Republic of the Philippines

Department of Education
National Capital Region
DIVISION OF CITY SCHOOLS – MANILA
Manila Education Center Arroceros Forest Park

MAPEH
GRADE 8
Quarter 1 Week 8 Module 8
A Stronger Family Bonding
MOST ESSENTIAL LEARNING COMPETENCIES
1. Evaluates music and music performances using guided
rubrics applying knowledge of musical elements and style.
2. 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)
3. Shows the commonalities and differences of the culture of
the Southeast Asian countries in relation to Philippine
culture
4. Monitors periodically progress towards the fitness goals
5. Executes the skills involved in the sport
6. Identifies the different issues/concerns of teenagers (i.e.,
identity crisis) and the need for support and
understanding of the family.

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HOW TO USE THIS MODULE

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions below
to successfully enjoy the objectives of this kt. I Have fun!
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning, that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/ guardian assess your answers using the answer
key card.
5. Analyze conceptually the post-test and apply what you have learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations – These are what you will be able to know after completing
the lessons in the module.
• Pre-test – This will measure your prior knowledge and the concepts to
be mastered throughout the lesson.
• Looking Back to your Lesson – This section will measure what learnings
and skills did you understand from the previous lesson.
• Brief Introduction – This section will give you an overview of the lesson.
• Activities – This is a set of activities you will perform with a partner.
• Remember – This section summarizes the concepts and applications of
the lessons.
• Check your Understanding – It will verify how you learned from the
lesson.
• Post-test – This will measure how much you have learned from the entire
module.

1
PRE-TEST

1. A traditional kite that is especially popular in the state of Kelantan, on

the East Coast of Malaysia
A. Sonkok B. Wau C. Sky lantern D. Menkuang
2. A mythical creature with the head of a lion and the body of fish, used
as a mascot and national personification of Singapore
A. Merlion B. Wau C. Sky lantern D. Menkuang
3. An art medium and methodology for creating design, usually on cloth,
by applying wax to portions of the material
A. Merlion B. Wau C. Batik D. Menkuang
4. A skilled manual worker; a craftperson
A. Angkor B. Wau C. Alto D. Artisan
5. It is a tactical skill in which a ball is directed to a point.
A. blocking
B. set
C. spike
D. toss
6. The following procedure is the process of executing the Set except.
A. Sit cross legs about 8-10 ft apart from the wall.
B. Set the ball back and forth.
C. The idea is to get a high arching lob on the ball and to get it to the target.
D. Toss the ball up in front of you. Then go through spiking setup.
7. The following procedure is the process of executing the Set except.
A. Toss the ball up in front of you. Then go through spiking setup.
B. When the ball falls to you, spike it against the wall.
C. Sit cross legs about 8-10 ft apart from the wall.
D. Try to get your spikes over the line you drew so they will clear the
net in real game.
8. What are the importance of life skills?
A. Help in making good decisions
B. Direct you in using refusal skills
C. Lead in sexuality media message
D. Helps in setting goal
9. The following are the 6 steps of decision making, except one:
A. Determine the problem
B. Explore the alternative
C. Consider the consequences
D. Commit Suicide
10. Which characterizes a good decision?
A. Easy to make
B. Makes your friend happy
C. One that your teacher told you to make
D. Made after considering consequence

1
 ARTS 8
LESSON 8: SIMILARITIES AND DIFFERENCES IN
SOUTHEAST ASIAN ARTS

EXPECTATIONS

You will recognize the elements of arts and principles of design

applied in Southeast Asian Arts. Specifically, this module will help you
to:
• compare and appreciate the similarities, differences, and
uniqueness of Southeast Asian art.

Let us start your journey in learning more about Southeast Asian Arts.
Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

MIX and MATCH

Instructions. Find in the pool of mixed words the two words that is related
to each other. Write the matched words in your notebook.
Example: Wau kite – Malaysia

Let us observe…
VIETNAM Silk painting
• One of the most popular form of art in Vietnam
• Favored for the mystical atmosphere that can be
achieved with the medium
Does not Meet Approaching Meets Exceeds
Expectations Expectations Expectations Expectations
RUBRIC (1-3 points) (4-6 points) (7-9 points) (10 points)
Tidiness
Relevance to
the topic
Focus
Creativity
Craftsmanship

2
REMEMBER

MALAYSIA
Farmers used kites as scarecrows in the fields and as a mean to lull
their children to sleep, so they could work with little interruption.

THAILAND
In Thailand, flying lanterns are used during
the year and for festivals with the most popular
being LOY KRATHONG festival. This festival is held
on the night of the 12th full moon, usually in
November, with Chang Mai believed to have the
brightest and most spectacular celebrations.

Similarities and Differences

Read and remember…

3
CHECKING YOUR UNDERSTANDING

Activity 1 – COMAPRE and CONTRAST (VENN DIAGRAM)

Instruction: Compare Indonesia and the Philippines. Write similarities of
both countries in the similarity section; and write their differences in the
opposite section of the two circles.

4
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 8

COFFEE PAINTING
Size: 8x8 inches
Materials: cotton buds or brush, coffee, 1 cup water, mixing plate, Oslo
paper, pencil, and eraser

Instructions:
1.Draw a simple scenery/ landscape which is
commonly seen in Southeast Asian countries.
2.Mix ground coffee and water to produce
water color.
3.Color your drawing using cotton bud, dipped
in your water color.
4.Control your dipped cotton bud for better
result of your painting.
5.Painting size=8x8 inches

Does not Meet Approaching Meets Exceeds

Expectations Expectations Expectations Expectations
RUBRIC (1-3 points) (4-6 points) (7-9 points) (10 points)
Tidiness
Relevance to
the topic
Focus

Creativity
Craftsmanship

5
PHYSICAL EDUCATION 8
LESSON 8: FUNDAMENTAL SKILLS IN
VOLLEYBALL: SPIKING & BLOCKING

EXPECTATIONS

You will executes the skills involved in the sport. Specifically, this
module will help you to:
• discuss the proper mechanics in doing the spike and block in
Volleyball;
• execute the skills properly;
• appreciate the value of sports like Volleyball in achieving a healthy
body together with the family.

Let us start your journey in learning more about VOLLEYBALL.

Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

Let’s recall!
1. Which of the following physical fitness components are the
most essential in doing a set in Volleyball? Defend your
answer.
• Coordination
• Muscular Strength
• Flexibility

BRIEF INTRODUCTION

Volleyball is a sport that requires you to master a complex skill set.

Because you rotate from playing front line positions to back line positions,
you constantly are shifting from setting up offensive plays to completing
offensive plays. You also must shift quickly from offense to defense. During
any given sequence in volleyball, a player must be prepared to execute a
variety of skills.

Spiking is one of the most powerful moves in all of volleyball. When

timed correctly, it can overpower a team’s defensive line and put points on the
board in a heartbeat. Learning how to spike correctly is essential to becoming

6
an effective offensive volleyball player, but it takes time, practice, and a
developed sense of timing.
On the other hand, blocking is a defensive play made close to the net.
The object of a block is to deflect an offensive shot directly back toward your
opponent. Block attempts can be made by individual players or pairs of
players.
Spiking is act of scoring the ball over the net into the opposing court
effectively and aggressively. It is a form of attacking and a very popular
offensive move used in volleyball. It is the act of jumping and hitting the ball
down into the opponent’s court, which hopefully results in a “kill”. There are
various types of hits- the outside, middle, and back hits based on who the
hitter is.
A spike is usually performed on the third contact after the setter; the
playmaker of your team has set up the ball. The purpose of spike is to score
a point for your team and finish the ongoing rally - or at least to make other
team's playmaking as hard as possible. A spike could be also called a hit, a
swing or a shot.

How to spike:

1. Always keep your eyes on the ball to

visualize when it’s in the best position
for a spike.
2. Adjust your body and shift your
weight to where the ball is in the air.
If it’s drifting to your left, you’ll need
to shift your body weight to the left in
order to be ready to move that way.
3. Stand 5 or 6 feet back from the net. Run to the net as the ball is
approaching the top of its flight. Take a large step forward with your left
foot—if you spike with your right hand, opposite if you spike left-
handed—to create a base for your jump. Bring your right foot forward
and bend your knees.
4. Jump off the ground and get as high in the air as possible. Position your
body so it’s to the left of the ball. Bring your right arm back behind your
body with your palm open.
5. Swing your arm forward as fast as you can so that it meets the ball
moving downward and away from any blocking players. Hit the ball with
the ball of your hand, down near where the base of your thumb meets
your wrist.
6. Follow through fully by bringing your hitting arm down and across your
body. Land on the ground and get back in position to make another
play.

7
Blocking
Blocking is an action taken by players by standing or jumping at the
front of the net to stop or alter the opponent’s attack. Blocking is not learned
by all players since only the front row utilizes it. However, it is the main
defense against the opponent's attacks and helps to slow down the speed of
the attacks to make it easier for the back row to pass. Blocking can be done
by one to three players. There are single, double, and triple blocks in
volleyball. The concept behind the three blocks is all the same.

How to block:
1. Stand in stride position with the
shoulders parallel with the net, about
6 to 12 inches far with the knees
slightly flexed for quick movement.
2. Position the hands between the
net and the body at shoulder height
with fingers spread and palms facing
the net.
3. Flex the knees to a near 100-
degree angle and jump off from the
floor and thrust the arms straight
upward parallel with the net.
4. As the hands clear net height, gently push them across as far as
possible, being careful not to touch the net. Position the outside
hand slightly toward the court to deflect the ball inward.
5. Pike slightly at the waist for balance and power.
6. Withdraw hand gently upon descending and return them in front of
the body.
7. Bend the knees upon floor contact to absorb shock and for balance.
Pivot away from the net, following the direction of the ball.

CHECKING YOUR UNDERSTANDING

Spike it!
1. Toss the ball up in front of you. Then go through spiking setup.
2. When the ball falls to you, spike it against the wall.
3. Try to get your spikes over the line you drew so they will clear the
net in real game.
4. Work on your accuracy by aiming at different points along the wall.
5. Spike the ball as close to them as you can.
6. After practicing the skill, be ready to record your video and send it
to your teacher for evaluation.

Block on the wall!

1. Practice moving left or right as quickly and efficiently as possible.
2. Work on pressing against and come back down in control.

8
 3. Remember to keep your shoulders by your ears, push and hold
strong.
4. After practicing the skill, be ready to record your video and send it
to your teacher for evaluation.

REMEMBER

 When the ball is struck forcefully downward, above the height of

the net, it is referred to as a “spike” or “kill” shot.

 Blocking is not allowed on serves. Blocks often are utilized as a

defense against “kill” shots.

9
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 8

Let’s play! (Spiking)

1. Toss the ball up, bring your arms up in the air, and then swing as if
you were the attacker.
2. You can angle your hit so the ball bounces off the ground then wall
so it will rebound right back to you for another repetition.
3. After practicing the skill, be ready to record your video and send it
to your teacher for evaluation using the rubric.

Let’s Play! (Blocking)

1. Start by standing in front of a wall in a blocking position.
2. The learner then jumps up and touches as high as they can on the
wall using good blocking form.
3. The learner then come back down to the ground and land in blocking
position.
4. After practicing the skill, be ready to record your video and send it
to your teacher for evaluation using the rubric.

Your performance will be rated according to the following rubric for

assessment:

Weight Proficiency in the Ability to Adopt a Skill to Behavior in Playing

Execution of Skills a Certain Sport Situation Volleyball
30% 40% 30%
5 MASTERFUL: Able to SKILLFUL: Demonstrates MATURE: Highly
use knowledge and powerful and skillful disciplined and able to
skills automatically, execution of the skills demonstrate
effectively, and with high level of appropriate behavior
efficiently in diverse confidence. towards the activity
game situations.
4 SKILLED: Able to use COMPETENT: SENSITIVE: Disciplined
knowledge and skills Demonstrates and able to
competently in diverse competently the skills demonstrate
game situations. with confidence. appropriate behavior
towards the activity
3 ABLE: Has limited but PRACTITIONER: AWARE: Generally,
growing ability to use Demonstrates general demonstrates proper
knowledge and skills in level of coordination and behavior towards the
diverse game competence in the activity
situations. execution of skills with

10
 limited but growing
confidence.
2 APPRENTICE: Relies on APPRENTICE: DECENTERING: Has
a limited repertoire of Demonstrates limited some capacity for self-
knowledge and skills; coordination and discipline but is still
has limited use of competence in the limited to own
judgement and execution of game skills reactions and attitudes
responsiveness to with low level of towards the activity
game situations. confidence.
1 NOVICE: Can perform NOVICE: Has very low or EGOCENTRIC: Has little
only with coaching and no coordination in or no consideration to
relies on highly demonstrating game the rules of the
directed skill execution, skills; has very low level activity; behaves
procedures and game or no confidence at all. untowardly and has no
approaches. respect for other
players, and teacher.

11
HEALTH 8
LESSON 8: DECISION-MAKING SKILLS IN MANAGING
SEXUALITY RELATED ISSUES.

EXPECTATIONS

You will understand the concept of gender and human sexuality.

Specifically, this module will help you to:

1. enumerate steps in the prevention and control of sexually related

issues

Let us start your journey in learning more about STD.

Let’s Think and Act Now!

LOOKING BACK TO YOUR LESSON

DECISION MAKING

In your activity notebook answer the following:

1. What will you do if your friend confided that she is pregnant?
2. How will you reaction the situation? Your best decision?

BRIEF INTRODUCTION

A decision is a choice you make or act upon. A good decision is a

decision in which you have carefully considered the outcome of each choice.
To accept the personal responsibility is to accept how your decisions may
affect you and other people.

Decision-making skills will help you make wise decisions based on

your need and desires. Decision-making skill must be practiced and exercised
in resolving issues and concerns about sexuality. At the end, you have to
understand gender and human sexuality with a lesson in decision-making.

12
 THE SIX STEPS OF Decide according to your
DECISION--MAKING sexual behaviour and
Determine the problem always remember that
Explore the alternative whatever decision you
made I will be free the good
Consider the
consequences of yourself, your family,
Identify your values other people and friends.
Decide
Evaluate

What you choose to do, and how you do it, should always be guided by
family, social and spiritual standards and every decision made must be
favorable to your life and to your future. By the way, always remember that
you have a big role in building up your society.

CHECKING YOUR UNDERSTANDING

ACTIVITY 1. MAKING GOOD DECISIONS

In your activity notebook, use the code DECIDE and write it
vertically. Follow the six steps of decision-making in answering your good
decision counts.
ISSUE:
Your classmates are having a pajama party this weekend. This is the
first time you are invited and first time to attend a pajama party. You know
that you parent will not approve it but you don’t want to make your friends
dislike you for not going, you are in trouble. What decision you should make?

13
REMEMBER

TREE OF DECISION-MAKING

Your final decision

Decision Decision

Consequences

Consequences

Problem

Answer the following questions and write it on the parts of the tree.
ROOT-your present problem; TRUNK- consequences, TWIGS-values
made, BRANCH- decision; LEAVES- final decision made. Does your decision
follow norms and standards of society?
Decisions made need to be implemented. So, therefore, need to committed to
the decision and be able to persuade others and to ensure that you are able
to do so.

14
REFLECTIVE LEARNING SHEET
Name: __________________________________ Grade & Section: ________________

Let’s Think and Act!

REFLECTIVE LEARNING SHEET NO. 8

Write the six steps in decision-making using the code DECIDE. Write your
answer in your activity notebook.

D-
E-
C-
I-
D-
E-

15
POST-TEST
1. A unique luster, with a sheen that has two unique blends: one color for
the warp and another for the weft. Its color will change when viewed at
varying angles to light.
A.Thai silk B. Laos C. Vietnam silk D. Indo silk
2. Used to create patterns on the fabric and is removed after the dyeing
process. This can create a marbled Orr mottled effect on the fabric.
A. Wax B. Carve C. Silk D. Batik
3. This country is the Earlier Khmer art were influenced by Indian
influences of Hindu themes
A. Singapore B. Thailand C. Cambodia D. Vietnam
4. This festival is held on the night of the 12th full moon, usually in
November, with Chang Mai believed to have the brightest and most
spectacular celebrations.
A. Merlion B. Silk C. Loy Krathong D. Wayang Kulit
5. What are the importance of life skills?
A. Help in making good decisions
B. Direct you in using refusal skills
C. Lead in sexuality media message
D. Helps in setting goal
6. ALL of the following are the 6 steps of decision making, except one:
A. Determine the problem
B. Explore the alternative
C. Consider the consequences
D. Commit Suicide
7. Which characterizes a good decision?
A. Easy to make
B. Makes your friend happy
C. One that your teacher told you to make
D. Made after considering consequence
8. It is one of the most powerful moves in all of volleyball
A. Spike
B. Toss
C. Blocking
D. Dig
9. Is a defensive play made close to the net
A. SPIKE
B. TOSS
C. BLOCKING
D. DIG
10. Is a sport that requires you to master a complex skill set
A. Bowling
B. Taekwondo
C. Volleyball
D. Sepak

16
References
Books
Aguinaldo, Maria Lourdes. 2014. Our World Of MAPEH. Vibal Publishing
House
Anido, Belinda R. et al., 2013. Music and Arts of Asia
Doria, J.P. Jr. et al., 2013. Physical Education and Health Learners Module
for Grade 8. DepEd Central Office.
Gineta, Josie D. et al., 2014. St. Bernadette Publishing House
Santiago, Norma B. et al., 2014. Magallanes Publishing House

Internet Sources
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mariamman-temple-the-oldest-hindutemple in-singapore-built-in-
1827-along-telok-ay.htm

Asia Art net “Thailand Arts”. Accessed May 14, 2020

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up-trip/burma-landof-the-golden-pagoda

British Museum “Shadow puppet”. Accessed May 15, 2020

http://www.britishmuseum.org/explore/highlights/highlight_objects
/asia/s/shadow_puppet_of_bi ma.aspx

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df
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e1304107598294.jpg

Ehow “Modelling”. Accessed May 15, 2020

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Ehow “Pagoda out of clay”. Accessed May 12, 2020

http://www.ehow.com/how_8608016_make-pagoda-out-clay.html

Farm4. “Clay pot”. Accessed May 14, 2020

http://farm4.staticflickr.com/3574/3432688735_9cf75d3532_z.jpg

Folk Gallery. Accessed May 12, 2020

http://www.thefolkartgallery.com/blog/?cat=82

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Google “Wayang kulit” . Accessed May 12, 2020
http://www.google.com.ph/imgres?q=wayang+kulit&num=10&um=1
&hl=en&biw=1366& bih=667&tbm

Gotlaos “Silk”. Accessed May 12, 2020

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Illustration. “Asian Woman”. Accessed May 15, 2020

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illustration-213065.jpg

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man.php

Pagoda School project. Accessed May 12, 2020

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project.html

The Atlantic Cities “Singapore Sculpture”. Accessed May 13, 2020

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ahUKEwikqKX9ws7pAhUrKqYKHQbsB2AQ2-
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18
Acknowledgment
DEVELOPMENT TEAM OF THE MODULE
Management Team:
Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS in Charge of LRMS

MUSIC 8
Writers: Mark Kevin F. Tengco & Jayshri Razonable
Editors: Marcos S. Gomez, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Layout Artist: Mark Kevin F. Tengco & Jayshri Razonable
ART 8
Writers: Minda M. Vicente, Emee Rose D. Baltazar & Erwin G. Pasquin
Editors: Sol D. Cayaban, MT-I & Ma. Agie O. Amar HT-III
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Minda M. Vicente, Emee Rose D. Baltazar & Erwin G. Pasquin
Layout Artist: Minda M. Vicente, Emee Rose D. Baltazar & Erwin G. Pasquin
PHYSICAL EDUCATION 8
Writers: Federico S. Legaspi & Ara R. Pagobo

Editors: Conrado S. Contreras Jr., HT-VI & Eileen Marie C. De Leon, HT-III

Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)

Layout Artist: Rose Annie C. Quiambao
HEALTH 8
Writers: Asuncion B. Manto
Editor: Normita R. Okafor, HT-VI
Reviewer: Luis M. Anchilo, PSDS & Supervisor-in-Charge (MAPEH)
Illustrator: Asuncion B. Manto
Layout Artist: Asuncion B. Manto

19