JUNIOR HIGH SCHOOL

MODULES IN MUSIC, ARTS,

PHYSICAL EDUCATION

AND HEALTH

FOURTH QUARTER

PREPARED BY:

ROBERT R. PONCE
MAPEH TEACHER

SY 2022-2023

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MODULE 4
Vocal Music of the Romantic Period

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MODULE 4

VOCAL MUSIC OF THE ROMANTIC PERIOD

INTRODUCTION:

Vocal music is one of the best tools for expressing one’s feelings. This form of
expression became more evident during the Romantic period. Romanticism coincided with the
Industrial Revolution in Western Europe that brought about the rise of socialism and capitalism.
The Romantic Period’s basic quality is emotional subjectivity. Composers explore
feelings of grandiosity, intimacy, unpredictability, sadness, rapture and longings.
Romantic vocal forms like the art song and operas were about fantasy, supernatural,
romance and the nature as mirror of the human heart. Virtuoso performers are not only
instrumentalists but also singers.
One singer sometimes sounds like several characters by use of different vocal register. To
fully understand and appreciate vocal music of the Romantic Period, this unit will let you
experience the cultural developments and artistic forms of expression of the period.

CONTENT STANDARD:
At the end of this module, you are expected to:
1. analyze the musical structure of the vocal music forms of Romantic Period music.
2. listen perceptively to selected art songs and excerpts of opera and classify the different
vocal ranges and voice types of opera performers.
3. create / improvise appropriate sounds, music, gestures, movements, and costumes for
a chosen opera

PERFORMANCE STANDARD:
You should be able to create or perform themes of selected songs

EXERCISES:
To be able to accomplish the output of this module, you should do
following exercises:
1. creating a brief description for each compositions
2. making a chart of four composers during the Romantic Period
3. long quiz

MODULE OUTPUT:

At the end of this module, you should be able to make a parody or to create a song (own
lyrics) following any of a modern song with the theme “Pandemic Covid 19”. The rhythm,
lyrics, and creativity are the criteria in creating parody.

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ASSESSMENT TOOL:

The output will be evaluated through the use of rubrics.

Performance 3 2 1
Indicator

Rhythm/ Parody version of the Parody version of the Parody version of the
Rhyme song completely song mostly matches the song sometimes
Patterns matches the rhythm rhythm and rhyme matches the rhythm
and rhyme patterns of patterns of the original. and rhyme patterns of
the original. (25 pts.) (20 pts.) the original. ( 15 pts.)

Lyrics- Word Lyrics were carefully Lyrics were sometimes Lyrics were chosen
Choice chosen and assist in chosen carefully and with basic care and
getting the overall assist in getting the get the general idea
theme of the parody overall theme of the of the theme across to
across to the audience parody across to the the audience.
clearly. (10 pts.) audience. (5 pts.) (3pts.)

Creativity Ideas expressed are Ideas expressed are Ideas expressed are
very original and mostly original and occasionally original
clever. clever. and clever.
(15 pts.) (10 pts.) (5 pt.)

Topic 1

OPERA COMPOSERS OF THE ROMANTIC PERIOD

FRANZ PETER SCHUBERT

Introduction:
The proper name for Franz Schubert songs is
actually lieder, which is the German word for songs. Franz
Peter Schubert, the master of songs wrote more than 200
songs. He is called as the “Father of the German Lied.”
His father taught him how to play the violin. He studied
counterpoint, keyboard playing and singing under Michael
Holzen. He is considered the last of the Classical composers
and one of the first romantic ones.

The composer Salieri (he of not actually murdering

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Mozart fame) talent-spotted the young Franz when the boy was just seven. In November 1808,
Franz was whisked off to the Imperial Seminary where he sang in the choir, played violin in the
orchestra and learned musical theory from Salieri himself.
His famous vocal music works/ Lieder were: “Gretchen am Spinnrade”, “Erlkonig”,
“Ellens Gesang III” (“Ave Maria”) and “Schwanenge sang” (“Swan Song”). He also
wrote piano pieces, string quartets, operetta and the Symphony No.8 in B minor (“Unfinished
Symphony”)

Schubert was born on the 31st of January 1797 in Himmelpfortgrund, Austria and died in
1828 in Vienna, Austria at the age of 31 due to mistreatment of his disease syphilis.

Topic 2
GIUSEPPE VERDI

Introduction:

Giuseppe Verdi was born in Parma, Italy on October 9, 1813. He studied in Busseto and
later went to Milan where his first opera “Oberto” was performed in La Scala, the most
important opera house at the time. Almost all of his works are serious love story with unhappy
ending. Expressive vocal melody is the soul of a Verdi opera.

He completed 25 operas throughout his career. His final

opera ends with “All the world’s a joke.” Some of his famous
operas are still being produced and performed worldwide. His
much acclaimed works are; La Traviata, Rigoletto, Falstaff,
Otello and Aida which he wrote for the opening of the Suez
Canal.

Verdi showed talent by the age of seven and even played

organ at a local church. Around this time he was given an old
piano, which he quickly learned to play with proficiency.
https://www.google.com/search?tbm=isch&q=Giuseppe+Verdi

Verdi first developed musical talents at a young age, after moving with his family from
Le Roncole to the neighboring town of Busseto. There, he began studying musical composition.
In 1832, Verdi applied for admission at the Milan Conservatory, but was rejected due to his age.

Falstaff was Verdi's last opera and is considered one of the greatest comic operas.

While staying at the Grand Hotel, Verdi suffered a stroke on 21 January 1901. He gradually
grew more feeble over the next week, during which Stolz cared for him. He died on 27 January
1901 at the age of 87 in Milan, Ital

Topic 3
GIACOMO PUCCINI

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Introduction:
Giacomo Puccini ((UK: puu-CHEE-nee) was
born in a poor family on December 22, 1858 in Lucca,
Italy. He has been called "the greatest composer of
Italian opera after Verdi".

Puccini’s uncle, Fortunato Magi, was his first

music instructor. This was followed by Carlos
Angeloni, the director of the Instituto Musicale Pacini.
He studied at the Milan Conservatory from1880- 1883.

https://www.google.com/search?tbm=isch&q=Giacomo+Puccini
Puccini’s music is described as emotional, sentimental, and well-crafted. But Puccini’s genius
lay in his ability to write beautiful melodies.

Puccini's early work was rooted in traditional late-19th-century romantic Italian opera.
Later, he successfully developed his work in the realistic verismo style, of which he became one
of the leading exponents.

Puccini‟s famous operas were:

1. “La Boheme” is generally considered his masterpiece.
2. “Tosca”,
3. “Madame Butterfly”
4. “Turandot”.

“Nessun dorma" (Italian: [nesˌsun ˈdɔrma]; English: "Let no one sleep") is an aria(a
composition sung by a soloist of the opera) from the final act of Giacomo Puccini's opera
Turandot and one of the best-known tenor arias in all opera.
Puccini died in 1924, due to heart attack. He left over four million dollars.

Topic 4

WILHELM RICHARD WAGNER

Introduction:

Wilhelm Richard Wagner was born in

Leipzig, Germany on May 22, 1813 during the
chaotic final years of the Napoleonic wars.

Wagner introduced new ideas in harmony

and in form, including extremes of chromaticism
(any note that has been modified as an accidental,
either sharp or flat, is considered a chromatic note).

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Wagner was an influential German composer, conductor, music theorist, and essayist,
primarily known for his operas (or "music dramas" as he later came to call them).

. At the end of 1822, at the age of nine, he was enrolled in the Kreuzschule, Dresden,
(under the name Wilhelm Richard Geyer), where he received some small amount of piano
instruction from his Latin teacher.
https://www.google.com/search?tbm=isch&q=Richard+Wagner

He is famous for both his epic operas, including the four-part, 18-hour Ring Cycle, as
well as for his anti-semitic writings, which, posthumously, made him a favorite of Adolf Hitler.
Richard Wagner's major works included The Flying Dutchman (1843), Tannhäuser
(1845), Lohengrin (1850), Tristan und Isolde (1865), Parsifal (1882), and his great tetralogy, The
Ring of the Nibelung (1869–76).

Wagner died of a heart attack on February 13,1883 at the age of 69.

EXERCISES: Musical Persona during the Romantic Period and their compositions

OBJECTIVES: You should be able to make a chart of the four composers

ASSESSMENT TOOL: Short quiz, (20/20 and 16/16 points Rating Scale)

Worksheet in Music (Module 4)

A. MUSICAL PERSONA DURING THE ROMANTIC PERIOD

NAME:______________________________________ GRADE/SEC. ____________________

Direction : Make a chart about the three composers using the table provided below.

Characteristi Composer’s Composer’s Name Composer’s Name Composer’s

cs Name Verdi Puccini Name
Schubert Wagner
Nationality

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Musical
Influence

Teacher

Musical
Style

Musical
works
(give 1
composition)

B. THE ROMANTIC PERIOD COMPOSERS

NAME: _______________________________________ GRADE/SEC. ___________________

Direction: Research about the compositions of the following Romantic composers and create a
brief description for each compositions.

Name of Title of composition Description of composition

composer

Schubert

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Verdi

Puccini

Wagner

MODULE 4 OUTPUT

MUSIC INTERPRETATION

NAME: _________________________________________ GRADE/SEC. ________________

DIRECTIONS:

1. Make a parody or compose your own song (own lyrics) following of a modern song
with the theme Pandemic Covid 19”.

2. Watch the examples of Parody Music that can be found in the following videos:
a. “Ibigay nyo na ang ayuda” ( Parody ) by Jeoff Nagal
(https://www.youtube.com/watch?v=Gf2P8b5mKGQ)

b. “Can't Touch This Covid Parody” by Mr. Lee (https://www.youtube.com/watch?

v=oeAN8Xxz0q4).

3. Reflect on the music and plan on how you make a parody.

4. Be sure to have a Video during your performance.

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5. Limit your dance presentation into 2-3 minutes only.

6. Be sure to send it to your teacher’s messenger.

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MODULE 4 ART

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MODULE 4
ARTISTSOF THE NEOCLASSIC AND ROMANTIC PERIOD
INTRODUCTION:
Neoclassicism was a movement in European art and architecture that flourished during
the late 18th and early 19th centuries. It reflected the desire to return to the forms of Classical art
from Ancient Greece and Rome- a reason against the ostentation of Baroque art.
Neoclassic themes include mythology, revolutionary themes, folklore, and legends. It is
characterized by clarity of form, sober colors, shallow space, strong horizontal and vertical lines
that render the subject matter timeless, and present contemporary subject matter in the classical
manner.
Romanticism, on one hand, emerged as a response to the disillusionment in the aftermath
of the French Revolution of 1789. It featured terrifying images of nature and the portraits
produced during this period became vehicles for expressing different psychological and
emotional states.
CONTENT STANDARD: At the end of this module, you are expected to:
*identify representative artists from the Neoclassic and Romantic periods.
*use artworks to derive the tradition/history of the Neoclassic and Romantic periods.
*create artworks guided by techniques and styles of the Neoclassic and Romantic
periods.

PERFORMANCE STANDARD: You are expected to:

*perform / participate competently in a presentation of a creative impression
(verbal/nonverbal) from Neoclassic and Romantic period.
* recognize the difference and uniqueness of the art styles of the different periods
(techniques, process, elements, and principles of art).

TOPICS:
1. Jacques-Louis David
2. Jean-Auguste-Domique Ingres
3. Ferdinand Victor Eugene Delacroix

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EXERCISES:
To be able to accomplish the output of this module, the following exercises should be
evaluated:
1. searching the story behind the paintings .
2. making a chart about the three Neoclassic and Romantic Painters.
3. long quiz
MODULE OUTPUT:
At the end of this module, you should be able to create a painting that reflects your
expression or inspiration. Consider also the principles and elements of art.

ASSESSMENT TOOL:
The output will be evaluated in accordance to the work sheet outcomes and to the
rubrics:
Performance 3 2 1
Indicator
Shading Shading is smooth and Shaded the art work Violated the principles of
strictly follows the and tried applying light and has a bad pencil
principle of light. Effort the principles of shading
and excellence is seen in light. Shading is
the output arts acceptable and nice
(15 pts.) 10 pts.) (5 pt.)
Space The drawing occupied The drawing is in Drawing is so small that
the best proportions and good size but has not spaces are wasted/so wide
sizes of objects drawn occupied the best fit that drawing paper seemed
not enough to the paper
(15 pts.) (10pts.) (5 pt.)
Visual Portrayed a masterpiece The image tried to Art work is not pleasant to
Impact in making the art work. portray is seen and the eye and has an
All lines and details are the student was able unacceptable appearance
complete and nicely to make a
done satisfactory art work
(20 pts.) (15 pts.) (10pts.)

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Topic 1
Jacques-Louis David
INTRODUCTION:
Jacques-Louis David, (born August 30, 1748, Paris,
France—died December 29, 1825, Brussels, Belgium), the
most celebrated French artist of his day and a principal
exponent of the late 18th-century.
Jacques-Louis David studied at the Royal Academy
of Painting and Sculpture; he lost the school’s Prix de Rome
competition three times and attempted suicide by starving
himself. During the French Revolution he joined the
Jacobins, painted revolutionary leaders, and abolished the
Royal Academy..
https://www.laphamsquarterly.org/contributors/david

His painting were characterized by rigorous contours, sculpted forms, and polished
paintings. He preferred clear drawings and modeling (shading). For him, the painting surface
should be perfectly smooth with no evidence of brush strokes discernible to the naked eye.
The historical paintings he created before the Revolution drew upon subjects from
ancient history and distant civilizations namely:
1. The Death of Socrates (French: La Mort de
Socrate) is an oil on canvas painted by French painter
Jacques-Louis David in 1787. The painting focuses on a
classical subject like many of his works from that
decade, in this case the story of the execution of Socrates
as told by Plato in his Phaedo.
The Greek philosopher Socrates (469–399 B.C.)
was convicted of impiety by the Athenian courts; rather
than renounce his beliefs, he died willingly, discoursing
on the immortality of the soul before drinking poisonous
hemlock.

https://www.abigailadamsinstitute.org/plato-the-apology-of-socrates
2. In Rome, David painted his famous Oath of the Horatii. In 1784, In the painting, the
three Horatii brothers express their loyalty and swearing to defeat their enemies or die. As they
receive their weapons from their father, the women of the family are prostrate with suffering.

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3.The Lictors Returning to Brutus the Bodies

of his Sons (1789) is a work in oils by the French artist
Jacques-Louis David. On a canvas of 146 square feet,
this painting was first exhibited at the Paris Salon
The canvas depicts an episode from the life of
Lucius Junius Brutus, who put an end to the brutal
regime of Tarquin, Rome's last king, and established the
first Roman Republic, only later to find his two sons
embroiled in a royalist conspiracy. True to his political
convictions, Brutus condemned his sons to death.
https://www.theartstory.org/artist/david-jacques-louis/artworks/

Other paintings of Jacques-Louis David presented below:

The Coronation of Napoleon (painted-1804) The Intervention of the Sabine Women (painted-1799)

https://
w
ww.pinterest.
ph/pin/
282108364128586169/
https://www.ancient.eu/image/1125/the-intervention-of-the-sabine-women/

The Battle of Marengo (painted-1802) Napoleon Crossing the Alps (painted-1801-1805)

https://www.napoleon-empire.com/battles/marengo.php https://daily.jstor.org/napoleon-bonapartes-personal-brand/

Topic 2

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Jean-Auguste-Dominique Ingres
INTRODUCTION:
Jean-Auguste-Dominique Ingres, (born
August 29, 1780, Montauban, France—died January
14, 1867, Paris), painter and icon of cultural
conservatism in 19th-century France. Ingres received
his first artistic instruction from his father.
Ingres became the principal proponent of
French Neoclassical painting after the death of his
mentor, Jacques-Louis David.
Ingres painted a number of portraits of
famous and significant personalities in history.

https://www.britannica.com/biography/J-A-D-Ingres

One of his most well-known portraits was that of

Napoleon Bonaparte painted by Ingres in 1806. In
this painting, Ingres presented Napoleon not only as
a French emperor, but as if he were a divine ruler,
who is an embodiment of timeless authority.

https://www.theartstory.org/artist/ingres-jean-auguste-dominique/artworks/

Homer is presented as a God, sitting in front of a

temple bearing his name on the pediment. Homer
being crowned by a winged figure personifying
Victory or the Universe.. Two women sitting at his
feet personify the epics he composed. The woman
bearing a sword represents the Iliad, while the woman
with the oar represents the Odyssey.
The Apotheosis of Homer, painted in 1827.
Ingres created this painting by combining over 100
small drawings for the assorted characters, each one
making the drawing more detailed and precise. The
painting was a state commission by Charles X to have
himself remembered in the building works of the
Louvre.

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Topic 3
Ferdinand Victor Eugene Delacroix
INTRODUCTION:
Painter Eugène Delacroix was born in
Charenton-Saint-Maurice, France, on April 26,
1798. He is the greatest French Romantic
painter, whose use of colour was influential in
the development of both Impressionist and Post-
Impressionist painting.
In 1815 he began his training with
Pierre-Narcisse Guérin in the neoclassical style
of Jacques-Louis David.
Delacroix painted such famous works as
"Liberty Leading the People" and "The Death of
Sardanapalus." He died in Paris on August 13,
1863.

https://www.biography.com/artist/eugene-delacroix

Other paintings of Delacroix

The Massacre at Chios shows some of
the horrors of the wartime destruction on the
Island of Chios. Suffering characters, military
might, ornate and colorful costumes, terror,
disease, and death.
The painting is a fictionalised account
of the Turks' massacre of 20,000 Greeks on the
island of Chios, which occurred in 1822 during
the Greek Wars of Independence. The massacre
was a reprisal for Turkish losses caused by a
Greek uprising against Turkish occupation.

https://www.eugene-delacroix.com/the-massacre-at-chios.jsp

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Women of Algiers in their Apartment (1834)

Three Algerian women wearing brightly
colored clothing are seated casually on the floor
of a richly decorated interior. The woman on the
left reclines on a pillow and gazes towards the
viewer while the other two turn their heads
toward one another, as if engaged in
conversation. At the far right, a black female
servant walks away with her back to the viewer
and her head turned towards the women on the
floor.

https://www.theartstory.org/artist/delacroix-eugene/artworks/

Delacroix’s painting of the Women of Algiers in their Apartment shows his masterful
color technique and approach to lighting. Delacroix bathes the women in a sensuous light and
together with the relaxed poses of the women, creates a calming effect. He changed the pattern of
his brushstrokes that range from smooth to rough, dull to shiny. The dull carpets, tiles, and
cushions make the shining mirrors, silk, jewels, and glass shimmer.

EXERCISES: Neoclassic Romantic Painters

OBJECTIVES: You should be able to make a chart about the three Neoclassic and Romantic
Painters.
ASSESMENT TOOL: Short quiz, 27 points Rating Scale

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MODULE 4

ENGAGING IN ACTIVE RECREATION

INTRODUCTION:
Recreation is an activity of leisure; leisure, being a discretionary time. A recreational
activity helps a person to take a momentarily diversion or break from the daily routine. It gives
people benefit of a positive change from the stereotypical lifestyle. It provides a source of joy
and relaxation to one’s mind and body.
Active recreation can be indoor or outdoor. It include activities that every individual
participates in. An active recreation is often done for enjoyment, amusement, or pleasure and is
always considered to be fun because its objective is for one’s recreation.

CONTENT STANDARD:
At the end of this module, you are expected to:
1. discuss the nature and background of indoor recreational activities.
2. participate in active recreation.
3. practice environmental ethics during participation in recreational activities of the
community.

PERFORMANCE STANDARD:
At the end of this module, you will be able to maintain an active lifestyle to influence the
physical activity participation of the community and practices healthy eating habits that support
an active lifestyle.

TOPICS: MODULE 4: ENGAGING IN ACTIVE RECREATION

TOPIC 1. Officiating Tournament

a. Single Elimination
b. Round robin Elimination

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EXERCISES:
To be able to accomplish the output of this module, you do the following exercises:
1. Identifying what is asked in a given question.

2 . Solving for the number of games and completing the schedule of the
games of 9 teams Round Robin.

MODULE OUTPUT: At the end of the module, you will able to:
1. create a game schedule for a group of 16 teams during a single elimination.

ASSESSMENT TOOL: The output will be evaluated in accordance to the work sheet outcomes .

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Topic 1. A

TOURNAMENT (SINGLE ELIMINATION)

Introduction:
Tournament is a series of games or contests that make up a single unit of competition,
the championship playoffs of a league or conference, or an invitational event
The tournaments help in developing the technical and tactical skills of a player/team and the
game as a whole. In tournament players and teams of different games come forward to
participate from different parts of the state or country thus the tournament proved a chance to
search new talent in the sport.
A Single-elimination, knockout, or sudden death tournament is a type of elimination
tournament where the loser of each match-up is immediately eliminated from the tournament.
Each winner will play another in the next round, until the final match-up, whose winner becomes
the tournament champion.

W1 ---winner in game 1
L1 ---loser in game 1
https://www.slideshare.net/MontecriZz/single-and-double-elimination-tournament

For example: There are three teams.

Steps in making schedule of single elimination using close bracket system

1. compute the number games using the formula given above.

2. arrange the team in column. Always put the bye 2nd column
3. any team/player has no opponent is considered as a bye (standby)
4. assign winner/loser

Example three teams:

Formula G = n - 1 Team A
= 3 teams – 1 G1
W1 Team B
= 2 games only Team B W2 team C-
G2
Team C champion
Team C will be the bye

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G1- Team A vs Team B

G2- W1(Team B) vs Team C

Another example: 6 Teams

G=n–1
=6–1
= 5 games

Bye = p2 - N

=8–6 get 8 bec. 8 is

the highest nearest perfect
power of 2 to 6 teams.

= 2 byes
https://www.slideshare.net/MontecriZz/single-and-double-elimination-tournament
To use the bye, for example, there are 10 teams:
Bye = p2 – N = get 16 bec. 16 is the highest nearest power of 2 to 10 teams
Therefore Bye = 16 – 10 teams = 6 byes

Another example: 17 Teams, Bye = p2 – N = 32 – 17 Teams = 15 byes

Note: put the bye on the top and at the bottom. The position of the bye should be equal/less than
the number of bye at the bottom. The bye on the top should be always ODD number.

Example the bye are Team A and team F

Write the teams in column.

Team A(bye 1) W3 Team A

G3 W5 Team A-
Team B W1 Team B
G1 champion
Team C G5

Team D W2 Team E
G2 W4 Team E
Team E G4

Team F( bye 2)

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Topic 1. B.

ROUND ROBIN
Introduction:
ROUND ROBIN is a common type of tournament. It provides the opportunity for each
competing team to play against every other team. The round robin is very fair method of
determining the winner because of all opponents can get to play against each other. It is derived
from the French term ruban, meaning “ribbon”. After some time, the term was changed to robin.
https://

www.slideshare.net/johnwaltersoriano1/round-robin-amp-ladder-types-of-tournaments

For example, there are 6 Teams ( teams A, B, C, D, E, F ). Arrange teams the pair/with partner

Use the formula to get the number of Games

G= N ( N – 1 )
2
=6(6–1) In round robin, disregard the rules of bye in single
2 elimination. All even number team, no bye. All odd
=6(5) number team, 1 bye
2
= 30
2
= 15 games
For EVEN number
Round 1
G1- Team A vs Team B Then rotate counter clockwise. Team A
G2- Team C vs Team D stationary . Rotate Team C, E, F, D and B
G3- Team E vs Team F counter clockwise

Round 2 Round 3
G4- Team A vs Team D G7- Team A vs Team F
G5- Team B vs Team F G8- Team D vs Team E
G6- Team C vs Team E G9- Team B vs Team C

Round 4 Round 5
G10- Team A vs Team E G13- Team A vs Team C
G11- Team F vs Team C G14- Team E vs Team B
G12- Team D vs Team B G15- Team F vs Team D
Note: Highest number of wins, will be the champion

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Another example for ODD number : 5 Teams Round Robin

G=N(N–1)
2 If ODD number, always 1 bye and always write the bye on the top.
=5(5–1)
2 In ODD number Team, all teams should rotate counter clockwise.
= 5(4)
2 Example: Team V, Team R, Team S, Team M and Team N
= 20 The bye is Team M
2
= 10 games

Round 1 Round 3 Round 5

Team M Team N Team V
G1- Team V vs Team R G5- Team R vs Team S G9- Team S vs Team M
G2- Team S vs Team N G6- Team M vs Team V G10- Team N vs Team R

Round 2 Round 4
Team R Team S
G3- Team M vs Team N G7- Team N vs Team V
G4- Team V vs Team S G8- Team R vs Team M

EXERCISES: Table Tennis History and number of games or byes

OBJECTIVE: Identify and compute for the number of games or number of bye/s

ASSESSMENT TOOL: Short quiz, 48/48 points Rating Scale

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Work Sheet in PE (Module 4)

A. Table Tennis History

NAME:__________________________________________GRADE/SEC._________________
PHYSICAL EDUCATION 9 TEACHER: ROBERT R. PONCE

Direction: Identify what is asked in each given question. Write the answer on the blank before
the number. One (1) point each number.

_________________1. The father of Table Tennis.

_________________2. It is the trademark name of Table Tennis.
_________________3. The points to win the game in Table Tennis.
_________________4.He introduced "Gossima" game, with drum-type paddles.
_________________5. He introduced the tennis kit which included a portable net, a small ball
covered in netting, and paddles.
_________________6. It is the size of the Table Tennis table.
_________________7. The height of the Table Tennis table from the ground.
_________________8. According to this person, Table Tennis was a versions of Lawn Tennis,
Cricket and Football.
_________________9. He introduced that the Table Tennis" appeared on a board and dice game.
_________________10. He registered that "Ping Pong" as a trade name of Table Tennis.

B. NUMBER OF GAMES AND BYES

Direction: Compute for the number of games or number of bye/s. One (1) point each number

11. Number of games of 12 teams single elimination. ___________________

12. Number of bye/s of 12 teams single elimination._________________
13. Number of games of 19 teams single elimination._______________
14. Number of bye/s of 19 teams single elimination._________________
15. Number of games of 16 teams single elimination.________________
16. Number of bye/s of 16 teams single elimination._________________

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 JUNIOR HIGH SCHOOL

C. ROUND ROBIN

NAME:__________________________________________GRADE/SEC._________________
PHYSICAL EDUCATION 9 TEACHER: ROBERT R. PONCE

Directions: Solve for the number of games and complete the schedule of the games o f 8 teams
Round Robin. Remember every EVEN number teams has no BYE. Always write the bye on the
top and all of them will rotate counter clockwise. One (1) point each number

Round 1 Round 2 Round 3

G1_________________ G5___________________ G9____________________

G2_________________ G6___________________ G10___________________
G3_________________ G7___________________ G11___________________
G4_________________ G8___________________ G12___________________

Round 4 Round 5 Round 6

G13___________________ G17__________________ G21___________________

G14___________________ G18__________________ G22___________________
G15___________________ G19__________________ G23___________________
G16___________________ G20__________________ G24___________________

Round 7

G25__________________
G26___________________
G27___________________
G28___________________

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MODULE 4 OUTPUT

BRACKET SYSTEM OF SINGLE ELIMINATION

NAME:_________________________________________GRADE/SEC.__________________

Directions:
1. Compute the number of games and number of byes of each 16 Teams during the
Single Elimination round
2. Create the schedule below for each of the Team. Use ruler to draw the schedule
properly and neatly.
3. One (1) point each number

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REFERENCES:

1. Rordan, , Jude B.; Ruzol, Jocelyn Margaret A; Callanta, Hercules P; Mallari, Marla T;
Ulanday, Marie Eloisa D; Juliano, Melanie S; Mojica, Winlove P. (2019). Power Up with
MAPEH. Quezon City: ABIVA PUBLISHING HOUSE, INC.
2. Muyot, F. R., Zamora, C., Baarde, M. G., & Matthews, J. S. (2017). Experiencing the
World of MAPEH 9 . Quezon City: The Inteligente Publishing, Inc.

WEBSITES:
https://www.allabouttabletennis.com/history-of-table-tennis.html
https://www.merriam-webster.com/dictionary/tournament
https://gregsttpages.com/guide-to-table-tennis/beginners-guide-to-table-tennis/an-illustrated-
history-of-the-olympic-sport-of-table-tennis/
https://www.slideshare.net/MontecriZz/single-and-double-elimination-tournament

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MODULE 4
Prevention, safety, and
First Aid for Intentional
Injuries
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MODULE 4

Prevention, Safety, and First Aid for Intentional Injuries

INTRODUCTION:

The intentional use of physical force or power against another person, or against a group
or community, that results in injury, death, psychological harm, mal development or deprivation
is referred to as interpersonal violence. Whereas, intentional injuries are used to describe injuries
resulting from purposeful human action whether directed at oneself or others.

CONTENT STANDARD:
At the end of this module, you are expected to:
1. describe intentional injuries
2. enumerate and describe the types of intentional injuries
3. describe the ways to prevent and control intentional injuries

PERFORMANCE STANDARD:
At the end of this module, you will consistently demonstrate resilience, vigilance and
proactive behaviors to prevent intentional injuries.

TOPICS: To attain the intended learning competencies of this module, the topics that will be
covered are the following:

MODULE 4- Prevention, Safety, And First Aid For Intentional Injuries

Topic 1- Concept of Intentional Injuries

Topic 2- Types of Intentional Injuries

EXERCISES: To be able to accomplish the output of this module, you do the following
exercises:
1. Identifying the words that are related to Intentional Injuries
2. Giving ways to prevent and manage intentional injuries.

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MODULE OUTPUT: At the end of the module, you will able to:

Make a Campaign Poster that raises awareness on how to end violence against
women and children. Neatness is included on your campaign poster.

ASSESSMENT TOOL: The output will be evaluated in accordance to the work sheet outcomes
and to the following rubrics:

Rubrics in Module 4 Output

Performanc 3 2 1
e Indicator
Campaign The campaign on the The poster has a The campaign on the
Poster poster strongly convey campaign but it does not poster does not send a
a message about send a very strong message about
awareness on how to message about awareness awareness on how to
end violence against on how to end violence end violence against
women and children against women and women and children
children
30 pts 20 pts 10 pts
Poster Poster is very neat, well Poster is not very neat or Poster is not neat
Neatness organized and extremely well organized. More organized. Few details
visually appealing with time could be spent on are included and it is
many details included details not visually appealing
20 pts 15 pts 10 pts

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Topic 1
CONCEPT OF INTENTIONAL INJURIES
Introduction:
Intentional injury is a deliberate, intentional, or direct injury to the body tissue. This is
also regarded as self-harm or self-injury. The most common form of self-harm is skin-cutting.
Other forms include the following.
*Burning *Scratching
*Banging (put down something) *Hitting the body parts
*Interfering with wound healing *Hair pulling
*Ingestion of toxic substance or objects
The relationship between self-harm (the act of purposely hurting oneself) and suicide is
complex as self-harming behavior may be potentially life-threatening. Self-harm is one of the
symptoms of personality disorder. People with the diagnosis listed below may also resort to self-
harm.
*Depression *Substance abuse
*Eating disorders *Post-traumatic stress
*Anxiety disorders *Severe personality disorders
*Schizophrenia (a long-term mental disorder)

Causes of Self-harm or Self-injury:

A. Genetics: A rare genetic condition called “Lesch-Nyhan” has distinctive characteristics
which involves self-harm that includes biting and head-banging. This syndrome may result to
other psychological conditions like anxiety or depression which can also lead to self-harming
behaviour.

B. Use of Drugs and Alcohol: Use of drugs and alcohol is associated with self-harm. People
who are taking alcohol and abuse drugs lose their normal state of mind and thus, result to self-
harm or self-injury.

C. Mental Illness: People who are experiencing borderline personality disorder, bipolar
disorder (a mental disorder that causes unusual shifts in mood, energy, activity levels,
concentration, and the ability to carry out day-to-day tasks.), depression, phobia, conduct
disorder, schizophrenia, and Munchausen syndrome (a factitious disorder, a mental disorder in
which a person repeatedly and deliberately acts as if he or she has a physical or mental illness
when he or she is not really sick.) have a higher risk of self-harm.

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D. Psychological Factors: Child abuse, bereavement (is the period of sadness and loneliness
that we experience from a loss), troubled parental or partner relationship, war, poverty, and
unemployment may contribute to self-harm.

Prevention of Self-harm:
Inducing self-harm can be avoided by following the steps below:
*Maintain a healthy mind and body
*Engage and participate actively in worthwhile activities
*Socialize regularly
*Live a clean, happy, healthy, and peaceful life
*Improve spirituality
*Handle and manage stress and problems properly

Self-harm can be addressed by following the different methods below:

*Identify the cause or the behavior itself
*Use depressant drugs to patients with depression
*Keep the individual busy with activities to replace the act of self-harm
*Use safer methods that do not lead to permanent damage.

Topic 2

Types of Intentional Injuries

Introduction:
Intentional injuries also refer to injuries
inflicted to others on purpose. These are planned
actions or willful acts meant to cause harm and
injury to others
Intentional injuries can be classified into
different types:

A. BULLYING: Bullying is any unwanted,

aggressive behaviour among school-age children
that involves a real or perceived power imbalance.
.https://imgbin.com/png/2DmH2yai/social-bullying-school-bullying-cartoon-png

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 JUNIOR HIGH SCHOOL

The behavior is repeated or has the potential to be repeated over time. Bullying acts include
making threats, spreading rumors, attacking someone physically or verbally, and excluding
someone from a group on purpose.
On the other hand, cyber bullying refers to any bullying that happens over technological
devices. This includes email, instant messaging, social networking sites like Facebook, text
messages, and cell phones.

B. STALKING: Stalking refers to unwanted or obsessive attention by an individual or

group towards another person. Stalking behaviors are related to harassment and intimidation and
may include following the victim in person or monitoring them.

C. EXTORTION: Extortion is a criminal offense of obtaining money, property, or service

from an institution through coercion. Extortion is different from robbery. In robbery, whether
armed or not, the offender takes the property from the victim by the immediate use of force or
threat that force will be immediately used against the victim, as in the classic line usually asked
by the robbers; “Which would you choose? Your money or your life?”
In blackmail, which always involves extortion, the extortionist threatens to reveal
information about a victim or their family members that is potentially embarrassing, socially
damaging or incriminating, unless a demand for money, property, or services is met.

D. GANG AND YOUTH VIOLENCE: Involvement with gangs is one of the things that
can greatly increase the chance of the youth to get involved in violence. Although the youth
involved in gangs only comprise a small portion of adolescent population, gang membership is
still a significant threat to youth safety. Selling drugs and bringing weapons to school are gang
membership-related acts which trigger serious violence among the youth themselves.

E. KIDNAPPING AND ABDUCTION: The term Kidnapping is usually accompanied with

a ransom for money or other gains. However, a crime of abduction is considered to be when a
person has been taken away from his or her original location by persuading him or her, by some
act of fraud or with a forceful way that may include violence.

F. DOMESTIC VIOLENCE AND ABUSE: Domestic violence is not physical violence

alone. Domestic violence is any behavior the purpose of which is to gain power and control over
a spouse, partner, girl/boyfriend or intimate family member. Abuse is a learned behavior; it is not
caused by anger, mental problems, drugs or alcohol, or other common excuses.

DOMESTIC VIOLENCE AND ABUSE

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 JUNIOR HIGH SCHOOL

https://cdn.images.express.co.uk/img/dynamic/130/590x/abuse1-454272.jpg

G. SUICIDE: Suicide is the act or an instance of taking one's own life voluntarily and
intentionally.

Risk factors of suicide include the following:

*Mental disorder *Personal disorder
*Alcoholism *Substance misuse
*Impulsive acts *Financial difficulties
*Troubles with relationship

Risk factors can be balanced out to a certain extent by the presence of protective
factors.
*strong, positive relationships with parents and guardians – feeling secure and supported
connections to other non-parental adults
*closeness to caring friends
*academic achievement
*school safety
*feeling a sense of belonging to something bigger than themselves – community, culture,
religion, sports team
*neighbourhood safety
*awareness of and access to local health services overall resilience.

H. SEXUAL ABUSE: Sexual abuse is sexual behavior or a sexual act forced upon a

woman, man or child without their consent. Sexual abuse includes abuse of a woman, man or
child by a man, woman or child. Sexual abuse is an act of violence which the attacker uses
against someone they perceive as weaker than them.

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 JUNIOR HIGH SCHOOL

EXERCISE: Word Search and Intentional Injuries Prevention

OBJECTIVES: You should be able to identify the words that are related to the topics and give
at least ten (10) ways to prevent and manage intentional injuries.

ASSESSMENT TOOL: short quiz, 35/35 Rating scale

Work Sheet in Health (Module 4)

A. Word Search

NAME:__________________________________________GRADE/SEC._________________

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 JUNIOR HIGH SCHOOL

HEALTH 9 TEACHER: ROBERT R. PONCE

Direction: Find and circle the word/s from the puzzle below. The words are related to the lesson
and may be found down or across. Be sure to find at least 15 words.

A B E H A V I O R B C D E F I
G R O C X T O X I S D R W S N

T R A U M S S Y B O E I C E T
R O A D I E H Y D R A I B B E

A N X I E T Y R I E T N A N N
U N L U L P B R L E L T N A T

M A P A P I R E N T A M G V I
A B E D E F R E P G J N I I O

F H I V R O G E S I S O N G N
A N T Y S T R E S S V W G A A

C I T R O I N J U R I E S T L
S Y M E N T A L P P H O B I A

E M C Y A L A S U N N Y N O T
R E V I L I Z A T I O N O S E

V S C H I Z O P H R E N I A M
I N T E T I O I L L N E S S E

C I T T Y O U T T Q U E E N Y
S P R O B L E M S U R P R I C

E C A L C O H O L U T O S O N
A A P P E T I S Y N D R O M E

B. Intentional Injuries Prevention

NAME:__________________________________________GRADE/SEC._________________
HEALTH 9 TEACHER: ROBERT R. PONCE

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 JUNIOR HIGH SCHOOL

Direction: Give at least ten (10) ways to prevent and manage intentional injuries. Write your
answer on the space provided.

1.____________________________________________________________________________
_____________________________________________________________________________
2.____________________________________________________________________________
_____________________________________________________________________________
3.____________________________________________________________________________
_____________________________________________________________________________
4.____________________________________________________________________________
______________________________________________________________________________
5.____________________________________________________________________________
______________________________________________________________________________
6.____________________________________________________________________________
______________________________________________________________________________
7.____________________________________________________________________________
_____________________________________________________________________________
8.____________________________________________________________________________
______________________________________________________________________________
9.____________________________________________________________________________
______________________________________________________________________________
10.___________________________________________________________________________
______________________________________________________________________________

MODULE 4 OUTPUT
STOP VIOLENCE

NAME:__________________________________________GRADE/SEC._________________
HEALTH 9 TEACHER: ROBERT R. PONCE

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 JUNIOR HIGH SCHOOL

Direction: Make a Campaign Poster that raises awareness on how to end violence against women
and children. Put your campaign poster inside the box below or you may use special paper for
your campaign poster. Neatness is included on your campaign poster.

REFERENCES
1. Biography.com Editors. (2014, April 2). Biography. Retrieved from Biography.com:
https://www.biography.com/artist/franz-schubert

2. Claudio Sartori. (n.d.). Britannica. Retrieved from Britannica.com:

https://www.britannica.com/biography/Giacomo-Puccini

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 JUNIOR HIGH SCHOOL

3. Deryck V. Cooke. (n.d.). Britannica. Retrieved from Britannica.com:

https://www.britannica.com/biography/Richard-Wagner-German-composer
4. Joseph Kerman. (n.d.). Britannica. Retrieved from Britannica.com:
https://www.britannica.com/biography/Giuseppe-Verdi

5. Global 202030 Leicester Square, London, WC2H7LA. (n.d.). GLOBAL 202030.

Retrieved from GLOBAL 202030.COM:
https://www.classicfm.com/composers/verdi/guides/verdi-facts/

6. Maurice J. E. Brown. (n.d.). Britannica. Retrieved from Britannica.com:

https://www.britannica.com/biography/Franz-Schubert

7. Muyot, F. R., Zamora, C., Baarde, M. G., & Matthews, J. S. (2017). Experiencing the
World of MAPEH 9 . Quezon City: The Inteligente Publishing, Inc.

Muyot, Fritzimarie R. et.al. 2017. Experiencing the World of MAPEH 9. The Inteligente
Publishing Inc. Quezon City.

Santos, Jeff Foreene M. et.al. 2017. MAPEH 9. Music, Art, Physical Education, and Health.
St. Bernadette Publishing House Corporation. Quezon City.

Jordan, , Jude B.; Ruzol, Jocelyn Margaret A; Callanta, Hercules P; Mallari, Marla T; Ulanday,
Marie Eloisa D; Juliano, Melanie S; Mojica, Winlove P. (2019). Power Up with MAPEH.
Quezon City: ABIVA PUBLISHING HOUSE, INC.

Roldan, Jude B; Ruzol, Jocelyn Margaret A. ;Callanta, Hercules P.; Mallari, Marla T. Ulanday
Marie Eloisa D.; Juliano, Melanie S.; Callanta, Luz and Mojico, Winlove. (n.d.). Power
Up with MAPEH 9. ABIVA PUBLISHING HOUSE.

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