MAGALANG CHRISTIAN ECUMENICAL SCHOOL, INC

Marbea, Subd, Sta. Cruz, Magalang, Pampanga

CURRICULUM MAP FOR GRADE 7
S.Y. 2019-2020

TERM UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURC CORE
(NO.): CONTENT STANDARD STANDARD ES VALUES
MONTH
1st LESSON 1: The learners The learners analyzes  Understand the  Interpret any  Perform Maria Fe L. Cooperati
Quarter Folksongs and demonstrates musical elements and meaning of Folksongs folk song or popular Esposo on
Kundiman understanding of musical processes of Philippine and Kundiman. kundiman folksongs
elements and processes of music. The learners  Appreciate the song through with hand
Philippine music, correlates Philippine elements and body movements
particularly the music of music to the Philippine characteristics of the movement. or simple
Luzon highlands and culture. The learners different examples of (kundiman) dance steps.
lowlands. The learner performs examples of folksongs and p.6
develops musical Philippine music, alone kundiman.  Interpret any
awareness and creativity and with others, in  Perform the different folk song or
in expressing oneself appropriate tone, pitch, example of folksongs kundiman
while doing the rhythm, expression and and kundiman song through
fundamental processes in style. body
music. movement
LESSON 2: Sacred The learners The learners analyzes  Discuss the vocal  Perform any  Perform own Maria Fe L. Teamwork
and Secular Music demonstrates musical elements and music of Lowland song from Senakulo Esposo
understanding of musical processes of Philippine Luzon. lowland version in the
elements and processes of music. The learners  Appreciate the Sacred Luzon (group classroom.
Philippine music, correlates Philippine Music and Secular work) p.6  Seatwork
particularly the music of music to the Philippine Music.  Short quiz
Luzon highlands and culture. The learners  Perform one of the (sacred and
lowlands. The learner performs examples of examples of vocal secular )
develops musical Philippine music, alone music of lowland
awareness and creativity and with others, in Luzon.
in expressing oneself appropriate tone, pitch,
 while doing the rhythm, expression and
fundamental processes in style.
music.

LESSON 3: The learners The learners analyzes  Discuss the  Short quiz  Seatwork Maria Fe L.
Instrumental Music demonstrates musical elements and instrumental Music of (instrumental page 45 Esposo
understanding of musical processes of Philippine Lowland Luzon. music)  Perform an
elements and processes of music. The learners  Appreciate the  Compose or example of
Philippine music, correlates Philippine Musical Instrument of improvise a Philippine
particularly the music of music to the Philippine Lowland Luzon simple music with
Luzon highlands and culture. The learners  Draw the different melodic or accompanime
lowlands. The learner performs examples of instrument in Lowland rhythmic nt of their
develops musical Philippine music, alone Luzon. accompanime own
awareness and creativity and with others, in nt for music of instrument
in expressing oneself appropriate tone, pitch, Lowland
while doing the rhythm, expression and Luzon
fundamental processes in style.
music.

2ND LESSON 1: Music of The learners The learners analyzes  Understand the  Make a short  Seatwork Maria Fe Cooperation
QUARTE Cordillera demonstrates musical elements and culture, beliefs and video clips of page 51 L. Esposo
R understanding of musical processes of Philippine the different music the rich  Perform an
elements and processes music. The learners and instrument in music of interpretative
of Philippine music, correlates Philippine Cordillera. cordillera dance using
particularly the music of music to Philippine  Appreciate the music region. the music of
Mindoro, Palawan and culture. The learners and musical  Short quiz Cordillera
the Visayas. The learners performs examples of ensemble of  Make an
develops musical Philippine music, alone Cordillera improvisation
awareness and creativity and with others, in
 in expressing oneself appropriate tone, pitch,  Perform the music of the vocal
while doing the rhythm, expression and and the different and
fundamental processes in style. musical ensemble of instrumental
music. Cordillera. music of
Palawan
LESSON 2: Music of The learners The learners analyzes  Understand the vocal  Listening Maria Fe
Mindoro and Palawan demonstrates musical elements and music and the Activity L. Esposo
understanding of musical processes of Philippine different ensemble page 58
elements and processes music. The learners of Mindoro and  Draw an
of Philippine music, correlates Philippine Palawan. instrument
particularly the music of music to Philippine  Appreciate the music from
Mindoro, Palawan and culture. The learners and the Musical ensemble of
the Visayas. The learners performs examples of ensemble of Palawan and
develops musical Philippine music, alone Mindoro and Mindoro
awareness and creativity and with others, in Palawan.
in expressing oneself appropriate tone, pitch,  Perform the different
while doing the rhythm, expression and instruments of
fundamental processes in style. Mindoro and
music. Palawan
LESSON 3: Music of The learners The learners analyzes  Understand the vocal  Draw a Maria Fe
Visayas demonstrates musical elements and music and the musical L. Esposo
understanding of musical processes of Philippine different ensemble ensemble in
elements and processes music. The learners of Visayas. a 1/8
of Philippine music, correlates Philippine  Appreciate the music illustration
particularly the music of music to Philippine and the Musical board.
Mindoro, Palawan and culture. The learners Ensemble of Visayas
the Visayas. The learners performs examples of
develops musical Philippine music, alone  Perform the different
awareness and creativity and with others, in instrument of
in expressing oneself appropriate tone, pitch, Visayas.
while doing the rhythm, expression and
fundamental processes in style.
music.
 3rd The learners The learners analyzes  Identifies the  Play an  Interpretative Maria Fe Cooperation
QUARTE MUSIC OF demonstrates musical elements and musical improvised Dance L. Esposo
R MINDANAO understanding of musical processes of Philippine characteristics of musical  Seatwork
elements and processes music and correlates representative music instrument of
1. Islamic of Philippines music, Philippine music to selections from Mindanao
Music particularly the music of Philippine culture. The Mindanao after (group work)
a. Chants Mindanao and develops learners perform examples listening. p.41
b. Lullaby musical awareness and of Philippine music, alone  Analyzes the  Brochure
creativity in expressing and with others, in musical elements of making about
2. Instrumental oneself while doing the appropriate tone, pitch, some Mindanao the
Ensemble fundamental processes in rhythm, expression and vocal and instruments
a. Kulintang music. style. instrumental music  Short quiz
ensemble  Explains the (non-islamic)
b. Bamboo distinguishing
ensemble characteristic of
c. Solo representative music
instrument selections of
Mindanao in relation
3. Non-Islamic to its culture and
a. Christian geography
b. Lumad  Improvises
rhythmic/melodic
accompaniments to
selected music from
Mindanao.
 Creates appropriate
movements or
gestures to
accompany the
music selections of
Mindanao
 Provides
accompaniment to
selected music of
Mindanao
  Evaluates music
selection and music
performances
applying knowledge
of music elements
and style.
4th LESSON 1: The learners demonstrate The learners will perform  Understand what are  Essay  Street Dance Maria Fe Cooperation
QUARTE Philippine Festival the understanding of selected Philippine theater the festivals in the (Philippine L. Esposo
R musical characteristic in and festival. Philippines. Festivals) Unity
selected Philippine Give values to Philippine  Appreciate the  Choose
Festival and Philippine culture as a vehicle Philippine Festivals. festival in the Artistic
theater. towards national identity  Perform on of the Philippines
and unity. festival in the and perform it
Philippines which is with props and
the Sinukwan costumes
Festival. (group work)
p.52

LESSON 2: The learners demonstrate The learners will perform  Make your  Perform the Maria Fe Artistic
Philippine Theater the understanding of selected Philippine theater  Understand what are own script for selected L. Esposo
musical characteristic in and festival. the theatrical forms theatrical play Philippine Cooperation
selected Philippine Give values to Philippine  Appreciate the Theater
Festival and Philippine culture as a vehicle theatrical forms.
theater. towards national identity  Perform on of the
and unity. theatrical forms
which is Sarsuela
 ARTS

TERM UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOUR CORE
(NO.): CONTENT STANDARD STANDARD CES VALUES
MONTH
1st Arts and Crafts of The learners recognize the The learners create  Analyze elements and  draw some of  Short quiz Maria Fe Cooperation
Quarter Luzon elements of arts. The artworks showing the principles of arts in the artifacts  Making L. Esposo
(Highland and learners demonstrate the characteristic elements of the production of introduced by burnay Artistic
Lowland ) understanding of different arts of Luzon, ones’s art and crafts our ancestors using clay.
theatrical forms and to be MIMAROPA, Visayas, inspired by arts of  compose a  Paper
1. Attires, fabrics raise the value of the and Mindanao. The Luzon. short term Lantern
and tapestries significant purposes of learners will perform the  Identify about arts Making
2. Crafts and Philippine Theater, selected Philippine characteristics of arts and crafts of  Scrap book
accessories Festival, and the arts and Theater. and crafts in specific Lowland or portfolio.
3. Architecture crafts of Luzon, Visayas, areas in Luzon. Luzon  “name that
4. Sculpture Mindanao.  Reflect on and derive  short quiz picture”
5. Everyday the mood, idea, or p.78 (highland
Objects message emanating and
from selected lowland)
artifacts and art  Group work
objects.
 Appreciate the
artifacts and art
objects in terms of
their uses and their
distinct use of art
elements and
principles.
 Incorporate the
design, form, and
spirit of the highland
and lowland artifact
and object in ones
creation.
 Trace the external
and internal
influences reflected
in the design of an
artwork and in the
making of a craft or
artifact.
 Create crafts that can
be locally assembled
with local materials,
guided, by local
traditional
techniques.
 Derive elements from
traditions/history of a
community for ones
artwork.
 Show relationship of
the development of
crafts in specific
areas of the country,
according to
functionality,
traditional specialized
expertise, and
availability of
resources.
 Mount an exhibit
using Luzon inspired
arts and crafts in an
organized manner.
 2ND Arts and Crafts of The learners recognize the The learners create  Analyze elements and  Acrostic (arts  Seatwork Maria Fe Teamwork
QUART MIMAROPA elements of arts. The artworks showing the principles of art in the and crafts of  Draw an L. Esposo
ER (Mindoro, learners demonstrate the characteristic elements of production one’s art MIMAROPA artwork
Marinduque, understanding of different arts of Luzon, and crafts inspired by ) p.90 from the arts
Romblon, and theatrical forms and to be MIMAROPA, Visayas, the arts of  Perform one of
Palawan. raise the value of the and Mindanao. The MIMAROPA and the festivals of MIMAROP
significant purposes of learners will perform the Visayas. Visayas p.92 A and
1. Attires, fabrics Philippine Theater, selected Philippine  Identify  How to make Visayas.
and tapestries Festival, and the arts and Theater. characteristics of arts headdress?  Make a
2. Crafts and crafts of Luzon, Visayas, and crafts in specific  portfolio of
accessories Mindanao. areas in MIMAROPA different
3. Architecture and Visayas. capiz
4. Sculpture  Reflect on and derive products
5. Everyday the mood, idea, or  Design your
Objects message emanating own pearl
from selected bracelet
artifacts and art
objects.
 Appreciate the
artifacts and art
objects in terms of
their uses and their
distinct use of art
elements and
principles.
 Incorporate the
design, form, and
spirit of artifacts and
art of object from
MIMAROPA and
Visayas.
 Trace the external
and internal
influences reflected
in the design of an
artwork and in the
 making of a craft or
artifact.
 Create crafts that can
be locally assembled
with local materials,
guided, by local
traditional
techniques.
 Derive elements from
traditions/history of a
community for ones
artwork.
 Show relationship of
MIMAROPA and
Visayas arts and
crafts to Philippine
culture, traditions and
history.
 Mount an exhibit
using completed
MIMAROPA-
Visayan inspired arts
and crafts in an
organized manner.
 3rd Arts and Crafts of The learners recognize the The learners create  Analyze elements and  Create a  Basket Maria Fe Artistic
QUART Mindanao elements of arts. The artworks showing the principles of art in the collage about design L. Esposo
ER learners demonstrate the characteristic elements of production one’s art the crafts of making
 Attires, fabrics understanding of different arts of Luzon, and crafts inspired by Mindanao.  Reflective
and tapestries theatrical forms and to be MIMAROPA, Visayas, the arts of Mindanao.  Clay Essay
 Crafts and raise the value of the and Mindanao. The  Identify Sculpture  Design your
Accessories significant purposes of learners will perform the characteristics of arts  Make your own vinta or
 Architectures Philippine Theater, selected Philippine and crafts in specific own pattern balangay
 Sculpture Festival, and the arts and Theater. areas in Mindanao. of Mindanao  Design an
 Everyday crafts of Luzon, Visayas,  Reflect on and derive weaving abstract art
objects Mindanao. the mood, idea, or  Short quiz that is okir
message emanating inspired
from selected
artifacts and art
objects.
 Appreciate the
artifacts and art
objects in terms of
their uses and their
distinct use of art
elements and
principles.
 Incorporate the
design, form, and
spirit of artifacts and
art of object from
Mindanao.
 Trace the external
and internal
influences reflected
in the design of an
artwork and in the
making of a craft or
artifact.
 Create crafts that can
be locally assembled
 with local materials,
guided, by local
traditional
techniques.
 Derive elements from
traditions/history of a
community for one’s
artwork.
 Show relationship of
the development of
crafts in specific
areas of the country,
according to
functionality,
traditional specialized
expertise, and
availability of
resources.
 Mount an exhibit
using completed
Mindanao inspired
arts and crafts in an
organized manner.
4TH Festival and The learners raise the The learners will perform  Identify the festival  Festival dance  Mask making Maria Fe Cooperation
QUART Theatrical Forms value of the significant the selected Philippine and theatrical forms  Collage  Puppet L. Esposo
ER purposes of Philippine Theater. celebrated all over the  Documentary Making
1. Religious Theater, Festival country throughout the video  Perform the
Festival year.  Culminating selected
2. Non-religious  Research on the Activity theatrical
Festival history of the festival  Shadow forms.
3. Representative and theatrical Puppet play  Short quiz
of Philippine composition and its
Theater evolution, and
describe how the
townspeople
 participate and
contribute to the event.
 Identify the elements
and principles of arts
seen in Philippine
Festivals
 Defines what makes
each of the Philippine
festivals unique
through a visual
presentation
 Design the visual
elements and
components of the
selected festival and
theatrical forms
through costumes,
props etc.
 Analyze the
uniqueness of each
group’s performance
of their selected
festival or theatrical
forms
 Choreograph the
movements and
gestures reflecting the
mood of selected
Philippine Festival and
Theatrical forms
 Perform in a group
showcases of the
selected Philippine
Festival/theatrical
form.
 PHYSICAL EDUCATION

TERM UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURC CORE
(NO.): CONTENT STANDARD STANDARD ES VALUES
MONTH
1ST Physical Fitness: The learners The learner designs  Undertakes  Physical  Warm-up Exercise Maria Fe L. Physically Fit
QUARTE demonstrates an individualized physical activity Fitness Test  Physical Fitness Esposo
R a. Physical Fitness understanding exercise program to and physical  Group Work Test
and its of guidelines achieve personal fitness assessments a. 3 minute
components, and principles in fitness  Set goals based on step test
b. body composition, exercise assessment results b. Curl-up
components of program design  Identifies training test
Physical Fitness, to achieve guidelines and c. Zipper test
 FITT principles personal fitness. FITT principles d. Hexagonal
 Recognizes obstacle
barriers to exercise test
 Prepares an e. Standing
exercise program stork test
 Describes the f. Sergeant
nature and jump test
background of the g. Ruler drop
sport test
 Executes the skills  Seatwork
involved in the  Getting the
sport BMI of the
 Monitors students
periodically one’s
progress towards
the fitness goals
 Distinguishes from
fallacies and
 misconceptions
about the physical
activity
participation
 Assumes
responsibility for
achieving personal
fitness.
 Keeps the
importance of
winning and losing
in perspective.
2ND Individual Sports The learners The learner designs  Undertakes  Create a race  100m / 200m dash Maria Fe L. Physically Fit
QUARTE a. Running demonstrates an individualized physical competition  Perform Esposo
R b. Rhythmic understanding exercise program to activity and with a starter, interpretative Healthy
Gymnastics of guidelines achieve personal physical fitness time keepers dance using the Living
c. Swimming and principles in fitness. assessments and runners. basic steps in
exercise  Review goals  Interpretative gymnastics.
program design based on dance using  Relay
to achieve assessment basic steps of
personal fitness. results gymnastic.
 Addresses barriers
to exercise
 Describe the nature
and background of
the sport
 Executes the skills
involved the sport
 Monitor’s
periodically one’s
progress towards
the fitness goals
 Performs
appropriate first
aid for sports-
related injuries.
  Assumes
responsibility for
achieving personal
fitness
 Keeps the
importance of
winning and losing
in perspective
3RD Dual Sports The learner The learner designs  Undertakes  Short quiz  Striking exercise Maria Fe L. Physically Fit
QUARTE a. Badminton demonstrates an individualized physical activity  Basic strokes  Play the game Esposo
R b. Table Tennis understanding exercise program to and physical in badminton badminton Healthy
c. Tennis of guidelines achieve personal fitness  Mini  Perform anyo living
d. Combative Sports: and principles in fitness. assessments Competition using the basic
Arnis exercise  Review goals (Badminton) skills in arnis. Sportsmanshi
program design based on p
to achieve assessment results
personal fitness  Addresses
barriers to
exercise
 Describe the
nature and
background of the
sport
 Executes the
skills involved the
sport
 Monitor’s
periodically one’s
progress towards
the fitness goals
 Performs
appropriate first
aid for sports-
related injuries.
 Assumes
responsibility for
 achieving
personal fitness
 Keeps the
importance of
winning and
losing in
perspective
4TH Folk Dances The learners The learners perform  Undertakes  Basic  Tinikling Maria Fe L. Cooperation
QUARTE a. Folk Dances demonstrate selected Philippine physical dance Dance Esposo
R b. Ethnic dances understanding Folk dance and ethnic activity and movements (Group work) Creativeness
c. Festival Dance of ethnic and dances. physical fitness  Make an  Festival dance
folk dances and assessments album of  Ethnic Dance
value festival  Review goals different
dance in based on Philippine
enhancing one’s assessment festival.
fitness. results  Short quiz
 Addresses  Tinikling
barriers to dance
exercise
 Describe the
nature and
background of
the dance
 Executes the
skills involved
the dance
 Monitor’s
periodically
one’s progress
towards the
fitness goals
 Performs
appropriate
first aid for
dance-related
injuries.
 HEALTH

TERM UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES ASSESSMENT ACTIVITIES RESOURCES CORE
(NO.): CONTENT STANDARD STANDARD VALUES
MONTH
1ST GROWTH AND The learner The learner  Discuss the  Essay  Group Maria Fe L. Cooperation
QUARTE DEVELOPMENT demonstrates appropriately manages concept of writing Inventory Esposo
R a. Holistic Health understanding of concerns and holistic health  Role play  Brochure
b. Stages of growth holistic health challenges during  Explains the  Quiz bee Making
and development and its adolescence to achieve dimensions of  Poster ( promote
c. Changes in the management of holistic health. holistic health making heath
health dimensions health concerns,  Analyzes the  Make a awareness)
during adolescence the growth and interplay summary  Seatwork
d. Management of development of among the
Health Concerns adolescents and health
during Adolescence how to manage dimensions in
e. Health appraisal its challenges. developing
procedures holistic health
 Practices health
habits to
achieve holistic
health
 Describes
developmental
milestone as
one grow
 Recognizes that
changes in
different health
dimensions are
 normal during
adolescence
 Identifies
health concerns
during
adolescence
 Explains the
proper health
appraisal
procedures
 Demonstrates
health appraisal
procedures
during
adolescence in
order to
achieve holistic
health
 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.
 2ND NUTRITION The learner The learner makes  Identifies the  Slogan  Role Play Maria Fe L. Cooperation
QUARTE a. Nutrition during demonstrates informed decisions in right foods making  Fact or Bluff Esposo Artistic
R adolescence understanding of the choice of food to during  Group  Quiz bee
b. Nutritional nutrition for a eat during adolescence work  Slogan
guidelines healthy life adolescence.  Follows the  Peer Making
c. Nutrition problems during appropriate assessment
of adolescents adolescence nutritional
d. Decision-making guidelines for
skills adolescents for
healthful eating
 Identifies the
nutritional
problems of
adolescents
 Describes the
characteristic,
signs, and
symptoms
malnutrition
and
micronutrient
deficiencies
 Discusses ways
of preventing
and controlling
malnutrition
and
micronutrient
deficiencies
 Explains the
characteristics
signs and
 symptoms of
eating disorders
 Discusses ways
of preventing
and controlling
eating disorders
 Apply decision
making and
critical thinking
skills to
prevent
nutritional
problems of
adolescents.
3RD PERSONAL HEALTH The learner The learner  Explains the  Create a  Crossword Maria Fe L. Cooperation
QUARTE a. Introduction to demonstrates consistently factors that poem  Role Play Esposo
R Mental Health understanding of demonstrates skills affects the  Short quiz  Seatwork
b. Understanding mental health as that promote mental promotion of  Compose
stress a dimension of health good mental a song
c. Common areas of holistic health health (how to
stressor that affect for a healthy life  Explains that prevent
adolescents stress is normal mental
d. Types and and inevitable illnesses)
management of  Differentiates
common mental eustress from
disorders distress
 Identifies
situations that
cause feeling of
anxiety or
stress
 Identifies the
common
stressors that
affect
adolescent
 Identifies
physical
responses of
the body to
stress
 Identifies
people who can
provide support
in stressful
situations
 Differentiates
healthful from
unhealthful
strategies in
coping with
stress
 Explains the
importance of
grieving
 Demonstrate
coping skills in
managing loss
and grief
 Recognizes
triggers and
warning signs
of common
mental
disorders.
 Discuss the
types, sign,
symptoms, and
prevention,
treatment and
professional
care in
 managing
common
mental health
disorders.

4TH PREVENTION AND The learner The learner  Discusses the  Brochure  Role Play Maria Fe L. Cooperation
QUARTE CONTROL OF demonstrates consistently nature of non-  Broadcasting  Slogan Making Esposo
R DISEASESBAND understanding of demonstrates personal communicable  Seatwork
DISORDERS non- responsibility and disease
a. Introduction to communicable healthful practices in  Explains non-
Non- diseases for a the prevention and communicable
communicable healthy life. control of non- disease based on
disease/ common communicable cause and effect,
Non communicable diseases signs and
disease symptoms, risk
b. Risk factors that factors and
affect non protective factors
Communicable and possible
Diseases complication
c. Programs and Corrects myth and
Policies on Non- fallacies about non-
Communicable communicable
Diseases disease
d. Agencies  Practices ways to
Responsible for prevent and
Non- control non-
Communicable communicable
Disease Prevention diseases
and Control  Demonstrates self-
monitoring to
prevent non
communicable
disease
 Promotes
programs and
 policies to prevent
and control non-
communicable and
lifestyle disease

 Identifies agencies
responsible for
non-
communicable
disease prevention
and control

PREPARED BY:
JAKE V. COSIO