5th, octave (MU5ME-Iic-5)
1 Day
Day 15: Identifies the notes of the intervals in the C major scale:
prime, 2nd, 3rd, 4th, 5th, octave
6 Identifies successive sounding of two pitches (MU5ME-Iid-6) 1 Day
Day 16: Identifies successive sounding of two pitches
7 Identifies the beginning melodic contour of a musical example
(MU5ME-Iid-7)
1 Day
Day 17: Identifies the beginning melodic contour of a musical
example
8 Determines the range of a musical example 8.1 wide
8.2 narrow (MU5ME-Iie-8)
1 Day
Day 18: Determines the range of a musical example 8.1
wide 8.2 narrow
Prior to teaching this competency, give
inputs and exercises first on:
sings with accurate pitch the simple
intervals of a melody (G4, Q2)
Practice singing the range of an interval
highest to lowest (vice versa)
9 Reads / sings notes in different scales: pentatonic scale, C
major scale, G major scale (MU5ME-Iif-9)
1 Day
Day 19: Reads / sings notes in different scales: pentatonic
scale, C major scale, G major scale
10 Creates and performs simple melodies (MU5ME-Iig-10) 1 Day
Day 20: Creates simple melodies Prior to teaching this competency, give
inputs and exercises first on:
creates simple melodic lines (G4,Q2)
Review identification of similar and
contrasting melodies
Review different melodic directions
10 Days

66. QUARTER 3
Content Standard: Form - demonstrates understanding of the uses and meaning of musical terms in Form
Timbre - demonstrates understanding of variations of sound density in music (lightness and heaviness) as applied
to vocal and instrumental music
Performance Standard: Form - performs the created song with appropriate musicality
Timbre - participates in a group performance to demonstrate different vocal and instrumental sound
# MELC Number of days taught Remarks
1 Recognizes the design or structure of simple musical
forms: 1.1 unitary (one section) 1.2 strophic(same tune
with 2 or more sections and 2 or more verses)
(MU5FO-IIIa-1)
2 Days
Day 21: Recognizes the design or structure of simple
musical forms: 1.1 unitary (one section)
Prior to teaching this competency, give
inputs and exercises first on:
performs similar and contrasting phrases in
music (G4,Q3)
Review and practice on identification of
similar and contrasting melodies
Day 22: Recognizes the design or structure of simple
musical forms: 1.2 strophic(same tune with 2 or more
sections and 2 or more verses)
2 Creates a 4- line unitary song (MU5FO-IIIb-2) 1 Day
Day 23: Creates a 4- line unitary song
3 Creates a 4 –line strophic song with 2 sections and 2
verses (MU5FO-IIIcd-3)
1 day
Day 24: Creates a 4 –line strophic song with 2 sections
and 2 verses
4 Describes the characteristics of each type of voice
(MU5TB-IIIe-1)
1 Day
Day 25: Describes the characteristics of each type of
voice
5 Identifies the following vocal timbres:
5.1 soprano 5.2 alto 5.3 tenor 5.4 bass
(MU5TB-IIIe-2)
1 Day
Day 26: Identifies the following vocal timbres:
5.1 soprano 5.2 alto 5.3 tenor 5.4 bass
Prior to teaching this competency, give
inputs and exercises first on:

67. identifies vocal or instrumental,
a recording of the following:
1. solo 3. trio
2. duet 4. Ensemble
(G4,Q3)
Practice on recognizing/differentiating the
different vocal timbres through listening to
different songs/song artists
6 Identifies aurally and visually different instruments in:
6.1 rondalla 6.2 drum and lyre band
6.3 bamboo group/ensemble (Pangkat Kawayan)
6.4 other local indigenous ensembles.
(MU5TB-IIIf-3)
2 Days
Day 27: Identifies aurally and visually different
instruments in: 6.1 rondalla 6.2 drum and lyre band
Day 28: Identifies aurally and visually different
instruments in:
6.3 bamboo group/ensemble (Pangkat Kawayan)
6.4 other local indigenous ensembles.
7 Participates actively in musical ensemble. 7.1 choral
7.2 instrumental (MU5TB-IIIg-4)
1 Day
Day 29: Participates actively in musical ensemble.
7.1 choral 7.2 instrumental
8 Creates a variety of sounds emanating from the
environment using available sound sources
(MU5TB-IIIgh-5)
1 Day
Day 30: Creates a variety of sounds emanating from
the environment using available sound sources
10 Days

68. QUARTER 4
Content Standard: Dynamics - demonstrates understanding of concepts pertaining to volume in music
Tempo - recognizes the musical symbols and demonstrates understanding of concepts pertaining to speed in music
Texture - demonstrates understanding of concepts pertaining to texture in music
Harmony - recognizes the musical symbols and demonstrates understanding of harmonic interval
Performance Standard: Dynamics - applies dynamics to musical selections
Tempo - applies appropriately, various tempo to vocal and instrumental performances
Texture - recognizes examples of horizontal 3-part vocal or instrumental texture, aurally and visually
Harmony - performs a vocal or instrumental ensemble using the following major triads( I, IV, V )
# MELC Number of days taught Remarks
1 Identifies the different dynamic levels used in a song
heard (MU5DY-IVa-b1)
1 Day
Day 31: Identifies the different dynamic levels used in
a song heard
2 Uses appropriate musical terminology to indicate
variations in dynamics, specifically: 2.1 piano (p) 2.2
mezzo piano ( mp ) 2.3 forte ( f ) 2.4 mezzo forte
( mf ) 2.5 crescendo 2.6 decrescendo
(MU5DY-IVa-b2)
2 Days
Day 32: Uses appropriate musical terminology to
indicate variations in dynamics, specifically: 2.1 piano
(p) 2.2 mezzo piano ( mp ) 2.3 forte ( f ) 2.4 mezzo forte
( mf )
Day 33: Uses appropriate musical terminology to
indicate variations in dynamics, specifically:
2.5 crescendo 2.6 decrescendo
3 Identifies the various tempo used in a song heard
(MU5TP-IVc-1)
1 Day
Day 34: Identifies the various tempo used in a song
heard
4 Uses appropriate musical terminology to indicate
variations in tempo: 4.1 largo
4.2 presto 4.3 allegro 4.4 moderato 4.5 andante 4.6
vivace 4.7 ritardando 4.8 accelerando
(MU5TP-IVc-d2)
2 Days
Day 35: Uses appropriate musical terminology to
indicate variations in tempo: 4.1 largo

69. 4.2 presto 4.3 allegro 4.4 moderato 4.5 andante 4.6
vivace
Day 36: Uses appropriate musical terminology to
indicate variations in tempo: 4.7 ritardando
4.8 accelerando
5 Identifies aurally the texture of a musical piece
(MU5TX-IVe-1)
1 Day
Day 37: Identifies aurally the texture of a musical
piece
6 Performs 3-part rounds and partner songs
(MU5TX-IVe-2)
1 Day
Day 38: Performs 3-part rounds and partner songs
7 Identifies the intervals of the following major triads:
7.1 tonic (I) 7.2 subdominant (IV) 7.3 dominant (V)
(MU5HA-IVf-g1)
1 Day
Day 39: Identifies the intervals of the following major
triads: 7.1 tonic (I) 7.2 subdominant (IV) 7.3
dominant (V)
Prior to teaching this competency, give
inputs and exercises first on:
writes samples of harmonic intervals
(2 pitches) (G4,Q4)
Practice reading of notes in C Major scale
Practice reading simple intervals (3rd and
5th)
8 Uses the major triad as accompaniment to simple
songs (MU5HA-IVh-2)
1 Day
Day 40: Uses the major triad as accompaniment to
simple songs
Prior to teaching this competency, give
inputs and exercises first on:
performs a song with harmonic intervals
(2pitches) (G4,Q4)
Review and practice identification of
intervals
Practice singing C Major Scale using the
Kodaly handsigns.
10 Day
Day: 40 Days

70. Learning Area: MAPEH – Arts Grade Level: 5
QUARTER 1
Content Standard:
- demonstrates understanding of lines, shapes, and space; and the principles of rhythm and balance through drawing of
archeological artifacts, houses, buildings, and churches from historical periods using crosshatching technique to simulate 3-
dimensional and geometric effects of an artwork
Performance Standard:
- creates different artifacts and architectural buildings in the Philippines and in the locality using crosshatching technique,
geometric shapes, and space, with rhythm and balance as principles of design
- puts up an exhibit on Philippine artifacts and houses from different historical periods (miniature or replica)
# MELC Number of
days taught
Remarks
1
Day 1: Discusses events, practices, and culture influenced by colonizers
who have come to our country by way of trading (A5EL-Ia)
1 Give inputs and exercises on various
events, practices and cultural
influences of the colonizers in our
country.
Ask pupils to make a presentation,
mural or a drawing of old houses,
churches, and other architectural
artifacts found in their localities.
Provide rubrics for the performance
task on:
Creates different artifacts and
architectural buildings in the
Philippines and in the locality using
crosshatching technique, geometric
shapes, and space, with rhythm and
balance as principles of design
2
Day 2: Designs an illusion of depth/distance to simulate a3-dimensional
effect by using crosshatching and shading techniques in drawings (old
pottery, boats, jars, musical instruments) (A5EL-Ib)
1
3
Presents via powerpoint the significant parts of the different architectural
designs and artifacts found in the locality. e.g. bahay kubo, torogan,
bahay na bato, simbahan, carcel, etc. (A5EL-Ic)
2
Day 3: Presents via powerpoint the significant parts of the different
architectural designs and artifacts found in the locality
- bahay kubo,
- torogan,
Day 4: Presents via powerpoint the significant parts of the different
architectural designs and artifacts found in the locality
- bahay na bato,
- simbahan, carcel, etc.
4
Explains the importance of artifacts, houses, clothes, language, lifestyle -
utensils, food, pottery, furniture - influenced by colonizers who have come
to our country (Manunggul jar, balanghai, bahay na bato, kundiman,
Gabaldon schools, vaudeville, Spanish-inspired churches) (A5PL-Ie)
2
Day 5: Explains the importance of artifacts, houses, clothes, language,
lifestyle - utensils, food, pottery, furniture - influenced by colonizers who
have come to our country
- Manunggul jar,
- balanghai,
Puts up an exhibit on Philippine
artifacts and houses from different
historical periods (miniature or
replica)

71. - bahay na bato,
- kundiman
Day 6: Explains the importance of artifacts, houses, clothes, language,
lifestyle - utensils, food, pottery, furniture - influenced by colonizers who
have come to our country
- Gabaldon schools,
- vaudeville,
- Spanish-inspired churches
5
Day 7: Creates illusion of space in 3-dimensional drawings of important
archeological artifacts seen in books, museums (National Museum and its
branches in the Philippines, and in old buildings or churches in the
community (A5PR-If)
1
6
Day 8: Creates mural and drawings of the old houses, churches, and/or
buildings of his/her community (A5PR-Ig)
1
7
Day 9: Participates in putting up a mini-exhibit with labels of Philippine
artifacts and houses after the whole class completes drawings (A5PR-Ih)
1
8
Day 10: Tells something about his/her community as reflected on his/her
artwork (A5PR-Ij)
1
10 days
QUARTER 2
Content Standard:
- demonstrates understanding of lines, colors, space, and harmony through painting and explains/illustrates landscapes of
important historical places in the community (natural or man-made) using one point perspective in landscape drawing,
complementary colors, and the right proportions of parts
Performance Standard:
- sketches natural or man-made places in the community with the use of complementary colors
- draws/paints significant or important historical places
# MELC Number of
days taught
Remarks
1
Explains the importance of natural and historical places in the community that have
been designated as World Heritage Site (e.g., rice terraces in Banawe, Batad; Paoay
Church; Miag-ao Church; landscape of Batanes, Callao Caves in Cagayan; old
houses in Vigan, Ilocos Norte; and the torogan in Marawi) (A5EL-IIa)
2
Give inputs on historical
places in the country.
Ask pupils to sketch a
landscape found in their
locality/region for the
Day 1: Explains the importance of natural and historical places in the community that
have been designated as World Heritage Site
- Rice terraces in Banawe, Batad;

72. - Paoay Church,
- Miag-ao Church
contextualization of their
outputs.
Provide rubrics for the
performance task on:
Sketches natural or man-
made places in the
community with the use
of complementary
colors
Draws/paints significant
or important historical
places
Day 2: Explains the importance of natural and historical places in the community that
have been designated as World Heritage Site
- landscape of Batanes,
- Callao Caves in Cagayan;
- old houses in Vigan, Ilocos Norte;
- and the torogan in Marawi)
2
Explains that artists have different art styles in painting landscapes or significant
places in their respective provinces (e.g., Fabian dela Rosa, Fernando Amorsolo,
Carlos Francisco, Vicente Manansala, Jose Blanco, Victorio Edades, Juan Arellano,
Prudencio Lamarroza, and Manuel Baldemor) (A5EL-IIc)
2
Day 3: Explains that artists have different art styles in painting landscapes or significant
places in their respective provinces e.g.
- Fabian dela Rosa, - Jose Blanco
- Fernando Amorsolo, - Victorio Edades
- Carlos Francisco, - Juan Arellano
Day 4: Explains that artists have different art styles in painting landscapes or significant
places in their respective provinces e.g.
- Vicente Manansala,
- Prudencio Lamarroza,
- and Manuel Baldemor
3
Day 5: Presents via powerpoint the artistry of famous Filipino artists in painting different
landscapes and is able to describe what makes each artist’s masterpiece unique
from others (A5PL-IId)
1
4 Day 6: Sketches using complementary colors in painting a landscape (A5PL-IIe) 1
5
Demonstrates skills and knowledge about foreground, middle ground, and
background to emphasize depth in painting a landscape (A5PR-IIf)
3
Day 7: Demonstrates skills and knowledge about foreground to emphasize depth in
painting a landscape
Day 8: Demonstrates skills and knowledge about middle ground to emphasize depth
in painting a landscape
Day 9: Demonstrates skills and knowledge about background to emphasize depth in
painting a landscape
6
Day 10: Discusses details of the landscape significant to the history of the country
(A5PR-IIg)
1
10 days

73. QUARTER 3
Content Standard: demonstrates understanding of new printmaking techniques with the use of lines, texture through stories and
myths
Performance Standard: creates a variety of prints using lines (thick, thin, jagged, ribbed, fluted, woven) to produce visual texture
# MELC Number of
days taught
Remarks
1
Day 1: Discusses new printmaking technique using a sheet of thin rubber
(used for soles of shoes), linoleum, or any soft wood that can be carved
or gouged to create different lines and textures (A5EL-IIIa)
1
Give inputs on various printmaking
techniques.
Ask pupils to create printing designs
based on their selected theme/subject.
Careful use of the cutting tools must be
given importance.
Supervision of an adult member/s of the
family is advised.
Provide rubrics for the performance
task on:
Creates a variety of prints using lines
(thick, thin, jagged, ribbed, fluted,
woven) to produce visual texture
Participates in a school/district exhibit
and culminating activity in celebration
of the National Arts Month (February)
2 Day 2: Discusses possible uses of the printed artwork (A5EL-IIIc) 1
3
Day 3: Shows skills in creating a linoleum, rubber or wood cut print with
the proper use of carving tools (A5PL-IIId)
1
4
Day 4: Creates variations of the same print by using different colors of
ink in printing the master plate (A5PR-IIIe)
1
5
Follows the step-by-step process of creating a print:
- 5.1 sketching the areas to be carved out and areas that will remain
- 5.2 carving the image on the rubber or wood using sharp cutting tools
- 5.3 preliminary rubbing
- 5.4 final inking of the plate with printing ink
- 5.5 placing paper over the plate, rubbing the back of the paper
- 5.6 impressing the print
- 5.7 repeating the process to get several editions of the print (A5PR-
IIIf)
2
Day 5: Follows the step-by-step process of creating a print:
- 5.1 sketching the areas to be carved out and areas that will remain
- 5.2 carving the image on the rubber or wood using sharp cutting tools
Day 6: Follows the step-by-step process of creating a print:
- 5.3 preliminary rubbing
- 5.4 final inking of the plate with printing ink
- 5.5 placing paper over the plate, rubbing the back of the paper
- 5.6 impressing the print
- 5.7 repeating the process to get several editions of the print
6
Day 7: Works with the class to produce a compilation of their prints and
create a book or calendar which they can give as gifts, sell, or display
on the walls of their school (A5PR-IIIg)
1
7
Day 8: Demonstrates contrast in a carved or textured area in an artwork
(A5PR-IIIh-1)
1

74. 8
Day 9: Produces several editions of the same print that are well-inked
and evenly printed (A5PR-IIIh-2)
1
9
Day 10: Participates in a school/district exhibit and culminating activity
in celebration of the National Arts Month (February) (A5PR-IIIh-3)
1
10 days
QUARTER 4
Content Standard:
- demonstrates understanding of colors, shapes, space, repetition, and balance through sculpture and 3- dimensional crafts
Performance Standard:
- demonstrates fundamental construction skills in making a 3- dimensional craft that expresses balance, artistic design, and
repeated variation of decorations and colors 1. papiermâché jars with patterns 2. paper beads
- constructs 3-D craft using primary and secondary colors, geometric shapes, space, and repetition of colors to show balance of
the structure and shape mobile
# MELC Number of days taught Remarks
1
Day 1: Identifies the materials used in making3- dimensional crafts
which express balance and repeated variation of shapes and colors
- 1.1 mobile
- 1.2 papier-mâché jar
- 1.3 paper beads (A5EL-Iva)
1
Give inputs on three-
dimensional figures.
Ask pupils to make their
outputs based on materials
that are readily available at
home or in the community.
Encouraged a family member
to help the pupils in making
their outputs.
Provide rubrics for
performance task on:
Demonstrates fundamental
construction skills in making a
3- dimensional craft that
expresses balance, artistic
design, and repeated
variation of decorations and
2
Day 2: Identifies the different techniques in making 3-dimensional
crafts
- 2.1 mobile
- 2.2 papier-mâché jar
- 2.3 paper beads (A5EL-IVb)
1
3 Day 3: Discusses possibilities on the use of created 3-D crafts (A5EL-IVc) 1
4
Day 4: Applies knowledge of colors, shapes, and balance in creating
mobiles, papier-mâché jars, and paper beads (A5PL-IVd)
1
5
Day 5: Demonstrates artistry in making mobiles with varied colors and
shapes (A5PR-IVf)
1
6
Creates designs for making 3- dimensional crafts
- 6.1 mobile
- 6.2 papier-mâché jar
- 6.3 paper beads (A5PR-IVf)
3
Day 6: Creates designs for making 3- dimensional crafts like:
- 6.1 mobile

75. Day 7: Creates designs for making 3- dimensional crafts like:
- 6.2 papier-mâché jar
colors 1. Papier mâché jars
with patterns 2. paper beads
Constructs 3-D craft using
primary and secondary colors,
geometric shapes, space, and
repetition of colors to show
balance of the structure and
shape mobile
Day 8: Creates designs for making 3- dimensional crafts like:
- 6.3 paper beads
7 Day 9: Shows skills in making a papier-mâché jar (A5PR-IVg) 1
8
Day 10: Creates paper beads with artistic designs and varied colors
out of old magazines and colored papers for necklace, bracelet, ID
lanyard (A5PR-IVh)
1
10 days
Learning Area: MAPEH – Physical Education Grade Level: 5
QUARTER 1
Content Standard: The learner demonstrates understanding of participation and assessment of physical activities and physical
fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days
taught
Remarks
1 Assesses regularly participation in physical activities based on
physical activity pyramid (PE5PF-Ib-h-18)
3 days
There are only five competencies for
the first quarter which must be taught
in 10 days. Each competency is
taught either one or two days.
In teaching these competencies
specifically Day 5, provide exercises
that will lead the pupils to
contextualize the learning with their
experiences in the suggested games.
Ask them to play the suggested
games at home together with the
members of their family.
Regularly assesses participation in
physical
Day 1: Explain the different components of the physical activity
pyramid
Day 2: Explains the nature/background of Target Games
(Tumbangpreso, tamaang-tao/batuhang bola, tatsing)
Day 3: Explains the nature/background of Striking/Fielding
Games (syato, basagang palayok, kickball)
2 Day 4: Observes safety precautions (PE5GS-Ib-h-3) 1 day
3 Executes the different skills involved in the game (PE5GS-Ic-h-4) 7 days
(This MELC is divided
into two categories of
games; target game
and fielding game.
Each game will be
taught in 3 to 4 days)
Day 5: Executes the different skills involved in playing target
games.
Day 6: Executes the different skills involved in playing
fielding/striking games.
Day 7: Recognizes the value of participation in physical
activities
Day 8: Explains health and skill related fitness components

76. Day 9: Recognizes the value of participation in physical
activities
activities based on physical activity
pyramid (G4, Q1)
4 Day 10: Displays joy of effort, respect for others and fair play
during participation in physical activities (PE5PF-Ib-h-20)
1 day
QUARTER 2
Content Standard: The learner demonstrates understanding of participation in and assessment of physical activities and physical
fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Day 1: Assesses regularly participation in physical
activities based on physical activity pyramid (PE5PF-
IIb-h-18)
1 day
Prior to teaching Day 3, provide exercises
that will lead the pupils to contextualize the
learning with their experiences in the
suggested games.
Ask them to play the suggested games at
home together with the members of their
family.
Regularly assesses participation in physical
activities based on physical activity
pyramid (G4,Q2)
2 Day 2: Observes safety precautions (PE5GS-IIb-h-3) 1 day
3 Executes the different skills involved in the game
(PE5GS-IIc-h-4)
7 days (This MELC will
be taught in 7 days for
it covers the nature
and skills involved in
different street games.
Each game will be
taught for 2 to 3 days)
Day 3: Explains the nature/background of Agawang
Panyo
Day 4: Executes the different skills involved in
Agawang Panyo
Day 5: Explains the nature/background of Luksong
Baka
Day 6: Executes the different skills involved in Luksong
Baka
Day 7: Explains the nature/background of Lawin at
Sisiw
Day 8: Executes the different skills involved in Lawin at
Sisiw
Day 9: Explains health and skill related fitness
components
4 Day 10: Displays joy of effort, respect for others and
fair play during participation in physical activities
(PE5PF-IIb-h-20)
1 day

77. QUARTER 3
Content Standard: The learner demonstrates understanding of participation and assessment of physical activity and physical fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Day 1: Assesses regularly participation in physical activities based
on physical activity pyramid (PE5PF-IIIb-h-18)
1 day Prior to teaching Day 3, provide
exercises that will lead the pupils
to contextualize the learning
with their experiences in
dancing.
Ask the pupils to dance the
suggested folk dances at home
with the help and guidance of
their family member
Regularly assesses participation
in physical activities based on
physical activity pyramid (G4,Q3)
2 Day 2: Observes safety precautions (PE5RD-IIIb-h-3) 1 day
3 Executes the different skills involved in the dance (PE5RD-IIIc-h-4)
7 days
(This MELC will be taught
in 7 days for it covers
subtopics on the different
kinds of dances. Each
dance category will be
taught for 2 to 3 days)
Day 3: Explain the nature and background of indigenous, ethnic,
traditional and creative dances.
Day 4: Explain the nature and background of Folk Dances
Day 5: Discuss the different kind of Folk Dances
Day 6: Explain the nature and background of Creative Dances
Day 7: Discuss the different kind of Creative Dances
Day 8: Describes the skills involved in the dancing
Day 9: Explains health and skill related fitness components
4 Day 10: Recognizes the value of participation in physical
activities (PE5PF-IIIb-h-19)
1 day
QUARTER 4
Content Standard: The learner demonstrates understanding of participation and assessment of physical activity and physical fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Assesses regularly participation in physical activities based on
Philippines physical activity pyramid (PE5PF-IVb-h-18)
2 days
Prior to teaching Day 3, provide
exercises that will lead the
pupils to contextualize the
learning with their experiences
in dancing.
Ask the pupils to dance the
suggested folk dances at home
with the help and guidance of
their family member
Regularly assesses participation
in physical activities based on
physical activity pyramid (G4,
Q4)
Day 1: Explain the different components of the physical activity pyramid
Day 2: Observes safety precautions
2 Executes the different skills involved in the dance (PE5RD-IVc-h-4)
7 days
(This MELC will be taught
in 7 days for it covers
subtopics on the different
kinds of folk dances. Each
folk dance will be taught
for 2 to 3 days)
Day 3: Explains the nature/background of Cariñosa dance
Day 4: Describes the skills involved in the Cariñosa dance
Day 5: Executes the different skills involved in Cariñosa dance
Day 6: Explains the nature/background of Polka Sa Nayon dance
Day 7: Describes the skills involved in the Polka Sa Nayon dance
Day 8: Executes the skills involved in Polka Sa Nayon dance
Day 9: Explains health and skill related fitness components
3 Day 10: Recognizes the value of participation in physical activities
(PE5PF-IVb-h-19) 1 day

78. Learning Area: MAPEH – Health Grade Level: 5
QUARTER 1
Content Standard: demonstrates understanding of mental, emotional, and social health concerns
Performance Standard: practices skills in managing mental, emotional and social health concerns
# MELC Number of days taught Remarks
1 Day 31: describes a mentally, emotionally and socially
healthy person (H5PH-Iab-10)
2 days
Prior to teaching this competency, give
inputs and exercises on:
describes a healthy person
demonstrates ways to stay healthy and
prevent and control common
communicable diseases (G4,Q2)
Day 32: describes a mentally, emotionally and socially
healthy person (H5PH-Iab-10)
Day 33: suggests ways to develop and maintain one’s
mental and emotional health (H5PH-Ic-11)
1 day
Day 34: recognizes signs of healthy and unhealthy
relationships (H5PH-Id-12)
1 day
Day 35: explains how healthy relationships can
positively impact health (H5PH -Ie -13)
1 day
Day 36: discusses ways of managing unhealthy
relationships (H5PH -If -14)
1 day
Day 37: discusses the effects of mental, emotional and
social health concerns on one’s health and
wellbeing (H5PH -Ih -16)
1 day
Day 38: demonstrates skills in preventing or managing
teasing, bullying, harassment or abuse (H5PH -Ii -17)
2 days
Day 39: demonstrates skills in preventing or managing
teasing, bullying, harassment or abuse (H5PH -Ii -17)
Day 40: identifies appropriate resources and people
who can help in dealing with mental, emotional
and social, health concerns (H5PH -Ij -18)
1 day

79. QUARTER 2
Content Standard: demonstrates understanding of mental, emotional, and social health concerns
Performance Standard: practices skills in managing mental, emotional and social health concerns
# MELC Number of days taught Remarks
1 Day 31: Recognizes the changes during Puberty as a normal part of growth and
development - Physical Change - Emotional Change - Social Change (H5GD -
Iab – 1, H5GD -Iab – 2)
2 days
Prior to teaching
this competency,
give inputs and
exercises on:
Identifies the
changes during
puberty stage
practices personal
habits and
environmental
sanitation to
prevent and
control common
communicable
diseases
( G4, Q2)
Day 32: Recognizes the changes during Puberty as a normal part of growth and
development - Physical Change - Emotional Change - Social Change (H5GD -
Iab – 1, H5GD -Iab – 2)
Day 33: assesses common misconceptions related to puberty in terms of scientific
basis and probable effects on health (H5GD -Icd – 3, H5GD -Icd – 4)
2 days
Day 34: assesses common misconceptions related to puberty in terms of scientific
basis and probable effects on health (H5GD -Icd – 3, H5GD -Icd – 4)
Day 35: describes the common health issues and concerns during puberty (H5GD
-Ief – 5)
1 day
Day 36: accepts that most of these concerns are normal consequence of bodily
changes during puberty but one can learn to manage them (H5GD -Ief – 6)
1 day
Day 37: discusses the negative health impact and ways of preventing major issues
such as early and unwanted pregnancy (H5GD-Igh-8)
2 days
Day 38: discusses the negative health impact and ways of preventing major issues
such as early and unwanted pregnancy (H5GD-Igh-8)
Day 39:
• demonstrates ways to manage puberty-related health issues and concerns
(H5GD-Ii-9)
• practices proper self-care procedures (H5GD-Ii-10)
• discusses the importance of seeking the advice of professionals/ trusted
and reliable adults in managing puberty-related health issues and concerns
(H5GD-Ii-11)
1 day
Day 40:
• differentiates sex from gender (H5GD-Ij-12)
• identifies factors that influence gender identity and gender roles (H5GD-Ij-
13)
• discusses how family, media, religion, school and society in general
reinforce gender roles (H5GD-Ij-14)
• gives examples of how male and female gender roles are changing
(H5GD-Ij-15)
1 day

80. QUARTER 3
Content Standard: understands the nature and effects of the use and abuse of caffeine, tobacco and alcohol
Performance Standard: demonstrates the ability to protect one’s health by refusing to use or abuse gateway drugs
# MELC Number of days taught Remarks
1 Day 31: explains the concept of gateway drugs
(H5SU-IIIa-7)
1 day
Prior to teaching this competency, give
inputs and exercises on:
describes the proper use of
medicines ( G4,Q3)
gives the potential dangers associated with
medicine misuse and abuse ( G4,Q3)
Day 32: identifies products with caffeine (H5SU-IIIb-8) 1 day
Day 33: describes the general effects of the use and
abuse of caffeine, tobacco and alcohol (H5SU-
IIIde-10)
2 days
Day 34: describes the general effects of the use and
abuse of caffeine, tobacco and alcohol (H5SU-
IIIde-10)
Day 35: analyzes how the use and abuse of caffeine,
tobacco and alcohol can negatively impact the
health of the individual, the family and the
community (H5SU-IIIfg-11)
2 days
Day 36: analyzes how the use and abuse of caffeine,
tobacco and alcohol can negatively impact the
health of the individual, the family and the
community (H5SU-IIIfg-11)
Day 37: demonstrates life skills in keeping healthy
through the non-use of gateway drugs (H5SU-IIIh-
12)
2 days
Day 38: demonstrates life skills in keeping healthy
through the non-use of gateway drugs (H5SU-IIIh-
12)
Day 39: follows school policies and national laws
related to the sale and use of tobacco and alcohol
(H5SU-IIIij-13)
2 days
Day 40: follows school policies and national laws
related to the sale and use of tobacco and alcohol
(H5SU-IIIij-13)

81. QUARTER 4
Content Standard: demonstrates understanding of basic first aid principles and procedures for common injuries
Performance Standard: practices appropriate first aid principles and procedures for common injuries
# MELC Number of days taught Remarks
1 Day 31: explains the nature and objectives of first aid
(H5IS-IVa-34)
1 day
Prior to teaching this competency, give
inputs and exercises on:
demonstrates proper response before,
during, and after a disaster or an
emergency situation ( G4,Q4 )
gives appropriate safety measures during
special events or situations that may put
people at risk ( G4,Q4 )
Day 32: discusses basic first aid principles (H5IS-IVb-35) 1 day
Day 33: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)
8 days with different
activities
Day 34: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)
Day 35: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)
Day 36: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)
Day 37: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)
Day 38: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)
Day 39: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)
Day 40: demonstrates appropriate first aid for
common injuries or conditions (H5IS-IV-c-j-36)

82. Learning Area: MAPEH – Music Grade Level: 6
QUARTER 1
Content Standard: demonstrates understanding of the concept of rhythm by applying notes and rests, rhythmic patterns, and time
signatures
Performance Standard: responds to beats in music heard with appropriate conducting patterns of 2 3 4 and 6
4 4 4 8
# MELC Number of days taught Remarks
1 Identifies the notes / rests used in particular song 2 3 4
(MU6RH-Ia-1) 4 4 4
1 Day
Day 1: Identifies the notes / rests used in particular
song 2 3 4
4 4 4
Prior to teaching this competency, give
exercises first on:
identifies accurately the duration of notes
and rests in 2 3 4 time signatures (G5,Q1)
4 4 4
Review elements of notations through
clapping and tapping simple rhythmic
patterns
2 Differentiates among 2 3 4 and 6 time signatures
(MU6RH-Ib-e-2) 4 4 4 8
2 Days
Day 2: Differentiates among 2 and 4 time
signatures 4 4
Day 3: Differentiates among 3 and 6 time signatures
4 8
3 Demonstrates the conducting gestures of 2 3 4 and 6
time signatures (MU6RH-Ib-e-3) 4 4 4 8
2 Days
Day 4: Demonstrates the conducting gestures of 2
and 4 time signatures 4
4
Day 5: Demonstrates the conducting gestures of 3
and 6 time signatures 4
8
4 Identifies through conducting the relationship of the
first and last measure in an incomplete measure
(MU6RH-If-4)
1 Day
Day 6: Identifies through conducting the relationship
of the first and last measure in an incomplete

83. measure
5 Creates rhythmic patterns in 2 3 4 and 6 time
signatures 4 4 4 8
(MU6RH-Ig-h-5)
4 Days
Day 7: Creates rhythmic patterns in 2 time signatures
4
Prior to teaching this competency, give
exercises first on:
creates different rhythmic patterns using
notes and rests in time signatures (G5,Q1)
Review elements of notations through
clapping and tapping simple rhythmic
patterns
Day 8: Creates rhythmic patterns in 3 time signatures
4
Day 9: Creates rhythmic patterns in 4 time signatures
4
Day 10: Creates rhythmic patterns in 6 time signatures
8
10 Days
QUARTER 2
Content Standard: Demonstrates the concept of melody by using intervals in major scales and in the minor scales
Performance Standard: Applies learned concepts of melody and other elements to composition and performance
# MELC Number of days taught Remarks
1 Demonstrates the ability to sing, read, and write
simple musical notations in the:
1.1 Key of C Major 1.2 Key of G Major 1.3 Key of F
Major (MU6ME-IIa-1)
3 Days
Day 11: Demonstrates the ability to sing, read, and
write simple musical notations in the:
1.1 Key of C Major
Day 12: Demonstrates the ability to sing, read, and
write simple musical notations in the:
1.2 Key of G Major
Day 13: Demonstrates the ability to sing, read, and
write simple musical notations in the:

84. 1.3 Key of F Major
2 Analyzes the melodic patterns of songs in C Major, G
major, and F Major keys (MU6ME-IIa-2)
1 Day
Day 14: Analyzes the melodic patterns of songs in C
Major, G major, and F Major keys
Prior to teaching this competency, give
exercises first on:
determines the range of a musical example
1. wide 2. Narrow (G5, Q2)
Practice on singing / reading simple
notations
3 Sings and plays solo or with group, melodies/songs in
C Major, G Major, and F Major (MU6ME-IIa-3)
1 Day
Day 15: Sings and plays solo or with group,
melodies/songs in C Major, G Major, and F
Major
Prior to teaching this competency, give
exercises first on:
reads notes in different scales : Pentatonic
scale, C major scale, G major scale
(G5, Q2)
Practice on singing / reading simple
notations
4 Creates simple melodies in: 4.1 C Major, 4.2 G Major,
and 4.3 F Major scales (MU6ME-IIa-4)
3 Days
Day 16: Creates simple melodies in:
4.1 C Major scales
Prior to teaching this competency, give
exercises first on:
creates simple melodies
(G5, Q2)
Practice reading pitch names
Day 17: Creates simple melodies in:
4.2 G Major scales
Day 18: Creates simple melodies in:
4.3 F Major scales
5 Sings self-composed melodies in C Major, G major,
and F Major keys (MU6ME-IIa-5)
2 Days
Day 19: Sings self-composed melodies in C and Major,
G major keys
Day 20: Sings self-composed melodies in F Major keys
10 Days

85. QUARTER 3
Content Standard:
Form - demonstrates understanding of the concept of musical forms and musical symbols (repeat marks) indicated
Timbre - demonstrates understanding of the concept of timbre through recognizing musical instruments aurally and visually
Dynamics - demonstrates understanding of the concept of dynamics through a wide variety of dynamic levels
Performance Standard: Form - performs accurately the design or structure of a given musical piece
Timbre - aurally determines the sound of a single instrument in any section of the orchestra
Dynamics - applies the appropriate dynamic levels in vocal and instrumental music
# MELC Number of days taught Remarks
1 Identifies simple musical forms
1.1 binary (AB) -has 2 contrasting sections (AB)
1.2 ternary (ABA)-has 3 sections, the third section
similar to the first; (ABC) – has 3 sections
1.3 rondo (ABACA) -has contrasting sections in
between repetitions of the A section (ABACA
(MU6FO-IIIab-1)
2 Days
Day 21: binary (AB) -has 2 contrasting sections (AB),
ternary (ABA)-has 3 sections, the third section
similar to the first, ABC)–has 3 sections
Prior to teaching this competency, give
exercises first on:
creates a 4- line unitary song (G5, Q3)
Practice writing simple melodies
Day 22: rondo (ABACA) -has contrasting sections in
between repetitions of the A section (ABACA)
2 Analyzes the musical forms of the following songs:
2.1 Leron,Leron,Sinta ; Sitsiritsit
2.2 Silent Night
2.3 Happy Birthday
2.4 Joy to the World 2.5 Bahay Kubo
2.6 Ili – ili TulogAnay
2.7 ParuparongBukid
2.8 Ang Bayan Ko
2.9 Pamulinawen
2.10 Tinikling
2.11 Lupang Hinirang (MU6FO-IIIab-2)
1 Day
Day 23: Analyzes the musical forms of the following
songs:
2.1 Leron,Leron,Sinta ; Sitsiritsit
2.2 Silent Night

86. 2.3 Happy Birthday
2.4 Joy to the World 2.5 Bahay Kubo
2.6 Ili - iliTulogAnay
2.7 ParuparongBukid
2.8 Ang Bayan Ko
2.9 Pamulinawen
2.10 Tinikling
2.11 LupangHinirang
3 Uses the different repeat marks that are related to
form:
3.1 Da Capo (D.C.)
3.2 Dal Segno (D.S.)
3.3 Al Fine (up to the end)
3.4 D.C. al Fine (repeat from the beginning until the
word Fine)
3.5║: :║
3.6 ┌───┐┌───┐ (ending 1, ending 2)
1 2
(MU6FO-IIIc-3)
1 Day
Day 24: Uses the different repeat marks that are
related to form:
3.1 Da Capo (D.C.)
3.2 Dal Segno (D.S.)
3.3 Al Fine (up to the end)
3.4 D.C. al Fine (repeat from the beginning until the
word Fine)
3.5║: :║
3.6 ┌───┐┌───┐ (ending 1, ending 2)
1 2
4 Identifies visually and aurally the instrumental sections
of the Western orchestra (MU6TB-IIId-1)
1 Day
Day 25: Identifies visually and aurally the instrumental
sections of the Western orchestra
5 Distinguishes aurally the sound of each section of the
Western orchestra (MU6TB-IIIde-2)
1 Day
Day 26: Distinguishes aurally the sound of each section
of the Western orchestra

87. 6 Identifies the characteristics of each instrument in
each section of the orchestra (MU6TB-IIId-3)
1 Day
Day 27: Identifies the characteristics of each
instrument in each section of the orchestra
7 Describes the distinct sound quality of the different
instruments of the orchestra (MU6TB-IIIde-4)
1 Day
Day 28: Describes the distinct sound quality of the
different instruments of the orchestra
8 Distinguishes varied dynamic levels in a music heard
8.1 piano ( p ) 8.2 mezzo piano ( mp )
8.3 pianissimo ( pp ) 8.4 forte (f )
8.5 mezzo forte ( mf )8.6 fortissimo (ff )
8.7 crescendo 8.8 decrescendo
(MU6DY-IIIf-g1)
1 Day
Day 29: Distinguishes varied dynamic levels in a music
heard 8.1 piano ( p ) 8.2 mezzo piano ( mp )
8.3 pianissimo ( pp ) 8.4 forte (f )
8.5 mezzo forte ( mf ) 8.6 fortissimo (ff )
8.7 crescendo 8.8 decrescendo
9 Uses varied dynamic levels in a song (MU6DY-IIIh-2) 1 Day
Day 30: Uses varied dynamic levels in a song
10 Days
QUARTER 4
Content Standard: Tempo - demonstrates understanding of the various tempo
Texture - demonstrates the concept of texture as: 1. monophonic (one voice) 2. homophonic (voice and
accompaniment) 3. polyphonic (many voices)
Harmony - demonstrates understanding of the concepts of harmony through the intervals that constitute the
primary chords of major and minor scales in music
Performance Standard: Tempo - performs a given song, using tempo marks appropriately
Texture - performs accurately a given song with monophonic, homophonic, and polyphonic textures
Harmony - demonstrates harmony in group performances 1. Choir 2. Rondalla 3. Lyre band
# MELC Number of days taught Remarks
1 Identifies the different tempo in a given song or music:
-allegro -andante – ritardando -accelerando –
largo -presto -vivace (MU6TX-IVa-b1)
1 Day

88. Day 31: Identifies the different tempo in a given song
(Pandangguhan): -allegro -andante largo -presto -
vivace - ritardando - accelerando
2 Distinguishes between ritardando and accelerando as
used in a song (MU6TX-IVa-b2)
1 Day
Day 32: Distinguishes between ritardando and
accelerando as used in a song
3 Identifies aurally the texture of musical pieces
4.1 monophonic
4.2 homophonic
4.3 polyphonic
(MU6TX-IVc-d1)
1 Day
Day 33: Identifies aurally the texture of musical pieces
4.1 monophonic
4.2 homophonic
4.3 polyphonic
4 Identifies different textures
5.1 Vocal 5.2 instrumental
5.1.1 solo voice 5.2.1 solo
5.1.2 solo voice with 5.2.2 ensemble
accompaniment
5.1.3 duet, partner songs, round songs
(MU6TX-IVc-d2)
1 Day
Day 34: Identifies different textures
5.1 Vocal 5.2 instrumental
5.1.1 solo voice 5.2.1 solo
5.1.2 solo voice with 5.2.2 ensemble
accompaniment
5.1.3 duet, partner songs, round songs
5 Distinguishes monophonic, homophonic, and
polyphonic textures (MU6TX-IVc-d3)
1 Day
Day 35: Distinguishes monophonic, homophonic, and
polyphonic textures
6 Applies primary chords (I, IV, V) as accompaniment to
simple songs (MU6TX-IVc-d4)
1 Day
Day 36: Applies primary chords (I, IV, V) as
accompaniment to simple songs

89. 7 Identifies the intervals of the following major triads:
Tonic ( I ) , Subdominant ( IV ) Dominant (V)
(MU6HA-IVe-1)
1 Day
Day 37: Identifies the intervals of the following major
triads: Tonic ( I ) , Subdominant ( IV ) Dominant (V)
8 Identifies the primary chords of its relative minor
scales
9.1 A minor (Am)
9.2 D minor (Dm)
9.3 E minor (Em
(MU6HA-IVf-2)
1 Day
Day 38: Identifies the primary chords of its relative
minor scales
9.1 A minor (Am)
9.2 D minor (Dm)
9.3 E minor (Em
9 Distinguishes the sound of a major chord from a minor
chord (MU6HA-IVe-f3)
1 Day
Day 39: Distinguishes the sound of a major chord from
a minor chord
10 Uses the major triad as accompaniment to simple
songs (MU6HA-IVg-h4)
1 Day
Day 40: Uses the major triad as accompaniment to
simple songs
10 Days
Day : 40 Days

90. Learning Area: MAPEH – Arts Grade Level: 6
QUARTER 1
Content Standard:
- demonstrates understanding of the use of lines, shapes, colors, texture, and the principles of emphasis and contrast in drawing
a logo and own cartoon character using new technologies in drawing
Performance Standard:
- creates concepts through art processes, elements, and principles using new technologies (hardware and software) to create
personal or class logo
- designs cartoon character on-the spot using new technologies
# MELC Number of days taught Remarks
1
Day 1: Discusses the concept that art processes,
elements and principles still apply even with the use of
new technologies (A6EL-Ia)
1 Give inputs on art processes and elements
and principles of art.
Ask the pupils to make their personal or class
logo that can be used as their brand or
trademark using the available technology
at home.
Create a cartoon character hero in the
modern time using technologies.
Provide rubrics for the performance task on:
Creates concepts through art processes,
elements, and principles using new
technologies (hardware and software) to
create personal or class logo
Designs cartoon character on-the spot using
new technologies
2
Day 2: Explains the elements and principles applied in
commercial art (A6PL-Ia)
1
3
Day 3: Applies concepts on the use of the software
(commands, menu, etc.) (A6PR-Ib)
1
4
Day 4: Utilizes art skills in using new technologies
(hardware and software) (A6PR-Ic)
1
5
Day 5: Creates personal or class logo as visual
representation that can be used as a product, brand,
or trademark (A6PR-Id)
1
6 Day 6: Explains ideas about the logo (A6PR-Id) 1
7
Day 7: Explains the elements and principles applied in
comic art (A6PL-Ie)
1
8
Day 8: Applies concepts on the steps/procedures in
cartoon character making (A6PR-If)
1
9
Day 9: Utilizes art skills in using new technologies
(hardware and software) in cartoon character making
(A6PR-Ig)
1
10
Creates own cartoon character to entertain, express
opinions, ideas, etc. (A6PR-Ih) 1
11 Explains ideas about the cartoon character (A6PR-Ih)
Day 10: Creates and explains ideas about own cartoon
character used to entertain, express opinions, etc.
10 days

91. QUARTER 2
Content Standard:
- demonstrates understanding of shapes, space, colors, and the principles of emphasis, harmony and contrast in digital painting
and poster design using new technologies
Performance Standard:
- applies concepts on the use of software in creating digital paintings and graphic designs
# MELC Number of days taught Remarks
1
Day 1: Reviews the concept that art processes,
elements and principles still apply even with the use of
technologies (A6EL-IIa)
1 Give inputs on the use of technologies in
relation to art processes.
Ask the pupils to create digital painting with
the use of technology considering the style
of the art masters.
Ask the pupils to apply their skills in layouting
featuring various landscapes, such as
historical landmarks, old buildings, schools,
etc. located in their community.
Provide rubrics for the performance task on:
Applies concepts on the use of software in
creating digital paintings and graphic
designs
Creates an advertisement/commercial or
announcement poster
2
Day 2: Explains the elements and principles applied in
digital art (A6PL-IIa)
1
3
Day 3: Applies concepts on the use of the software
(commands, menu, etc.) (A6PR-IIb)
1
4
Day 4: Utilizes art skills using new technologies
(hardware and software) in digital painting (A6PR-IId)
1
5
Creates a digital painting similar with the Masters’ (e.g.,
Van Gogh, Amorsolo, etc.) in terms of style, theme, etc.
(A6PR-IIc)
2
Day 5: Creates a digital painting similar with the
Masters’
- e.g., Van Gogh, in terms of style, theme, etc.
Day 6: Creates a digital painting similar with the
Masters’
- e.g., Amorsolo, etc. in terms of style, theme, etc.
6
Discusses the elements and principles applied in
layouting (A6PL-IIf)
2
Day 7: Discusses the elements applied in layouting
Day 8: Discusses the principles applied in layouting
7
Day 9: Applies skills in layouting and photo editing
using new technologies (hardware and software) in
making a poster (A6PR-IIg)
1
8
Day 10: Creates an advertisement/commercial or
announcement poster (A6PR-IIh)
1
10 days

92. QUARTER 3
Content Standard:
- demonstrates understanding of shapes, colors, values, and the principles of emphasis, contrast, and harmony in printmaking
and photography using new technologies.
Performance Standard:
- creates simple printmaking (silkscreen) designs on t-shirts and posters
- describes the basic concepts and principles of basic photography
# MELC Number of
days taught
Remarks
1
Day 1: Explains the truism that design principles still apply for any
new design (contrast of colors, shapes, and lines produces
harmony) whether done by hand or machine (computer) (A6EL-
IIIa)
1
Give inputs design principles.
Ask pupils to create own prints that convey
positive and encouraging message or
statement. (Silkscreen printing)
Suggested themes for photo essay:
- achievements in life
- a modern-day hero
- happily living with the family
- powerful effect of collaboration
Provide rubrics for the performance task on:
Creates simple printmaking (silkscreen)
designs on t-shirts and posters
Describes the basic concepts and principles
of basic photography
2
Day 2: Demonstrates understanding that digital technology has
speeded up the printing of original designs and made it accessible
to many, as emphasized in t-shirts and poster designs (A6PL-IIIb)
1
3
Day 3: Applies concepts on the steps/procedure in silkscreen
printing (A6PR-IIIc)
1
4
Day 4: Produces own prints from original design to silkscreen
printing to convey a message or statement (A6PR-IIId 5)
1
5
Day 5: Discusses the concepts and principles of photography
(A6PL-IIIf)
1
6
Discusses the parts and functions of the camera (point and shoot or
phone camera) (A6PR-IIIg)
2
Day 6: Discusses the parts and functions of the camera point and
shoot camera
Day 7: Discusses the parts and functions of the phone camera
7
Applies composition skills to produce a printed photograph for a
simple photo essay (A6PR-IIIh)
2
Day 8: Applies skills in photography based on the given theme
Day 9: Creates a simple photo essay using the skills involved in
photography
8
Day 10: Participates in school/district exhibit and culminating
activity in celebration of the National Arts Month (February)
1
10 days

93. QUARTER 4
Content Standard:
- demonstrates understanding of shapes, colors, and the principles of contrast and harmony through the use of new media in
creating audio-video art and product or package design
Performance Standard:
- creates an actual 3-D digitally-enhanced paper bag for a product or brand
- applies concepts on the use of new technologies (hardware and software) in creating an audio-video art/animation
# MELC Number of days taught Remarks
1
Day 1: Discusses the concept that design principles and
elements relates to everyday objects (A6EL-Iva)
1
Give inputs on the importance of design
principles. (Elements and principles of art)
Ask pupils to make a 3-D digitally -enhanced
product using available technology.
Create an audio-video art/animation
featuring a product popularly known in their
locality.
Provide rubrics for the performance task on:
Creates an actual 3-D digitally-enhanced
paper bag for a product or brand
Applies concepts on the use of new
technologies (hardware and software) in
creating an audio-video art/animation
2
Day 2: Explains the elements and principles applied in
product design (A6PL-Iva)
1
3
Day 3: Manifests understanding of concepts on the use
of software (commands, menu, etc.) (A6PR-IVb)
1
4
Day 4: Utilizes art skills in using new technologies
(hardware and software) in package design (A6PR-
IVc)
1
5
Day 5: Creates an actual 3-D digitally-enhanced
product design for a paper bag (A6PR-IVd)
1
6
Day 6: Reviews the truism that art processes, elements
and principles still apply even with the use of
technologies (A6EL-IVe)
1
7
Day 7: Discusses the elements and principles applied in
audio-video art (A6EL-IVe)
1
8
Day 8: Applies concepts on the use of the software
(commands, menu, etc.) (A6PR-IVf)
1
9
Day 9: Utilizes art skills in using new technologies
(hardware and software) (A6PR-IVg)
1
10
Day 10: Creates an audio-video art /animation
promoting a product (A6PR-IVh)
1
10 days

94. Learning Area: MAPEH – Physical Education Grade Level: 6
QUARTER 1
Content Standard: The learner demonstrates understanding of participation and assessment of physical activities and physical
fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Assesses regularly participation in physical activities
based on physical activity pyramid (PE6PF-Ib-h-18)
3 days
There are only five competencies for the
first quarter which must be taught in 10
days. Each competency is taught either
one or two days.
In teaching these competencies
specifically Day 5, provide exercises that
will lead the pupils to contextualize the
learning with their experiences in the
suggested games.
Ask them to play the suggested games at
home together with the members of their
family.
Assesses regularly participation in physical
activities based on physical activity
pyramid (G5,Q1)
Day 1: Explain the different components of the
physical activity pyramid
Day 2: Explains the nature/background of Target
Games (Tumbangpreso, tamaang-tao/batuhang
bola, tatsing)
Day 3: Explains the nature/background of
Striking/Fielding Games (syato, basagang palayok,
kickball)
2 Day 4: Observes safety precautions (PE6GS-Ib-h-3) 1 day
3 Executes the different skills involved in the game
(PE6GS-Ic-h-4)
5 days (This MELC is
divided into two
categories of games;
target game and
fielding game. Each
game will be taught in
2 to 3 days)
Day 5: Executes the different skills involved in playing
target games.
Day 6: Executes the different skills involved in playing
fielding/striking games.
Day 7: Recognizes the value of participation in
physical activities
Day 8: Explains health and skill related fitness
components
Day 9: Recognizes the value of participation in
physical activities
4 Day 10: Displays joy of effort, respect for others and
fair play during participation in physical activities
(PE6PF-Ib-h-20)
1 day

95. QUARTER 2
Content Standard: The learner demonstrates understanding of participation in and assessment of physical activities and physical
fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Day 1: Assesses regularly participation in physical activities based
on physical activity pyramid (PE6PF-IIb-h-18)
1 day
Prior to teaching Day 3, provide
exercises that will lead the pupils
to contextualize the learning
with their experiences in the
suggested games.
Ask them to play the suggested
games at home together with
the members of their family.
Assesses regularly participation in
physical activities based on
physical activity pyramid
(G5,Q2)
2 Day 2: Observes safety precautions (PE6GS-IIb-h-3) 1 day
3 Executes the different skills involved in the game (PE6GS-IIc-h-4)
7 days
(This MELC will be taught
in 7 days for it covers the
nature and skills involved
in different street games.
Each game will be taught
for 2 to 3 days)
Day 3: Explains the nature/background of Agawan Base
Day 4: Executes the different skills involved in Agawan Base
Day 5: Explains the nature/background of Patintero
Day 6: Executes the different skills involved in Patintero
Day 7: Explains the nature/background of Sungka
Day 8: Executes the different skills involved in Sungka
Day 9: Explains health and skill related fitness components
4 Day 10: Displays joy of effort, respect for others and fair play
during participation in physical activities (PE6PF-IIb-h-20)
1 day
QUARTER 3
Content Standard: The learner demonstrates understanding of participation and assessment of physical activity and physical fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Day 1: Assesses regularly participation in physical activities
based on physical activity pyramid (PE6PF-IIIb-h-18)
1 day Prior to teaching Day 3, provide
exercises that will lead the pupils
to contextualize the learning with
their experiences in dancing.
Ask the pupils to dance the
suggested folk dances at home
with the help and guidance of
their family member
Regularly assesses participation in
physical activities based on
physical activity pyramid (G5, Q3)
2 Day 2: Observes safety precautions (PE6RD-IIIb-h-3) 1 day
3 Executes the different skills involved in the dance (PE6RD-IIIc-h-4) 7 days
(This MELC will be taught
in 7 days for it covers
subtopics on the different
kinds of folk dances. Each
folk dance will be taught
for 2 to 3 days)
Day 3: Explains the nature/background of Itik-itik dance
Day 4: Describes the skills involved in the Itik-itik dance
Day 5: Executes the different skills involved in Itik-itik dance
Day 6: Explains the nature/background of Maglalatik dance
Day 7: Describes the skills involved in the Maglalatik dance
Day 8: Executes the different skills involved in Maglalatik dance
Day 9: Explains health and skill related fitness components
4 Day 10: Displays joy of effort, respect for others during
participation in physical activities (PE6PF-IIIb-h-20)
1 day

96. QUARTER 4
Content Standard: The learner demonstrates understanding of participation and assessment of physical activity and physical fitness
Performance Standard: The learner participates and assesses performance in physical activities.
# MELC Number of days taught Remarks
1 Assesses regularly participation in physical activities based on
Philippines physical activity pyramid (PE6PF-IVb-h-18)
2 days
Prior to teaching Day 3, provide
exercises that will lead the pupils
to contextualize the learning with
their experiences in dancing.
Ask the pupils to dance the
suggested ethnic/modern dances
at home with the help and
guidance of their family member
Regularly assesses participation in
physical
activities based on physical
activity pyramid (G5, Q4)
Day 1: Explain the different components of the physical activity
pyramid
Day 2: Observes safety precautions
2 Executes the different skills involved in the dance (PE6RD-IVc-h-4) 7 days
(This MELC will be taught
in 7 days for it covers
subtopics on the different
kinds of dances
(ethnic/Hip hop). Each
dance will be taught for 2
to 3 days)
Day 3: Explains the nature/background of Ethnic Dance
Day 4: Describes the skills involved in the Ethnic Dance
Day 5: Executes the different skills involved in Ethnic Dance
Day 6: Explains the nature/background of Modern Dance
Day 7: Describes the skills involved in the Modern Dance
Day 8: Executes the different skills involved in Modern Dance
Day 9: Explains health and skill related fitness components
3 Day 10: Recognizes the value of participation in physical
activities (PE6PF-IVb-h-20)
1 day
Learning Area: MAPEH – Health Grade Level: 6
QUARTER 1
Content Standard: Demonstrates understanding of personal health issues and concerns and the importance of health appraisal
procedures and community resources in preventing or managing them
Performance Standard: Practices self management skills to prevent and control personal health issues and concerns
# MELC Number of days taught Remarks
1 Day 31: describes personal health issues and concerns (H6PH-Iab-18) 3 Days Prior to teaching
this competency,
give inputs and
exercises on:
demonstrates
ways to manage
puberty-related
Day 32: describes personal health issues and concerns (H6PH-Iab-18)
Day 33: describes personal health issues and concerns (H6PH-Iab-18)
Day 34: demonstrates self-management skills (H6PH-Iab-19) 1 day
Day 35: explains the importance of undergoing health appraisal procedures
(H6PH-Id-f-21)
2 days
Day 36: explains the importance of undergoing health appraisal procedures
(H6PH-Id-f-21)

97. Day 37: regularly undergoes health appraisal procedures (H6PH-Id-f-22) 1 day health issues
and concerns
practices proper
self-care
procedures
(G5-Q2)
Day 38: identifies community health resources and facilities that may be utilized
to address a variety of personal health issues and concerns (H6PH-Igh-23)
3 days
Day 39: identifies community health resources and facilities that may be utilized
to address a variety of personal health issues and concerns (H6PH-Igh-23)
Day 40: identifies community health resources and facilities that may be utilized
to address a variety of personal health issues and concerns (H6PH-Igh-23)
QUARTER 2
Content Standard: understands the importance of keeping the school and community environments healthy.
Performance Standard: demonstrates practices for building and maintaining healthy school and community environments
# MELC Number of days taught Remarks
2 Day 31: describes healthy school and community
environments (H6CMH-IIa-1)
2 days Prior to teaching this competency, give
inputs and exercises on:
analyzes how the use and abuse
of caffeine, tobacco and alcohol
can negatively impact the health
of the individual, the family and
the community
(G5-Q3)
Day 32: describes healthy school and community
environments (H6CMH-IIa-1)
Day 33: explains the effect of living in a
healthful school and community (H6CMH-IIb-2)
2 days
Day 34: explains the effect of living in a
healthful school and community (H6CMH-IIb-2)
Day 35: demonstrates ways to build and
keep school and community environments healthy
(H6CMH-IIc-d-3)
2 days
Day 36: demonstrates ways to build and
keep school and community environments healthy
(H6CMH-IIc-d-3)
Day 37: practices proper waste management at
home, in school, and in the community (H6CMH-IIh-8)
2 days
Day 38: practices proper waste management at
home, in school, and in the community (H6CMH-IIh-8)
Day 39: advocates environmental protection through
proper waste management (H6CMH-IIij-9)
2 days
Day 40: advocates environmental protection through
proper waste management (H6CMH-IIij-9)

98. QUARTER 3
Content Standard: demonstrates understanding of the health implications of poor environmental sanitation
Performance Standard: consistently practices ways to maintain a healthy environment
# MELC Number of days taught Remarks
3 Day 31: explains how poor environmental sanitation can negatively impact the health
of an individual (H6EH-IIIb-2)
2 days Prior to
teaching this
competency,
give inputs
and exercises
on:
Discuss ways
to maintain a
healthy
environment
Day 32: explains how poor environmental sanitation can negatively impact the health
of an individual (H6EH-IIIb-2)
Day 33: discusses ways to keep water and air clean and safe (H6EH-IIIc-3)
- water
2 days
Day 34: discusses ways to keep water and air clean and safe (H6EH-IIIc-3)
- Air
Day 35: explains the effect of a noisy Environment (H6EH-IIId-4) 1 day
Day 36: suggests ways to control/manage noise pollution (H6EH-IIIe-5) 2 days
Day 37: suggests ways to control/manage noise pollution (H6EH-IIIe-5)
Day 38: practices ways to control/manage noise pollution (H6EH-IIIfg-6) 1 day
Day 39: explains the effect of pests and rodents to one’s health (H6EH-IIIhi-7) 1 day
Day 40: practice ways to prevent and control pests and rodents (H6EH-IIIj-9) 1 day
QUARTER 4
Content Standard: understands the concepts and principles of selecting and using consumer health products.
Performance Standard: consistently demonstrates critical thinking skills in the selection of health products.
# MELC Number of days taught Remarks
4 Day 31: explains the importance of consumer health (H6CH-IVa-13) 2 days Prior to
teaching this
competency,
give inputs
and exercises
on:
Discuss the
importance
of consumer
health
Day 32: explains the different components of consumer health (H6CH-IVbc-14H6CH-IVcd-15)
Day 33: differentiates over- the- counter from prescription medicines (H6CH-IVcd-16) 1 day
Day 34: gives example of over the counter and prescription medicines (H6CH-IVe-17) 1 day
Day 35: explains the uses of some over the counter and prescription medicines (H6CH-
IVf-18)
1 day
Day 36: identifies the common propaganda techniques used in advertising (H6CH-
IVg-19)
1 day
Day 37: analyzes packaging and labels of health products (H6CH-IVh-21) 1 day
Day 38: practices good decision making skills in the selection of health products
(H6CH-IVh-22)
1 day
Day 39: discusses ways to protect oneself from fraudulent health products (H6CH-IVij-23) 2 days
Day 40: discusses ways to protect oneself from fraudulent health products (H6CH-IVij-23)

99. Learning Area: MAPEH – Music Grade Level: 7
QUARTER 1
Content Standard: demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon.
Performance Standard: performs music of the lowlands with appropriate pitch, rhythm, expression, and style
# MELC Number of days
taught
Remarks
1 describes the musical characteristics of representative
music selections from the lowlands of Luzon after listening.
(MU7LU-Ia-1)
2 Days
(Note: MAPEH is
taught four times a
week in (High School)
in this case 40 days
are divided into four
components MUSIC,
ARTS, PE and HEALTH,
therefore there are 10
days allotment on
every component.
Day 1: describes the musical characteristics of
representative music selections from the lowlands of Luzon
after listening. (FOLK SONGS)
Day 2: describes the musical characteristics of
representative music selections from the lowlands of Luzon
after listening. (LITURGY AND DEVOTIONAL SONGS)
2 analyzes the musical elements of some Lowland vocal
and instrumental music selections; (MU7LU-Ia-2)
2 Days
Prior to teaching on this competency,
specifically Day 3 and 4, give inputs and
exercises first on different elements of
music:
Identify the following elements of music.
Give examples of elements of music
Day 3: analyzes the musical elements of some Lowland
vocal and instrumental music selections;(FOLK SONGS)
Day 4: analyzes the musical elements of some Lowland
vocal and instrumental music selections;(LITURGY AND
DEVOTIONAL SONGS)
3 Day 5: Identifies the musical instruments and other sound
sources from the lowlands of Luzon. (MU7LU-Ib-3) 1 day
4 Day 6: explores ways of producing sounds on a variety of
sources that is similar to the instruments being studied
(MU7LU-Ib-f-4)
1 day
5 improvises simple rhythmic/melodic accompaniments to
selected music from the Lowlands of Luzon; (MU7LU-Ic-f)
Day 7: create simple and improvise rhythmic and melodic
accompaniments to some selected music from the
lowlands of Luzon
1 day
Use localizes materials. You can use
materials that are available on your home
that can create rhythmic or melodic
pattern
6 performs music from Luzon lowlands with own
accompaniment (MU7LU-Iah-7)
2 days

100. Day 8: create your own accompaniment of music from
lowland Luzon.
Prior on creating and performing the
assigned task, make sure that the students
fully understand the rubrics that is been
used as evaluation tool to guide them in
creating their output
Day 9: perform your created music from Luzon with own
accompaniment
7 Day 10: evaluates music and music performances with
rubrics on musical elements and styles. (MU7LU-Ich-10) 1 day
QUARTER 2
Content Standard: demonstrates understanding of the musical characteristics of representative music from the highlands of Luzon,
Mindoro, Palawan, and the Visayas.
Performance Standard: performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the Visayas in
appropriate style
# MELC Number of
days taught
Remarks
1
describes the musical characteristics of representative selections of
Cordillera and Mindoro after listening; (MU7LV-IIa-f-1)
2 days
Day 1: describes the musical characteristics of representative selections
of Cordillera and Mindoro.
Day 2: describes the musical characteristics of representative selections
of Palawan and of the Visayas.
2
explains the distinguishing characteristics of representative music from
Cordillera, Mindoro, Palawan and of the Visayas in relation to its culture
and geography; (MU7LV-IIb-f-3)
2 days
Prior to teaching on this competency,
specifically Day 3 and 4, give inputs
about culture and geography of
Cordillera, Mindoro, Palawan and
Visayas.
Picture analysis. Locating in Philippine
Map, or identify local products of
Cordillera, Mindoro, Palawan and
Visayas
Day 3: explains the distinguishing characteristics of representative music
from Cordillera and Mindoro in relation to its culture and geography.
Day 4: explains the distinguishing characteristics of representative music
from Palawan and Visayas in relation to its culture and geography.
3
Day 5: identifies the musical instruments and other sound sources from
Cordillera, Mindoro, Palawan and of the Visayas; (MU7LV-IIa-f-2)
1 day
4 Day6: discovers ways of producing sounds on a variety of sources
similar to instruments being studied; (MU7LV-IIb-g-4)
1 day

101. 5 Day 7: improvises simple rhythmic/melodic accompaniments to
selected music from the Cordillera, Mindoro, Palawan and of the
Visayas; (MU7LV-IIb-g-7)
1 day
Use localize materials. You can use
materials that are available on your
home that can create rhythmic or
melodic pattern
6 performs music from Cordillera, Mindoro, Palawan and of the Visayas,
with accompaniment (MU7LV-IIb-g-6)
2 days
Prior on creating and performing the
assigned task, make sure that the
students fully understand the rubrics
that is been used as evaluation tool to
guide them in creating their output
Day 8: create your own accompaniment from music of Cordillera.
Mindoro, Palawan and Visayas.
Day 9: perform your created accompaniment of Cordillera. Mindoro,
Palawan and Visayas music.
7 Day 10: evaluates music and music performances using rubrics on
musical elements and style (MU7LV-IIc-h-10) 1 day
QUARTER 3
Content Standard: demonstrates understanding of the musical characteristics of representative music from Mindanao
Performance Standard: performs music of Mindanao with appropriate expression and style
# MELC Number of
days taught
Remarks
1
describes the musical characteristics of representative music selections
from Mindanao after listening. (MU7MN-IIIag-1)
2 days
Day 1: describes the musical characteristics of Mindanao Music (Vocal
Music/Lifecycle, Occupational and Ritual song)
Day 2: describes the musical characteristics of Mindanao Music
(Instrumental Music/Kulintang, Agung and Gabbang Ensemble)
2 Day 3: identifies the musical instruments and other sound sources of
representative music selections from Mindanao (MU7MN-IIIag-3)
1 day
3 analyzes the musical elements of some Mindanao vocal and
instrumental music; (MU7MN-IIIag-2)
2 days
Prior to teaching on this competency,
specifically Day 4 and 5, give inputs
and exercises first on different
elements of music:
Identify the following elements of
music. Give examples of elements of
music
Day 4: analyzes the musical elements of some Mindanao Music (Vocal
Music/Lifestyle, occupational, and Ritual)
Day 5: analyzes the musical elements of some Mindanao Music
(Instrumental Music/Kulintang, Agung and Gabbang Ensemble)
4 Day 6: discovers ways of producing sounds on a variety of sources that
is similar to the instruments being studied; (MU7MN-IIIbh-4)
1day

102. 5 Day 7: improvises simple rhythmic/melodic accompaniments to
selected music from Mindanao; (MU7LV-IIIch-5) 1day
Use localize materials. You can use
materials that are available on your
home that can create rhythmic or
melodic pattern.
6 perform music from Mindanao with own accompaniment. (MU7LV-IIIch-6)
2 days
Prior on creating and performing the
assigned task, make sure that the
students fully understand the rubrics
that is been used as evaluation tool to
guide them in creating their output
Day 8: create your own accompaniment from music of Mindanao
(Vocal or Instrumental Music of Mindanao)
Day 9: perform your created accompaniment of Mindanao music.
(Vocal or Instrumental Music of Mindanao)
7 Day 10: evaluates music selections and music performances using
rubrics on musical elements and style (MU7LV-IIIbh-10) 1day
QUARTER 4
Content Standard:
Performance Standard:
# MELC Number of
days taught
Remarks
1 identifies musical characteristics of selected Philippine festivals and
theatrical forms through video or live performances; (MU7FT-IVag-1)
2 days
Day 1: identify different musical characteristics of selected Philippine
Festival and theatrical forms through Video or live performances (Ati-
atihan, Kadayawan, and Moriones Festival)
Day 2: identify different musical characteristics of selected Philippine
Festival (Sinulog, Ibalong at Sublian Festival)
2 describes the origins and cultural background of selected Philippine
festival/s; (MU7FT-IVad-2) 2 days
Prior to teaching on this competency,
specifically Day 3 and 4, give inputs
about cultural background and place
of origin of the following mentioned
Philippine Festivals
Day 3: describes the origins and cultural background of the following
Philippine festival/s (Ati-atihan, Kadayawan, and Moriones Festival)
Day 4: describes the origins and cultural background of the following
Philippine festival/s (Sinulog, Ibalong at Sublian Festival)
3 Day 5: describes how the music contributes to the performance of the
musical production. (MU7FT-IVeh-4) 1 day
4 Day 6: describes how a specific idea or story is communicated through
music in a particular Philippine musical theater (MU7FT-IVeh-6) 1day
5 improvises music accompaniment in relation to a particular Philippine
festival. (MU7FT-IVeh-4) 1day
Use localize materials. You can use
materials that are available on your

103. Day 7: Create an improvise music accompaniment in relation to a
selected Philippine Festival.
home that can create rhythmic or
melodic pattern.
6 performs selection/s from chosen Philippine musical theater; (MU7FT-
IVeh-7)
3 days
Prior on creating and performing the
assigned task, make sure that the
students fully understand the rubrics
that is been used as evaluation tool to
guide them in creating their output
Day 8: create improvise costumes in relation to a selected Philippine
festival to be performed
Day 9: create improvise visual props to be used in selected Philippine
festival to be performed
Day 10: Perform a selected Philippine Festival using improvised costume
and visual props.
Learning Area: MAPEH – Arts Grade Level: 7
QUARTER 1
Content Standard: The learner demonstrates understanding of:
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the salient features of the arts Luzon (highlands and lowlands) by showing the relationship of the elements of art and processes
among culturally diverse communities in the country
3. the Philippines as having a rich, artistic, and cultural tradition from precolonial to present times
Performance Standard: The learners:
1. create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)
2. exhibit completed artworks for appreciation and critiquing
# MELC Number of days taught Remarks
1
Analyzes elements and principles of art in the
production of one’s arts and crafts inspired by the arts
of Luzon (highlands and lowlands)
A7EL-Ib-1
2
Show photos of different arts and crafts of
Luzon. Have the students observe and
analyze the elements and principles which
are evident in the art production.
2
Identifies characteristics of arts and crafts in specific
areas in Luzon (e.g., papier mâché [taka] from Paete,
Ifugao wood sculptures [bul’ul], Cordillera jewelry and
pottery, tattoo, and Ilocos weaving and pottery
[burnay], etc.) A7EL-Ia-2
Enumerate different arts and crafts in
specific areas in Luzon. Identify their
characteristics.
3
Reflects on and derive the mood, idea, or message
emanating from selected artifacts and art objects
A7PL-Ih-1
2
The artifact or art objects’ origin and
purpose should be discussed.

104. 4
Appreciates the artifacts and art objects in terms of
their uses and their distinct use of art elements and
principles
A7PL-Ih-2
State the purpose of utilization of the
selected artifacts or art objects.
Allow students to carefully observe and
analyze the art elements and principles
evident in the artifact or art object.
5
Incorporates the design, form, and spirit of the
highland/lowland artifact and object in one’s
creation
A7PL-Ih-3
5
Show common Philippine designs and forms
for reference. Students must create their
own artwork which features these
characteristics.
6
Traces the external (foreign) and internal (indigenous)
influences reflected in the design of an artwork and in
the making of a craft or artifact
A7PL-Ih-4
Show similar artifacts or art objects found
from different countries and enumerate its
similarities and differences.
7
Creates crafts that can be locally assembled with
local materials, guided by local traditional techniques
(e.g., habi, lilip, etc).
A7PR-Ic-e-1
Students can create simple crafts such as a
woven mat using recycled paper.
8
Discusses the elements from traditions/history of a
community for one’s artwork
A7PR-If-2
Students can relay the relevance of their
artwork to the traditions of their community.
9
Shows the relationship of the development of crafts in
specific areas of the country, according to
functionality, traditional specialized expertise, and
availability of resources (e.g. pottery, weaving,
jewelry, baskets)
A7PR-If-3
1
Show the evolution of art production
throughout generations of craftsmanship.
10
Shows the relationship of Luzon (highlands and
lowlands) arts and crafts to Philippine culture,
traditions, and history (Islamic influences, Spanish
heritage, and American legacies in education,
business, modernization, and entertainment, as well as
in indigenous practices, fiestas, and religious and
social practices)
A7PR-Ih-4
Show similar artifacts or art objects found
from different provinces in Luzon and
enumerate its similarities and differences
with the art and crafts from the other
Philippine provinces.

105. QUARTER 2
Content Standard: The learner demonstrates understanding of:
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the salient features of the arts of MIMAROPA and the Visayan Islands by showing the relationship of the elements of art and
processes among culturally diverse communities in the country
3. the Philippines as having a rich, artistic, and cultural tradition from precolonial to present times
Performance Standard: The learner:
1. create artworks showing the characteristic elements of the arts of East Asia
2. exhibit completed artworks for appreciation and critiquing
# MELC
Number of
days taught
Remarks
1
Analyzes the elements and principles of art in the
production one’s arts and crafts inspired by the arts of
MIMAROPA and the Visayas
A7EL-IIb-1
2
Show photos of different arts and crafts of
MIMAROPA and Visayas Islands. Have the students
observe and analyze the elements and principles
which are evident in the art production.
2
Identifies the characteristics of arts and crafts in specific
areas in MIMAROPA and the Visayas, Marinduque
(Moriones masks), Palawan (Manunggul Jar), Mindoro
(Hanunuo-Mangyan writing, basketry, and weaving),
Bohol (churches), Cebu (furniture), Iloilo (culinary arts
and old houses), Samar (Basey mats), etc. A7EL-IIa-2
Enumerate different arts and crafts in specific areas
in MIMAROPA and Visayan Islands. Identify their
characteristics.
3
Reflects on and derive the mood, idea or message
emanating from selected artifacts and art objects
A7PL-IIh-1
2
The artifact or art objects’ origin and purpose should
be discussed.
4
Appreciates the artifacts and art objects in terms of its
utilization and its distinct use of art elements and
principles
A7PL-IIh-2
State the purpose of utilization of the selected
artifacts or art objects.
Allow students to carefully observe and analyze the
art elements and principles evident in the artifact or
art object.
5
Incorporates the design, form and spirit of artifacts and
art objects from MIMAROPA and the Visayas
A7PL-IIh-3
5
Show common Philippine designs and forms for
reference. Students must create their own artwork
which features these characteristics.
6
Explains the external (foreign) and internal (indigenous)
influences that are reflected in the design of an artwork
or in the making of a craft or artifact A7PL-IIh-4
Show similar artifacts or art objects found from
different countries and enumerate its similarities and
differences.

106. 7
Creates crafts that can be locally assembled with local
materials, guided by local traditional techniques (e.g.,
habi, lilip, etc).
A7PR-IIc-e-1
Show the processes on how to create local crafts
using locally found materials.
Create arts and crafts showing the characteristics of
MIMAROPA and the Visayan Islands’ arts and crafts.
8
Discusses elements from traditions/history of a community
for one’s artwork A7PR-IIf-2
Students can relay the relevance of their artwork to
the traditions of their community.
9
Explains the correlation of the development of crafts in
specific areas of the country, according to functionality,
traditional specialized expertise, and availability of
resources (e.g., architecture, weaving, pottery,
accessories, masks, and culinary arts) A7PR-IIf-3
1
Show how these arts and crafts evolved through
generations of craftsmanship.
10
Shows the relationship of MIMAROPA and Visayas arts
and crafts to Philippine culture, traditions, and history
(Islamic influences, Spanish heritage, and American
legacies in education, business, modernization, and
entertainment, as well as in indigenous practices, fiestas,
and religious and social practices) A7PR-IIh-4
Show similar artifacts or art objects found from
different provinces in MIMAROPA and Visayan
Islands and enumerate its similarities and differences
with the art and crafts from the other Philippine
provinces.
QUARTER 3
Content Standard: The learner demonstrates understanding of:
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the salient features of the arts of Mindanao by showing the relationship of the elements of art and processes among culturally
diverse communities in the country
3. the Philippines as having a rich, artistic, and cultural tradition from precolonial to present times
Performance Standard: The learner:
1. create artworks showing the characteristic elements of the arts of South, West, and Central Asia
2. exhibits completed artworks for appreciation and critiquing
# MELC
Number of
days taught
Remarks
1
Analyzes elements and principles of art in the production
one’s arts and crafts inspired by the arts of Mindanao
A7EL-IIIb-1
2
Show photos of different arts and crafts of
Mindanao. Have the students observe and analyze
the elements and principles which are evident in the
art production.
2
Identifies characteristics of arts and crafts in specific
areas in Mindanao (e.g., maritime vessel [balanghay]
from Butuan, vinta from Zamboanga; Maranao’s
Enumerate different arts and crafts in specific areas
in Mindanao. Identify their characteristics.

107. malong, brasswares, okir, panolong, torogan, and
sarimanok; Yakan’s fabric and face makeup and body
ornamentation; T’boli’s tinalak and accessories; Tawi-
tawi’s Pangalaydance, etc.
A7EL-IIIa-2
3
Reflects on and derive the mood, idea, or message
emanating from selected artifacts and art objects
A7PL-IIIh-1
2
The artifact or art objects’ origin and purpose should
be discussed.
4
Appreciates the artifacts and art objects in terms of its
utilization and their distinct use of art elements and
principles
A7PL-IIIh-2
State the purpose of utilization of the selected
artifacts or art objects.
Allow students to carefully observe and analyze the
art elements and principles evident in the artifact or
art object.
5
Incorporates the design, form, and spirit of artifacts and
objects from Mindanao to one’s creation
A7PL-IIIh-3
5
Show common East Asian designs and forms for
reference. Students must create their own artwork
which features these characteristics.
6
Traces the external (foreign) and internal (indigenous)
influences that are reflected in the design of an artwork
and in the making of a craft or artifact A7PL-IIIh-4
Show similar artifacts or art objects found from
different countries and enumerate its similarities and
differences.
7
Creates crafts that can be locally assembled with local
materials, guided by local traditional techniques (e.g.,
habi, lilip, etc). A7PR-IIIc-e-1
Show the processes on how to create local crafts
using locally found materials which are like South,
West, and Central Asian arts and crafts.
8
Derives elements from traditions/history of a community
for one’s artwork A7PR-IIIf-2
Students can relay the relevance of their artwork to
the traditions of their community.
9
Shows the relationship of the development of crafts in
specific areas of the country, according to functionality,
traditional specialized expertise, and availability of
resources (e.g., pottery, weaving, jewelry, and basketry)
A7PR-IIIf-3
1
Show the evolution of art production throughout
generations of craftsmanship.
10
Shows the relationship of Mindanao’s arts and crafts to
Philippine culture, traditions, and history, particularly with
Islamic influences and indigenous (Lumad) practices
A7PR-IIIh-4
Show similar artifacts or art objects found from
different provinces in Mindanao and enumerate its
similarities and differences with the art and crafts
from the other Philippine provinces.
11
Participates in exhibit using completed Mindanao-
inspired arts and crafts in an organized manner
A7PR-IIIg-5
Create an online exhibit featuring the students’ arts
and crafts of Mindanao.

108. QUARTER 4
Content Standard: The learner demonstrates understanding of:
1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in
Philippine Festivals and Theatrical Forms as influenced by history and culture
2. theater and performance as a synthesis of arts and a significant expression of the celebration of life in various Philippine
communities
Performance Standard: The learner:
1. create appropriate festival attire with accessories based on authentic festival costumes
2. create/improvise appropriate sound, music, gesture, movements, and costume for a chosen theatrical composition
3. take part in a chosen festival or in a performance in a theatrical play
# MELC
Number of
days taught
Remarks
1
Identifies the festivals and theatrical forms celebrated all
over the country throughout the year
A7EL-Iva-1
2
Enumerate different Philippine festivals and
theatrical forms and their respective geographical
locations.
2
Research on the history of the festival and theatrical
composition and its evolution, and describe how the
townspeople participate and contribute to the event
A7EL-Ivb-2
History of the Philippine festivals and theatrical forms
and its evolution must be discussed.
3
Discusses the elements and principles of arts as seen in
Philippine Festivals
A7EL-Ivc-3
Students must carefully observe the Philippine
festivals and theatrical forms. Have them identify the
observable elements and principles of art.
4
Explains what makes each of the Philippine festivals
unique through a visual presentation A7PL-Ivh-1
Characteristics of the Philippine festival or theatrical
form should be discussed.
5
Designs the visual elements and components of the
selected festival or theatrical form through costumes,
props, etc.
A7PR-Ivd-1 2
Select most used costumes, props, and other
elements needed in a Philippine festival or theatrical
form. Students must design their own costumes and
props which follows the characteristics of the
specific Philippine festival or theatrical form.
6
Analyzes the uniqueness of each group’s performance
of their selected festival or theatrical form
A7PR-Ivh-2
Check the specific characteristics which should be
present in the selected Philippine festival or
theatrical form.
7
Choreographs the movements and gestures reflecting
the mood of the selected Philippine festival/theatrical
form A7PR-Ive-f-3
4
The distinct movements and gestures must be
carefully presented to preserve its authenticity.
8
Improvises accompanying sound and rhythm of the
Philippine festival/theatrical form
A7PR-Ive-f-4
The distinct sound and rhythm must be analyzed by
the students and must be clearly demonstrated.

109. Allow the students to improvise their own sound and
rhythm but it should not sound far from the original.
9
Performs in a group showcase of the selected Philippine
festival/theatrical form
A7PR-Ivg-5
Create an online exhibit or recital featuring the
students’ performances of the Philippine festivals
and theatrical forms. Rubrics must be prepared to
meet the MELCs for festival and theatrical
performance.
Learning Area: MAPEH – Physical Education Grade Level: 7
QUARTER 1
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness
Performance Standard: Designs an individualized exercise program to achieve personal fitness
# MELC Number of
days taught
Remarks
1 Set goals based on assessment results (PE7PF-Ia-h23) 1
Day 1: Identify and Describe the different health-related fitness
components, tests and computation of Body Mass Index
2 Prepares an exercise program (PE7PF-Ic-h27) 2
Day 2: Execute the different health related fitness tests
a. 90 degrees push-up b. curl-ups c. sit and reach
Day 3: Execute the different health related fitness tests
a. Zipper test b. 3-minute step test
3 Describes the nature and background of the sport (PE7PF-Id-5) 1
Day 4: Describes the nature and background of the individual sports
a. Arnis b. Athletics c. Swimming
4 Executes the skills involved in the sport (PE7PF-Id-h-4) 6 Prior to teaching this
competency, give inputs and
exercises first on:
Executes the different skills of the
different target games
Executes the different skills
involved in the game (G6,Q1)
Day 5: Executes the skills involved in the sport a. Arnis
Day 6: Executes the skills involved in the sport a. Arnis
Day 7: Executes the skills involved in the sport b. Athletics
Day 8: Executes the skills involved in the sport b. Athletics
Day 9: Executes the skills involved in the sport c. Swimming
Day 10: Perform the different skills of a selected individual sports
a. Arnis b. Athletics c. Swimming
10 days

110. QUARTER 2
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness
Performance Standard: Modifies the individualized exercise program to achieve personal fitness
# MELC Number of
days taught
Remarks
1 Undertakes physical activity and physical fitness assessments (PE7PF-IIah-23) 1
Day 1: Identify and describe the different skill-related physical fitness components
a. Agility c. Coordination e. Speed
b. Balance d. Power f. Reaction time
2 Review goals based on assessment results (PE7PF-IIIa34) 2
Day 2: Execute the different skill related physical fitness tests
a. Agility (Shuttle run)
b. Balance (stork balance test)
c. Coordination (Paper juggling)
Day 3: Execute the different skill related physical fitness tests
a. Power (Standing long jump)
b. Speed (40m sprint)
c. Reaction time (ruler test)
3 Describes the nature and background of the sport
(PE7GS-IId5)
1
Day 4: : Describes the nature and background of the dual sports
a. Badminton b. Table tennis c. Tennis
4 Executes the skills involved in the sport (PE7RDIIId-h-4) 6 Prior to teaching this
competency, give inputs
and exercises first on:
Executes the different
skills of the different
invasion games
Executes the different
skills involved in the game
(G6, Q2)
Day 5: Executes the skills involved in the sport
a. Badminton
● Grip (Forehand & Backhand)  Serve
Day 6: Executes the skills involved in the sport
a. Badminton - Strokes (Backhand, Forehand, Drive, Drop shot, Smash)
Day 7: Executes the skills involved in the sport
b. Table tennis
● Grips  Strokes
Day 8: Executes the skills involved in the sport
b. Table tennis - Serve
Day 9: Executes the skills involved in the sport c. Tennis
Day 10: Perform the different skills of a selected dual sports
a. Badminton b. Table tennis c. Tennis
10 days

111. QUARTER 3
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness
Performance Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve personal
fitness
# MELC Number of days taught Remarks
1 Undertakes physical activity and physical fitness assessments (PE7PF-IIIah-23) 1
Day 1: Create a sample physical activity program based on the Physical Fitness
Components
2 Review goals based on assessment results (PE7PF-IIIa34) 1
Day 2: Study and modify (if necessary) the sample physical/exercise activity program
based on the Physical Fitness Components
3 Describes the nature and background of the dance (PE7RDIIId-1) 8
Day 3: a. Discuss the origin and location of folk dance through its costume and music
b. identify the meaning of the gestures and hand movements of the dance selected.
● Tinikling
● Tiklos
4 Executes the skills involved in the dance
(PE7RDIIId-h-4)
Day 4: Execute the dance steps/figures of selected Philippine folk dances such as the:
Tinikling and Tiklos (Note: Dances available in the area can be selected)
Day 5: Execute the dance steps/figures of selected Philippine folk dances such as the:
Tinikling and Tiklos (Note: Dances available in the area can be selected)
Day 6: Execute the dance steps/figures of selected Philippine folk dances such as the:
Tinikling and Tiklos (Note: Dances available in the area can be selected)
Day 7: Execute the dance steps/figures of selected Philippine folk dances such as the:
Tinikling and Tiklos (Note: Dances available in the area can be selected)
Day 8: Execute the dance steps/figures of selected Philippine folk dances such as the:
Tinikling and Tiklos (Note: Dances available in the area can be selected)
Day 9: Execute the dance steps/figures of selected Philippine folk dances such as the:
Tinikling and Tiklos (Note: Dances available in the area can be selected)
Day 10: Perform selected Philippine folk dances such as the: Tinikling and Tiklos
(Note: Dances available in the area can be selected)
10 days

112. QUARTER 4
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness
Performance Standard: Modifies the individualized exercise program to achieve personal fitness
# MELC Number of days taught Remarks
1 Undertakes physical activity and physical fitness assessments (PE7PF-IVah-23) 1
Day 1: Conduct the getting of the present BMI and compare it to the previous BMI to look
if there is any significant difference based on the sample physical/exercise activity
program.
2 Review goals based on assessment results (PE7PF-IVa34) 1
Day 2: Study and modify (if necessary) the sample physical/exercise activity program
based on the Physical Fitness Components
3 Describes the nature and background of the dance (PE7RD-IVc1) 2
Day 3: Discuss and describe the origin of the different Religious festival dances
Day 4: Discuss and describe the origin of the different non-Religious festival dances.
4 Executes the skills involved in the dance (PE7RD-IVdh-4) 6
Day 5: Execute the skills involved in the festival dance (Religious/Non-Religious festival
dance) (Note: Dance/s can be selected by the teacher)
Day 6: Execute the skills involved in the festival dance (Religious/Non-Religious festival
dance) (Note: Dance/s can be selected by the teacher)
Day 7: Execute the skills involved in the festival dance (Religious/Non-Religious festival
dance) (Note: Dance/s can be selected by the teacher)
Day 8: Execute the skills involved in the festival dance (Religious/Non-Religious festival
dance) (Note: Dance/s can be selected by the teacher)
Day 9: Execute the skills involved in the festival dance (Religious/Non-Religious festival
dance) (Note: Dance/s can be selected by the teacher)
Day 10: Perform a sample festival dance (Religious/ Non-religious festival dance) (Note:
Dance/s can be selected by the teacher)
10 days

113. Learning Area: MAPEH – Health Grade Level: 7
QUARTER 1
Content Standard: The learner demonstrates understanding of holistic health and its management of health concerns, the growth
and development of adolescents and how to manage its challenges.
Performance Standard: The learner appropriately manages concerns and challenges during adolescence to achieve holistic
health.
# MELC Number of days taught Remarks
Day 1-2:
Explains the dimensions of holistic health (physic mental/
intellectual, emotional, social, and moral-spiritual) H7gd-ib-13
2 Prior to teaching this
competency, specifically Day
7-9, give inputs and
background first on the
following un thought MELC
from previous grade level:
a. explains the
importance of
undergoing health
appraisal procedures
H6PH-Id-f-21
G6_Q1
b. regularly undergoes
health appraisal
procedures H6PH-Id-f-
22
G6_Q1
c. identifies community
health resources and
facilities that maybe
utilized to address a
variety of personal
health issues and
concerns H6PH-Igh-23
G6_Q1
Day 10
Give quarterly assessment
Day 3:
Analyzes the interplay among the health dimensions in developing
holistic health H7gd-ib-14
1
Day 4:
Practices health habits to achieve holistic health H7gd-ic-15
1
Day 5-6:
Recognize changes in different aspects of growth that normally
happen during adolescence years.
H7gd-id-e-16
H7gd-id-e-17
H7gd-id-e-18
2
Day 7:
Explains the proper health appraisal procedures
H7gd-ii-j-22
1
Day 8:
Demonstrates health appraisal procedures during adolescence in
order to achieve holistic health
H7gd-ii-j-23
1
Day 9:
Avails of health services in the school and community in order to
appraise one’s health applies coping skills in dealing with health
concerns during adolescence H7gd-ii-j-24
1
Day 10
Applies coping skills in dealing with health concerns during
adolescence H7gd-ii-j-25
1
10

114. QUARTER 2
Content Standard: Demonstrates understanding of nutrition for a healthy life during adolescence.
Performance Standard: Makes informed decisions in the choice of food to eat during adolescence.
# MELC Number of days taught Remarks
Day 1: Identifies the right foods during adolescence H7n-iia-20 1
Day 2-4: Follows the appropriate nutritional guidelines for adolescents
for healthful eating;
• Explains the need to select food based on the nutritional needs
during to adolescence H7n-iib-c-21
• Follows the food pyramid guide for adolescents and nutritional
guidelines for Filipinos in choosing foods to eat describes the
characteristics, signs and symptoms of malnutrition and
micronutrient deficiencies H7n-iid-f-23
3
Day 5-6: Describes the characteristics, signs and symptoms of
malnutrition and micronutrient deficiencies H7n-iid-f-23
2
Day 7: Discusses ways of preventing and controlling malnutrition and
micronutrient deficiencies H7n-iid-f-24
1
Day 8: Explains the characteristics, signs and symptoms of eating
disorders H7n-iid-f-25
1
Day 9: Discusses ways of preventing and controlling eating disorders
H7n-iid-f-26
1
Day 10: Applies decision-making and critical thinking skills to prevent
nutritional problems of adolescents H7n-iig-h-27
1 Day 10
Give quarterly assessment
10
QUARTER 3
Content Standard: Demonstrates understanding of mental health as a dimension of holistic health for a healthy life.
Performance Standard: Consistently demonstrates skills that promote mental health.
# MELC Number of days taught Remarks
Day 1: Explains the factors that affect the promotion of good mental
health H7ph-iiia-b-28
1
Day 2: Explains that stress is normal and inevitable H7ph-iiia-b-29
Differentiates eustress from distress H7ph-iiia-b-30
1
Day 3: Identifies situations that cause feelings of anxiety or stress H7ph-
iiia-b-31
Identifies physical responses of the body to stress H7ph-iiic-33
1

115. Day 4: Identifies people who can provide support in stressful situations
H7ph-iiic-34
1
Day 5: Differentiates healthful from unhealthful strategies in coping with
stress H7ph-iiid-e-35
1
Day 6: Demonstrates various stress management techniques that one
can use every day in dealing with stress H7ph-iiid-e-36
1
Day 7: Explains the importance of grieving H7ph-iiid-e-37 1
Day 8: Demonstrates coping skills in managing loss and grief H7ph-iiid-
e-38
1
Day 9: Recognizes triggers and warning signs of common mental
disorders H7ph-iiif-h-39
1
Day 10: Discusses the types, sign, symptoms, and Prevention, treatment
and professional care in managing common mental health disorders
H7ph-iiif-h-40
1 Day 10
Give quarterly assessment
10
QUARTER 4
Content Standard: Demonstrates understanding of non-communicable diseases for a healthy life
Performance Standard: Consistently demonstrates personal responsibility and healthful practices in the prevention and control of
non-communicable diseases.estyle.
# MELC Number of days taught Remarks
Day 1-3: Explains non- communicable diseases based on cause and
effect, signs and symptoms, risk factors and protective factors and
possible complications H7DD-IVb-d-25
3
Day 4: Corrects myth and fallacies about non- communicable diseases
H7DD-IVb-d-26
1
Day 5: Practices ways to prevent and control non-communicable
diseases H7DD-IVb-d-27
1
Day 6-7: Demonstrates self- monitoring to prevent non-communicable
diseases H7DD-IVb-d-28
2
Day 8-9: Promotes programs and policies to prevent and control non-
communicable and lifestyle diseases H7DD-IVb-d-29
2
Day 10: Identifies agencies responsible for non-communicable disease
prevention and control H7DD-IVb-d-30
1 Day 10
Give quarterly assessment
10

116. Learning Area: MAPEH – Music Grade Level: 8
QUARTER 1
Content Standard: demonstrates understanding of common musical characteristics of the region as well as unique characteristics of
a particular Southeast Asian country.
Performance Standard: performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.
# MELC Number of days taught Remarks
1 listens perceptively to music of Southeast Asia;
(MU8SE-Ia-h-2)
2 Days
(Note: MAPEH is taught four
times a week in (High School)
in this case 40 days are
divided into four components
MUSIC, ARTS, PE and HEALTH,
therefore there are 10 days
allotment on every
component
Day 1: listen perceptively and identify the music of
Southeast Asia (Cambodia and Indonesia)
Day 2: listen perceptively and identify the music of
Southeast Asia (Thailand and Myanmar)
2 analyzes musical elements of selected songs and
instrumental pieces heard and performed.
(MU8SE-Ib-h-4)
2 Days
Prior to teaching on this competency,
specifically Day 3 and 4, give inputs
and exercises first on different
elements of music:
Identify the following elements of
music.
Give examples of elements of music
Day 3: analyzes musical elements of selected songs and
instrumental pieces heard and performed in Southeast
Asian Music (Cambodia and Indonesia)
Day 4: analyzes musical elements of selected songs and
instrumental pieces heard and performed in Southeast
Asian Music (Myanmar and Thailand)
3 explores ways of producing sounds on a variety of
sources that would simulate instruments being studied;
(MU8SE-Ic-h-5) 2 days
Day 5: identify the following musical instrument in
southeast Asian music (Gamelan Ensemble of Indonesia
and Pin Peat Ensemble of Cambodia)
Day 6: identify the following musical instrument in
southeast Asian music (Mahori and Piphat Ensemble of
Thailand and Hsaing Waing Ensemble of Myanmar)
4 Day 7: improvises simple accompaniment to selected
Southeast Asian music; (MU8SE-Ic-h-6) 1 day
5 performs music from Southeast Asia with own
accompaniment (MU8SE-Ic-h-7) 2 days
Prior on creating and performing the
assigned task, make sure that the

117. Day 8: create an improvised instrument that resembles a
Southeast Asian instrument
students fully understand the rubrics
that is been used as evaluation tool to
guide them in creating their output
Day 9: perform selected Southeast Asian Music using an
improvised Southeast Asian Musical Instrument.
6 Day 10: evaluates music and music performances using
guided rubrics applying knowledge of musical elements
and style. (MU8SE-Ic-h-8 )
1 day
QUARTER 2
Content Standard: demonstrates understanding of common and distinct musical characteristics of East Asian countries.
Performance Standard: performs East Asian music with appropriate pitch, rhythm, expression, and style.
# MELC Number of days taught Remarks
1
listens perceptively to music of East Asia;
(MU8SE-IIa-h-2)
2 days
Prior to teaching on this
competency, specifically Day 2,
give inputs about culture and
geography East Asian Country.
(China, Korea, and Japan)
Day 1: identify types of music of East Asia (China, Korea, and
Japan).
Day 2: explains the distinguishing characteristics of representative
music from East Asia music in relation to its culture and
geography. (China, Korea, and Japan).
2
analyzes musical elements of selected songs and instrumental
pieces heard and performed; (MU8SE-IIc-h-4)
2 days
Prior to teaching on this
competency, specifically Day 3
and 4, give inputs and exercises
first on different elements of
music:
Day 3: analyze and compare elements of music present in vocal
music of East Asian country (China, Korea, and Japan).
Day 4: analyze and compare elements of music present in
instrumental music of East Asian country (China, Korea, and
Japan).
3
explores ways of producing sounds on a variety of sources that
would simulate instruments being studied; (MU8SE-IIb-h-5)
2 days
Day 5: Identify different types of musical instrument used in East
Asian Music (China, Korea, and Japan)
Day 6: create an improvised instrument that resembles East Asian
musical instrument (China, Korea and Japan)
Use localize materials. You can
use materials that are available
on your home that can create
rhythmic or melodic pattern
4 Day 7: improvises simple accompaniment to
selected East Asian music; (MU8SE-IIc-h-6) 1 day

118. 5 performs music from East Asia with own accompaniment; (MU8SE-
IIb-h-7)
2 days
Prior on creating and performing
the assigned task, make sure
that the students fully
understand the rubrics that is
been used as evaluation tool to
guide them in creating their
output
Day 8: create your own accompaniment of selected music of East
Asia Music (China, Korea, and Japan).
Day 9: perform your created accompaniment of selected music
of East Asia Music (China, Korea, and Japan).
6 Day 10: evaluates music and music performances using guided
rubrics applying knowledge of musical elements and style.
(MU8SE-IIb-h-8)
1 day
QUARTER 3
Content Standard: demonstrates an understanding of common and distinct musical characteristics of South Asia and the Middle
East
Performance Standard: performs: South Asia and the Middle East music with appropriate pitch, rhythm, expression, and style
# MELC Number of days taught Remarks
1
listens perceptively to music of South Asia and the
Middle East; (MU8WSIIIa-h-2)
2 days
Day 1: identify types of music of South Asia and
Middle East Asia (India and Israel).
Day 2: explains the distinguishing characteristics of
representative music from South Asia and Middle east
Asia music in relation to its culture and geography.
(India and Israel).
2 analyzes musical elements of selected songs and
instrumental pieces heard and performed.
(MU8WSIIIc-h-4)
2 days
Prior to teaching on this competency,
specifically Day 3 and 4, give inputs and
exercises first on different elements of
music:
Identify the following elements of music.
Give examples of elements of music
Day 3: analyze and compare elements of music
present in vocal music of South Asia and Middle East
Asia country (India and Israel).
Day 4: analyze and compare elements of music
present in instrumental music of South Asia and Middle
East Asia country (India and Israel).
3 explores ways of producing sounds on a variety of
sources that would simulate instruments being studied;
(MU8WSIIIc-h-5)

119. Day 5 Identify different types of musical instrument
used in South Asia and Middle East Asia music (India
and Israel)
2 days
Day 6: create an improvised instrument that resembles
South Asia and Middle East musical instrument (India
and Israel)
Use localize materials. You can use
materials that are available on your home
that can create rhythmic or melodic
pattern.
4 Day 7: improvises simple accompaniment to selected
South Asia and the Middle East music; (MU8WSIIIb-h-6)
1 day
5 performs music from South Asia and Middle East with
own accompaniment (MU8WSIIIb-h-7)
2 days
Prior on creating and performing the
assigned task, make sure that the students
fully understand the rubrics that is been
used as evaluation tool to guide them in
creating their output
Day 8: create your own accompaniment of selected
music of South Asia and Middle East Music (India and
Israel).
Day 9: perform your created accompaniment of
selected music of South Asia and Middle East Music
(India and Israel).
6 Day 10: evaluates music and music performances
using guided rubrics applying knowledge of musical
elements and style. (MU8WSIIIc-h-8)
1day
QUARTER 4
Content Standard: demonstrates understanding and application of musical skills related to selected traditional Asian theater
Performance Standard: performs excerpts from traditional Asian theater with appropriate pitch, rhythm, expression, and style
# MELC Number of days taught Remarks
1
identifies musical characteristics of selected Asian
musical theater through video films or live
performances; (MU8THIVa-g-1) 2 days
Day 1: identify different musical characteristics of
selected Asian Musical theater (Kabuki, Wayang Kulit
and Peking Opera)
Day 2: describes the origins and cultural background
of selected Asian Musical theater (Kabuki, Wayang
Kulit and Peking Opera)
2 describes the instruments that accompany Kabuki,
Wayang Kulit, Peking Opera; (MU8THIVa-g-2) 1 days

120. Day 3: identify and describe the following musical
instrument used in selected Asian Musical theater
(Kabuki, Wayang kulit and Peking Opera)
3 Day 4: describes how a specific idea or story is
communicated through music in a particular Asian
musical theater; (MU8THIVb-h-3)
1 day
4 improvises appropriate sound, music, gesture,
movements, props, and costume for performance of a
chosen Asian traditional musical and theatrical form;
(MU8THIVb-h-7)
3 days
Day 5: Create an improvise sound, music, gesture,
and movement for performance of a chosen Asian
traditional musical and theatrical form.
Use localize materials. You can use
materials that are available on your home
that can create rhythmic or melodic
pattern.
Day 6: Create an improvise costume for performance
of a chosen Asian traditional musical and theatrical
form.
Day 7: Create an improvise props for performance of
a chosen Asian traditional musical and theatrical
form.
5 performs selection/s from chosen Asian
musical theater; (MU8THIVa-g-6)
2 days
Prior on creating and performing the
assigned task, make sure that the students
fully understand the rubrics that is been
used as evaluation tool to guide them in
creating their output
Day 8: Perform a chosen Asian Musical theater using
improvise sound, music, gesture, movements,
costume, and props (Group 1 presentation)
Day 9: Perform a chosen Asian Musical theater using
improvise sound, music, gesture, movements,
costume, and props (Group 2 presentation)
6 Day 10: evaluates music and music performances
using guided rubrics (MU8THIVc-h-8)
1 day

121. Learning Area: MAPEH – Arts Grade Level: 8
QUARTER 1
Content Standard: The learner demonstrates understanding of:
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the salient features of the arts of Southeast Asia by showing the relationship of the elements of art and processes among culturally
diverse communities in the region
3. Southeast Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
Performance Standard: The learners:
1. create artworks showing the characteristic elements of the arts of Southeast Asia
2. exhibit completed artworks for appreciation and critiquing
# MELC Number of days taught Remarks
1
Analyzes elements and principles of art in the
production of arts and crafts inspired by the cultures
of Southeast Asia A8EL-Ib-1
2
Show photos of different arts and crafts of
Southeast Asia. Have the students observe
and analyze the elements and principles
which are evident in the art production.
2
Identifies characteristics of arts and crafts in specific
countries in Southeast Asia: Indonesia (batik, Wayang
puppetry); Malaysia (modern batik, wau, and objects
made from pewter); Thailand (silk fabrics and Loi
Kratong Lantern Festival); Cambodia (AngkorWat and
ancient temples); Singapore (Merlion), etc. A8EL-Ia-2
Enumerate different arts and crafts in
specific areas in Southeast Asia. Identify
their characteristics.
3
Reflects on and derive the mood, idea, or message
from selected artifacts and art objects A8PL-Ih-1
2
The artifact or art objects’ origin and
purpose should be discussed.
4
Appreciates the artifacts and art objects in terms of
their utilization and their distinct use of art elements
and principles
A8PL-Ih-2
State the purpose of utilization of the
selected artifacts or art objects.
Allow students to carefully observe and
analyze the art elements and principles
evident in the artifact or art object.
5
Incorporates the design, form, and spirit of Southeast
Asian artifacts and objects in one’s creation
A8PL-Ih-3
5
Show common Southeast Asian designs
and forms for reference. Students must
create their own artwork which features
these characteristics.
6
Traces the external (foreign) and internal (indigenous)
influences that are reflected in the design of an
artwork and in the making of a craft or artifact
A8PL-Ih-4
Show similar artifacts or art objects found
from different countries and enumerate its
similarities and differences.

122. 7
Creates crafts that can be locally assembled with
local materials, guided by local traditional techniques
(e.g. batik, silk weaving, etc.) A8PR-Ic-e-1
Students can create simple crafts such as a
woven mat using recycled paper.
8
Derives elements from traditions/history of a
community for one’s artwork A8PR-If-2
Students can relay the relevance of their
artwork to the traditions of their community.
9
Shows the relationship of the development of crafts in
specific countries in Southeast Asia, according to
functionality, traditional specialized expertise, and
availability of resources (e.g., pottery, weaving,
jewelry, and basketry) A8PR-If-3
1
Show the evolution of art production
throughout generations of craftsmanship.
10
Shows the commonalities and differences of the
culture of the Southeast Asian countries in relation to
Philippine culture
A8PR-Ih-4
Find local Philippine arts and crafts which
feature the same characteristics as the
Southeast Asian’s arts and crafts.
Show similar artifacts or art objects found
from different countries and enumerate its
similarities and differences.
QUARTER 2
Content Standard: The learner demonstrates understanding of:
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. 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
3. East Asian countries as having a rich artistic and cultural tradition from prehistoric to present times
Performance Standard: The learner:
1. create artworks showing the characteristic elements of the arts of East Asia
2. exhibit completed artworks for appreciation and critiquing
# MELC Number of days taught Remarks
1
Analyzes elements and principles of art in the
production of arts and crafts inspired by the cultures
of East Asia
A8EL-IIb-1
2
Show photos of different arts and crafts of
East Asia. Have the students observe and
analyze the elements and principles which
are evident in the art production.
2
Identifies characteristics of arts and crafts in specific
countries in East Asia: China (Chinese painting and
calligraphy); Japan (origami, woodblock printing,
theater masks, face painting, and anime and
Enumerate different arts and crafts in
specific areas in East Asia. Identify their
characteristics.

123. manga); and Korea (theater masks, drums, and K-
pop) A8EL-IIa-2
3
Reflects on and derive the mood, idea or message
from selected artifacts and art objects A8PL-IIh-1
2
The artifact or art objects’ origin and
purpose should be discussed.
4
Appreciates the artifacts and art objects in terms of
their utilization and their distinct use of art elements
and principles
A8PL-IIh-2
State the purpose of utilization of the
selected artifacts or art objects.
Allow students to carefully observe and
analyze the art elements and principles
evident in the artifact or art object.
5
Incorporates the design, form, and spirit of East Asian
artifacts and objects to one’s creation
A8PL-IIh-3
5
Show common East Asian designs and
forms for reference. Students must create
their own artwork which features these
characteristics.
6
Traces the external (foreign) and internal (indigenous)
influences that are reflected in the design of an
artwork and in the making of a craft
A8PL-IIh-4
Show similar artifacts or art objects found
from different countries and enumerate its
similarities and differences.
7
Creates crafts that can be locally assembled with
local materials, guided by local traditional techniques
(e.g., Gong-bi, Ikat, etc.)
A8PR-IIc-e-1
Show the processes on how to create local
crafts using locally found materials which
are like East Asian arts and crafts.
8
Derives elements from traditions/history of a
community for one’s artwork
A8PR-IIf-2
Students can relay the relevance of their
artwork to the traditions of their community.
9
Shows the relationship of the development of crafts in
specific countries in East Asia according to
functionality, traditional specialized expertise, and
availability of resources (e.g., pottery, weaving,
jewelry, and basketry)
A8PR-IIf-3
1
Show the evolution of art production
throughout generations.
10
Shows the commonalities and differences of the
cultures of the East Asian countries in relation to
Philippine culture
A8PR-IIh-4
Find local Philippine arts and crafts which
feature the same characteristics as the East
Asian’s arts and crafts.
Show similar artifacts or art objects found
from different countries and enumerate its
similarities and differences.

124. QUARTER 3
Content Standard: The learner demonstrates understanding of:
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. the salient features of the arts of South, West, and Central Asia by showing the relationship of the elements of art and processes
among culturally diverse communities in the region
3. that the South, West, and Central Asian countries have a rich, artistic and cultural tradition from prehistoric to present times
Performance Standard: The learner:
1. create artworks showing the characteristic elements of the arts of South, West, and Central Asia
2. exhibits completed artworks for appreciation and critiquing
# MELC Number of days taught Remarks
1
Analyzes elements and principles of art in the
production of arts and crafts inspired by the cultures
of South Asia, West Asia, and Central Asia
A8EL-IIIb-1
2
Show photos of different arts and crafts of
South Asia, West Asia, and Central Asia.
Have the students observe and analyze the
elements and principles which are evident
in the art production.
2
Identifies characteristics of arts and crafts in specific
countries in South, West, and Central Asia: India
(rangoli, katak, mendhi, diwali); Saudi Arabia (carpet
design); Pakistan (truck art); and Tibet (mandala), etc
A8EL-IIIa-2
Enumerate different arts and crafts in
specific areas in South Asia, West Asia, and
Central Asia. Identify their characteristics.
3
Reflects on and derive the mood, idea or message
from selected artifacts and art objects A8PL-IIIh-1
1
The artifact or art objects’ origin and
purpose should be discussed.
4
Appreciates the artifacts and art objects in terms of
their utilization and their distinct use of art elements
and principles
A8PL-IIIh-2
State the purpose of utilization of the
selected artifacts or art objects.
Allow students to carefully observe and
analyze the art elements and principles
evident in the artifact or art object.
5
Incorporates the design, form, and spirit of South,
West, and Central Asian artifacts and objects to one’s
creation
A8PL-IIIh-3
5
Show common East Asian designs and
forms for reference. Students must create
their own artwork which features these
characteristics.
6
Traces the external (foreign) and internal (indigenous)
influences that are reflected in the design of an
artwork and in the making of a craft A8PL-IIIh-4
Show similar artifacts or art objects found
from different countries and enumerate its
similarities and differences.
7
Creates arts and crafts that can be locally assembled
with local materials, guided by local traditional
Show the processes on how to create local
crafts using locally found materials which

125. techniques (e.g., Ghonghdis, Marbling Technique,
etc.) A8PR-IIIc-e-1
are like South, West, and Central Asian arts
and crafts.
8
Derives elements from traditions/history of a
community for one’s artwork A8PR-IIIf-2
Students can relay the relevance of their
artwork to the traditions of their community.
9
Shows the relationship of the development of crafts in
specific countries in South Asia, West Asia, and Central
Asia, according to functionality, traditional specialized
expertise, and availability of resources A8PR-IIIf-3
1
Show the evolution of art production
throughout generations of craftsmanship.
10
Shows the commonalities and differences of the
cultures of the South Asian, West Asian, and Central
Asian countries in relation to Philippine culture
A8PR-IIIh-4
Find local Philippine arts and crafts which
feature the same characteristics as the
South, West, and Central Asian’s arts and
crafts.
Show similar artifacts or art objects found
from different countries and enumerate its
similarities and differences.
11
Participates in an exhibit using completed South-West-
Central Asian-inspired crafts in an organized manner
A8PR-IIIg-5
1
Create an online exhibit featuring the
students’ arts and crafts of South, West, and
Central Asia.
QUARTER 4
Content Standard: The learner demonstrates understanding of:
1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of meaning in
Asian Festivals and Theatrical Forms as influenced by history and culture
2. theater and performance as a synthesis of arts and a significant expression of the celebration of life in various Asian communities
Performance Standard: The learner:
1. create appropriate festival attire with accessories based on authentic festival costumes
2. create/improvise appropriate sound, music, gesture, movements, and costume for a chosen theatrical composition
3. take part in a chosen festival or in a performance in a theatrical play
# MELC Number of days taught Remarks
1
Identifies selected festivals and theatrical forms
celebrated all over the Asian region
A8EL-IVa-1
2
Enumerate different arts and crafts in
specific areas in South Asia, West Asia, and
Central Asia.
2
Researches on the history of the festival and theatrical
forms and its evolution, and describe how the
community participates and contributes to the event
A8EL-IVb-2
History of the festival and theatrical forms
and its evolution must be discussed.

126. 3
Identifies the elements and principles of arts as
manifested in Asian festivals and theatrical forms
A8PL-IVc-1
Students must carefully observe the Asian
festivals and theatrical forms. Have them
identify the observable elements and
principles of art.
4
Through a visual presentation, explains what make
each of the Asian Festivals and Theatrical forms
unique A8PL-IVh-2
Characteristics of the Asian festival or
theatrical form should be discussed.
5
Designs the visual elements and components of the
selected festival or theatrical form through costumes,
props, etc.
A8PR-IVd-1
2
Select most used costumes, props, and
other elements needed in an Asian festival
or theatrical form. Students must design
their own costumes and props which
follows the characteristics of the specific
Asian festival or theatrical form.
6
Analyzes the uniqueness of each group’s
performance of their selected festival or theatrical
form A8PR-IVh-2
Check the specific characteristics which
should be present in the selected Asian
festival or theatrical form.
7
Shows the relationship of the selected Asian festival
and the festival in the Philippines in terms of form and
reason for holding the celebration
A8PR-IVh-3
Show similar Asian festival or theatrical form
from different countries and identify its
similarities and differences with the
Philippines’ festivals and theatrical forms.
8
Choreographs the movements and gestures reflecting
the mood of the selected festival/theatrical form of
Asia A8PR-IVe-f-4
3
The distinct movements and gestures must
be carefully presented to preserve its
authenticity.
9
Improvises accompanying sound and rhythm of the
selected festival/theatrical form of Asia
A8PR-IVe-f-5
The distinct sound and rhythm must be
analyzed by the students and must be
clearly demonstrated. Allow the students to
improvise their own sound and rhythm but it
should not sound far from the original.
10
Performs in a group showcase of the selected
festival/theatrical form
A8PR-IVg-6
1
Create an online exhibit or recital featuring
the students’ performances of the Asian
festivals and theatrical forms. Rubrics must
be prepared to meet the MELCs for festival
and theatrical performance.

127. Learning Area: MAPEH – Physical Education Grade Level: 8
QUARTER 1
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve fitness
Performance Standard: Designs a physical activity program for the family/school peers to achieve fitness
# MELC Number of
days taught
Remarks
1 Undertakes physical activity and physical fitness
assessments (PE8PF-Ia-h-23)
1 Prior to teaching this competency, specifically Day 1,
give inputs and exercises first on:
Conduct the getting of the present BMI and compare it
to the previous BMI to see if there is any significant
difference based on the sample physical/exercise
activity program.
Undertakes physical activity and physical fitness
assessments (G7,Q1,2,3)
Day 1: Identify and Describe the different health-
related fitness components and computation of Body
Mass Index
2 Set goals on assessment results (PE8PF-Ia-24) 1 Prior to teaching this competency, specifically Day 2,
give inputs and exercises first on:
Identify and Describe the different health-related fitness
components, tests and computation of Body Mass Index
Set goals on assessment results (G7,Q1)
Day 2: Describe the different health related fitness
tests
a. 90 degrees push-up d. Zipper test
b. Curl-ups e. 3-minute step test
c. Sit and reach
3 Conducts physical activity and physical fitness
assessments of family/school peers (PE8PF-Ib -36)
2
Day 3: Execute the different health related fitness tests
a. 90 degrees push-up
b. Curl-ups
c. Sit and reach
Day 4: Execute the different health related fitness tests
a. Zipper test b. 3-minute step test
4 Describes the nature and background of the sport
(PE8GS-Id-1)
1 Prior to teaching this competency, specifically Day 5,
give inputs and exercises first on:
Describe the nature and background of the different
individual, dual sports.
Describes the nature and background of the sport
(G7,Q1,2,3)
Day 5: Describes the nature and background of the
sport
a. Volleyball

128. 5 Executes the skills involved in the sport (PE8GS-Id-h-4) 5 Prior to teaching this competency, specifically Day 6,
give inputs and exercises first on:
Execute the skills of the different individual and dual
sports
Executes the skills involved in the sport (G7,Q1,2)
Day 6: Execute the different fundamental skills in
Volleyball a. Serving
Day 7: Execute the different fundamental skills in
Volleyball b. Passing and Setting
Day 8: Execute the different fundamental skills in
Volleyball c. Spiking
Day 9: Execute the different fundamental skills in
Volleyball d. Blocking
Day 10: Perform the 5 fundamental skills in Volleyball
a. Serving d. Spiking
b. Passing e. Blocking
c. Setting
10 days
QUARTER 2
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve fitness
Performance Standard: Modifies physical activity program for the family/school peers to achieve fitness
# MELC Number of
days taught
Remarks
6 Conducts physical activity and physical fitness
assessments of family/school peers (PE8PF-Iia-36)
3
Day 1: Identify and describe the different skill-related
physical fitness components
a. Agility d. Power
b. Balance e. Speed
c. Coordination f. Reaction time
Day 2: Execute the different skill related physical
fitness tests
a. Agility (Shuttle run)
b. Balance (stork balance test)
c. Coordination (Paper juggling)
Prior to teaching this competency, specifically Day 2,
give inputs and exercises first on:
Identify and describe the different skill-related physical
fitness components
a. Agility d. Power
b. Balance e. Speed
c. Coordination f. Reaction time
Undertakes physical activity and physical fitness
assessments (G7,Q1,2,3)

129. Day 3: Execute the different skill related physical
fitness tests
a. Power (Standing long jump)
b. Speed (40m sprint)
c. Reaction time (ruler test)
Prior to teaching this competency, specifically Day 3,
give inputs and exercises first on:
Identify and describe the different skill-related physical
fitness components
a. Agility d. Power
b. Balance e. Speed
c. Coordination f. Reaction time
Undertakes physical activity and physical fitness
assessments (G7,Q1,2,3)
7 Prepares a physical activity program (PE8PF-Iic-27) 1
Day 4: Create a sample physical activity program
based on the Physical Fitness Components
8 Executes the skills involved in the sport (PE8GS-IId-h-4) 6 Prior to teaching this competency, specifically Day 5,
give inputs and exercises first on:
Execute the skills of the different individual and dual
sports
Executes the skills involved in the sport (G7,Q1,2)
Day 5: Describe the nature and background of
Basketball
Day 6: Execute the skill in Basketball a. Dribbling
Day 7: Execute the skill in Basketball b. Passing
Day 8: Execute the skill in Basketball c. Shooting
Day 9: Execute the skill in Basketball
d. Rebounding and Running
Day 10: Perform the different fundamental skills in
Basketball
a. Dribbling d. Rebounding
b. Passing e. Running
c. Shooting
10 days
QUARTER 3
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve fitness
Performance Standard: Modifies physical activity program for the family/school peers to achieve fitness
# MELC Number of days taught Remarks
9 Review goals based on assessment results
(PE8PF-IIIa-34)
1 Prior to teaching this competency,
specifically Day 1, give inputs and
exercises first on:
Monitors periodically progress
towards fitness goals (G7, Q1)
Day 1: Study and review the sample physical activity program
based on the Physical Fitness Components

130. 10 Executes the skills involved in the sports (PE8GS-IIId-h-4) 9
Day 2: Describe the nature and background of the Indoor
recreational activities a. Chess
Day 3: Execute the basic skills and tactics in Chess
Day 4: Describe the nature and background of the Indoor
recreational activities b. Scrabble
Day 5: Execute the basic skills and tactics in Scrabble
Day 6: Describe the nature and background of the Indoor
recreational activities c. Domino
Day 7: Execute the basic skills and tactics in Domino
Day 8: Practice of skills of selected Indoor recreational activities
such as: Chess, Scrabble and Domino in preparation for the
performance task
Day 9: Perform skills of selected Indoor recreational activities
such as: Chess, Scrabble and Domino
Day 10: Perform skills of selected Indoor recreational activities
such as: Chess, Scrabble and Domino
10 days
QUARTER 4
Content Standard: Demonstrates understanding of guidelines and principles in exercise program design to achieve fitness
Performance Standard: Modifies physical activity program for the family/school peers to achieve fitness
# MELC Number of days taught Remarks
11 Review goals based on assessment results
(PE8PF-IVa-34)
1 Prior to teaching this competency,
specifically Day 1, give inputs and
exercises first on:
Monitors periodically progress
towards fitness goals (G7, Q1)
Day 1: Study and review the sample physical activity program
based on the Physical Fitness Components
12 Describes the nature and background of the dance
(PE8RD-IVd-h-4)
1
Day 2: a. Discuss the origin and location of folk dance through
its costume and music
b. identify the meaning of the gestures and hand movements
of the dance selected.
● Binislakan  Sua ku sua
● Pangalay  Sakuting

131. 13 Executes the skills involved in the dance (PE8RD-IVd-h-4) 8 Prior to teaching this competency,
specifically Day 3, give inputs and
exercises first on:
Execute the skills of Tinikling/Tiklos
Executes the skills involved in the
dance
(G7,Q4)
Day 3: Demonstrate the basic steps in Folk dancing
a. Slide e. Mincing i. Waltz step
b. Skip f. Touch step j. Stamping
c. Bleking g. Change step k. Pivot turn
d. Gallop h. Waltz turn l. Parallel Tortiller
Day 4: Execute the dance steps of selected regional and
national dances with Asian influences such as the: Binislakan,
Sakuting, Sua-ko-Sua and Pangalay (Note: Dances available in
the area can be selected)
Day 5: Execute the dance steps of selected regional and
national dances with Asian influences such as the: Binislakan,
Sakuting, Sua-ko-Sua and Pangalay (Note: Dances available in
the area can be selected)
Day 6: Execute the dance steps of selected regional and
national dances with Asian influences such as the: Binislakan,
Sakuting, Sua-ko-Sua and Pangalay (Note: Dances available in
the area can be selected)
Day 7: Execute the dance steps of selected regional and
national dances with Asian influences such as the: Binislakan,
Sakuting, Sua-ko-Sua and Pangalay (Note: Dances available in
the area can be selected)
Day 8: Execute the dance steps of selected regional and
national dances with Asian influences such as the: Binislakan,
Sakuting, Sua-ko-Sua and Pangalay (Note: Dances available in
the area can be selected)
Day 9: Execute the dance steps of selected regional and
national dances with Asian influences such as the: Binislakan,
Sakuting, Sua-ko-Sua and Pangalay (Note: Dances available in
the area can be selected)
Day 10: Perform selected regional and national dances with
Asian influences such as the: Binislakan, Sakuting, Sua ku sua
and Pangalay (Note: Dances available in the area can be
selected)
10 days

132. Learning Area: MAPEH – Health Grade Level: 8
QUARTER 1
Content Standard: Demonstrates understanding of human sexuality and managing sexuality related issues for healthy life
Performance Standard: Appropriately manages sexually-related issues through responsible and informed decisions.
# MELC Number of days taught Remarks
Day 1: Discusses basic terms in sexuality as an important component of one’s
personality. H8FH-Ia-16
Explains the dimensions of human sexuality. H8FH-Ia-18
1
Day 2-3: Analyzes the factors that affect one’s attitudes and practices related to
sexuality and sexual behaviors. H8FH-Ib-19
2
Day 4-5: assesses personal health attitudes that may influence sexual behavior. H8FH-
Ic-d-20
2
Day 6: Relates the importance of sexuality to family health. H8FH-Ic-d-21 1
Day 7-8: Identifies the different issues/concerns of teenagers (i.e., identity crisis) and
the need for support and understanding of the family. H8FH-Ie-g-22
2
Day 9: Applies decision-making skills in managing sexuality-related issues. H8FH-Ih-23 1
Day 10 1
10
QUARTER 2
Content Standard: Demonstrate an understanding of responsible parenthood for a healthy family life.
Performance Standard: The learner makes informed and values-based decision in preparation for responsible parenthood.
# MELC Number of days taught Remarks
Day 1: Explains the definition and importance of courtship and dating in choosing a
lifelong partner. H8FH-IIa-25
1
Day 2: Analyzes behaviors that promote healthy relationship in marriage and family
life. H8FH-IIa-27
Describes the factors that contribute to a successful marriage.H8FH-IIa-27
1
Day 3: Discusses various maternal health concerns (pre-during-post pregnancy). H8FH-
IIc-d-29
Explains the importance of maternal nutrition during pregnancy. H8FH-IIc-d-29
1
Day 4: Discusses the importance of newborn screening, and the APGAR scoring system
for newborns. H8FH-IIe-f-32
Explains the importance of prenatal care and post-natal care.H8FH-IIe-f-33
1

133. Day 5: Discusses the essential newborn protocol (Unang Yakap) and advantages of
breastfeeding for both mother and child. H8FH-IIe-f-34
1
Day 6: Recognizes the importance of immunization in protecting children’s health.
H8FH-IIe-f-36
1
Day 7: Analyzes the importance of responsible parenthood. H8FH-IIg-h-37 1
Day 8: Explains the effects of rapid population growth and family size on health of the
nation. H8FH-IIg-h-40
1
Day 9: Examines the important roles and responsibilities of parents in child rearing and
care. H8FH-IIg-h-39
Enumerates modern family planning methods (natural and artificial). H8FH-Iig-h-41
1
Day 10: 1
10
QUARTER 3
Content Standard: Understand the principles in the prevention and control of communicable diseases for the attainment of
individual well.
Performance Standard: Demonstrates personal responsibility and healthful practices in the prevention and control of communicable
diseases.
# MELC Number of days taught Remarks
Day 1: Discusses the stages of infection. H8DD-IIIa-15
Analyzes the leading causes of morbidity and mortality in the Philippines. H8DD-IIIa-16
1
Day 2: Discusses the most common communicable diseases. H8DD-IIIb-c-17 1
Day 3: Signs and symptoms of common communicable diseases. H8DD-IIIb-c-17
Effects of common communicable diseases. H8DD-IIIb-c-17
1
Day 4: Misconceptions, myths, and beliefs about common communicable diseases.
H8DD-IIIb-c-18
1
Day 5: Prevention and control of common communicable diseases. H8DD-IIIb-c-19 1
Day 6: Analyzes the nature of emerging and re-emerging diseases. H8DD-IIId-e-20 1
Day 7: Demonstrates self-monitoring skills to prevent communicable diseases. H8DD-IIIf-
h-21
1
Day 8: Promotes programs and policies to prevent and control communicable
diseases. H8DD-IIIf-h-22
1
Day 9: Identifies agencies responsible for communicable disease prevention and
control. H8DD-IIIf-h-23
1
Day 10 1
10

134. QUARTER 4
Content Standard: Demonstrates understanding of factors that influence cigarette and alcohol use and strategies for prevention
and control.
Performance Standard: Demonstrates personal responsibility in the prevention of cigarette and alcohol use through the promotion
of a healthy lifestyle.
# MELC Number of days taught Remarks
Day 1: Discusses gateway drugs. H8S-IVa-27
Analyzes the negative health impact of cigarette smoking. H8S-IVb-c-29
1
Day 2: Describes the harmful short and long-term effects of cigarette smoking on the
different parts of the body. H8S-IVb-c-29
Discusses the dangers of mainstream, second hand and third hand smoke; H8S-IVb-c-
29
1
Day 3: Explain the impact of cigarette smoking on the family, environment, and
community. H8S-IVb-c-29
Analyses the negative health impact of drinking alcohol. H8S-IVe-f-31
1
Day 4: Describes the harmful short and long-term effects of drinking alcohol. H8S-IVe-f-
31
1
Day 5: Interprets blood alcohol concentration (BAC) in terms of physiological changes
in the body. H8S-IVe-f-31
1
Day 6: Explains the impact of drinking alcohol on the family, and community. H8S-IVg-
h-32
1
Day 7: Discusses strategies in the prevention and control of cigarette smoking and
drinking alcoholic beverages. H8S-IVg-h-33
1
Day 8: Apply resistance skills in situations related to cigarette and alcohol use. H8S-IVg-
h-33
1
Day 9: Follows policies and laws in the family, school, and community related to
cigarette and alcohol use. H8S-IVg-h-33
Suggests healthy alternatives to cigarettes and alcohol to promote healthy lifestyle
(self, family, community) H8S-IVg-h-34
1
Day 10 1
10

135. Learning Area: MAPEH – Music Grade Level: 9
QUARTER 1
Content Standard: Demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque Period of Music
Performance Standard: performs selected songs from Medieval, Renaissance and Baroque periods:
a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour.
# MELC Number of days taught Remarks
1 Describes the musical elements of selected vocal and instrumental music of Medieval,
Renaissance and Baroque Music MU9MRB -Ib-f-5 1 day
Day 1: Describe the musical characteristics of Medieval, Renaissance and Baroque Music
2 Explains the performance practice (setting, composition, role of composers/performers,
and audience) during Medieval, Renaissance and Baroque periods MU9MRB -Ia-h-2 1 day
Day 2: Explain the characteristics of a Gregorian Chant, madrigals, oratorio, chorales and
troubadour
3 Relates Medieval, Renaissance and Baroque music to other art forms and its history within
the era MU9MRB -Ic-f-3
2 days
Day 3: Describe the historical background and paintings of Medieval, Renaissance and
Baroque periods and relate it to the music of each period.
Day 4: Explain the differences of the characteristics of arts and music of each period
4 Improvises appropriate accompaniment to selected music from Medieval, Renaissance
and Baroque Period MU9MRB -Ib-d-7
2 days
Day 5: Describe the instrumental forms of Baroque music
Day 6: Improvises appropriate accompaniment to selected music of Baroque
5 Performs music from Medieval, Renaissance and Baroque Period; MU9MRB -Ib-h-4
2 days
Day 7: Discuss the representative composers of Renaissance and Baroque periods
Day 8: Listening to examples of composition from Baroque composers
6 Evaluates music and music performances using guided rubrics
2 days
Day 9: Guide the students in practicing selected songs from Medieval, Renaissance and
Baroque periods
Day 10: Evaluate music performance using guided rubrics

136. QUARTER 2
Content Standard: demonstrates understanding of characteristic features of Classical period music
Performance Standard: sings and performs themes of symphonies and other instrumental forms
# MELC Number of days taught Remarks
1 Describes musical elements of given Classical period pieces; MU9CL-IIa-f-1
1 day
Day 1: Describe the musical characteristics of Classical period
2 Explains the performance practice (setting, composition, role of composers/performers,
and audience) during Classical Period MU9CL-IIa-f-3
1 day
Day 2: Explain the characteristics of Classical period vocal music
3 Relates Classical music to other art forms and its history within the era; MU9CL-IIa-f-2
2 days
Day 3: Describe the historical background and paintings of Classical period and relate it to
the characteristic of classical period music
Day 4: Explain the similarities of the characteristics of arts and music of Classical Period
4 Improvises appropriate accompaniment to selected music from Classical Period MU9CL-IIe-9
2 days
Day 5: Describe the instrumental forms of Classical music
Day 6: Improvises appropriate accompaniment to selected music of Classical period
5 Performs selected music from the Classical period; MU9CL-IIb-h-7
2 days
Day 7: Discuss the representative composers of Classical period
Day 8: Listening to examples of composition from Classical period composers
6 Evaluates music and music performances using guided rubrics
2 days
Day 9: Guide the students in practicing selected themes of symphonies and other
instrumental forms
Day 10: Evaluate music performance using guided rubrics
QUARTER 3
Content Standard: characteristic features of instrumental Romantic music
Performance Standard: sings and performs themes of selected instrumental pieces
# MELC Number of days taught Remarks
1 Describes musical elements of given Romantic period pieces; MU9RO-IIIa-2
1 day
Day 1: Describe the musical characteristics of Romantic period
2 Explains the performance practice (setting, composition, role of composers/performers,
and audience) during Romantic Period MU9RO-IIIb-h-3 1 day
Day 2: Explain the characteristics of Romantic period instrumental music
3 Relates Romantic music to other art forms and its history within the era; MU9RO-IIIc-h-7
2 days
Day 3: Describe the historical background and paintings of Romantic period and relate it to
the characteristic of Romantic period instrumental music

137. Day 4: Explain the similarities of the characteristics of arts and music of the Romantic Period
4 Improvises appropriate accompaniment to selected music from Romantic Period MU9RO-
IIIc-h-8
2 days
Day 5: Describe the instrumental forms of Romantic music
Day 6: Improvises appropriate accompaniment to selected music of Romantic period
5 Performs selected music from the Romantic period; MU9RO-IIIe-h-6
2 days
Day 7: Discuss the representative composers of Classical period
Day 8: Listening to examples of composition from Classical period composers
6 Evaluates music and music performances using guided rubrics
2 days
Day 9: Guide the students in practicing selected themes of symphonies and other
instrumental forms
Day 10: Evaluate music performance using guided rubrics
QUARTER 4
Content Standard: demonstrates understanding of characteristic features of vocal music of the Romantic period
Performance Standard: sings and performs themes of selected songs
# MELC Number of days taught Remarks
1 Explains the plot, musical and theatrical elements of an opera after watching video
samples; MU9OP-IVa-g-1
3 days
Day 1: Describe an Opera and components of an opera
Day 2: Explain the plot, musical and theatrical element of La Traviata
Day 3: Explain the plot, musical and theatrical element of Madame Butterfly
2 Performs themes or melodic fragments of given selected songs; MU9OP-IVb-h-3
3 days
Day 4: Describe the different types of voices of singers
Day 5: Describe the dynamics and vocal embellishments
Day 6: Sings themes or melodic fragments of given selected songs
3 Improvises appropriate sounds, music, gestures, movements, and costumes for a
chosen opera MU9OP-IVb-h-5 2 days
Day 7: Describe the styles of music of Romantic Vocal music composers
Day 8: Guide the students in choosing any song that is appropriate in their vocal range.
Follow the gesture or movements of the given example of opera and they can use
improvised costume.
4 Evaluates music performances using guided rubrics
2 days
Day 9: Practice for an opera performance
Day 10: Evaluate the music performance using guided rubrics

138. Learning Area: MAPEH – Arts Grade Level: 9
QUARTER 1
Content Standard:
• Art elements and processes by synthesizing and applying prior knowledge and skills.by synthesizing and applying
prior knowledge and skills.
• The arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries,
natural disasters/ occurrences and other external phenomena.
Performance Standard:
• The learner Perform/ participate competently in a presentation of a creative impression (verbal/ nonverbal) of
artistic period.
• The learner recognizes the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)
# MELC Number of days taught Remarks
1 Day 1: Analyzes art elements and principles in the production of
work following the style of a western and classical art. (A9EL-lb-1)
1
2 Day 2. Identifies distinct characteristics of arts during the
different art periods. (A9EL-la-2)
Identifies representative artists from various art
periods. (A9EL-la-3)
1 Merging of MELCs 2 and 3 to
maximize the no. of instructional
number of days allotted.
3 Day 3. Reflects on and derives the mood, idea, or message from
selected artworks. (A9PL-lh-1)
1
4 Day 4. Discusses the use or function of artworks by evaluating
their utilization and combination of art elements and principles.
(A9PL-lh-2)
1
5 Day 5. Uses artworks to derive the traditions/ history of an art
period. (A9PL-lh-3)
Compares the characteristics of artworks produced in the
different art periods. (A9PL-lh-4)
1 Merging of MELCs 6 and 7 to
maximize the allotted
instructional number of days.
6 Day 6. Creates artworks guided by techniques and styles of
Western Classical art traditions.( A9PR-lc-e-1)
1
7 Day 7. Describes the influence of iconic artists belonging to
Western Classical art on the evolution of art forms. (A9PR-lc-e-2)
1
8 Day 8. Applies different media techniques and processes to
communicate ideas, experiences, and stories showing the
characteristics of Western Classical art traditions. (A9PR-lc-e-3)
1

139. 9 Day 9. Evaluates works of art in terms of artistic concepts and
ideas using criteria from the Western Classical art traditions.
(A9PR-lf-4)
1
10 Day 10. Shows the influences of the Western Classical art
traditions to Philippine art form. (A9PR-1f-5)
1
Total No. of Days: 10
QUARTER 2
Content Standard: Art elements and processes by synthesizing and applying prior knowledge and skills.
The arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries,
disasters/ occurrences, and other external phenomena.
Performance Standard:
• The learner performs/ participate competently in a presentation of a creative impression (verbal/ nonverbal ) of a
particular artistic period.
• The learner recognizes the differences and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)
# MELC Number of days taught Remarks
11 Day 1: Analyzes art elements and principles in the
production of work following a specific art style (A9EL-
lla-2)
1
12 Day 2. Identifies distinct characteristics of arts during
the Renaissance and Baroque periods. ( A9EL-lla-3)
Identifies representative artists from
Renaissance and Baroque Periods. ( A9EL-llh-1)
1 Merging of MELCs 2 and 3 to maximize the
no. of days since the skills to be tackled is
more on identification of the characteristics
and the representative artists from
Renaissance and Baroque periods.
13 Day 3. Reflects on and derive the mood, idea, or
message from selected artworks. ( A9-PL-llh-2)
1
14 Day 4. Discusses the use or function of artworks by
evaluating their utilization and combination of art
elements and principles ( A9PL-llh-3)
1
15 Day 5. Uses artworks to derive the traditions/ history of
an art period. ( A9PL-llh-4)
Compares the characteristics of artworks
produced in the different art periods. ( A9PR-llc-e1)
1 Merging of MELCs 5 and 6 to maximize the
no. of instructional days.
16 Day 6. Creates artworks guided by techniques and
styles of the Renaissance and the Baroque periods.
1

140. ( A9PR-llc-e-2)
17 Day 7. Explains the influence of iconic artists belonging
to the Renaissance and the Baroque periods. ( A9PR-
llc-e-3)
1
18 Day 8. Applies different media techniques and
processes to communicates ideas, experiences, and
stories showing the characteristics of the Renaissance
and the Baroque Periods ( e.g., Fresco, Sfumato, etc) (
A9PR-llf-4)
1
19 Day 9: Evaluates works of art in terms of artistic
concepts and ideas using criteria from the
Renaissance and the Baroque periods. ( A9PR-llf-5)
1
20 Day 10. Shows the influences of the Renaissance and
Baroque periods on the Philippine art form.
(A9EL-llb-1)
1
Total No. of Days: 10
QUARTER 3
Content Standard:
• Art elements and processes by synthesizing and applying prior knowledge and skills.
• The arts as integral to the development of organizations, spiritual, belief, historical events, scientific discoveries,
natural disasters/ occurrences, and other external phenomena.
Performance Standard:
• The learner performs/ participates competently in a presentation of a creative impression (verbal/ nonverbal) from the
Neoclassic and Romantic Periods.
• The learner recognizes the difference and uniqueness of the art styles of the different periods (techniques, processes
elements, and principles of art)
# MELC Number of days taught Remarks
21 Day 1: Analyzes art elements and principles in the production of work
following a specific art style from the Neoclassic and Romantic
periods. ( A9EL-lllb-1)
1
22 Day 2. Identifies distinct characteristics of arts during the Neoclassic
and Romantic periods. ( A9EL-llla-2)
Identifies representative artists from the Neoclassic and
Romantic periods. ( A9EL-llla-3)
1 Merging of MELCs 2 and 3 to
maximize the no. of
instructional number of days.

141. 23 Day 3. Reflects on and derive the mood, idea, or message from
selected artworks. ( A9PL-lllh-1)
Explains the use or function of artworks by evaluating their
utilization and combination of art elements and principles (A9PL-lllh-2)
1 Merging of MELCs 4 and 5 to
maximize the instructional
number of days.
24 Day 4. Uses artworks to derive the traditions/ history of the Neoclassic
and Romantic periods. ( A9PL-lllh-3)
Compares the characteristics of artworks produced in the
Neoclassic and Romantic periods. ( A9PL-lllh-4)
1 Merging of MELCs 6 and 7 to
maximize the instructional
number of days.
25 Day 5. Creates artworks guided by technique and styles of the
Neoclassic and Romantic periods (e.g., linear style and painterly
style). ( A9PR-lllc-e1)
1
26 Day 6. Describe the influence of iconic artists belonging to the
Neoclassic and Romantic periods. ( A9PR-lllc-e-2)
1
27 Day 7. Applies different media techniques and processes to
communicate ideas, experiences, and stories showing the
characteristics of the Neoclassic and Romantic periods. (A9PR-lllc-e-3)
1
28 Day 8. Evaluates works of art in terms of artistic concepts and ideas
using criteria from the Neoclassic and Romantic periods. ( A9PR-lllf-4)
1
29 Day 9. Shows the influences of Neoclassic and Romantic periods on
Philippine art forms. ( A9PR-lllf-4)
1
30 Day 10. Participates in an exhibit using completed artworks with
Neoclassic and Romantic periods characteristics ( A9PR-lll-g-7)
1
Total No. of Days 10
QUARTER 4
Content Standard:
• How theatrical elements (sound, music, gestures, movement, and costume) affect the creation and
communication of meaning in Western Classical plays and opera as influenced by history and culture.
• Theater and performance as a synthesis of arts.
Performance Standard:
• The learner creates appropriate theater play/ opera costume and accessories and improvise appropriate sound, music,
movements, and costume for a chosen theatrical composition.
• The learner takes part in a performance of a selected piece from Western Classical plays and opera.
# MELC Number of days taught Remarks
31 Day 1. Identifies selected theatrical forms from different art periods. ( A9EL-lva-1) 1
32 Day 2. Researches on the history of the theatrical forms and their evolution ( A9EL-lVb-2) 1

142. 33 Day 3. Identifies the elements and principles of arts as manifested in Western Classical
plays and opera A9EL-IVc-3 ( A9EL-lVb-2)
1
34 Day 4. Defines what makes selected western classical plays and operas unique through
visual representation. A9PL-IVc-1
1
35 Day 5. Designs the visual elements and components of the selected Western classical
theater play and opera through costumes, props, etc ( A9PR-lvd-1)
1
36 Day 6. Analyzes the uniqueness of each group’s performance of its selected Western
classical theater play and opera. (A9PR-Ivh-2)
1
37 Day 7. Shows the influences of the selected Western Classical play or opera on Philippine
theatrical performance in terms of form and content of story. (A9PR-IVh-6)
1
38 Day 8. Choreographs the movements and gestures needed in the effective delivery of a
selected piece from Western Classical plays and opera ( A9PR-lVe-f-3)
1
39 Day 9. Improvises accompanying sound and rhythm needed in the effective delivery of
a selected piece from Western Classical plays and operas ( A9PR-lVe-f-3)
1
40 Day 10. Performs in a group showcase of the selected piece from Western Classical plays
and operas A9PR-IVg-5
1
Total No. of Days: 10
Learning Area: MAPEH – Physical Education Grade Level: 9
QUARTER 1
Content Standard: Demonstrates understanding of lifestyle and weight management to promote community fitness
Performance Standard: Maintains an active lifestyle to influence the physical activity participation of the community
Practices healthy eating habits that support an active lifestyle
# MELC Number of
days taught
Remarks
1 Undertakes physical activity and physical fitness assessments
PE9PF-Ia-h-23
Day 1. Define Physical fitness and Physical activities
Day 2. Explain the importance of physical fitness assessment in
performing physical activities
Day 3. Give a physical fitness assessment in performing physical
activities and other exercises.
Day 4.Undertake, Record and give feedback on the physical
activity and physical fitness assessments.
10
(Note: PE is
taught once a
week in (JHS)
in this case
since MELCs 1
and 3 are
already
Give and explain the importance of
physical fitness assessment in performing
physical activities and other exercises.

143. 2 Performs appropriate first aid for injuries and emergency situations
in physical activity and sports settings (e.g., cramps, sprain, heat
exhaustion) PE9PF-Ib-30
Day 5. Analyze the appropriate first aid for injuries and emergency
situations in physical activity
Day 6. Analyze the appropriate first aid for injuries and emergency
situations in sports settings
Day 7. Performs appropriate first aid for injuries and emergency
situations such as, cramps, sprain, heat exhaustion
embedded in
other LCs it
means that
these MELCs
should be
taught in 10
days
instructional
time, this
includes MELCs
2 and 4
depending on
its phases of
development)
Prior to teaching this competency, give
inputs and analyze first the appropriate
first aid for injuries and emergency
situations in physical activity and sports
settings (e.g., cramps, sprain, heat
exhaustion.
3 Involves oneself in community service through sports officiating
and physical activity programs PE9PF-Ie-h-41
Day 8. Give the different kinds of sports and ways of officiating it.
Since this is already embedded in other
LCs prior to teaching this competency
give inputs first on:
The different kinds of sports to be
officiated, ways of sports officiating and
types of physical activity program.
4 Officiates practice and competitive game PE9GS-Ib-h-5s
Day 9. Give a brief discussion on the different types of competitive
games to be officiated.
Day10. Officiates a competitive game
QUARTER 2
Content Standard: Demonstrates understanding of lifestyle and weight management to promote community fitness
Performance Standard: Maintains an active lifestyle to influence the physical activity participation of the community
Practices healthy eating habits that support an active lifestyle
# MELC Number of
days taught
Remarks
1 Undertakes physical activity and physical fitness assessments
PE9PF-IIa-h-23
Day 1. Give physical activities and physical fitness programs
involving social dances
Day2. Give physical activities and physical fitness programs
involving dance mixer
10 Days
(Note
MELCs1,3,4
and 5 are
already
embedded in
other LCs it
means that
these should
be taught in 10
Prior to teaching this competency give
physical activities and physical fitness
programs involving social dances and
dance mixers.
2 Executes the skills involved in the dance PE9RD-IIb-h-4
Day 3. Discuss the brief history of social dances and its category.
Day 4. Specify and give the different basic dance steps of the
different social dance and its category (Cha-cha-cha, Tanggo,
Waltz, Boggie)
Prior to teaching this competency,
discuss the brief history of social dances
and its category.

144. Day 5. Execute the skills involved in the different social dance and
its category (Cha-cha-cha, Tanggo, Waltz, Boggie)
days
instructional
time including
MELC 2
according to
its phases of
development)
3 Monitors periodically one’s progress towards the fitness goals PE9PF-
IIb-h-28
Day 6. Give inputs on FITT principles and recognize the importance
of dancing to one’s health.
Prior to teaching this competency give
inputs on FITT principles and recognize
the importance of dancing to one’s
health.
4 Performs appropriate first aid for injuries and emergency situations
in physical activity and dance settings (cramps, sprain, heat
exhaustion) PE9PF-IIb-h-30
Day 7. Identifying the common injuries that may happen during
dance settings and physical activity.
Day 8. Identify the appropriate first aid for injuries and emergency
situations in physical activity and dance settings (cramps, sprain,
heat exhaustion
Day 9. Execute the appropriate first aid for injuries and emergency
situations in physical activity and dance settings (cramps, sprain,
heat exhaustion
Since this is already embedded in other
LCs prior to teaching this competency
give inputs first on:
Identifying the common injuries that
may happen during dance settings and
physical activity.
5 Day10. Involves oneself in community service through dance
activities in the community PE9PF-IIg-h-41
QUARTER 3
Content Standard: Demonstrates understanding of lifestyle and weight management to promote community fitness
Performance Standard: Maintains an active lifestyle to influence the physical activity participation of the community
Practices healthy eating habits that support an active lifestyle
# MELC Number of
days taught
Remarks
1 Undertakes physical activity and physical fitness assessments
PE9PF-IIIa-h-23
Day 1. Give physical activities and physical fitness programs
guided by FITT principles.
Day 2. Perform physical activities and physical fitness programs
involving dance (Festival Dances)
10 Days
(Note
MELCs1,3,4
and 5 are
already
embedded in
other LCs it
means that
these should
be taught in 10
days
Prior to teaching this competency give
physical activities and physical fitness
programs guided by FITT principles.
2 Executes the skills involved in the dance PE9RD-IIIb-h-4
Day 3. Briefly discuss the nature and background of festival dance.
Day 4. Perform skills involved in the Festival Dance (secular)
Day 5. Day4. Perform skills involved in the Festival Dance (Religious)
Day 6. Show mastery in executing the skills involved in the Dance
through Practical Performances
Prior to teaching this competency briefly
discuss the nature and background of
festival dance.

145. 3 Performs appropriate first aid for injuries and emergency situations
in physical activity and dance settings (cramps, sprain, heat
exhaustion) PE9PF-IIIb-h-30
Day 7. Identifying the common injuries that may happen during
dance settings and physical activity.
Day 8. Identify the appropriate first aid for injuries and emergency
situations in physical activity and dance settings (cramps, sprain,
heat exhaustion
Day 9. Execute the appropriate first aid for injuries and emergency
situations in physical activity and dance settings (cramps, sprain,
heat exhaustion
instructional
time including
MELC 2
according to
its phases of
development)
Prior to teaching this competency give
inputs first on:
Identifying the common injuries that
may happen during dance settings and
physical activity.
4 Involves oneself in community service through dance activities in
the community PE9PF-IIIg-h-41
Day 10. Give the importance of personal involvement in a
community through dance activities and recognizing the culture of
each community in real life and in a meaningful way.
Prior to teaching this competency give
inputs first on:
The importance of personal
involvement in a community through
dance activities and recognizing the
culture of each community in real
life in a meaningful way.
QUARTER 4
Content Standard: Demonstrates understanding of lifestyle and weight management to promote community fitness
Performance Standard: Maintains an active lifestyle to influence the physical activity participation of the community
Practices healthy eating habits that support an active lifestyle
# MELC Number of
days taught
Remarks
1 Discusses the nature and background of indoor and outdoor
recreational activities PE9GS-IVa-6
Day 1. Distinguishes the difference between indoor and outdoor
recreational activities.
Day 2. Briefly discuss the nature and background of indoor and
outdoor recreational activities
10 Days
(Note MELCs 3
and 4 are
already
embedded in
other LCs it
means that
these should
be taught in 10
days
instructional
time including
MELC 1 and 2
Prior to teaching this competency
distinguishes the difference between
indoor and outdoor recreational
activities.
2 Participates in active recreation PE9GS-IVb-h-7
Day 3. Give the different indoor recreational activities and describe
how participation in active recreation contributes to the
achievement of a healthy life.
Day 4. Give the different outdoor recreational activities and
describe how participation in active recreation contributes to the
achievement of a healthy life.
Prior to teaching this competency give
the different indoor and outdoor
recreational activities and describe how
participation in active recreation
contributes to the achievement of a
healthy life.

146. Day 5. Perform different indoor recreational activities
Day 6. Perform different outdoor recreational activities
according to
its phases of
development)
3 Advocates community efforts to increase participation in physical
activities and improve nutrition practices PE9PF-IVb-h-43
Day 7. Explain the benefits of recreational activity and Analyze the
importance of recreational activity in promoting a healthy lifestyle
and the ideas on how to manage free time.
Day 8. Make a sample plan on how to increase participation in
physical activities and improve nutrition practices
Prior to teaching this competency
explain the benefits of recreational
activity in promoting a healthy lifestyle
and the ideas on how to manage free
time.
4 Practices environmental ethics (e.g., Leave No Trace) during
participation in recreational activities of the community PE9PF-IVb-
h-44
Day 9. Identify the environmental ethics
Day 10. Explain the importance of environmental ethics during
participation in recreational activities of the community.
Prior to teaching this competency
identify the environmental ethics and its
importance during participation in
recreational activities of the community.
Learning Area: MAPEH – Health Grade Level: 9
QUARTER 1
Content Standard: Demonstrate understanding of the principles in protecting the environment for community wellness
Performance Standard: Demonstrate healthful practices to protect the environment for community wellness
# MELC Number of
days taught
Remarks
1 Day 1: Define community and environmental Health (H9CE-Ia-8)
8 Days
2 Day 2: Explain how a healthy environment positively impact the health of people and communities (less
disease, less health care cost, etc.) (H9CE-Ib-d-10)
3 Day 3: Discuss the nature of environmental issues (H9CE-Ib-d-11)
4 Day 4: Analyze the effects of environmental issues on people’s health (H9CE-Ib-d-12)
5 Suggests ways to prevent and manage environmental health issues (H9CE-Ie-f-13)
Day 5: Recognize the existing environment health issues in the community
Day 6: Identify possible ways to prevent and manage environmental health issues.
6 Participates in implementing an environmental project such as building and maintaining a school
garden or conducting a war on waste campaign (depends on feasibility) (H9CE-Ig-h-14)
Day 7: Make a proposal on having a school garden
Day 8: Propose a project for school on how to have better and sustainable waste management

147. QUARTER 2
Content Standard: Demonstrate understanding of the dangers of substance use and abuse on the individual, family and community
Performance Standard: Share responsibility with community members through participation in collective action to
prevent and control substance use and abuse.
# MELC Number of
days taught
Remarks
1 Day 1: Describe the drug scenario in the
Philippines. (H9S-IIa-14)
10 days
2 Day 2: Discuss risk and protective factors in
substance use, and abuse (H9S-IIb-16)
Prior to teaching this competency, give
inputs and exercises on:
Apply resistance skills in situations related
to cigarette and alcohol (G8, Q4)
3 Day 3: Analyze situations for the use and nonuse
of psychoactive substances (H9S-IIb-17)
4 Day 4: Identify the types of drugs/substances
of abuse (H9S-IIc-18)
5 Day 5: Correct myths and misconceptions
about substance use and abuse (H9S-IId-19)
6 Day 6: Recognizes warning signs of substance
use and abuse (H9S-IId-20)
7 Day 7: Discuss the harmful short- and long term
effects of substance use and abuse on the individual, family,
school, and community (H9S-IId-20, H9S-IIe-f-21)
8 – 9 Day 8: Explain the health, socio-cultural, psychological, legal, and
economic dimensions of substance use and abuse (H9S-IIe-f-22)
Discuss strategies in the prevention
and control of substance use and abuse (H9S-IIe-f-23)
Prior to teaching this competency, give
inputs and exercises on:
Follow policies and laws in the family,
school and community related to
cigarette and alcohol use (G8, Q4)
10 Day 9: Apply decision-making and resistance
skills to prevent substance use and abuse
(H9S-IIg-h-24)
11 Day 10: Suggest healthy alternatives to substance use and abuse.
(H9S-IIg-h-25)
Prior to teaching this competency, give
inputs and exercises on:
Suggest healthy alternatives to
cigarettes and alcohol to promote
healthy lifestyle (self, family, community)
(G8, Q4)

148. QUARTER 3
Content Standard: Demonstrate understanding of first aid principles and procedures
Performance Standard: Perform first aid procedures with accuracy
# MELC Number of days taught Remarks
1 Day 1: Demonstrate the conduct of primary and secondary survey of the victim (CAB) (H9IS-
IIIb-37)
8 days
2 Day 2: Assess emergency situation for unintentional injuries (H9IS-IIIb-38)
3 Day 3: Explain the principles of wound dressing (H9IS-IIIc.d-40)
4 Demonstrate appropriate bandaging techniques for unintentional injuries (H9IS-IIIc.d-41)
Day 4: Identify the techniques in applying a dressing
Day 5: Perform and follow the techniques in bandaging
5 Demonstrate proper techniques in carrying and transporting the victim of unintentional
injuries (H9IS-IIIe.f-42)
Day 6: Give examples of emergency situations where proper techniques in carrying and
transporting victims unintentional injuries are applicable.
Day 7: Record a video performing the techniques in carrying and transporting victims of
unintentional injuries.
6 Day 8: Demonstrate proper first aid procedures for common unintentional injuries (H9IS-IIIg.h-43)
QUARTER 4
Content Standard: Demonstrate understanding of the concepts and principles of safety education in the prevention of intentional
injuries
Performance Standard: Consistently demonstrate resilience, vigilance and proactive behaviors to prevent intentional injuries
# MELC Number of days taught Remarks
1 Differentiate intentional injuries from unintentional injuries (H9IS-Iva-d-31)
8 days
Day 1: Define and give examples of intentional injuries and unintentional injuries
Day 2: Give the characteristics of unintentional injuries and intentional injuries.
2 Describe the types of intentional injuries (H9IS-IVa-d-32)
Day 3: Enumerate the types of intentional injuries and their characteristic.
Day 4: Compare the characteristics of intentional injuries to unintentional injuries
3 Day 5: Analyze the risk factors related to intentional injuries (H9IS-IVe-h-33)
4 Day 6: Identify protective factors related to intentional injuries (H9IS-IVe-h-34)
5 Demonstrate ways to prevent and control intentional injuries. (H9IS-IVe-h-35)
Day 7: Give ways for the prevention and control of intentional injuries.
Day 8: Demonstrate and make a short video on how to prevent and control intentional
injuries

149. Learning Area: MAPEH – Music Grade Level: 10
QUARTER 1
Content Standard: demonstrates understanding of 20th century music styles and characteristic features.
Performance Standard: creates musical pieces using particular style/s of the 20th Century.
# MELC Number of
days taught
Remarks
1 Describes distinctive musical elements of given
pieces in 20th century styles; MU10TC-Ia-h-2 1 day
Day 1: Describe the musical characteristics of 20th century music Review the musical characteristics of
Western music from Medieval – Romantic
periods
2 Explains the performance practice (setting,
composition, role of composers/performers,
and audience) of 20th century music; MU10TC-Ib-g-4
2 days
Day 2: Explain the characteristics 20th century musical styles Explain the meaning of polytonality,
polyrhythm, atonality, twelve tone scale
and whole tone scale
Day 3: Describe the characteristics of music of 20th century
composers
3 Relates 20th Century music to other art forms and media during
the same period; MU10TC-Ia-g-3
2 days
Day 4: Describe the historical background and visual arts of
the20th century and relate it to the music of the same period
Day 5: Describe the differences of Impressionism. Expressionism
and Abstract in music and arts
4 Performs music sample from the 20th century MU10TC-Ib-5
3 days
Day 6: Describe the sample compositions of the 20th century music
Day 7: Listen to the songs from the West Side Story
Day 8: Sing any songs from the West Side Story
6 Evaluates music and music performances using guided rubrics
2 days
Day 9: Guide the students in practicing selected songs from the
West Side Story
Day 10: Evaluate music performance using guided rubrics

150. QUARTER 2
Content Standard: demonstrates understanding of characteristic features of Afro-Latin American music and Popular music
Performance Standard: performs vocal and dance forms of Afro-Latin American music and selections of Popular music
# MELC Number of days taught Remarks
1 Describes the historical and cultural background of Afro-Latin American and popular music;
MU10AP-IIa-g-2 1 day
Day 1: Describe the historical and cultural background of Afro-Latin American music
2 Analyzes musical characteristics of Afro-Latin American and popular music through listening
activities; MU10AP-IIa-h-5
1 day
Day 2: Describe the characteristics of music of Afro-Latin American and popular music
through listening
3 Explores ways of creating sounds on a variety of sources suitable to chosen vocal and
instrumental selections; MU10AP-IIa-7
3 days
Day 3: Describe the musical instruments of Africa and Latin America
Day 4: Describe the vocal music of Africa and Latin America
Day 5: Explore ways of creating sounds using improvised instruments suitable to chosen vocal
and instrumental selections
4 Performs selections of Afro-Latin American and popular music in appropriate pitch, rhythm,
style, and expression; MU10AP-IIa-h-6
3 days
Day 6: Listen to examples of call and response, soul, spiritual and blues music
Day 7: Listen to examples of reggae and bossa nova and other popular music
Day 8: Sing selections of Afro-Latin American and popular music
5 Evaluates music and music performances using guided rubrics MU10AP-IIa-h-10
2 days
Day 9: Guide the students in practicing selected Afro-Latin American and popular music
Day 10: Evaluate music performance using guided rubrics
QUARTER 3
Content Standard: demonstrates understanding of characteristic features of contemporary music
Performance Standard: sings contemporary songs
# MELC Number of days taught Remarks
1 narrates the life of selected contemporary Filipino composer/s ; MU10CM-IIIc-g-3
1 day
Day 1: Narrates the life of selected contemporary Filipino composers
2 Analyzes the musical characteristics of traditional and contemporary Philippine
music; MU10CM-IIIa-h-2 2 days
Day 2: Analyze the musical characteristics of traditional and contemporary Philippine music
Day 3: Identify the Filipino composers of traditional music and contemporary music

151. 3 Improvises simple vocal/instrumental accompaniments to selected contemporary
Philippine music; MU10CM-IIId-e-5
2 days
Day 4: Listen to examples of compositions of Philippine contemporary music
Day 5: Improvise simple vocal or instrumental accompaniments to selected contemporary
Philippine music
4 Performs selections of contemporary Philippine music; MU10CM-IIIb-h-4
3 days
Day 6: Listen to examples of contemporary songs
Day 7: Sing contemporary songs appropriate to the student’s voice range
Day 8: Compose a simple song with your own melody and lyrics
5 Evaluates music and music performances using guided rubrics MU10CM-IIIh-8
2 days
Day 9: Guide the students in practicing selected contemporary songs
Day 10: Evaluate music performance using guided rubrics
QUARTER 4
Content Standard: demonstrates understanding of characteristic features of 20th and 21st century opera musical play, ballet and other
multimedia forms. demonstrates understanding of the relationship among music, technology, and media.
Performance Standard: performs selections from musical plays, ballet, opera in a satisfactory level of performance. creates a musical
work using media & technology.
# MELC Number of days taught Remarks
1 Describes how an idea or story in a musical play is presented by watching a live
performance or video excerpt; MU10MM-IIIa-h-1
3 days
Day 1: Describe a Philippine opera, musical play, ballet and other multimedia forms
Day 2: Explain the plot, musical and theatrical element of Philippine opera, musical play, and
ballet
Day 3: Describes how an idea or story in a musical play is presented by watching a live
performance or video excerpt
2 Explains how theatrical elements in a selected part of a musical play is combined with music
and media to achieve certain effects MU10MM-IIIa-h-2
3 days
Day 4: Describe the elements of a musical play
Day 5: Describe the persons working behind a musical play
Day 6: Explain how theatrical elements in a selected part of a musical play is combined with
music and media to achieve certain effects
3 Creates appropriate sounds, music, gestures, movements, and costume using
media and technology for a selected part of a musical play; MU10MM-IIIc-h-4 2 days
Day 7: Creates appropriate sounds, music, gestures, movements, and costume using
media and technology for a selected part of a musical play

152. Day 8: Guide the students in choosing any songs and scenes from a musical play that is
appropriate in their vocal range.
4 Performs an excerpt from a 20th or 21st century Philippine musical and highlight its
similarities and differences to other western musical play MU10MM-IIIg-h-5 2 days
Day 9: Practice for an excerpt of Philippine musical play
Day 10: Evaluate the music performance using guided rubrics
Learning Area: MAPEH – Arts Grade Level: 10
QUARTER 1
Content Standard:
1. grouping different materials based on their properties 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 phenomenon
Performance Standard:
1. Recognize and practice proper handling of products competently in a presentation of a creative impression
(verbal/nonverbal) from the various art movements
2. recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and
principles of art)
# MELC Remarks
1 analyzes art elements and principles in the production of work
following a specific art style from the various art movements
1
No need to unpack there
are 12 MELCS for first this
quarter, more than enough
for the target of 10 days,
MELCs no. 8 and 9 were
merge as well as 11 and 12
to make it exact .
2 identifies distinct characteristics of arts from the various art
movements
1
3 identifies representative artists and Filipino counterparts from the
various art movements
1
4 reflects on and derive the mood, idea, or message from selected
artworks
1
5 explains the role or function of artworks by evaluating their utilization
and combination of art elements and principles
1
6 uses artworks to derive the traditions/history of the various art
movements
1
7 compares the characteristics of artworks produced in the various art
movements
1

153. 8 creates artworks guided by techniques and styles of the various art
movements (e.g., Impasto, Encaustic, etc.)
1
Merge to make it good for 1
day
discusses the influence of iconic artists belonging to the various art
movements
9 applies different media techniques and processes to communicate
ideas, experiences, and stories showing the characteristics of the
various art movements (e.g., the use of industrial materials or found
objects, Silkscreen Printing, etc.)
1
10 evaluates works of art in terms of artistic concepts and ideas using
criteria from the various art movements
1
Merge to make it good for 1
day
shows the influences of Modern Art movements on Philippine art
forms
QUARTER 2
Content Standard: new technologies that allow new expressions in arts using art elements and processes
Performance Standard: create a tech-based artwork (video clips and printed media such as posters, menus, brochures etc.) relating
to a selected topic from the different learning areas using available technologies, e.g., food and fashion
# MELC Number of days taught Remarks
11 identifies art elements in the technology-based production arts 1
12 Identifies distinct characteristics of arts during in the 21st century in terms of: 1.1
production 1.2 functionality range of audience reaction
1
13 identifies artworks produced by technology from other countries and their
adaptation by Philippine artists
1
14 discusses the concept that technology is an effective and vibrant tool for
empowering a person to express his/her ideas, goals, and advocacies, which
elicits immediate action
1
15 explains the role or function of artworks by evaluating their utilization and
combination of art elements and principles
1
16 uses ar20tworks to derive the traditions/history of a community (e.g.,
landscapes, images of people at work and play, portrait studies, etc.)
1
17 compares the characteristics of artworks in the21st century 1
18 creates artworks that can be locally assembled with local materials, guided by
21st-centurytechniques
1
19 explains the influence of technology in the 21st century on the evolution of
various forms of art
1

154. 20
applies different media techniques and processes to communicate ideas,
experiences, and stories showing the characteristics of 21st-centuryart (e.g., the
use of graphic software like Photoshop, InDesign, etc.
1
Merge to make it
good for 1 day
evaluates works of art in terms of artistic concepts and ideas using criteria
appropriate for the style or form
QUARTER 3
Content Standard:
1. art elements and processes by synthesizing and applying prior knowledge and skills
2. new technologies that allow new expressions in the arts
Performance Standard: create artworks using available media and natural resources on local topics, issues, and concerns such as
environmental advocacies ecotourism, and economic and livelihood projects
# MELC Number of days taught Remarks
21 Identifies art elements in the various media-based arts in the Philippines.
A10EL-IIIb-1
1
22 Identifies representative artists as well as distinct characteristics of media-
based arts and design in the Philippines. A10EL-IIIa-2
1
23 Discusses the truism that Filipino ingenuity is distinct, exceptional, and on
a par with global standards. A10PL-IIIh-1
1
24 Discusses the role or function of artworks by evaluating their utilization
and combination of art elements and principles. A10PL-IIIh-2
Identify the characteristics of various media arts in the Philippines
1
1
Unpack to make one
additional objective
5 Uses artworks to derive the traditions/history of a community. A10PL-IIIh-3 1
6 Explains the characteristics of media based arts and design in the
Philippines
1
7 Applies different media techniques and processes to communicate
ideas, experiences, and stories (the use of software to enhance/ animate
images like Flash, Movie Maker, Dreamweaver, etc.). A10PR-IIIc-e-3
1
8 1
9 1

155. QUARTER 4
Content Standard:
1. how theatrical elements (sound, music, gesture, movement, and costume) affect the creation and communication of
meaning in a theater play/performance incorporated with media
2. theater and performance as a synthesis of arts
Performance Standard:
1. create appropriate costumes, props, set accessories, costumes improvised lighting and other décor for Philippine plays
2. create/improvise appropriate sound, music, gesture, and movements for a chosen theatrical
3. participate in an original performance inspired by local Philippine stories, myths, and events relevant to current issues
# MELC Number of days taught Remarks
1 shows the influences of Modern Art movements on Philippine art forms 1
MELCS are enough
for the target 10
instructional days
2 Analyzes examples of plays based on theatrical forms, and elements of art as
applied to performance. A10EL-IVa-2
1
3 Illustrates how the different elements are used to communicate the meaning.
A10EL-IVc-3
1
4 Explains the uniqueness of each original performance. A10PL-IVh-1 1
5 Designs with a group the visual components of a school play (stage design,
costume, props, etc.).
1
6 Assumes the role of a character as an actor/ performance, or production
staff (director, choreography, light designer, stage manager). A10PR-IVh-2
1
7 Analyzes the uniqueness of the group that was given recognition for its
performance and explain what component contributed to its selection.
A10PR-IVh-3
1
8 Contributes to the conceptualization of an original performance. A10PR-IVd-4 1
9 Choreographs the movements and gestures needed in the effective delivery
of an original performance with the use of media. A10PR-IVf-g-5
1
10 Improvises accompanying sound and rhythm needed in the effective
delivery of an original performance with the use of different media
1
Day 40:

156. Learning Area: MAPEH – Physical Education Grade Level: 10
QUARTER 1
# MELC Number of days taught Remarks
1 Assesses physical activity, exercise and eating habits
PE10PF-Ia-h-39
Day 1. Give the meaning and importance of
managing lifestyle
Day 2. Understand the concept of weight
management
Day 3. Analyze the different factors of eating habit,
10 Days
(Note: PE is taught
once a week in (JHS) in
this case since MELCs 1
and 3 are already
embedded in other LCs
it means that these
MELCs should be
taught in 10 days
instructional time, this
includes MELC 2
depending on its
phases of
development)
Since this is already embedded in other LCs
prior to teaching this competency give
inputs first on:
the meaning and importance of managing
lifestyle, understand the concept of weight
management, and analyze the different
factors of eating habit,
2 Engages in moderate to vigorous physical activities for
at least 60 minutes a day in and out of school PE10PF-
Ib-h-45
Day 4. Identify the concept of FITT program
Day 5. Analyze the importance and benefits of
physical activity
Day 6. Make a sample program of a moderate to
vigorous physical activities for at least 60 minutes a
day in and out of school
Day 7. Practice and Perform the program
Prior to teaching this competency
describes the meaning of physical activity.
Analyze the importance and benefits of
physical activity.
Identify the concept of FITT program
3 Expresses a sense of purpose and belongingness by
participating in physical activity-related community
services and programs PE10PF-Ib-h-48
Day 8. Give the meaning and importance of active
daily task, recreation, active transportation
Day 9. Identifying the different types of recreation and
active transportation.
Day 10. Explain the benefits and importance of
aerobic exercises.
Since this is already embedded in other LCs
prior to teaching this competency give
inputs first on:
The meaning and importance of active
daily task, recreation, active transportation,
Benefits of active daily tasks, recreation,
active transportation.
Identifying the different types of recreation
and active transportation.
The health benefits and importance of
aerobic exercises.

157. QUARTER 2
Content Standard: Demonstrates understanding of lifestyle and weight management to promote societal fitness
Performance Standard: Maintains an active lifestyle to influence the physical activity participation of the community and society
Practices healthy eating habits that support an active lifestyle
# MELC Number of days taught Remarks
1 Assesses physical activity, exercise and eating habits
PE10PF -IIa - h -39
Day 1. Understand the meaning of eating disorders
Day 2. Give and explain the three most common type
of eating disorders
Day 3. Enumerate the factors that may contribute to
eating disorders
Day 4. Analyze the health effects of eating disorders
10 Days
(Note MELC1 is already
embedded in other LC
it means that these
should be taught in 10
days instructional time
including MELC 2
according to its phases
of development)
Since this is already embedded in other LCs
prior to teaching this competency give
inputs first on:
Understand the meaning of eating
disorders: its three most common types, the
factors that may contribute to eating
disorders, and the health effects of eating
disorders.
2 Engages in moderate to vigorous physical activities for
at least 60 minutes a day in and out of school PE10PF -
IIc - h -45
Day 5. Explain thoroughly the meaning and
importance of stretching exercise (yoga)
Day 6. Identify and analyze the importance of
strength training exercises, hip-hop aerobics
Day 7. Create a wellness plan to maintain fitness level.
Day 8. Perform stretching exercise (yoga) according
to wellness plan
Day 9. Perform strength training exercises, hip-hop
aerobics according to wellness plan.
Day 10. Involves oneself in moderate to vigorous
physical activities for at least 60 minutes a day in and
out of school
Prior to teaching this competency, explain
thoroughly the meaning and importance of
stretching exercise (yoga), strength training
exercises, hip-hop aerobics, and create a
wellness plan to maintain fitness level.

158. QUARTER 3
Content Standard: Demonstrates understanding of lifestyle and weight management to promote societal fitness
Performance Standard: Maintains an active lifestyle to influence the physical activity participation of the community and society
Practices healthy eating habits that support an active lifestyle
# MELC Number of days taught Remarks
1 Assesses physical activity, exercise and eating habits
PE10PF -IIIa - h -39
Day 1. Discuss the nutritional needs of a teenager and
importance of eating a healthy diet
Day 2. Make a sample healthy diet plan according to
the needs of a teenager.
10 Days
(Note MELCs1and 3 are
already embedded in
other LCs it means that
these should be taught
in 10 days instructional
time including MELC 2
according to its phases
of development
Since this is already embedded in other LCs
prior to teaching this competency give
inputs first on:
The nutritional needs of a teenager and
importance of eating a healthy diet
2 Engages in moderate to vigorous physical activities for
at least 60 minutes a day in and out of school PE10PF -
IIIc - h -45
Day 3. Introduce the concept of street dance and
hip-hop dance
Day 4. Excecute the skills involved in Tutting and
Shuffling
Day 5. Execute the skills involved in Krumping and
Locking.
Day 6. Create a plan guided by FITT Principle using the
skills involved in street dance and hip hop dance.
Prior to teaching this competency:
Introduce the concept of street dance and
hip-hop dance styles such as Tutting,
Shuffling and Krumping, Breaking or B-
Boying and Locking.
3 Expresses a sense of purpose and belongingness by
participating in physical activity-related community
services and programs PE10PF-IIIc-h-48
Day 7. Give the importance of dancing to maintain
lifelong fitness.
Day 8. Explain the benefits of dancing to maintain
lifelong fitness.
Day 9. Participate in a group performance executing
the skills involved in Street dance and Hip hop Dance
Day 10. Understand the purpose and belongingness
by participating in physical activity-related
community services and programs
Since this is already embedded in other LCs
prior to teaching this competency give
inputs first on:
The importance of dancing to maintain
lifelong fitness.

159. QUARTER 4
Content Standard: Demonstrates understanding of lifestyle and weight management to promote societal fitness
Performance Standard: Maintains an active lifestyle to influence the physical activity participation of the community and society
Practices healthy eating habits that support an active lifestyle
# MELC Number of days taught Remarks
1 Assesses physical activity, exercise and eating habits
PE10PF-IVa-h-39
Day 1. Give inputs and feedback on the last quarter
BMI.
Day2. Understand the results of developed physical
activities guided by FITT principles.
10 Days
(Note MELC1 is already
embedded in other LC
it means that these
should be taught in 10
days instructional time
including MELC 2
according to its phases
of development)
Since this is already embedded in other LCs
prior to teaching this competency give
inputs first on:
The results of last quarter BMI.
Results of developed physical activities
guided by FITT principles.
2 Engages in moderate to vigorous physical activities for
at least 60 minutes a day in and out of school PE10PF-
IVc-h-45
Day 3. Give the origin and Local development settings
of cheer dance and contemporary dance.
Day 4. Discuss the basic positions of arms and legs in
cheer dance.
Day 5. Explain the safety measures and proper
executions of jumps and simple stunts in cheer dance.
Day 6. Execute the basic positions of arms and legs in
cheer dance with accuracy.
Day 7. Execute the skills involved in jumps and simple
stunts in cheer dance with precautions
Day 8. Create cheer chant and Practice cheer dance
with the cheer chant
Day 9. Participate in a group performance executing
the skills involved cheer dance
Day 10. Understand the purpose and belongingness
by participating in physical activity-related
community services and programs.
Prior to teaching this competency gives
inputs on the:
Origin and Local development settings of
cheer dance and contemporary dance.
Basic positions of arms and legs in cheer
dance.
Safety measures and proper executions of
jumps and simple stunts in cheer dance.

160. Learning Area: MAPEH – Health Grade Level: 10
QUARTER 1
Content Standard: Understand the guidelines and criteria in the selection and evaluation of health information, products, and
services.
Performance Standard: demonstrates critical thinking and decision-making skills in the selection, evaluation and utilization of health
information, products, and services.
# MELC Number of days taught Remarks
1 Day 1: Explain the guidelines and criteria in the selection and evaluation of health
information, products, and services (H10CH-Ia-b-20)
8 Days
2 Day 2: Discuss the various forms of health service providers and healthcare plans (H10CH-Ia-
b-21)
3 Day 3: Select health professionals, specialists and health care services wisely. (H10CH-Ic-22)
4 Day 4: Report fraudulent health services (H10CH-Ic-24)
5 Day 5: Explain the different kinds of complementary and alternative health care modalities
(H10CH-Id-25)
6 Day 6: Explain the importance of consumer laws to protect public health. (H10CH-Id-26)
7 Day 7: Identify national and international government agencies and private organizations
that implement programs for consumer protection (H10CH-Ie-f-27)
8 Day 8: Participate in programs for consumer welfare and protection (H10CH-Ig-h-28)
QUARTER 2
Content Standard: Demonstrate understanding of current health trends, issues and concerns in the local, regional, and national, levels
Performance Standard: Consistently demonstrate critical thinking skills in exploring local, regional and national health trends, issues,
and concerns.
# MELC Number of days taught Remarks
1 Discuss the existing health related laws (H10HC-IIa-1)
8 Days
Day 1: Identify the existing health related laws
Day 2: Give emphasis to the salient features of the existing health related laws
2 Explain the significance of the existing health related laws in safeguarding people’s health
(H10HC-IIb-2)
Day 3: Relate the importance of existing health related laws to real life situations such as an
incidence in the family and in the community
Day 4: Discuss the advantages of having these health – related laws.

161. 3 Critically analyzes the impact of current health trends, issues, and concerns (H10HC-IIc-d-4)
Day 5: Identify other existing problems that are results of health issues and concerns
Day 6: Recommend other health issues that could be given importance so that can be
prioritized by the government
4 Recommends ways of managing health issues, trends and concerns (H10HC-IIe-g-5)
Day 7: Discuss existing practices at home or in the community which are applicable in
addressing these health issues and concerns
Day 8: Suggest other means for the health issues and concerns to be addressed.
QUARTER 3
Content Standard: Demonstrate awareness of global health initiatives
Performance Standard: Demonstrate competence in applying knowledge of global health to local or national context global
Initiatives
# MELC Number of days taught Remarks
1 Discuss the significance of global health initiatives (H10HC-IIIa-1)
8 Days
Day 1: Identify what are the global health initiatives
Day 2: Explain the importance of global health initiatives
2 Describe how global health initiatives positively impact people’s health in various countries
(H10HC-IIIb-c-2)
Day 3: Give the positive impact or effects of global health initiatives to people’s health in
many countries
Day 4: Analyze how global health initiatives affect people’s life positively
3 Analyzes the issues in the implementation of global health initiatives (H10HC-IIIb-c-3)
Day 5: Identify the problems that arise from the implementation of global health initiatives
Day 6: Suggest ways of resolving the issues which result from the implementation of global
health initiatives
4 Recommends ways of adopting global health initiatives to local or national context
(H10HC-IIId-e-4)
Day 7: Select which of the global health initiatives are applicable in the local or national
setting.
Day 8 : Suggest steps on how these global initiatives be adopted in the local and national
level.

162. QUARTER 4
Content Standard: Demonstrate understanding of the concepts in planning a health career
Performance Standard: Prepare an appropriate plan of action in pursuing a health career
# MELC Number of days taught Remarks
1 Discuss the components and steps in making a personal health career plan (H10PC-Iva-b-
1)
Day 1: Give the components and steps in making a personal career plan
Day 2: Decide on what possible career plan one may have in the future
2 Prepare a personal health career following the prescribed components and steps (H10PC-
Iva-b-2)
Day 3: Choose a health career plan which is suitable to the ability and decision made
Day 4: Plot on the components and steps of the chosen health career.
3 Explore the various health career paths, selects a particular health career pathway based
on personal competence and interest; participates in a health career orientation program
(H10PC-IVc-d-3)
Day 5: Watch/ attend some career orientation program
Day 6: Research on possible health career paths, considering the pros and cons of each,
also checking on ones’ abilities and competence.
4 Decide on an appropriate health career path (H10PC-IVc-d-4)
Day 7: Get the best options among the professions/ careers of health – related jobs.
Day 8: Prepare a health career plan based on the chosen profession or job.