Music 3 Tg Draft 4.10.2014

DRAFT April 10, 2014

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Lesson 1

First Quarter Week 1 I. Objective Relate images with sound and silence within a rhythmic pattern II. Subject Matter A. Topic: Sound and Silence

B. Songs: Leron, Leron Sinta , G, so

Ang Alaga Kong Pusa , C, mi

C. Materials: chart of rhythmic patterns CD/CD Player

Improvised rhythmic instruments Ex. pair of sticks, pair of coconut shells, drum, maracas, shaker D. Values: Taking care of our pets E. Concept/s for the teacher III. Procedure

A. Preliminary Activities

1. Drill Clap

Pulse in Music

The symbol ( ) represents the pulse of a sound . Rest ( )is the symbol used to represent silence.


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2. Review Sing Leron, Leron Sinta and move to the rhythm of the song.

B. Lesson Proper

1. Motivation Give examples of sounds that you hear.

(sound of vehicles, animals, rain, sounds people make) Can we move without making any noise?

(Yes. We can move without making any noise by walking slowly, writing, waving the hands)

What are the sounds that you love to hear?

(chimes, church bells, the voice of my mother, the voice of my favorite singer)

2. Presentation

Study the following rhythmic patterns and do the movements indicated in each beat.


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Write the stick notation below the images.

3. Discussion

What images in the rhythmic pattern were used to represent the sounds that you heard and the sounds that you did not hear? (We used the illustrations of clapping hands and an open mouth for sounds heard and open hands for silence.)

The symbol ( ) shows the sound that we hear while ( ) shows the sound that we do not hear, but could be felt.

What were the movements used to show the sounds that we heard and the sounds that we did not hear? (clap, chant, and open hands at rests.)

We can also use body movements to show sounds heard and the sounds that we do not hear.


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4. Generalization

5. Application

Group the class into four. Each group will perform the rhythmic patterns using the given movement while singing Ang Alaga Kong Pusa.

1 - clap

2 - tap

3 - snap

4 - play any rhythmic instrument

What symbols were used to represent the sounds that we heard and the sounds that we did not hear? (The symbol ( ) shows the pulse of the sound that we hear while ( ) is the symbol for sounds that we do not hear, but could be felt.) What movements were used to show sound? (clap and chant) What were used to show silence? (open hands)


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IV. Evaluation Put a check ( ) on the appropriate box.

SKILL Very Good Good Satisfactory Needs

Improvement 1. Can differentiate sounds

that can be heard, from sounds that cannot be heard

2. Can identify sounds that we do not hear but receives a beat

3. Can perform the given rhythmic pattern correctly through clapping, tapping, chanting or snapping

4. Can participate actively in group activities

5. Can demonstrate kindness and respect to self and others by listening attentively

V. Assignment

Create appropriate movements that could be used to accompany a song.


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Lesson 2

First Quarter Week 2 I. Objective

Maintain a steady beat when chanting, walking, tapping, clapping and/or playing musical instruments

II. Subject Matter

A. Topic: Steady Beat

B. Songs: Mang Kiko Chant

Colors at School , G , so

Ang Alaga Kong Pusa , C , mi

C. Reference: Music Time Teachers Manual (Lower Primary) p. 143 (Upper Primary) p. 136

D. Materials: CD/CD Player chart of rhythmic patterns improvised rhythmic instruments

E. Values : Dignity of Labor F. Concept/s for the Teacher

Moving with the Beat

Beat is the pulse we feel in music. It is always regular. It can be slow or fast.

Pulse can be expressed through clapping, tapping, chanting, walking, and playing musical instruments.

Pulse is a steady or regular beat.


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III. Procedure A. Preliminary Activities

1. Drill a. Tonal Drill ( s so , m mi )

b. Rhythmic Drill

2. Review

Sing Ang Alaga Kong Pusa while tapping the steady beat of the song.

B. Lesson Proper

1. Motivation Show the class a picture of a carpenter.


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What is the man doing? (the man is building a house/fixing the roof) What do we call the man who builds a house? What is his occupation? (carpenter) What does a carpenter do? (A carpenter builds houses.) Aside from houses, what other things does he do? (He makes tables, cabinets, and chairs)

2. Presentation

Mang Kiko (chant)

Do the following activities:

a. Clap/tap the beat of Mang Kiko. b. Clap/tap the beat while chanting. c. Do other movements such as walking and

marching at different speeds while chanting to show and feel the steady beat.

3. Discussion

What is the chant all about? (It is about a carpenter making a chair.) What did you do to show the pulse of Mang Kiko? (We tapped, clapped, marched, and walked.)

We used different movements while chanting to show the pulse. These movements can be fast or slow. How were you able to maintain the pulse while singing/chanting? (by continuously moving to the regular beat up to the end of the song)


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4. Generalization

5. Application Group the class into 5. Let the pupils practice steady beats using the song Colors at School. Ask the pupils to do the following:

sing th sing the song

What is steady beat? (Steady Beat is the pulse we feel in music. It can be slow or fast.) We use movements to show the pulse in music like marching, tapping, clapping, walking, and playing musical instrument.

Group 1 Group 2 Group 3 Group 4 Group 5

drum

tambourine

clapper

maracas


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IV. Evaluation Put a check ( ) in the correct box.

SKILL Advanced Proficient Satisfactory Beginning 1. Can show steady

beats through movements while singing the song

2. Can perform steady beats using rhythmic instruments

3. Can sing the song correctly


V. Agreement Bring improvised musical instruments for the next lesson.


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Lesson 3

First Quarter Week 3 I. Objective Clap rhythmic patterns using stick notations

II. Subject Matter

A. Topic: Rhythmic Pattern (Stick Notation)

B. Song: Araw at Buwan , C, so, mi

C. Reference: Music Time Teachers Manual (Lower Primary) p. 50, 197

D. Materials: CD/CD Player

chart of rhythmic patterns

E. Values : Appreciate Gods creation

F. Concept/s for the Teacher

III. Procedure


1. Drill Echo Clap

a.

b

c.

Rhythm in Music

Rhythmic pattern is a combination of long ( )and short ( )sounds.


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2. Review Divide the class into two groups.

Group A will stomp the pulse. Group B will clap the rhythm.

B. Lesson Proper

1. Motivation Present a picture showing day and night time and ask the children to tell something about it.

2. Presentation (Let the children recite the song.)


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What can you say about the song? (It tells about the sun, the moon, and the stars.) What is the source of light during day time? (Sun) What is the source of light during night time? (Moon and stars) Who made the sun, moon, and stars? (God made them all.)

3. Discussion

Araw at Buwan

Araw at buwan bituing kumikinang, Yan ang yong mamamasdan, Sa kalangitan.

Let the pupils do the following activities. 1. Clap the steady beats (pulse) only. 2. Clap the rhythmic pattern. 3. Divide the class into 2 groups:

Group A will clap the steady beats (pulse) only. Group B will clap the rhythmic pattern only.

Which group clapped the beats? (Group A) How did Group B clap the rhythmic pattern? (They clapped according to the syllables of the song)


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What have you noticed about the sound produced by Group A and Group B? (Group A produced the steady beats.)

(Group B produced long and short sounds.)

We call this rhythmic pattern.

4. Generalization

5. Application Group the class into 5. Group 1 Sing the song Araw at Buwan Groups 2, 3, 4, and 5 Play the rhythmic patterns using

rhythmic instruments: Group 2 - Pair of sticks Group 3 - Drum Group 4 - Clapper Group 5 - Tambourine

What is a rhythmic pattern ? (Rhythmic pattern refers to the combination of long and short sounds.)


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IV. Evaluation Put a check ( ) on the appropriate box.

SKILL Very Good Good Satisfactory Needs

Improvement 1. Can demonstrate

long and short sounds

2. Can tap/clap rhythmic patterns using stick notation

3. Can play different rhythmic patterns using rhythmic instruments

4. Can participate actively in all activities

V. AssignmentCreate three rhythmic patterns using stick notation in 4s.


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Lesson 4

First Quarter Week 4

I. Objective: Clap, tap, chant, walk, and play musical instruments in response to sound with the correct rhythm in measures of 2s (marching) in measures of 3s (dancing the waltz) in measures of 4s (echo clapping)

II. Subject Matter

A. Topic : Beats in 2s, 3s, and 4s

B. Songs: Week 4- Soldiers March, , F, la Rocky Mountain, , C, fa See-Saw, , C, so

Week 5- Bahay Kubo, , C, so Tiririt ng Maya, , C, mi

Week 6- Come and Play, , G, so

Ten Little Indians, , G, so Ang Susi, ,C, So

C. Reference: Music Time Teachers Manual (Lower Primary) p, 92, 143,104 Music Time Teachers Manual (Upper Primary) p. 142, 100

Rhythm


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D. Materials: CD/CD Player chart of rhythmic patterns in 2s, 3s, and 4s improvised rhythmic instruments

E. Values: Cooperation F. Concept/s for the Teacher

III. Procedure

A. Preliminary Activities 1. Drill

Perform the marching movement with the rhythmic pattern.

2. Review Sing Leron, Leron Sinta while marching.

B. Lesson Proper

1. Motivation Sing the song Soldiers March to the pupils. Pupils may clap, tap, chant, walk, or play rhythmic

instruments while singing.

Sounds can be grouped in 2s, 3s, and 4s which can be shown through different body movements.


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2. Presentation

a. Clap or tap the following rhythmic patterns.

b. Divide the class into 3 groups. Each group will play musical instruments such as clappers, drums, tambourines, while reciting Soldiers March.

3. Discussion

What did you do to show the pulse of the song? (We tap,walk, and march.) What are the musical instruments used? (clapper, drum, tambourine)

How are the sounds grouped in the song Soldiers March? (Group of 2s)

What movement can we use to show the sounds grouped in 2s? (marching, clapping, and, stomping)

Which movement will best match the sounds grouped in 2s? (marching )

4. Generalization

Marching is the best movement that matches the sounds grouped by 2s.

Left, right, left, right here we go.

March-ing, march-ing in a row.

If youre strong and brave and true

You may be a sol-dier too.


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5. Application

Let the pupils sing and move to the rhythm of the song Rocky Mountain.


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Week 5 A. Preliminary Activities

1. Drill

Suggested songs to be sung or played (CD / cassette) by the teacher.

In 2s : Sitsiritsit , Leron, Leron Sinta

In 3s : Bahay Kubo , Atin Cu Pung Singsing , Tiririt ng Maya

Let the pupils move according to the rhythm of the song.

2. Review

a. Rhythm: Echo clapping

b. Sing See-Saw


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B. Lesson Proper 1. Motivation

What is your favorite vegetable? What vegetables were mentioned in the song?

2. Presentation (Present real vegetables or vegetable cut-outs in class.)

Let the pupils identify the vegetables presented.

Sing Bahay Kubo


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3. Discussion What folk song tells about vegetables? (Bahay Kubo)

Song analysis: How is the song grouped? (The song is grouped in 3s.) Let the pupils count the beat by clapping in 3s.

Recite the song while clapping the beat in 3s. Sing Bahay Kubo while clapping the steady beat.

What body movement can you use to show the beat of the song? (dancing the waltz step) Note: The teacher will demonstrate how to dance the waltz.

Pupils will dance the waltz step while singing Bahay Kubo.

4. Generalization

5. Application a. Group the class into two. The first group will sing the song

Bahay Kubo while the second group will dance the waltz. b. Let the pupils sing Bahay Kubo while playing rhythmic

instruments as an accompaniment to the song.

IV. Evaluation

Select any rhythmic instruments inside the classroom to be used while singing Tiririt ng Maya.

We do the waltz step to show the pulse or beat of a song grouped in 3s.


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Week 6 A. Preliminary Activities

1. Drills: Tonal - Sing the song.

Ang Susi

Rhythm -

Clap the beat of the rhythmic pattern below.


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2. Review

Let us sing the song Ten Little Indians. Do body movements such as tapping, clapping, and marching.

B. Lesson Proper

1. Motivation

Name the following musical instruments commonly used to show the beat of a song.

(Drums, pair of sticks, tambourine, maracas, trumpet) What is our last instrument? (Trumpet) Have you seen a trumpet?

2. Presentation

a. Present the musical score of Come and Play.


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What can you say about the song?(It is about the trumpet) How do you play the trumpet? (by blowing)

3. Discussion

Teach the song by rote singing. Let the children sing the song with the help of the teacher.

Do the following activities

Echo clap the pulse and rhythm of the song. Tap and march in place while reciting the lyrics

according to the pulse/beat of the song. Let the children sing the song while imitating trumpet

playing.

How are the sounds grouped in Come and Play? (it is grouped in 4s)

How did you show the beat of the song? (by clapping, walking and tapping)

4.Generalization

We can clap, tap, chant, walk, and/or play musical instruments to show the beat of a song with beats grouped into 4s.


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5. Application

Group the class into two. Each group leader will choose a song to perform. Sing the songs Come and Play and Ten Little Indians while playing rhythmic instruments.

IV. Evaluation

Put a check ( ) on the correct box.

SKILL Best Better Good Needs Improvement

1. Can perform accurate rhythms in all songs

2. Can identify the beat using body movements

3. Can sing the correct pitch while doing body movements

4. Can play the correct beat using rhythmic instruments


V. Agreement

Bring other improvised musical instruments for the next lesson.


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Lesson 5

First Quarter Week 7

I. Objective

Play simple ostinato patterns using rhythmic instruments and other sound sources

II. Subject Matter

A. Topic: Ostinato Pattern

B. Songs: Mga Alaga Kong Hayop, ,G, so

C. Reference: Music Time Teachers Manual (Lower Primary) p.60

D. Materials: CD/CD Player chart of rhythmic patterns improvised rhythmic/musical instruments Ex. pair of sticks, tambuorines, coconut shell

E. Values: Love for animals

F. Concept/s for the Teacher

III. Procedure


Tap the following rhythmic patterns.

Ostinato

Ostinato is a repeated rhythmic pattern used as accompaniment to a song.


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2. Review

a. Tap / clap the chant.

b. Read the chant.

c. Read the chant while tapping the rhythmic pattern.


What can you say about the picture?

Have you been to a playground? What do you play in the playground? Sing See-Saw while clapping/tapping the steady beat.

4


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2. Presentation

or

a. Clap the rhythmic pattern repeatedly until pupils become familiar with it.

b. Sing the song See-Saw while clapping/tapping/walking the rhythmic pattern.

c. Use any rhythmic instrument to play the rhythmic pattern while singing the song.

3. Discussion

How did you show steady beat? (By walking, clapping, tapping, chanting, and playing instruments.) What rhythmic instruments can be used to accompany

the song? (We use the rhythmic instruments in the classroom and other sources of sound like bottle, pencil , drums, and sticks.) What did you notice with the rhythmic pattern that we used while singing? (The rhythmic pattern was repeatedly played until the end of the song) The repeated rhythmic pattern used to accompany a song is called rhythmic ostinato.

4. Generalization

What is ostinato? Ostinato is a repeated rhythmic pattern used to accompany a song. It can be played using rhythmic instruments and other sound sources.


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5. Application Group activity: Mga Alaga Kong Hayop Group A Children will sing the song.

Group B Children will do the ostinato pattern.

Group C Children will do the ostinato pattern using rhythmic instruments.

2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa tumakbo, tumakbo, ang pusa sa loob ng bahay

3 Tumalon ,tumalon ang aso , ang aso, ang aso Tumalon ,tumalon ang aso sa malaking bakod


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IV. Evaluation

Draw a for best, for better, and for good performances.

V. Agreement

Make a simple ostinato pattern to accompany the song Mga Alaga kong Hayop.

SKILLS Best Better Good 1. Can identify rhythmic instruments

and other sound sources

2. Can use simple ostinato pattern to accompany a song

3. Can show creativity in using sources of sounds

4. Can sing the song while playing simple ostinato pattern

5. Can participate actively in the group activities


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Lesson 6

First Quarter Week 8 I. Objectives

1. Create simple ostinato in 2s, 3s, and 4s through body movements 2. Create ostinato using different sound sources

II. Subject Matter A. Topic: Creating Ostinato

B. Songs: Bayang Sinta , C, so C. Reference: Music Time Teachers Manual

(Lower Primary) p. 153

D. Materials: CD/CD Player Chart of rhythmic patterns in 2s, 3s, and 4s Musical/percussion instruments

Ex. pairs of stick, pairs of coconut shell, tambourine, castanets, shakers

E. Values: Love of country, Friendship

F. Concept/s for the Teacher:


1. Drill Rhythmic dictation. The teacher will clap rhythmic patterns in 2s, 3s, and 4s and the pupils will draw the stick notation.

Creating Ostinato

Ostinato Pattern can be played using rhythmic instruments or other sound sources. Rhythmic patterns can be shown through body movements.


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2. Review Clap the following rhythmic patterns using the following rhythmic syllables.

B. Lesson Proper

1. Motivation

Do you love your country? Why? 2. Presentation


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a. Pupils read the lyrics of the song Bayang Sinta. b. Teacher will sing the song. Teach it through rote singing.

c. Class sings the song.

3. Discussion

What is the song all about? (It tells about the natural resources found in the Philippines.) Give examples of natural resources/beautiful spots found in the Philippines. (Bodies of water, mountains, volcanoes, hills, valleys etc.) Why do you love to live in the Philippines? (Its a beautiful country: friendly people and other positive qualities of the Filipino people)

Do the following activities:

a. Read/Clap the patterns using rhythmic syllables.

b. What rhythmic syllables were used in the rhythmic pattern?

) (We use

c. Let the pupils create simple ostinato for the song.

d. Play the rhythmic pattern while singing the song

Bayang Sinta.


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4. Generalization

5. Application Group the class into 4. Each group will create an ostinato pattern. Do the ostinato patterns through body movements while singing the song. (Give materials/ songs that are in 2s, 3s, and 4s)

IV. Evaluation

Put a check ( ) on the appropriate box.

SKILL Advanced Proficient Satisfactory Beginning 1. Can show creativity

in writing rhythmic patterns

2. Can perform the given rhythmic pattern through clapping, tapping, chanting, snapping, and playing musical/rhythmic instruments

3. Can perform correctly the rhythmic patterns as rhythmic accompaniment to a song

4. Can participate actively in the group activity

5. Can demonstrate cooperation in doing group activity

What is ostinato? (Ostinato is a rhythmic pattern repeatedly played as an accompaniment to a song.) Playing rhythmic instruments and doing body movements can be used to show ostinato.


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V. Assignment

Choose a song from the list. Create an ostinato pattern to accompany the chosen song.

1.Tiririt ng Maya 2. Colors 3. Ang Alaga Kong Pusa 4. Mga Alaga Kong Hayop 5. Bahay-Kubo


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MUSIC - GRADE 3 First Quarter

TABLE OF SPECIFICATION

Learning Competencies

Level of Assessment No. of Items

Item Placement Percent Knowledge 15%

Process25%

Understanding30%

Performance30%

1. Relates images with sound and silence within a rhythmic pattern

2. Maintains a steady

beat when chanting, walking, tapping, clapping , and playing musical instruments

3. Claps rhythmic

patterns using stick notation

4. Claps, Taps, chants,

walks, and plays musical instruments in response to sound with the correct rhythm

in measures of 2s, 3s, and 4s

echo clapping marching dancing the

waltz 5. Plays ostinato

patterns with classroom instruments and other sound sources

6.Creates simple

ostinato patterns in measures of 2s. 3s, amd 4s through body movements

7. Creates ostinato

patterns in different meters using combination of different sounds

1

3

4

5

4 5

6 6 6

5 6 4 9 6 5 5

1,5,6,7,8

23-28

14,15,16,17,

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35-40

18,19,20,21,22

9,10,11,12,13

12 %

15 %

10 %

22 %

15 %

13 %

13 %

TOTAL 4 (15% ) 10 (25% ) 10 (30% ) 16 (30% ) 40 1 - 40 100%


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1st Grading Period Rhythm

Name ____________________________ Date ____________ School ___________________________ Score ___________

I. Knowledge (15%)

1. Which of the following pictures match the sound tick-tock-tick-tock.

a. b. c. d.

2. Which of the following patterns is written in 2s?

a. c.

b. d.


a. c.

b. d.


a. c.

b. d.


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II. Process Skills (25%)

Make a pattern of SOUND and SILENCE using combination of two pictures by writing the corresponding letters of the picture on the blank.

a. b. c. d.

5. ____ ____

6. ____ ____

7. ____ ____

8. ____ ____

Choose which rhythmic pattern corresponds to the image pattern.

___9. a.

___10. b.

___11. c.

___12. d.

___13. e.

f.


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III. Understanding (30%)

Match the following words in column A with the pattern in column B. Write the letter of the correct answer on the blank.

A B

___14. Plantsa a.

___15. Luneta b.

___16. Puto maya c.

___17. Nanay ko d.

e.

Create a rhythmic pattern based on the following pictures using stick notation.

18.

19.

20.

21.


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22.

IV. Performance (30%)

A. Steady beat

Demonstrate steady beat while chanting, clapping, and playing musical instruments. (6 pts.)

Criteria Proficient (3pts.) Developing (2pts.)

Beginning (1 pt.)

1. Chants, claps steady beats correctly.

2. Performs steady beat using rhythmic instruments.

B. Respond to the sound with the correct rhythm in 2s, 3s, and 4s.

(6 pts.)

Criteria Best (3pts.) Better (2pts.) Good (1 pt.) 1. Responds

through performing waltz steps.

2. Performs correctly groupings in 2s, 3s and 4s using rhythmic instruments.


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C. Perform the simple ostinato patterns in 2s, 3s, and 4s. (6 pts.) 35-40

Leron, leron Sinta -

Bahay Kubo -

Old McDonald -

Criteria Very Good (2 pts.) Good (1 pt.) 1. Performs the ostinato

pattern accurately in 2s, 3s, and 4s.

2. Interprets ostinato patterns correctly using rhythmic instruments.

3. Shows ostinato patterns through body movements.


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1st Grading Period Rhythm

Key to Correction 1. a. 2. a. 3. c. 4. a 5. b - c 6. d - a in any order 7. b - a 8. d - c 9. c. 10. e. 11. a. 12. b. 13. d. 14. d. 15. a. 16. c. 17. e.

18.

19.

20.

21.

22.


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A. Steady beat

Demonstrate steady beat while chanting, clapping, and playing musical instruments. (6 pts.)

Criteria Proficient (3pts.) Developing (2pts.)

Beginning (1 pt.)

1. Chants, claps steady beats correctly.

2. Performs steady beat using rhythmic instruments.

B. Respond to the sound with the correct rhythm in 2s, 3s, and 4s.

(6 pts.)

Criteria Best (3pts.) Better (2pts.) Good (1 pt.) 1. Responds

through performing waltz steps.

2. Performs correctly rhythms in 2s, 3s and 4s using rhythmic instruments.


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C. Perform the simple ostinato patterns in 2s, 3s, and 4s. (6 pts.) 35-40

Leron leron Sinta -

Bahay Kubo -

Old McDonald -

Criteria Very Good (2 pts.) Good (1 pt.) 1. Performs the

ostinato pattern accurately in 2s, 3s, and 4s.

2. Interprets ostinato patterns correctly using rhythmic instruments.

3. Identifies different ostinato patterns.


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Lesson I

Second Quarter Week I I. Objectives

1. Identify the pitch of a tone as: high - higher moderately high higher moderately low lower low lower

2. Match the correct pitch of tones with the voice with an instrument

II. Subject Matter

A. Topic: Pitch

B. Songs: Go Tell Aunt Rhody, , G, so, High and Low, , D, re

C. Reference: Lets Read and Play the Recorder, p13.

D. Materials: musical chart, Kodaly hand signs picture, pictures showing different directions ( going up or going down), C pitch pipe, xylophone, tuned bottles, flute/ recorder, keyboard, or any melodic instruments.

E. Values : Observe safety measures in climbing and in going down the stairs, ladder, and escalators.

F. Concepts:

Pitch

Melody is composed of different tones or pitches.

Pitch is the highness or lowness of sound

Melody is a combination of pitch and duration. Another term for melody is tune.

Melody is a combination of high, medium and low pitches that have different duration so as to create an organized melodic line.


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III. Procedure


a. Tonal

b. Rhythmic Teacher will let the pupils clap the rhythmic pattern. Using improvised rhythmic instruments, play the given

rhythmic pattern.

2. Review

The teacher will let the class sing High and Low. The teacher will let the pupils create body movements

that will match the different melodic directions.

ForTeachers:The Kodaly Method is aconcept of music educationformulated by Zoltan Kodaly,a Hungarian music educator.The primary aim of themethodistomakeeverychildmusicallyliteratebyusingthefolksongsofthecountry.


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The teacher will use the Kodaly hand signs while the pupils sing the following exercises:

1. re do do ti ti la la so so do 2. ti ti 3. ti ti la la la so so


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4. 5. re ti do la la ti so so

2. Presentation :

The teacher will present the musical score Go Tell Aunt Rhody.

1. Teacher will sing the song. 2. Teacher will let the pupils read the lyrics with correct rhythm. 3. Teacher will teach the song using rote method or any melodic

instrument. 4. Class will sing the song.

3. Discussion:

Activity 1: Song analysis

The teacher will ask the pupils to look at the musical score and ask the following questions:

What is the song all about? On which line can you find the lowest note? (The lowest note is found on the second line.) On which line can you find the highest note?

(The highest note is found on the fourth line.)


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Activity 2:

Using the song Go Tell Aunt Rhody, the teacher will ask the pupils to match the so-fa syllables written on the meta strips with the notations presented.

Meta strips

4. Generalization:

Melody is what we usually remember in a song. It is the tune of the song. Melody is a musical line made up of a set of tones or pitches. Pitch is the highness or lowness of a tone. In order to create one musical idea, a composer needs many tones. Melodies are made up of different pitches/tones that differ in pitch and duration.

so so la la do A la so la ti so re re do ti ti ti B C

D ti ti la so so E la la do ti la so

1.

2.

3.

4.

5.


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5. Application

Ask the pupils to create body movements that will match the following pitches of tones:

high higher moderately high higher moderately low lower low lower

Have the pupils sing Go Tell Aunt Rhody. Using flaglets of different colors, do the following body movements: high hands upward

mid hands sideward low hands downward

IV. Evaluation:

Listen to the tones that will be sung or played by the teacher. Identify if the given tone is low, moderate, or high by placing the cut

out colored quarter notes ( ) on the staff. Green highest tone Yellow middle tone Red - lowest tone

V. Assignment

Study the song Twinkle, Twinkle Little Star. Sing/perform the melody of the song using body movements in interpreting high, moderate, and low tones.


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Lesson 2

Second Quarter Week 2 I. Objectives

1. Relate movements with levels of pitch 2. Match voice with pitches of a melody 3. Create simple patterns and contour of a melody

II. Subject Matter

A. Topic: melodic direction and pitch contour

B. Songs: See-Saw, , C, do, Yaman ng Bayan ,C , do C. Reference: Halinat Umawit 3, Umawit at Gumuhit 3 D. Materials: Music Scores of See-Saw, Yaman ng Bayan,

Up and Down, Paru-parong Bukid, Kodaly signs, CD/DVD player, music for listening activity

E. Values: Appreciation of Gods creation F. Concepts:

Melodies move in different directions. Some notes may move upward or go downward. There are also melodies that remain unchanged or stay on the same level.

Melodic Contour


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III. Procedure


The teacher will let the pupils sing the so-fa syllables of the song See-Saw using the Kodaly hand signs.

2. Review The teacher will let the pupils sing See-Saw. While singing the song, two pupils will demonstrate the movement of a see-saw showing the concept of the high and low tones/pitches.

B. Lesson Proper

1. Motivation Show pictures of mountains, forests, seas, and fields.


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What can be found in the mountains? Forests? Seas? Fields? (wild animals, fish , vegetables , corn , rice )

What do we call people who work in these places? (farmers, fishermen, loggers)

How do they help us? (They help provide food for us.)

2. Presentation

The teacher will present the song Yaman ng Bayan

The teacher will teach the song using the following method: a. Hand signs with so-fa syllables b. Sing the lyrics of the song c. Sing by phrases d. Sing the whole song

3. Discussion

Look at the musical score? What can you say about the movement of the notes? (It goes upward and downward) Do you see any note written on the same level? (Yes)

What words have the same note level? (gubat, dagat, ng bayan)


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Let the pupils sing the song. Let pupils move their hands/arms following the melodic lines.

What did you notice about the movements of your hands/arms? (They go up and down)

Melody moves in different directions. It can move up or down, or stay on the same level.

It can form like the shape of a hill , mountain

plain , valley and plateau .

The movement of sound is what we call melodic contour.

4. Generalization

The teacher will show the following music notations and let the children identify the ascending, descending, and steady melodic directions.

5. Application

Divide the class into 4 groups. Let each group perform the contour of the melody through body movements.

Melody moves in different directions. It can move up or down, or stay on the same level.

This movement of sound is what we call melodic contour.


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IV. Evaluation

Using the musical score of Up and Down, let the pupils draw the melodic contour.

Rubrics

Activities Very Good Good Fair 1. Can identify music

contour

2. Can sing in tune 3. Can illustrate musical

lines through body movements


V. Assignment

Choose one line of any folksong and trace the melodic contour using colored pen or crayons.


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Lesson 3

Second Quarter Week 3 I. Objectives:

Sing simple songs in correct pitch

II. Subject Matters:

A. Topic : Sing in correct pitch

B. Songs : Months of the Year (tune of Ten Little Indians), , F, fa, Kaygandang Tingnan, , C, do

B. Reference: Halinat Umawit

C. Materials: Song chart, improvised rhythmic instruments like empty mineral water bottle with small stones/monggo, pair of coconut shells, pair of sticks, plastic drum

D. Values: Recycling of materials

F. Concept/s:

Contour is the shape of a melody. Some notes move up and down forming different shapes: wavelike, zigzag, curve-like, or mountain shape.

Perfect Pitch


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III. Procedure: A. Preliminary Activities

1. Drill The teacher will divide the class into 4 groups. Each group will play the improvised rhythmic instruments in the form of echo game.

2. Review

The teacher will check the names of the pupils by singing the names of the pupils and the pupils will respond through singing. Ex.

Teacher : Using so-mi (Bee, bee bumble bee, Can you sing your name to me.)

Whole class: Where is Anna? Anna: Teacher I am here

Group I Empty bottles

(Shakers)

Group 2 Coconut shells

Group 3 Sticks

Group 4 Plastic drum


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Note: The whole class will call the names according to their seating arrangement.

The teacher will present the song chart Months of the Year (to the tune of Ten Little Indians.)

.


The teacher will present pictures of mountains, valleys, volcanoes, and other beautiful spots.

Using arm movements, let pupils outline the shape of the mountains, valleys, volcanoes, plains, hills, and plateaus.

Ask the pupils what shapes they were able to form.

2. Presentation The teacher will present the song chart of Kaygandang

Tingnan and ask the pupils to read the lyrics of the song. Teacher will ask the pupils to listen to the melody. Teacher will teach the song through echo-singing while pupils

listen.


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3. Discussion Song analysis

What is the song all about? What elements of nature are described in the song? Tell something about the melodic direction of the first line of

the song. Using arm movements, outline the direction of music as you

sing the song. Describe the melodic direction of the entire song.

A. Lets us connect the lines to show the melodic contour

of the song. - - - -

- - - - - - - - 4. Generalization

Melody is made up of different sets of varying tones or pitch. Melodic contour is the direction of melody. It may go up, go down, or stay in place.

Adapted


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5. Application

A. Using crayons, let the pupils draw on their notebooks the melodic directions they hear. The teacher will play or sing the following:

1. Happy Birthday Song 2. Rain Rain, Go Away

B. Using the song Kaygandang Tingnan, draw the melodic lines of the song using colored pens or crayons.

1st line 3rd line 2nd line 4th line

IV. Evaluation

Divide the class into 4 groups. The leader of each group will draw lots wherein the directions of the melodies are written. Each group is expected to perform the melodic contour using body movements drawing, singing or writing on meta strips.

Activities Excellent Very Good Good

1. Can move to the melodic contour of the song

2. Can draw the direction of melody heard

3. Can sing in tune alone and with others

4. Can create movements to show the direction of the melody

5. Can participate actively in all group activities

V. Agreement

Create your own melodic contour using one line of any song to be presented in front of the class.


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Lesson 4


1. Identify the beginning, middle, and ending of a song 2. Identify musical lines as similar, same and different

through movement and geometric shapes and objects II. Subject Matter

A. Topic: Beginning, middle and ending of a song Similar, same and different through movement Repetitions within a song

B. Songs: Tayoy Magsaya, ,, , C, so, Do a Little Thing, ,,D, fa#, Are you Sleeping, Brother John?, , G, so Kaygandang Tingnan, , C, do

C. Reference: Halinat Umawit 3 D. Materials: Charts of Songs (Tayoy Magsaya, Do a Little Thing,

Tulog Na) E. Values: Being cheerful

F. Concept

Musical Form

Songs are made up of musical lines or phrases. These musical lines or phrases can be same, similar or different. They can be shown through geometric shapes and objects.

Songs have beginning, middle, and ending that form one musical idea.


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III. Procedure:

A. Preliminary activities 1. Drill

The teacher sings and pupils identify the title of the song. a. ang mamatay ng dahil sayo. b. Ang bayan koy tanging ikaw c. dala-dalay buslo d. sa paligid-ligid ay maraming linga.

2. Review

Present another set of songs. Suggested songs:

a. Are You Sleeping, Brother John? b. Mga Alaga Kong Hayop

The teacher will present the musical scores of any of the suggested songs. Mark them as lines 1, 2, 3, and 4.

a. Let the pupils sing the song. b. Let pupils identify the following:

same lines or phrases similar lines or phrases different lines or phrases


Show pictures related to the song Tayoy Magsaya.

2. Presentation The teacher will teach the song Tayoy Magsaya by phrase.


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3. Discussion How many lines are there in the song? (4) Write the number 1 for the first line, 2 for the second line, 3 for third line and 4 for the fourth line. Let the pupils sing and identify the beginning and ending of the song. Let them create body movements that will show the beginning

and end of the song. Give emphasis on the double bar line (II) to indicate the end of a song or composition. Let the pupils analyze the song based on the following:

a. same ( melody and rhythm) b. different (melody and rhythm ) c. similar ( melody and rhythm )

Ask the pupils to put a star ( ) on the same melodic lines, circle ( ) on different melodic lines, and triangle ( ) on similar melodic lines.


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The teacher will teach Do A Little Thing using rote method.

Song Analysis: The teacher will prepare a picnic basket with questions written on a meta strip and pass the basket to the class. One student will pick one question every end of the musical phrase. a. How many musical phrases are there in a song?

(Eight musical phrases) b. Draw the eight musical phrases on the board, in

notebooks, or on air. c. Write number 1 for the first line, 2 for the second line, and 3 for the third line, and so on and so forth.

d. Analyze the musical phrases. e. Which of the musical lines or phrases have the same, different, and similar melodic lines? f. Let the pupils read the phrases of the song after identifying the same, different, and similar melodic lines or phrases.

4. Application The teacher will introduce a game. (Pass the musical ball.) The teacher will let the class listen to any song. The children will pass the musical ball based on the beats of the music.


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If the music stops, the child will continue singing the next line or phrase of the song. Then let the other pupils identify whether the line sung is the beginning, middle, or ending of the song.

5. Generalization

IV. Evaluation:

A. Listening Activity Let the pupils do the following activities.

Group A -Create body movements showing the musical lines. Group B - Draw geometric shapes and objects to show the

musical lines. Rubrics:

V. Assignment

Using the song Kaygandang Tingnan, identify same and different

musical lines or phrases. In your notebook, draw a flower for same musical lines or phrases and a tree for different musical lines or phrases.

Activities

Excellent

Very Good

Good

Needs help from doing the task

1. Can identify the beginning, middle and ending of the song

2. Can identify same, similar, and different lines in the song

3. Can sing same, similar and different phrases in the song

4. Can show musical lines/ phrases through body movements and geometric shapes or figures

5. Can participate actively in the group activity

Songs are made up of musical lines or phrases. These musical lines or phrases can be same, similar or different. Songs have beginning, middle and ending that composed one musical idea.


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Lesson 5


1. Recognize repetitions within a song 2. Sing repetitions within the song

II. Subject Matter

A. Topic: Recognizing and singing songs with repetitions

B. Songs: DO-RE-MI, ,C , C, do, Bahay Kubo, , C, so, Dance and Sing, , F, do, Sitsiritsit, , G, so

C. Reference:

D. Materials: So - Mi meta strips, CD /DVD Player, Do-re-mi (from the Sound of Music), song charts

E. Values: The value of time

F. Concept

III. Procedure


Give sample flashcards. Let the children sing the so-fa syllables written on it. Let the pupils repeat row after row.

a. II: S M S M :II b. II: S S S M :II c. II: M M S S :II d. II: S S S M :II e. II: S M S S :II

Repeat mark (II: :II) is used to show repetitions in music.

Repetitions in Music


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2. Review The teacher will play/sing music with repetitions. The pupils will identify which part of the music was repeated. The teacher will ask the class to sing again the repeated part of the song.

B. Lesson Proper

1. Motivation Show a picture / short scene / video clip from the movie The Sound of Music. The teacher will give a short introduction about the movie.

2. Presentation The teacher will present the music piece of the song Do-Re- Mi. The following song is a song from a musical film The Sound of Music. Let the children listen to the song. The music will be played again and the teacher will ask the pupils which part of the song was repeated.

1

2


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3. Discussion

Which part of the song was repeated? (second part) Let us look at part two of the song. Do you know what this is? (It is a repeat sign ( II: :II ) What shall we do if we see this mark on a musical score? (Sing again the part where the repeat mark is written)

4. Generalization:

5. Application:

The teacher will let the pupils sing Dance and Sing following the repeat mark of the song.

Musicians use repeat marks( II: :II ) to indicate repetition of certain parts of a musical piece.

When lines have the same melody and rhythm, repeat mark is used instead of writing the repeated musical phrase again.


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IV. Evaluation The teacher will group the class into 4 and let them sing Dance and Sing following the rubrics below.

Rubric Draw a star ( ) in the appropriate column.

Activities Excellent Very

Good Good

1. Can sing with correct expression and interpretation

2. Can identify the repeated parts of the song

3. Can apply the repeat mark found in the song.

4. Can work harmoniously with the group

5. Can observe self-discipline in doing the activities

V. Assignment

The class will be divided into four groups. Each group will be given a song to be presented applying the concept of repetition.

Group Task:

Group A Bahay Kubo Group B Sitsiritsit Group C Ang Dyip ni Mang Juan Group D Ibon


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Lesson 6

Second Quarter Week 6 I. Objective

Play repetitions of musical lines

II. Subject Matter

A. Topic: Playing repetitions of musical lines

B. Songs: Bagbagto , , F, fa, Come Lets Play , , F, fa C. Reference: Halinat Umawit 3

D. Materials: Improvised musical instruments

E. Values: Appreciation of Filipino customs and traditions and making use of improvised materials as musical instruments

F. Concept:

III. Procedure


1. Drill

a. The teacher will let the class explore and create their own way of playing their improvised musical instruments using the following rhythmic patterns.

Musical Lines

A musical composition is made up of musical lines that can be repeated.


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b. Clap the rhythmic pattern of Bagbagto. Use the rhythmic pattern below as ostinato.

2. Review Let the pupils sing Do-Re-Mi. Let them move freely to the beat of the song.

B. Lesson Proper

1. Motivation The teacher will show a picture of the people of Mountain Province dressed in their traditional costume.

The pupils will tell something about the picture and share what they have learned in their Makabayan subject.

2. Presentation The teacher will present the song Bagbagto.

1. Rote singing (The teacher sings first, followed by the pupils).

2. The pupils will identify the musical lines that have to be repeated.

3. Discussion

What musical symbol do you see in the song Bagbagto ? (Repeat Mark)

What does it mean? (Repeat the part where the repeat mark is written)


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4. Generalization

5. Application

1. The teacher will group the class into 3. Using the song Bagbagto, do the following activities:

Group A sing the song Group B play the improvised instruments using the

following rhythmic patterns

Group C create dance steps to the beat of the song

2. Create body movements using rhythmic patterns following the repeat signs.

1 2 1 2

IV. Evaluation

Let the pupils perform the following rhythmic patterns following the repeat signs.

Repeat mark ( II: :II ) is used, to show repetition in music.

or


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Game Instructions:

Let the pupils face their partner and do the following actions while singing Come and Play:

1. Tap your lap, count 1; clap your hands, count 2; clap your hands in front with your partner, count 3; and clap with your hands, count 4.

Rubrics

5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor

V. Assignment:

Make a simple song using the repeat marks.

Skills 5 4 3 2 1 1. Can play the rhythmic patterns following the repeat marks

2. Can play the improvised rhythmic instruments accurately to accompany the song

3. Can work together cooperatively to come up with the best performance

4. Can manifest self- confidence in performing group rhythmic activities in front of the class


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Lesson 7


Render a song confidently, giving appropriate emphasis on the beginning and on the ending

II. Subject Matter

A. Topic: Singing

B. Songs: Leron,Leron Sinta, ,G,so,Kaygandang Tingnan, ,C,do, Sitsiritsit, , G, so Lubi-Lubi, , C, mi Ako ay Nagtanim, , F, fa, Bahay Kubo, , C, so

C. Reference: A Filipino Song Collection D. Materials: Musical scores of the songs

E. Values: Love and appreciation of Philippine folk songs and culture

F. Concept:

III. Procedure


The teacher will sing or play recorded music giving emphasis on the beginning and ending of the song. The pupils will encircle the part of the musical score that shows the beginning and ending of the song. The teacher can use Bagbagto.

Beginning and Ending

We have a speaking and a singing voice. When we sing, it should be done confidently and beautifully.


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2. Review

The teacher will review the pointers in singing the song. Sing previously learned action songs.

1. Do a Little Thing 2. Leron, Leron Sinta 3. Kaygandang Tingnan 4. Bahay Kubo


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B. Lesson Proper

1. Motivation Lets Play a Game!

If the teacher sings the beginning part of the song, the pupils will sing the ending but if the teacher sings the ending, the pupils will sing the beginning part of the song. Suggested songs: (this may vary according to the teachers preference)

a. Ako ay Nagtanim b. See-Saw c. Jack and Jill d. Twinkle, Twinkle Little Star e. Leron, Leron Sinta


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2. Presentation:

What is the story of the song?

3. Discussion:

The teacher will present again the musical scores of Bagbagto, Leron, Leron Sinta, Pamulinawen, and Ako ay Nagtanim. Pupils will identify the musical line where the music begins and ends.

The teacher will let the class sing the encircled melodic line of the 4 songs with emphasis on the beginning and ending part of the song. The teacher will give some pointers in singing.

1. Sing in tune. 2. Sing with correct rhythm/timing. 3. Sing with expression. 4. Sing confidently.

The teacher will let the pupils choose a song and sing it confidently in front of the class.

4. Generalization

We have a speaking and a singing voice. When we sing, it should be done confidently and beautifully.


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5. Application

The teacher will let the class sing the following songs. Each group will choose from the following songs and sing accurately with emphasis on the beginning and ending of the song.

Suggested songs: (Leron, Leron Sinta, Kaygandang Tingnan, Sitsiritsit)

IV. Evaluation

The teacher will group the class into 4 and let each group present learned songs applying the pointers in singing and emphasizing the beginning and ending of the song.

Rubrics Draw a happy face ( ) in the appropriate column.

Activities Excellent Very good

Good Needs help

1. Can sing in accurate pitch

2. Can sing with correct rhythm/timing

3. Can sing confidently from the beginning until the end of the song

4. Can sing happily with the group

V. Agreement

The teacher will divide the class into 6 groups and let each group sing the assigned song confidently.

Group Songs

A Lubi-Lubi B Santa Clara C Atin Cu Pung Singsing D Si Felimon E Ang Dyip ni Mang Juan F Guro


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Lesson 8


Perform songs confidently, giving appropriate emphasis on the beginning and ending II. Subject Matter

A. Topic: Singing songs confidently with emphasis on the beginning and ending

B. Songs: Lubi-Lubi,, C, C, mi, Bahay Kubo, , C, so Tayoy Magsaya, , C, so, Come Lets Play, , F, fa,

Yaman ng Bayan, , C, do Months of the Year, , F, do

C. Reference: A Filipino Song Collection D. Materials: Musical scores

E. Values: Love and appreciation of Philippine folk songs and culture

F. Concept:

III. Procedure


1. Drill

The teacher will sing the following songs emphasizing the beginning or ending of the song.

a. Yaman ng Bayan (Mga hayop sa gubat)

Singing in Tune

Singing is an interesting activity. It helps us express our feelings and improve our personality. Thus, singing develops self-confidence.


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b. Come Lets Play (Wont the big bass drum join us with boom, boom, boom.)

c. Lubi-Lubi (Enero, Pebrero) d. Tayoy Magsaya (Ha, ha, ha, ha, ha, lahat

maligaya.)

2. Review

The teacher will let the pupils sing Months of the Year accompanied by improvised musical instruments.

B. Lesson Proper

1. Motivation

The teacher will show pictures of a flag being raised during flag ceremony and a flag being lowered during flag retreat. Ask the pupils to tell something about the pictures in relation to the beginning and ending of a song.

2. Presentation

The teacher will present a previously learned song entitled Dance and Sing, giving emphasis on the beginning and ending.

3. Discussion

The pupils will encircle the part of the musical score that shows the beginning and ending of the song.

The teacher will talk about the song and discuss why it is important to put emphasis on the beginning and ending of a song.

The teacher will let the pupils sing the whole song confidently emphasizing the beginning and ending of the song.


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4. Generalization

5. Application

The teacher will group the pupils into 4 and draw lots on the following songs: Yaman ng Bayan, Come Lets Play,Lubi-Lubi, Tayoy Magsaya.

The teacher will let each group perform the previously learned songs, putting emphasis on the beginning and the ending.

IV. Evaluation The class will be grouped into 4. Using the improvised rhythmic instruments, each group will sing the songs giving emphasis on the beginning and ending.

Rubrics Draw a happy face ( ) in the appropriate column.

Activities Excellent Very good Good Needs help 1. Can sing in tune 2. Can sing with correct rhythm/timing

3. Can sing confidently the beginning and ending of a song

4. Can sing with the group happily

V. Assignment

Choose a song and practice singing confidently at home. Be ready to perform in front of the class.

When we sing, we should sing confidently and beautifully from the beginning until the end of the song.


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MUSIC - GRADE 3 2nd Quarter

TABLE OF SPECIFICATION Learning Competencies

Level of Assessment No. of Items

Item Placement

Percent Knowledge

15% Process

25% Understanding

30% Performance

30% 1. identifies the pitch of a tone as: high higher moderately high- higher moderately low- lower low-lower

1

2

1

1

5

1,2,3, 16,20,

12.5%

2. matches the correct pitch of tone with the voice with an instrument

1

1

1

3

15, 17,21

7.5%

3. relates movements with levels of pitch

1

1

1

1

4

13, 14,18,35

10%

4. matches the voice with the pitches of a melody

1

1

1

3

9,19,22

7.5%

5. recreates simple patterns and contour of a melody

1

1

2

2

6

11,

12,27,28, 29,30

15%

6. sings entire simple songs with accurate pitch

1

1

1

1

4

6,8,10,23

10%

7. identifies the beginning, middle, and ending of a song

1

1

2

5, 7

5%

8. identifies musical lines as similar, same and different through movements and geometric shapes or objects

1

1

1

3

24,25,26,

7.5%

9. recognizes repetitions within a song

1

1

1 3

4,33,34

7.5%

10. sings repetitions of musical lines independently

1

1

2

31,32, 5%

11. plays repetitions of musical lines

1

1

1

3

38,39, 40

10%

12.renders a song confidently giving appropriate emphasis on the beginning and on the ending.

1 1 2 36,37 5%

TOTAL 7 10 12 11 40 1- 40 100%


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Second Grading Period

Name ____________________________ Date ____________ School ___________________________ Score ___________

I. Knowledge Write the letter of the correct answer on your answer sheet.

________1. Which is the highest tone?

A B C

________2. Which is the lowest tone?

A B C

_______3. Which note is moderately high?

A B C

_______4. Which of the following is the symbol for repeat mark?

A. : : B. C. _______5. Which symbol shows the end of the song?

A. B. C .II


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II. Process/ Skills (25%)

A. Listening Test:

Listen to the recorded music or the voice of the teacher. Write B if it is the beginning of a song and E if it is the ending of a song.

_______6.

________7.

_________8.

__________9.

___________10.


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B. Draw the melodic contour of the following melodic lines to show the direction of the melody.

11.

__________________________________________

12 . __________________________________________________________

13.

_____________________________________________

14.

__________________________________________

15.

______________________________________________________


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C. Matching Type:

Match column A with column B

Column A Column B

16. A. Moderate tones

17. B. Low tones

18. C. Similar Tones

D. High Tones

D. Pictures of Kodaly Hand Signs will be flashed by the teacher. Identify the so-fa syllables shown in the pictures. Write the so-fa syllables on your paper.

19. _______________________


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___________________________

20.

21. ______________________

22. ________________________

23. _________________________

III. Understanding (30%)

A. Directions: Compare the two musical lines Write SAME, DIFFERENT or SIMILAR on your answer sheets.

____________24.

A.


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B

___________25.

A.

B.

___________26.

A .

B.

B. Identify the melodic directions of the following melodic phrases. Choose your answers inside the box.

ascending descending repeated

ascendingdescending descending-ascending


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___________________27.

___________________28.

___________________29.

__________________ 30.

IV. Performance (30%)

A. Group Activity:

Sing the song correctly. ( Teacher may choose the song suited to the pupils.


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Rubrics on Singing

Activities Very Good(2 pts.)

Good(1 point)

31 - 32. Can sing the pitch accurately

33- 34. Can sing repetitions in a given song.

35 - 36. Can sing the correct melody independently

Rubrics on Playing Instruments

Play the rhythm of the song correctly using rhythmic instruments

Skills Observed Not observed 37. Can play the rhythmic patterns following the repeat marks.

38. Can play different rhythmic patterns

correctly.

39. Can play the beginning rhythm of a song.

40. Can play the ending rhythm of a song


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Second Grading Period KeytoCorrections:I.KnowledgeA.1. A2. A3. A4. A5. C6. B7. E8. E9. E10. EB.DrawingtheMelodicContour11. ____________________________________________12. ____________________________________________13. ____________________________________________14. ___________________________________________15. ___________________________________________


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C. MatchingType16. D17. A18. BD. MatchingType19. do20. mi21. fa22. so23. reIII.UnderstandingA.24. SAME25. DIFFERENT26. SIMILARB.27. ascendingdescending28. descending29. ascending30. repeatedIV. PerformanceNote:Theteacherwillratethepupilsbasedonherassessmentusingtherubrics.


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Lesson 1

Third Quarter Week 1

I. Objectives

1. Recognize differences in sound quality from a variety of sound sources

2. Respond to differences in sound quality with appropriate movement

II. Subject Matter

A. Topic: Differences in Quality of Sounds

B. Song: Nagtanom Ako Pinya, , C, mi

C. Reference:

Umawit at Gumuhit 3,pp. 58-67 Less Known Ilonggo Folk Songs Book 1,p. 24 by Fely A. Batiloy

D. Materials: Cassette/CD player, CD, recorded sounds of nature, transportation, animals and real objects that can produce sound, chart of Kodaly Hand Signs and scale.

E. Values: Listening attentively F. Concepts for the teacher

Quality of Sound

1. Timbre - refers to the tone quality or tone color of sound.

2. Different sound sources: human nature musical instruments animals things musical gadgets


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1. Drill a. Tone

Sing the notes below using Kodaly Hand Signs.

2. Review Sing Nagtanom Ako Pinya and identify the beginning and ending of the song.


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Group the class into three. Each group will imitate the sound of an animal. Let the other groups identify the name of the animal. The group who gives the correct answer gets one point. The group who has the highest score wins.

2. Presentation

Listen to recorded sounds of the following: cry of a baby, dripping of water horn of a jeepney, thunder, clap chirping of birds

Create movements to interpret the sounds heard. 3. Discussion

What sounds did you hear? (cry of a baby, horn of a jeepney, chirping of birds, dripping of water, thunder clap)

What are the sources of these sounds? (human, transportation, nature)

What are other examples of sounds that you hear from nature? (dripping of water, thunder, strong wind)

Could you imitate other sounds that you hear around you?

There are many sources of sound. These sounds have different qualities.

4. Generalization

What element of music refers to the quality of sound?(timbre)


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What are the sources of sound? (The sources of sounds are human, nature, musical instruments, things, musical gadgets, and animals.)

5. Application

Using recorded sounds, identify the source of the following sounds and interpret it through movements.

raindrops dogs barking sound of a church bell trombone nursery songs people laughing trumpet

IV. Evaluation A. Listen to the following sounds and identify the source of

sound. Write the letter of the correct answer on your answer sheet.

a. human d. nature b. animal e. musical instruments c. transportation

1. crowing of the rooster 2. sound of a train 3. mothers lullaby 4. sea waves 5. guitar

Key to correction: 1. b 2. c 3.a 4.d 5. e

B. Group the class into four. Each group will imitate a chosen sound through body movements.


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Rubrics

3- excellent 2- very good 1- good V. Assignment

Draw or cut out pictures of objects that produce sounds.

Skills 3 2 1 1. Can identify the sources of

sound

2. Can interpret sound through body movements.

3. Can show creative movements in interpreting sounds heard.

4. Can participate actively in the activities.


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Lesson 2

Third Quarter Week 2

I. Objectives

1. Identify and compare the voices of: classmates as they sing or speak selected popular singers in recordings

2. Compare the use of the voice in speaking and in singing

II. Subject Matter A. Topic: The Human Voice

B. Song: Pakitong-kitong, , G, re

C. Reference: Umawit at Gumuhit 3, pp. 58 61 Dazzle 4, pp. 70-72

Less Known Ilonggo Folk Songs by Fely A. Batiloy, p. 51

D. Materials: CD, player, recorded songs and poems, chart of a song and poem

E. Values: Carefulness

F. Concepts for the teacher:

The Human Voice

1. Voices differ in range and timbre or tone color. 2. One of the main sources of musical sound is the

human voice. The human voice is capable of producing singing tones.

3. We use natural or speaking voice if we talk/speak and singing voice if we sing.


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1. Drill Using the human piano, practice singing the given notes.

2. Review

Imitate the following sounds. sound of a mouse siren of an ambulance strong wind ticking of a clock


Let the pupils listen to the different kinds of voices. Call pupils who have different voice ranges.

2. Presentation

a. Select two boys with different voice quality and let them read the poem, Bayang Sinilangan.

do re mi fa so

Bayang Sinilangan ni

Mary Grace V. Cinco

Bayan kong sinilangan Pilipinas ang pangalan Inasam mong kalayaan

Dugot pawis mong nakamtan.


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Who among the two boys has a big voice? Who has a small voice?

b. Select two pupils to sing, Pakitong-Kitong.

Did you notice the difference in your classmates voices?

Who among the female popular singers has a low voice? Who among the female popular singers has a high voice? (high voice-Regine Velasquez, Angeline Quinto) (low voice Sharon Cuneta, Aiza Seguerra)

Who are the famous male singers who have a high voice? Who are the famous male singers who have a low voice? (high-Jed Madela, Christian Bautista, Gary Valenciano) (low- Nonoy Zuiga, Anthony Castelo)

c. Let the class listen to recorded songs of popular singers. Play song excerpts of the following singers:

Regine Velasquez - Dadalhin Kuh Ledesma - Ako ay Pilipino Martin Nievera- Be My Lady Jose Mari Chan - Christmas in Our Hearts


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3. Discussion Among the singers you heard, whose voice has these characteristics? big/thick small/thin heavy light strong gentle dark bright/brilliant How would you describe their voices?

(Regine Velasquez bright, strong, thin) (Kuh Ledesma gentle, dark, light) (Martin Nievera heavy, strong, thick) (Jose Mari Chan light, gentle, thin)

The human voice has different tone qualities or timbre when speaking and singing. Some have thin voices while others have thick, husky voices.

We use our speaking voice when we talk/speak and singing voice when we sing.

4. Generalization

What are the characteristics of a voice? (high, low, husky, thick, and thin) What is the difference between a male voice and a female voice? (The voice of a male is bigger and thicker compared to the females voice which is smaller and thinner.)

What are the two kinds of voices that we use? (speaking and singing voice)


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5. Application Game: Let the class stand and form a big circle. Choose one pupil to stand inside the circle with a blindfold. Choose one pupil from the circle to sing or recite a poem. The pupil at the center will identify the name of his/her classmate who is singing or speaking. If he/she gives the correct name, they will exchange places.

How did you identify the person who is singing or speaking? (I listened very well and I identified his/her because of his/her voice quality.)

IV. Evaluation

Listen to recorded speaking and singing voices. Draw on your paper a star ( ) if you hear a singing voice and a circle( ) if you hear a speaking voice.

1. Voice of boy reading a sentence. 2. Yeng Constantino singing Salamat. 3. Voice of a girl reciting a poem. 4. Christian Bautista singing The Way You Look at Me.

Key to correction: 1. 2. 3. 4.

V. Assignment Listen to the radio and list two female singers who have a high voice and two male singers who have a low voice.


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Lesson 3

Third Quarter Week 3 I. Objectives

1. Recognize musical instruments through sound

2. Use the voice and other sources of sounds to produce a variety of timbres

II. Subject Matter

A. Topic: Producing Variety of Timbres

B. Reference: Umawit at Gumuhit 3, pp. 62-67 Sing, Sketch and Stretch 5, p. 79

C. Song: Tugtog Ko, Hulaan Mo , C, do

D. Materials: musical instruments, recorded sound of animals, and nature

E. Values: Cooperation

F. Concept/s for the teacher

Sources of Sounds

1. Timbre-refers to the tone quality or tone color of the human voice or any musical instrument.

2. Musical instrument - a device created or adapted to produce musical sounds.

3. Some instruments have definite tone while others have no definite tone.

Timbre

light heavy


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III. Procedure A. Opening Activities

1. Drill Group the class into three. Perform the rhythmic patterns using the following:

Group 1- tambourine Group 2 - pair of coconut shells Group 3 - pair of sticks

2. Review Let the class recite the poem . After reciting the poem, let class sing it to the tune of

Sitsiritsit.

B. Lesson Proper

1. Motivation Sing the song Lubi - lubi in different tone quality.

natural voice Enero, Pebrero, Marso Abril, Mayo

babys voice - Hunyo, Hulyo, Agosto Setyembre, Oktubre

mans voice- Nobyembre, Disyembre, Lubi-lubi

Bayang Sinilangan ni Mary Grace V. Cinco

Boy: Bayan kong sinilangan,

Pilipinas ang pangalan

Girls: Inasam mong kalayaan,

Dugot pawis mong nakamtan.


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2. Presentation There are varieties of sound sources which produce different tonal quality. Human beings can produce and imitate different sounds. Listen to a song about musical instruments.

Teacher sings the song. Teacher will teach the song using echo singing or rote

method. Class will sing the song.

3. Discussion

What instruments were mentioned in the song, Tugtog Ko, Hulaan Mo?(drum, cymbals, guitar, trumpet) What is the sound of a drum? (boom, boom) What is the sound of a trumpet? (toot, toot) What is the sound of a guitar? (tring, tring) What is the sound of cymbals? (klang, klang)


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Listen to the recorded sound of the following instruments: drums, cymbals, guitar, trumpet Sing the song, Tugtog Ko, Hulaan Mo while playing musical instruments.

Play the recorded sounds of the following and let the pupils imitate.

airplane strong wind ambulance dog girl/boy singing guitar

What sounds did you hear? (sounds of an airplane, ambulance, strong wind, dog, guitar, girl/boy singing)

Where did the different sounds come from? (The sound sources came from human beings, nature, transportation, instrument, animal.) Do they have the same qualities? Why? (No, because sounds have different qualities depending on their sources. Give other examples of the sound coming from human beings/ instruments/ nature/transportation/ gadgets produce. (human beings- shout, instruments- piano, nature - thunder, motorcycle-broom, broom)

Timbre is the quality or tone color of a sound produced by the human voice or any musical instrument.

4. Generalization

What are the sources of sounds? ( The human voice, musical instruments, and nature are sources of sound)


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5. Application Group the class into three. Each group will draw things that produce different sounds. Group 1 - sound from nature Group 2 - musical instruments Group 3 - man-made creations

IV. Evaluation

Group the class into four. Each group will produce sounds from the underlined words in each sentence.

Group 1 - human beings sing Maalaala Mo Kaya Group 2 - animal sound of animal Group 3 man-made sound Group 4 - sound of nature

The teacher reads the following items. Read the underlined words twice.

1. My mother loves to sing a lullaby. 2. Viel always gives food to his pet dog. 3. Birds on the trees are happily singing while the wind blows. 4. The ambulance brought the patient to the hospital. 5. I love to play the drums.

Use the scale below to rate your performance. Check ( ) the appropriate column for your answer:

Skills 3 2 1 1. Can recognize the sound

of musical instruments

2. Can identify pictures of musical instruments

3. Can use other sources of sound to produce variety of timbrescreatively

4. Can perform the activities with enjoyment and cooperation

5. Can sing and play musical instruments harmoniously


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3-excellent 2- very good 1 good

V. Assignment

Cut out pictures of different sources of sounds from old newspapers or magazines and paste them in your notebook.


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Lesson 4

Third Quarter Week Four

I. Objectives

1. Interpret the dynamics of a song through body movements small movement soft big movement loud 2. Distinguish loud, medium, and soft in music 3. Relate dynamics to the movements of animals

II. Subject Matter

A. Topic: Softness and Loudness in Relation to Body and Animal Movements

B. Songs: Do a Little Thing ,D, fa# Farewell Song , D, la Tunog at Galaw ng Hayop, , F, do

C. Reference: Umawit at Gumuhit 4, pp. 61-63

D. Materials : piano, organ, CD Player , pictures of animals

E. Value Focus: Self-discipline

F. Concept for the teacher

Dynamics through Movements

Dynamics is one of the expressive elements of music that deals with the softness and loudness of sound. It can also be shown through body and animal movements.


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1. Tonal Drill

Sing a previously learned song entitled Do A Little Thing and create your own movements that will match/correspond to the song. Let the children follow as a free flowing exercise while singing. Then, let one pupil give an action. The other pupils will follow his/her actions.

2. Review

Let the pupils listen to different sources of sound. Show pictures that produce different sounds.

What can you say about the quality of the sound? B. Lesson Proper

1. Motivation

The teacher will show pictures of animals like:

What can you say about the picture? Do they create sound? How Do they move? How?

cat dog carabao


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2. Presentation

Present the song, Tunog at Galaw ng Hayop. Teacher sings the song to the class. Teacher teaches the song by echo-singing.

Let the class sing the song again. Relate the following movements to the size of the animals.

cat - small movement dog - medium movement carabao - big movement

3. Discussion

How did you sing the first / second/third part of the song, Tunog at Galaw ng Hayop? (first part- soft, second part- medium ,third part- loud)

How did you relate the softness and loudness of sound to body movements? (soft- small movement, medium-medium movement, loud- big movement)


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Music 3 Tg Draft 4.10.2014

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