Grade 3 Music Teachers Guide

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 Teacher’s 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


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 Teacher’s Manual (Lower Primary) p. 50, 197

D. Materials: CD/CD Player

chart of rhythmic patterns

E. Values : Appreciate God’s 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. Assignment Create three rhythmic patterns using stick notation in 4s.


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Lesson 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- “Soldier’s 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 Teacher’s Manual (Lower Primary) p, 92, 143,104 Music Time Teacher’s 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 “Soldier’s 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 “Soldier’s 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 Soldier’s 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 you’re 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


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 Teacher’s 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 Teacher’s 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? (It’s 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,

29-34

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: Let’s 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.

For Teachers:

The Kodaly Method is a

concept of music education

formulated by Zoltan Kodaly,

a Hungarian music educator.

The primary aim of the

method is to make every child

musically literate by using the

folk songs of the country.


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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: Halina’t 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 God’s 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: Halina’t 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: “Tayo’y Magsaya”, ,, , C, so, “Do a Little Thing”, ,,D, fa#, “Are you Sleeping, Brother John?”, , G, so “Kaygandang Tingnan”, , C, do

C. Reference: Halina’t Umawit 3 D. Materials: Charts of Songs (“Tayo’y 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 sa‘yo. b. Ang bayan ko’y tanging ikaw c. …dala-dala’y 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 “Tayo’y Magsaya”.

2. Presentation The teacher will teach the song “Tayo’y 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 Let’s Play” , , F, fa C. Reference: Halina’t 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 Let’s 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 teacher’s 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 Tayo’y Magsaya, , C, so, Come Let’s 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 Let’s Play” (Won’t the big bass drum join us with boom, boom, boom.)

c. “Lubi-Lubi” (Enero, Pebrero…) d. “Tayo’y 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 Let’s Play”,”Lubi-Lubi”, “Tayo’y 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


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

ascending- descending 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

Key to Corrections:

I. Knowledge

A.

1. A

2. A

3. A

4. A

5. C

6. B

7. E

8. E

9. E

10. E

B. Drawing the Melodic Contour

11. ____________________________________________

12. ____________________________________________

13. ____________________________________________

14. ___________________________________________

15. ___________________________________________


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C. Matching Type

16. D

17. A

18. B

D. Matching Type

19. do

20. mi

21. fa

22. so

23. re

III. Understanding

A.

24. SAME

25. DIFFERENT

26. SIMILAR

B.

27. ascending ‐ descending

28. descending

29. ascending

30. repeated

IV. Performance

Note:

The teacher will rate the pupils based on her assessment using the rubrics.


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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. mother’s 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


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

Dugo’t 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 Zuñiga, 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 female’s 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”.


Sing the song “Lubi - lubi” in different tone quality. natural voice – Enero, Pebrero, Marso

Abril, Mayo baby’s voice - Hunyo, Hulyo, Agosto

Setyembre, Oktubre man’s voice- Nobyembre, Disyembre, Lubi-lubi

Bayang Sinilangan ni Mary Grace V. Cinco

Boy: Bayan kong sinilangan,

Pilipinas ang pangalan

Girls: Inasam mong kalayaan,

Dugo’t 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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What did you notice with the volume of your voice while singing the song? (It became soft, medium, and loud)

Give other examples of animals and relate it to dynamics.

4. Generalization

5. Application

Game: Dance with the Music Listen to recorded music. Make a small movement if you hear soft music; medium movement if you hear medium music, and big movement if you hear loud music.

IV. Evaluation

Group the class into two and let them sing the song, one group after another, with correct dynamics.

What do you call the softness and loudness of sound? (dynamics)

Dynamics is one of the expressive elements of music that deals with the softness and loudness of sound. It gives freedom to interpret the music as soft, medium, or loud. It can also be shown through body movements of human, animals, and nature. How do you relate dynamics to body movements? (soft- small movement, medium-medium movement, loud- big movement)


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Rubrics

KNOWLEDGE 3 2 1 1. Can interpret dynamics correctly

through the use of body movements

2. Can distinguish soft, medium and loud sound in a song or music

3. Can show dynamics through movements of a given animal

4. Can show creativity and self-discipline in performing

5. Can join and can enjoy performing with a group

3-excellent 2- very good 1-good

V. Assignment Cut-out pictures of animals and relate dynamics to their movements and the sound they produce.


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Lesson 5

Third Quarter Week Five

I. Objective

Use the terms loud, medium, and soft to identify changes and variations in a song

II. Subject Matter

A. Topic: Changes and variations in a song.

B. Songs: “Farewell Song”, , D, la , “Tunog at

Galaw ng Hayop”, , F, do by Fely Aragon Batiloy

C. Reference: Teaching Guide on Basic Note Reading/ Hand Drill Technique by Fely A. Batiloy D. Materials: organ/piano

E. Value Focus: Flexibility F. Concept for the teacher

Variations in Dynamics

Dynamics may change in different ways. It can be soft, medium, or loud.


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1. Drill

Let the pupils read and sing the notes in the staff using soft (ascending) and loud (descending) using the Kodaly Signs or Hand Drill Technique.

Teacher shows simple melodic patterns.

Let the pupils sing the melodic patterns. Do the hand signs to accompany pupils’ singing. What can you say about the direction of the first

melodic pattern? What can you say about the direction of the second melodic pattern?

Let the pupils sing the melodic patterns again using soft and loud.

2. Review What can you say about dynamics?

B. Lesson Proper

1. Motivation Show pictures of a fan.

What can you say about the picture?

(it is closed, half opened, widely opened) When do we use a fan?(when it’s hot)


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2. Presentation Today, we are going to use a Magic Fan in singing.

Sing the song “Tunog at Galaw ng Hayop” using the Magic Fan. Close it for soft sound, make it half open for medium sound, and open it widely for loud sound.

3. Discussion What have you noticed while singing the song? How did we sing the song when the fan was widely opened? How did we sing the song when the fan was half opened? How did we sing the song when the fan was closed?

Which part of the song has soft, medium, or loud dynamics?

4. Generalization How do we make a song beautiful? What makes a song beautiful? (The loudness and softness of a song)


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What are the changes made while singing with regard to volume? (soft, medium, loud)

What element of music is this? (dynamics)

5. Application A. Let the pupils sing and act the song “Tunog at Galaw

ng Hayop” following the dynamics soft, moderately loud, and loud.

Find out which part of the song is soft, moderately loud, or loud.

B. Group the children into three and let them sing “Do a Little Thing” applying the different dynamics. Group 1 - cat (soft) Group 2 - dog (moderately loud) Group 3 - carabao (loud)

IV. Evaluation

Pupils’ performance will be based on the following rubrics. Rubrics

KNOWLEDGE 3 2 1 1. Can use dynamics as soft, medium

or loud in a song correctly

2. Can identify the exact changes of dynamics in a song

3. Can perform with appropriate movements showing dynamics

4. Can show self-discipline and flexibility in doing the task

5. Can join and can cooperate with the group

3-excellent 2- Very good 1-Good

V. Agreement Practice the dynamics of the song “Tunog at Galaw ng Hayop” as soft, medium, or loud.


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Lesson 6


I. Objective

Respond to conducting gestures of the teacher for ”loud” and “soft”

II. Subject Matter

A. Topic: Responding to conducting gestures

B. Songs& Poem: “Lupang HInirang “, , F, fa, “Creations” by Fely A. Batiloy

C. Materials: organ/piano, poem

D. Value Focus: Nationalism

E. Concept for the teacher


1. Drill Show a picture of a bird. Let the pupils sing “Mga Alaga Kong Hayop” following these steps: a. If the teacher raises the picture, the children will

sing loudly. b. If the teacher puts down the picture, the children

will sing softly.

Expressions of Music

Dynamics expresses emotions. It is more meaningful when applied to a song.


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2. Review Show pictures of different animals. Let the pupils relate movements of these animals as soft, medium and loud.

a. mouse d. ant b. elephant e. bird c. dog f. horse

B. Lesson Proper

1. Motivation Present a picture of the Philippine flag.

What can you say about our flag? What do we sing when we raise the Philippine flag? How do you show respect to our Philippine flag?

2. Presentation

Activity: Let the pupils:

Recite the lyrics of “Lupang Hinirang”. Recite the song following the gestures of the teacher

using soft dynamics (palm down) or loud dynamics (palm up).


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Sing the whole song following the beat and gestures of the teacher in soft, medium and loud. ( S- for soft , M – moderately loud and L - for loud)

3. Discussion What have you noticed when we recited and sang the “Lupang Hinirang”? (Some parts are loud and some parts are soft)

Lupang Hinirang Music by : Julian Felipe Words by : Jose Palma

L Bayang magiliw S Perlas ng silanganan L Alab ng puso S Sa dibdib mo’y buhay. L Lupang hinirang S Duyan ka ng magiting L Sa manlulupig S Di ka pasisiil. M Sa dagat at bundok sa simoy at L Sa langit mong bughaw M May dilag ang tula at awit L Sa paglayang minamahal. M Ang kislap ng watawat mo’y tagumpay L Na nagniningning M Ang bituin at araw n’ya kailan pa ma’y M Di magdidilim. L Lupa ng araw, ng luwalhati’t pagsinta L Buhay ay langit sa piling mo L Aming ligaya na pag may mang-aapi L Ang mamatay nang dahil sa ‘yo


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Identify the variations of dynamics used in the song “Lupang Hinirang”.

Which part of the song has soft and loud dynamics?

Sing again with corresponding gestures or hand signs on soft and loud. How do you respond to the soft and loud dynamics in the song?

Who is the composer of our national anthem?

Who wrote the lyrics of “Lupang Hinirang”?

Why do we need to sing it whole-heartedly with respect and expression?

How do you show your love to our country, to our national flag or to our national anthem?

4. Generalization

5. Application Sing the song “Pilipinas Kong Mahal” following the hand gestures of the teacher.

IV. Evaluation

Conduct the song “Lupang Hinirang” and let the children follow teacher’s hand gestures. Rubrics

KNOWLEDGE 3 2 1

1. Can respond to the conducting gestures of the teacher while

How do we show softness and loudness in singing? (we can show the softness and loudness in singing following hand gestures.) What do you call the softness and loudness of a sound? (We call it dynamics)


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singing the song “Lupang Hinirang”

2. Can identify the exact changes of dynamics in a song

3. Can interpret the song “Lupang Hinirang” with correct dynamics

4. Can show flexibility in doing the task

5. Can join and cooperate with the group in doing the activity

3-Excellent 2- Very good 1-Good

V. Assignment Create a four-line poem about your favorite pet or thing. Memorize it.


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Lessons 7 & 8

Third Quarter Weeks 7 & 8 I. Objective

Use varied dynamics to enhance poetry, chants, drama songs, and musical stories

II. Subject Matter

A. Topic: Varied dynamics

B. Songs and Poems: ” Creations” by Fely A. Batiloy, Ang Diutay nga Damang (The Little Spider) , F, do

C. Materials: organ/piano, poem ”Creations” D. Value Focus: Appreciation of God’s creation, creativity

E. Concept for the teacher


1. Drill Recite “Engine, Engine No. 9” applying the variations in dynamics

2. Review

Call a pupil to recite the poem assignment. Let the whole class read it using variations in dynamics.

Application of Dynamics

Dynamics can be used in poetry, chants, drama, and musical stories.


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Show pictures of animals creating soft, medium, or loud sounds.

2. Presentation

Identify the pictures and mimic their sounds. Let the children create different animal sounds and apply the proper dynamics.

This time we will read a poem entitled “Creations” following teacher’s hand gestures showing the dynamic signs, soft, medium and loud. Recite the poem “Creations” by stressing S for soft, M for medium, and L for loud phrases.

Creations By Fely Aragon Batiloy

L God made the heavens M God made the earth S And God made man S To rule over the land. S Beautiful flowers L Sun so bright M Moon and stars S To shine at night. M ` Green grass grow L Where ever you go M Trees and birds M - S Sing high and low.


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3. Discussion What can you say about the poem?

(It’s a beautiful poem.)

What is it all about? (It’s all about creation.)

What are the creations mentioned in the poem? (Heaven, earth, man, flowers, sun, stars, moon, grass, trees, birds and land)

How do we take good care of God’s creation? ( by protecting and using them properly)

What have you noticed when we recite the poem? (There are parts that are soft and there are parts which are loud.)

What element of music was used to make the poem more beautiful and meaningful? (dynamics)

4. Generalization Dynamics can be used in reading poems, chants, drama, and musical stories.

5. Application

(Group Activity) Group A. Pupils do the acting of a spider based on the story

of the song “ Ang Diutay nga Damang” ( The Little Spider)

Group B. The pupils will sing the song observing proper dynamics.


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Ang maliit na gagamba Umakyat sa sanga

Dumating ang ulan, Naanod siya

Sumikat ang araw Natuyo ang lupa

Ang maliit na gagamba Bumalik sa sanga.

IV. Evaluation A. Let the group tell the story of the” Little Spider” through a

song, “Ang Diutay na Damang”. Use varied dynamics in singing the song. Other pupils will do the acting or dramatize the story.

KNOWLEDGE 3 2 1

1. Can enhance poetry using the dynamics soft, moderately loud, or loud

2. Can use sound variations in chanting

3. Can recite the poem with proper


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choreography, sound variations and sound effects.

4. Can show creativity and workmanship

5. Can apply changes in dynamics through poems, chants and musical stories

6. Can join and can cooperate with the group

3-Excellent 2- Very good 1-Good

V. Assignment

Choose a poem, chant, or musical story and apply the changes in dynamics.


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MUSIC - GRADE 3

3rd Quarter TABLE OF SPECIFICATION

Learning Competencies Level of Assessment No. of

Items

Item

Placement

Percent Knowledge

15% Process

25%

Understanding 30%

Performance

30% 1. recognizes differences in sound quality coming from a variety of sound sources

2. responds to differences in sound quality with appropriate movement 3. identifies and compares the voices of: -classmates as they sing or speak -selected popular singers in recordings 4. compares the use of the voice in speaking and in singing

5. recognizes musical instruments through sound 6.uses the voice and other sources of sound to produce a variety of timbres 7. interprets the dynamics of a song through body movements: small

3

3

2

3

2

3

2

3 3

3 2 3 4 2

1,2,3,

31,32,33

21,22,23

24,25

16,17,18

19,20,34, 35

4,5

7.5%

7.5%

7.5%

5%

7.5%

10%

5%


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Learning Competencies Level of Assessment No. of

Items

Item

Placement

Percent Knowledge

15% Process

25%

Understanding 30%

Performance

30% and big movements 8. distinguishes loud, moderately loud, and soft in music 9. relates dynamics to the movements of animals 10.uses terms loud, moderately loud, and soft to identify changes and variations in volume 11. responds to conducting gestures of the teacher for loud and soft 12. uses varied dynamics to enhance poetry, chants, drama, songs, and musical stories

2

5

5

5

3 2

5 5 5 3 2

11,12,13,

14,15

6,7,8,9,10

26,27,28, 29,30

36,37,38

39,40

12.5%

12.5%

12.5%

7.5%

5%

TOTAL 10 (15%) 10 (25%)

10 (30%) 10 (30%) 40 1 - 40 100%


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3rd Grading Period

Name __________________________________ Date ____________ School _________________________________ Score ___________

I. Knowledge (15%) A. Identify the sound of the instrument. Write the

letter of the correct answer on your paper.

1. A. ting, ting

2. B. tring, tring

3. C. klang, klang

4. D. toot, toot

5. E. tak, tak


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B. Relate dynamics to the movement of the following animals. Put a check ( √ ) in the box if the animal makes big movement and put an ( X ) if it makes small movement.

6.

7.

8.

9.

10.

II. Process (25%)

A. Listen to the songs or recorded music and distinguish among loud, medium, and soft dynamics by writing L for loud, M for moderately loud and S for soft.

__________11. “ Farewell Song” __________12. “Dinagyang”


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__________13. “Tugtog ko, Hulaan Mo” __________14. “Tunog at Galaw ng Hayop” __________15. “Ang Diutay nga Damang”

B. Listen to recorded sounds. Circle the letter of the corresponding source of the sound.

Note: The teacher will play recorded sounds of the following: 16. car engine

a. transportation b. nature c. instrument d. animal

17. sea waves a. gadget b. transportation c. animal d. nature 18. piano a. instrument b. nature c.animal d.human 19. song duet of a boy and a girl a. gadget b. human c. animal d. instrument 20. thunder a. human b. animal c. nature d. transportation


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III. Understanding (30%) A. On the blank, write A for speaking voice and B for

singing voice.

____ 21. Sarah Geronimo singing “Sa Iyo”

____ 22. graduation speech

____23. Martin Nievera’s rendition of “Be My Lady”

____ 24. telephone conversation

____25. a grade three pupil reciting a poem

B. Write your answer inside the box.

26. What is dynamics?

27. Give a song that has a soft dynamics.

28-30. What are the terms used to identify changes in dynamics?


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IV. Performance (30%) Use the given rubrics in evaluating the

performance. A. Responds to different sound quality with

appropriate movement using the voice and other sound sources.

Criteria Evident Not evident 29. Decisiveness 30. Accuracy

B. Sing the song “Nagtanom Ako Pinya” and

interpret it through body movements while playing musical instruments. (5 points)

Criteria Evident Not evident 31.Creativity 32. Synchronization 33. Appropriateness of movements to music

34. Quality of voice 35. Enjoyment and Cooperation in the performance of the activities

C. Apply correct dynamics to the poem “Creations”

through body movements. ( 5 points) Criteria Evident Not evident 36.Creativity 37. Correct interpretation

38. Synchronization of dynamics of the song


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to the body movements 39. Correct response to conducting gestures of the teacher

40. Use of varied dynamics to enhance poetry


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Key to Corrections

I. Knowledge A. 1. B

2. C 3. A 4. E 5. D

B. 6. √ 7. X 8. X 9. X 10. √

II. Process

A. 11. S 12. L 13. M 14. M 15. M

B. 16. A 17. D 18. A 19. B 20. C


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III. Understanding

A. 21. B 22. A 23. B 24. A 25. A

B. 26. Dynamics is an element of music which refers to the softness and loudness 0f sound

27. Lullabies- “Brahm’s Lullaby”, “Ili-ili Tulog Anay”

“Farewell Song” 28. soft 29. medium 30. loud

IV. Performance


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Lesson 1

Fourth Quarter Week 1 I. Objectives

1. Mimic animal movements according to speed 2. Sing songs with proper tempo based on conducting gestures

II. Subject Matter

A. Topic: Speed of Music

B. Song: “Mga Alaga Kong Hayop”, , G, re

C. Reference : Sanayang Aklat sa Musika 4 p. 167

D. Materials : pictures of animals, recorded music with different tempo

E. Values : Love of animals

F. Concept/s:

III. Procedure


1. Drill Sing the song, “Quiet Voices” and let the children walk, tap, and clap the beat/ pulse (slow then fast).

Fastness and Slowness in Music

Tempo refers to the speed of music. It may be fast or slow.


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2. Review

Let the children march while singing the song “Quiet Voices” with correct dynamics.

How did we sing the song “Quiet Voices”? (We sang it softly and then loudly.)

Which part of the song is sung softly? (first line and second line) Which part is sung loudly? (The third and fourth lines are sung loudly.)

How do we call the loudness and softness in music? (We call it dynamics.) Going back to our drill, how did we clap the beat/pulse? (We clapped it fast and then slow.)


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Show pictures of the following animals:

Let the children identify the animals in the pictures. How do these animals move? (fast, slow)

2. Presentation

Teacher sings the song to the class.


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Teacher teaches the song by echo singing or rote method.

Teacher and pupils will sing the song together.

3. Discussion

Have the pupils identify the animals present in the song, “Mga Alaga Kong Hayop”. (rabbit, bird, cat, dog, and turtle)

Let the pupils imitate the movement or sounds made by these animals.

How did the animals move in the song? (slow and fast)

Which of the following animals move fast? Which of the following animals move slow? (fast - rabbit, dog, cat, bird; slow - turtle)

In music, the fastness or slowness of a song is called tempo.

Tempo can be shown through conducting gestures. (Teacher shows different hand gestures showing fast and slow tempo. The children will now sing the song by following the hand gestures.)

4. Generalization

What is tempo?

5. Application

Teacher and pupils sing the song together.

Pupils will sing as they imitate the movement of each animal mentioned in the song.

bird – spread arms as if flying

cat – jump


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dog – run fast in place

turtle – glide/ crawl

rabbit – hop

What tempo can we use to compare the movements of the following animals?

Answers:

bird – fly (fast)

cat – jump (moderate)

dog – run (moderate)

turtle – crawl (slow)

rabbit – hop (fast)

Group the class according to the animals mentioned in the song.

Let each group imitate the movements of the animal assigned to them.

How did you feel as you went about the activity? (I enjoyed the activity.)

Which of the animals has moderate movement? Which of the animals has fast movement? Which of the animals has slow movement? (The dog and the cat have moderate movements. Birds and rabbit move fast and the turtle moves slow.) Which animals mentioned in the song do you have at home? How do you care for them?


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IV. Evaluation

Group the children into 4. Give each group a piece of paper with an activity to do by drawing lots. The teacher will give safety reminders before the activity.

Examples:

Paper 1 – Move fast like a kangaroo in a zigzag manner. Paper 2 – Fly slowly like a bird in tiptoe, in any direction. Paper 3 – Gallop fast like a horse in a circle. Paper 4 – Walk slowly like a duck in a straight line.

Rubrics:

Skills

Very good

4

Good 3

Fair 2

Need

Improvement 1

1. Can imitate movements of given animals correctly

2. Can perform animal movements according to fast and slow

3. Can differentiate the speed of each movement accordingly

4. Can participate cooperatively in group activities

Move fast like a kangaroo in a zigzag manner.

Fly slowly like a bird in tiptoe, in any direction.

Gallop fast like a horse.

Walk slowly like a duck in a straight line.


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V. Assignment

Draw animals that have fast and slow movements.

Animals that move fast

Animals that move slow


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Lesson 2

Fourth Quarter Week 2 I. Objectives

1. Relate movement to tempo 2. Respond to tempo by moving 3. Distinguish fast, moderate, and slow speed of music 4. Use the terms fast, moderate, and slow to identify tempo

II. Subject Matter

A. Topic : Slow, Moderate, and Fast Tempo

B. Song: Engine, Engine No. 9

C. Materials: chart of songs, songs in CD/cassette/laptop

D. Values : Obedience

E. Concept/s:

III. Procedure


Start the class with a warm-up activity using a chant “Double Double”. (The teacher demonstrates how to do the warm up activity.)

How to do it: Double - close fist

This - open palm with partner That - back palm with partner

Slow, Moderate, and Fast Tempo

Tempo can be shown through different movements. It can be slow, moderate, or fast.


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Double, Double Double, double, this this

Double, double, that that Double this, double that, Double, double, this that

Do the warm up activity slowly the first time. As pupils become familiar with the chant, gradually make the speed moderate and then fast.

2. Review

Pupils sing “Mga Alaga Kong Hayop” using the appropriate speed for each animal movement.

B. Lesson Proper

1. Motivation Look at the picture below:

Tell something about the picture. Have you experienced riding on a train?


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What is the sound of the train? (Totoot…, totoot …, totoot…)

2. Presentation

Recite the chant:

Engine, engine number 9

Going down the railroad line

If the train goes off the track

Will I get my money back?

Yes, no, maybe so

3. Discussion

Where is train A going? (Going up)

How about train B? (Going down)

How about train C? (Going to the crossing)

If train A is going up the mountain, what will be its speed? (slow)

What will be the speed of train B if it is going down? (fast)

Train C is nearing the crossing and about to stop, what will be its speed?

(Moderately getting slow)

Train A Train B Train C


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Tempo can be shown through different movements. Let us play a game. (The teacher will give safety reminders before doing the activity)

Form three (3) groups. Each group will assign a leader who will lead the train in their journey. Leader will guide his members of the proper speed as they go up, go down, and near the crossing.

4. Generalization

5. Application

Listen to the recorded music of “Kalesa”. Ask the pupils to apply the right speed or tempo to the different parts of the song.

IV. Evaluation

Identify the movement of the following pictures. Write F for fast, S for slow, or M for moderate.

1. (S)

2. (F)

In what speed did we move to show the different tempos? (We moved fast, moderate, and slow)


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3. 4.

4.

5.

V. Assignment

Listen to different kinds of music and practice identifying tempo.

(M)

(F)

(S)


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Lesson 3

Fourth Quarter Week 3 I. Objective

Sing songs with designated tempo II. Subject Matter

A. Topic: Songs with designated Tempo

B. Song : “Ili-Ili Tulog Anay”, ,em, mi

“Look at Me”, , C, so

C. Materials : Song chart, recorded music

D. Values : Appreciation of God’s creation

E. Concept/s:

III. Procedure


Pupils recite “Engine, Engine Number 9 using fast, moderate, and slow tempi.

2. Review Give examples of animals that move fast, slow, and moderate.

Variations in Tempo

Tempo in music can be shown through a combination of locomotor / non-locomotor movements.


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Let the pupils listen and move to the music. (Use songs with fast, moderate, and slow tempo.)

2. Presentation

What can you see in the pictures? How do they move? The teacher teaches the song by rote singing. Let the pupils sing the song. Let the pupils move and act out the song.

Animals Movements

butterfly fly

kangaroo hop

monkey climb

turtle walk


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3. Discussion

What have you observed in the different movements of the animals? (Animals have different movements.) Do they have the same speed when moving? (They move at different speeds.)

How does the turtle move? (slow), bee? (fast)Kangaroo?(fast)monkey? (fast)

Let the pupils sing the song again with correct speed/tempo.

4. Generalization

What are the tempo used in the songs?

How did you show the slow, moderate, and fast tempo? (The three tempo in the songs are slow, moderate, and fast. We can show these tempo through body movements like flying, walking, climbing, and hopping.)

5. Application

Listen to the music, “Alaga Kong Hayop”, “Ili-Ili Tulog Anay” and let the children create movements following the speed of the songs.


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IV. Evaluation

Group the children into three. Each group will create their own dance steps on the following songs.

Group A - Slow - “Ili- Ili TulogAnay” Group B - Fast - “Leron, LeronSinta” Group C - Moderate - “Bahay Kubo” V. Agreement

Create actions/movements for the songs you hear on the radio with slow, fast, and moderate tempo.


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Lesson 4


Demonstrate the concept of texture by singing “two-part round”

II. Subject Matter

A. Topic: Two-Part Round

B. Songs: 1. Pagbating May Ngiti , C, so

2. “Tayo Ay Magsaya”, , G, ti 3. “Are You Sleeping, Brother John”, , C, do

C. Reference: Music Time Upper Primary

D. Materials: Song Charts

E. Values: Cooperation

F. Concepts : (For the Teacher)

Two-Part Round

A round is a musical composition wherein two or more groups sing exactly the same melody. Here, the first group starts ahead, while the second group follows after the first phrase.


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III. Procedure


a. Tonal: Direction: Ask the pupils to sing the ascending and descending scales using the hand signs.

b. Rhythmic :

Let pupils clap the pulse.

2. Review a. Greeting Song


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Let pupils listen to the song “Tayo ay Magsaya” in: a. unison b. two-part round Compare the two songs heard (The first song has only one tune/melody; while the second song has many tunes/melodies)

2. Presentation

Teacher sings the song.

Teacher teaches the song by rote method.

Pupils will sing the song in tune.

3. Discussion

Look at the song in the chart. How many lines do you see?(two.) Sing the first line, then the second line. Let’s sing the song together. How did you sing the song? (We sang together with the same melody.) We call it singing in unison. It means that singers are singing together the same melody at the same time.

2

1


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Group the class in two. Let the first group sing the first line, second group follows/sings after the first line. Repeat the song twice. Did you notice differences in the way it was sung? How do you describe the sound you heard? (It was thicker the second time we sang it.)

Which has thinner sound, the first time you sang it or the second time? (The first time we sang has thinner sound.) Which one is thicker? (The sound is thicker the second time because it has more than one melodic line.)

What makes the sound thinner? What makes the sound thicker? (It is the number of melodic line that makes the sounds thicker or thinner. The more melodic lines there are, the thicker the sound, the less melodic lines there are, the thinner the sound.)

What do you call a song sung by two groups that do not begin at the same time? (Round song – two-part round)

4. Generalization

5. Application Let the pupils sing “Are you Sleeping, Brother John?” in two-part round.

What is a two - part round? (A two-part round is a musical composition where two

groups sing exactly the same melody. Here, the first group starts ahead, while the second group follows after the first line.)


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IV. Evaluation

Rubrics

Skills Very good

4

Good 3

Fair 2

Need

Improvement 1

1. Can sing in correct pitch

2. Can differentiate unison singing from round singing

3. Can demonstrate the concept of texture in music by singing two-part round

4. Can sing in correct rhythm

5. Can participate actively in all group activities

V. Assignment

Present a round. Sing with your group the song “Row, Row, Row Your Boat”.

1

3

2

4


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Lesson 5

Fourth Quarter Week 5

I. Objective

Demonstrate the concept of texture by singing partner songs

II. Subject Matter

A. Topic: Partner Songs

B. Songs : “Leron-Leron Sinta” – “Pamulinawen” ,G, re

C. Materials: Song Chart, CD of songs, pitch pipe

D. Values: Acknowledgement of Philippine Folk Songs

E. Concepts: (For the Teacher)

Partner Songs

Unison - performance of a single melodic line by more than one

instrument or voice at the same pitch Partner song - two songs with the same meter and mood to be

sung at the same time Melody 1

Melody 2


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III .Procedure:


a. Tonal drill – “Sing My Hand”

Using the Kodaly hand signs, let the pupils sing

Melodic phrases – so, la, so, mi so, la, la, so, so mi

mi, re, mi, mi, so, mi mi, re, mi, so, mi, re, do

b. Rhythmic Dictation

The teacher will clap a short rhythmic pattern. Pupils will write the given rhythmic pattern using stick notation.

1. 3. 5.

2. 4.


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2. Review Song –“Tayo ay Magsaya”

Let the children sing the song “Tayo ay Magsaya” in unison and in round.

a. unison b. round

B. Lesson Proper

1. Motivation Present the picture.

What does the picture show? (The picture shows two pupils doing different tasks. One is sweeping the floor and the other one cleaning the board.) Are the two pupils in the picture doing their chores together? (Yes, they are working together.)


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What do you see in the picture? (spoon and fork, shoes and socks, jam and bread) Where do you use these things? (We use them in eating, in going to school.) Do you use them at the same time, separately, or one after the other? (We use them together at the same time.) Can you consider them partners? Why? (Yes, because they are used as pair and they go together.)


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2. Presentation a. Ask the pupils to sing “Leron, Leron Sinta” in unison.

One of our national heritages is our folk songs. Folk songs are songs handed down from generation to generation.

Generally speaking, folk songs use simple melodies.

b. Ask the pupils to read the lyrics of “Pamulinawen”.

The teacher will guide the pupils in singing the song.


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3. Discussion

How many songs do we have? (2 songs) How many groupings of beats do we have in “Leron,Leron Sinta? (16 groupings) How many groupings of beats do we have in “Pamulinawen”? (16 groupings) What is the meter of the song, “Leron,Leron Sinta”? (It is in duple or in 2s.)

What is the meter of the song, “Pamulinawen”? (It is also in duple or in 2s.)

Divide the class into two groups. One group will sing “Leron, Leron Sinta” while the other one will sing “Pamulinawen”. Both groups will sing their respective songs at the same time.

Did you finish singing at the same time? Why?


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(Yes, we finished at the same time because the two songs have the same meter and number of groupings) “Leron, Leron Sinta” and “Pamulinawen” are partner songs. They are two different songs with the same number of groupings. What can you say about the quality of sound produced when the two songs were sung together? (The sound is thicker when the two songs were sung together.) What is the difference in sound quality when the songs were sung in unison? (The sound is thinner when then songs were sung in unison.)

4. Generalization

5. Application

Let pupils sing the following songs in unison and as partner songs. Have them observe singing in correct pitch and rhythm.

“Leron, Leron Sinta” “Pamulinawen”

What is a partner song?

A partner song is composed of two songs with the same meter and mood, that when put together produce a pleasing sound.


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IV. Evaluation

Rubrics

Skills Very good

4

Good 3

Fair 2

Needs

Improvement 1

1. Can sing in correct pitch 2. Can identify partner songs

3. Can demonstrate concept of texture in music by singing partner songs

4. Can sing in correct rhythm

5. Can demonstrate active participation in all the activities related to the lesson

V. Assignment 1. Choose a partner. Practice singing the partner song. 2. Bring a flag that represents a country of your choice.


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Lesson 6

Fourth Quarter Week 6

I. Objective

Distinguish between single and multiple melodic lines which

occur simultaneously

II. Subject Matter

A. Topics: Single Melodic Line and Multiple Melodic Lines

B. Songs: “Its’ a Small World”, , G, mi

“He’s Got the Whole World In His Hands”, , F, do

C. Materials: Song Chart, CD of songs

D. Reference: Music Time Lower and Upper Primary

E. Values: Friendship/Understanding

F. Concepts: (For the Teacher)

Melodic Lines

• Texture is determined by the timbre of voices or instruments, the number or size of performers and the manner by which one or more melodies are harmonized.

• Musical texture can be described as Single Melodic Line (SML) or Multiple Melodic Lines (MML).

• Unison singing has Single Melodic Line (SML) while singing partner songs produced Multiple Melodic Lines (MML).


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III. Procedure


a. Rhythmic Drill “Its’ a Small World”- One group will clap the steady beat in

2s. “He’s Got the Whole World In His Hands” – The other group

will clap the rhythm of the song.

b. Tonal Drill - Neighboring tones do-re-mi, mi-fa-so re–mi-fa, so-la-ti

2. Review Songs – “Leron, Leron Sinta” – “Pamulinawen”

(to be sung as partner songs)


Show picture of a globe. Around the globe, there are groups of children from different parts of the world holding each other’s hands.

What can you say about the picture? (There are children from different parts of the world holding each other’s hands) What does it show? (It shows unity and friendship among nations)

How can we have good relationship with our neighbors? (by respecting others’ rights, being kind and understanding)

2. Presentation

Let’s sing “Its’ a Small World”. We will march around the room as we sing the song.


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How many melodic lines do we have in this song? (1 melodic line)

Bring out your flags. Form a circle and tell the country you are representing. We have a song that has something to do with your flags.

Listen as teacher sings the song, “He’s got the Whole World in His Hands”.

Teacher sings each line of the song and pupils repeat after him/her.

How many melodic lines do we have in this song? (one or single melodic Line SML)


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Sing the two songs together. Row I will sing “Its’ a Small World” while Row II will sing “He’s Got the Whole World In His Hands”. Then, repeat with Row I singing “He’s Got the Whole World In His Hands” and “Row II singing, “It’s a Small World”.

3. Discussion What did you notice about the sound produced when we sang the songs one after the other? Compare it when we sang the two songs simultaneously. (It has thinner sound when we sang the two songs one after the other and the sound became thicker when the two songs were sung together.)

Look at the melodic lines of each song. What have you noticed? How many melodic lines are there in the song “Its’ a Small World”?, “He’s Got the Whole World In His Hands” ? (One melodic line)


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It has only one melodic line or single melodic line (SML) Look at the third song. How many melodic lines do you see? (Many melodic lines) There are multiple melodic lines (MML). If there are two songs being sung together, this is what we call partner songs.

4. Generalization

When do we have single melodic line (SML) in singing? When do we have multiple melodic lines (MML)? (Unison singing produces one melodic line. Round song or partner song produces two or more melodic lines.)

5. Application

Get a partner and sing the following songs. A. “He’s Got the Whole World in His Hands – It’s a Small World” B. “Leron, Leron Sinta – Pamulinawen”

IV. Evaluation

Rubrics

Knowledge/Skill Very Good Good Needs

Improvement 1. Can identify single and

multiple melodic lines

2. Can sing partner songs harmoniously with the group.

3. Can show mastery in singing partner songs

4. Can participate actively in all the activities

V. Agreement

Practice singing partner songs correctly. Sing the songs applying correct dynamics and tempo.


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Lesson 7


Distinguish between thinness and thickness of musical sound

II. Subject Matter A. Topics: Thinness and Thickness of Musical Sound B. Songs: “Awit ng Buhay” , , C, do C. Materials: Song Charts D. Values: Unity E. Concepts: (For Teacher)

III. Procedure

A. Preliminary Activities 1. Drill:

Echo Clapping

Texture in Music

• The kind of musical texture depends on the number of musical lines found in one song.

• Melodies move horizontally that’s why they create a single melodic line.

• Melodies can also move vertically to create layers of melodic lines resulting in various kinds of textures.


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2. Review Song – “Are You Sleeping, Brother John” (In unison then as round)

B. Lesson Proper

1. Motivation What makes your life happy?

2. Presentation Let children listen as teacher sings the song, “Awit ng Buhay”.

How many lines do we have in the song, “Awit ng Buhay”? (There are three (3) lines.) Teacher divides the class into three (3) groups.

Let the pupils sing “Awit ng Buhay “ in three - part round.


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3. Discussion When we sang the song “Awit ng Buhay” in unison, what kind of melodic lines do we have? (Single Melodic Line) How about when we sang it as a round song? What happened to the melodic lines? (It became multiple melodic lines).


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4. Generalization

5. Application Group Work Group I – Sing the song in unison.

Group II -Sing these as partner songs.

Group III – Sing the song in unison.

Group IV – Sing these as partner songs.

“He’s Got the Whole World in His Hands” / “It’s a Small World”

“Sarung Banggi” / “Dandansoy”

“Awit ng Buhay”

“Tayo ay Magsaya”

When do we say that a song has a single or multiple melodic lines?

(We have single melodic line when we sing songs in unison and multiple melodic lines when we sing a song as round.) What kind of sound do we produce if a song has a single melodic line? (With single melodic line, we have thin sound.) What kind of sound do we produce if a song has multiple melodic lines? (We have thick sound if a song has multiple melodic lines.)


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IV. Evaluation Rubrics

V. Assignment

Get a partner and present a song in unison, round, or partner song.

Knowledge/Skill Very Good Good Needs

Improvement 1. Can sing in tune 2. Can demonstrate

understanding of thinness and thickness through round song

3. Can distinguish between thinness and thickness of musical sound

4. Can participate actively in all the activities


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Lesson 8


Distinguish between thinness and thickness of musical sound

II. Subject Matter

A. Topics: Thinness and Thickness of Musical Sound

B. Song: Bahay Kubo, , C, so C. Reference: Music Time Lower and Upper Primary D. Materials: Song Charts, CD of songs E. Values: Unity and Friendship F. Concepts: (For Teachers)

III. Procedure


1. Drills:

a. Rhythmic Drill Let the children clap steady beats in 3s

Multiple Melodic Lines

• Musical texture may be light or thin, heavy or thick. • The more melodic lines there are, the thicker the sound is,

the lesser melodic lines there are, the thinner the sound is.


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b. Group Work The class will be divided into three groups, Group I will clap the steady beats in 3s. Group II will clap the rhythm of the song, “Bahay Kubo” and Group III will sing “Bahay Kubo”.

c. Tonal Drill - Using the Kodaly hand signs, practice singing do

mi- so in tune.

2. Review Songs – “Awit ng Buhay”


Ask the children to get crayons. Using different colors, let them draw 3 groups of lines. On the upper portion of the paper, let them draw a single horizontal line. In the middle part of the paper, let them draw 2 horizontal lines and at the bottom part, ask them to draw as many horizontal lines as they can. Ask them to compare the colored lines they have drawn.

2. Presentation

Ask the children to compare the song charts and figure out which melodic line is thin and which is thick. Song chart # 1 - “Bahay Kubo” in unison


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Song chart # 2 – “Bahay Kubo” in two voices

Song chart # 3 – “Bahay Kubo” in two voices with rhythmic accompaniment


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Ask: Which song chart has thinner melodic lines? Why? Which song chart has thicker melodic lines? Why? What can you say about song chart number 3?

For song chart number 2, ask the question and guide the pupils in analyzing the song. How many melodic lines do we have on the first staff? (There are 2 melodic lines on the first staff.) Listen to the music of “Bahay Kubo”. First, the teacher will play the upper melodic line of “Bahay Kubo”. Then, the teacher will play the lower melodic line. Next, the teacher will play both the upper and the lower melodic lines of “Bahay Kubo”. ( Note: if the teacher cannot play the music, a recorded version of “Bahay Kubo with the upper and lower melodic lines will be played.)

3. Discussion What can you say about the sound you heard? Describe. (The first music of “Bahay Kubo“ is thin while the second one is thick.) What do you think affects the sound? (The number of melodic lines affects the sound.)

4. Generalization

How does melodic line affect the texture of the sound? (Texture in music is affected by the number of melodic lines in the song .The more melodic lines there are, the thicker the sound is.)

5. Application

a. Sing the song “Bahay Kubo” in unison with guitar or any available musical accompaniment.

b. Sing the song “Bahay Kubo” with rhythmic instruments as accompaniment.


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Option 1 for the teacher: Pupils will sing the melody while the teacher sings the second voice or alto part.

Option 2 for the teacher: Pupils will sing the melody while the teacher plays the accompaniment. (Piano or Guitar)

IV. Evaluation

Write thin if the situation creates a thin sound and thick if it creates a thick sound.

__________ 1. The whole class sings “Bahay Kubo” in unison. __________ 2. Ana sings “Awit ng Buhay” with accompaniment. __________ 3. The pupils of Jose Rizal Elementary School sing the National Anthem in unison without accompaniment. __________ 4. The class of Ms. Santos sings the partner songs. __________ 5. The Grade Three class was divided into two groups

for round singing.

V. Assignment

Form a group and present a song in unison, round, or partner song.

(Answers for evaluation)

1. thin 2. thick 3. thin 4. thick 5. thick


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MUSIC - GRADE 3 4th Quarter

TABLE OF SPECIFICATIONS Learning Competencies Level of Assessment No. of

Items Item

Placement Percent

Knowledge 15%

Process 25%

Understanding 30%

Performance 30%

1. mimics animal movements according to speed

2. sings songs with proper tempo following basic conducting gestures 3. relates movement to changes and variations in tempo 4. responds with movement to tempo changes

5. distinguishes among fast, moderate, and slow in music 6. uses the terms fast, moderate, and slow to identify tempo changes and variations 7. Sings songs with designated tempo 8. demonstrates the concept of texture by singing “two-part rounds” 9. demonstrates the concept of texture by singing “partner songs” 10. distinguishes between single melodic line and multiple melodic lines which occur simultaneously 10. distinguishes between thinness and thickness of musical sound.

5 1 2 1 1

5 5

5 2 2 1

3 1 5

5 1 5 3 5 1 8 4 7 1

1 -5

35

21 -25

31 -33

11 -15

34

7, 26 -27, 36 -40

6, 10, 28 -29

8, 16 -20, 30 9

13%

2%

13%

7%

13%

2%

20%

10%

18%

2%

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


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4th Grading Period


I. Knowledge (15%)

A. Draw a star in the box if the picture shows fast movement and triangle if it shows slow movement.

1.

2.

3.

4.

5.


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B. Match column A with column B. In the box, write the letter of the correct answer.

A B

6. “Leron-Leron Sinta” – “Pamulinawen” A. sing with single melodic line

7. “Tayo ay Magsaya” B. thinness and

thickness of sound

8. Unison C. partner song of “It’s a Small World”

9. Texture D. partner song

10. “He’s Got the Whole World In His Hands E. two-part round

II. Process (25%)

A. Listen to the recorded music of the following songs. Identify the tempo of the songs. On the blank, write F for fast and S for slow.

___________ 11. Ili-Ili Tulog Anay


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___________ 12. When the Saints Go Marching In ___________ 13. Leron-Leron Sinta ___________ 14. Manang Biday ___________ 15. For He’s a Jolly Good Fellow

B. Listen to recorded music. Write SML if the sound has a single melodic line and MML if it has multiple melodic lines.

___________ 16. choral group singing the national anthem in 4 voices ___________ 17. solo singing a capella

___________ 18. singing with accompaniment

___________ 19. duet

___________ 20. group singing in unison

III. Understanding (30%) A. Identify the movements shown in the pictures by

drawing a half moon for slow, star for fast and diamond for moderate in the blank.

___________21.

___________22.

___________23.

___________ 24.

___________ 25.


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B. Write your answers.

(26-27) Explain how to sing a two-part round.

(28 – 29) Explain how to sing partner songs.

30. Explain the difference between single melodic line (SML) and multiple melodic lines (MML).


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IV. Performance (30%). Use the rubrics in evaluating the performance.

A. Create movements appropriate to the given music. (3 points) Criteria Evident Not evident 31.Creativity 32. Accurate tempo

33. Appropriateness of movements to music

B. Sing Lupang Hinirang with proper tempo while

conducting. (2 points) Criteria Evident Not evident 34.accurate tempo

35. correct hand gestures in conducting

C. Sing two-part round with your group. (5 points)

Criteria Evident Not evident 36. Accuracy of pitch

37. Correct tempo 38. Harmony of tones

39. Good quality of voice

40. Correct diction


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Grade 3

4th Summative Test – Tempo and Texture

KEY TO CORRECTION

1 6 D 11 S 16 MML 21

2 7 E 12 F 17 SML 22

3 8 A 13 F 18 MML 23

4 9 B 14 S 19 MML 24

5 10 C 15 F 20 SML 25

26 ‐27. Two groups singing melody but the first group sings ahead by one

phrase

28 ‐29. Two groups singing two different songs simultaneously

30. It is single melodic line (SML) if there is only one melody and it is

multiple melodic line (MML) if there is more than one melody

31 – 40 Count the number of check items in the rubrics.

Grade 3 Music Teachers Guide

Education

Transcript of Grade 3 Music Teachers Guide