Music Grade 3

MUSICTeacher’s Guide Grade 3

Lesson 1 Pulse in Music 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 DRAFTCD/CD Player Improvised rhythmic instruments Ex. pair of sticks, pair of coconut shells, drum, maracas, shaker D. Values: Taking care of our petsApril 10, 2014E.Concept/s for the teacher  The symbol ( ) represents the pulse of a sound .  Rest ( )is the symbol used to represent silence. III. Procedure A. Preliminary Activities 1. Drill Clap 1   

2. Review Sing “Leron, Leron Sinta” and move to the rhythm of the song. DRAFT B. Lesson Proper 1. Motivation Give examples of sounds that you hear.April 10, 2014(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. 2  

DRAFTWrite the stick notation below the images.April 10, 20143.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. 3   

4. Generalization 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) 5. Application Group the class into four. Each group will perform the rhythmic patterns using the given movement while singing “Ang Alaga Kong Pusa”. DRAFT1 - clapApril2 - tap 10, 2014 3 - snap 4 - play any rhythmic instrument 4  

IV. EvaluationDRAFTPut a check ( ) on the appropriate box. SKILL Very Good Satisfactory Needs Good Improvement 1. Can differentiate sounds 2014 that can be heard, from sounds that cannot beApril 10,heard 2. Can identify sounds that wedo not hear but receives abeat3. Can perform the givenrhythmic pattern correctlythrough clapping, tapping,chanting or snapping4. Can participate actively ingroup activities5. Can demonstrate kindnessand respect to self andothers by listeningattentivelyV. Assignment Create appropriate movements that could be used to accompany a song. 5  

Lesson 2          Moving wi th the Beat First QuarterWeek 2 I. ObjectiveMaintain a steady beat when chanting, walking, tapping,clapping and/or playing musical instrumentsII. Subject Matter A. Topic: Steady BeatB. Songs: “Mang Kiko” Chant “Colors at School” , G , so “Ang Alaga Kong Pusa” , C , miDRAFTC. Reference: Music Time Teacher’s Manual (Lower Primary) p. 143 (Upper Primary) p. 136April 10, 2014D. Materials: CD/CD Player chart of rhythmic patterns improvised rhythmic instrumentsE. Values : Dignity of LaborF. Concept/s for the Teacher 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. 6  

III. Procedure A. Preliminary Activities 1. Drill a. Tonal Drill ( s – so , m – mi ) b. Rhythmic Drill DRAFT 2. Review Sing “Ang Alaga Kong Pusa” while tapping the steady beat of the song.April 10, 2014B. LessonProper 1. Motivation Show the class a picture of a carpenter. 7   

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) DRAFT Do the following activities: a. Clap/tap the beat of “Mang Kiko”. b. Clap/tap the beat while chanting.April 10, 2014c. 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) 8  

4. Generalization 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. 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: Group 1 drumDRAFTGroup 2 tambourine Group 3 clapper Group 4 maracasApril 10, 2014Grosinugpt5h sing the song 9   

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 4. Can participate actively in group activities V. Agreement DRAFT  Bring improvised musical instruments for the next lesson.   April 10, 2014            10  

  Lesson 3  Rhythm  in Music First Quarter Week 3   I. ObjectiveClap rhythmic patterns using stick notationsII. Subject MatterA. Topic: Rhythmic Pattern (Stick Notation)B. Song: “Araw at Buwan” , C, so, mi DRAFTC. 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 creationApril 10, 2014F. Concept/s for the Teacher Rhythmic pattern is a combination of long ( )and short ( )sounds. III. Procedure A. Preliminary Activities 1. Drill Echo Clap a. b c. 11  

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 DRAFTchildren to tell something about it.April 10, 2014 2. Presentation (Let the children recite the song.) 12  

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. DRAFTApril 10, 2014 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) 13   

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 What is a rhythmic pattern ? (Rhythmic pattern refers to the combination of long and short sounds.) 5. Application Group the class into 5. Group 1 – Sing the song “Araw at Buwan” DRAFTGroups 2, 3, 4, and 5 – Play the rhythmic patterns using rhythmic instruments: Group 2 - Pair of sticksApril 10, 2014 Group 3 - Drum Group 4 - Clapper Group 5 - Tambourine 14  

IV. Evaluation Put a check ( ) on the appropriate box. SKILL Very Good Satisfactory Needs Good 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 activitiesDRAFTV. Assignment       Create three rhythmic patterns using stick notation in 4s.   A   pril 10, 2014          15  

             Lesson 4 RhythmFirst QuarterWeek 4I. 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 Beats in 2s, 3s, and 4s A. Topic :B. Songs:DRAFTWeek 4- “Soldier’s March”, , F, la “Rocky Mountain”, , C, faApril 10, 2014Week5-“See-Saw”, , C, so “Bahay Kubo”, , C, so “Tiririt ng Maya”, , C, miWeek 6- “Come and Play”, , G, so “Ten Little Indians”, , G, so “Ang Susi”, ,C, SoC. Reference: Music Time Teacher’s Manual (Lower Primary) p, 92, 143,104Music Time Teacher’s Manual (Upper Primary) p. 142, 100 16  

D. Materials: CD/CD Player chart of rhythmic patterns in 2s, 3s, and 4s improvised rhythmic instrumentsE. Values: CooperationF. Concept/s for the TeacherSounds can be grouped in 2s, 3s, and 4s which can beshown through different body movements.III. Procedure A. Preliminary Activities 1. Drill Perform the marching movement with the rhythmic pattern. 2. Review DRAFTSing “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 rhythmicApril 10, 2014instruments while singing. 17  

2. Presentation a. Clap or tap the following rhythmic patterns.Left, right, left, right here we go. March-ing, march-ing in a row.If you’re strong and brave and trueDRAFTYou may be a sol-dier too.b. Divide the class into 3 groups. Each group will playmusical instruments such as clappers, drums, tambourines, while reciting “Soldier’s March”.April 10, 20143.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. 18  

5. Application Let the pupils sing and move to the rhythm of the song “Rocky Mountain”. DRAFTApril 10, 2014 19   

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 DRAFTApril 10, 2014 b. Sing “See-Saw” 20  

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” DRAFTApril 10, 2014 21   

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 DRAFTWe do the waltz step to show the pulse or beat of a song grouped in 3s.  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.April 10, 2014b. 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”. 22  

DRAFT Week 6 A. Preliminary Activities 1. Drills:April 10, 2014Tonal-Singthesong. “Ang Susi” Rhythm - Clap the beat of the rhythmic pattern below. 23   

2. Review Let us sing the song “Ten Little Indians”. Do body movements such as tapping, clapping, and marching. DRAFT B. Lesson ProperApril 10, 20141.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”. 24  

What can you say about the song?(It is about the trumpet) How do you play the trumpet? (by blowing) 3. Discussion DRAFTTeach 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 trumpetApril 10, 2014playing. 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. 25   

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 DRAFT4. Can play the correct beat using rhythmic instruments 5. Can participate actively April 10, 2014ingroupactivities V. Agreement Bring other improvised musical instruments for the next lesson.     26  

Lesson 5 OstinatoFirst QuarterWeek 7I. Objective Play simple ostinato patterns using rhythmic instruments and other sound sourcesII. Subject MatterA. Topic: Ostinato PatternB. Songs: “Mga Alaga Kong Hayop”, ,G, soC. Reference: Music Time Teacher’s ManualDRAFTD. Materials: (Lower Primary) p.60 CD/CD Player chart of rhythmic patterns improvised rhythmic/musical instruments Ex. pair of sticks, tambuorines, coconut shellApril 10, 2014F.Concept/s for the TeacherE. Values: Love for animalsOstinato is a repeated rhythmic pattern used asaccompaniment to a song.  III. Procedure A. Preliminary Activities 1. Drill Tap the following rhythmic patterns. 27  

2. Review a. Tap / clap the chant. b. Read the chant. c. Read the chant while tapping the rhythmic pattern. 4 B. Lesson Proper DRAFT1. MotivationApril 10, 2014 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.  28  

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 DRAFTinstruments.) 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, andApril 10, 2014sticks.) 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. 29   

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. DRAFTApril 10, 2014 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 30  

IV. EvaluationDraw a for best, for better, and for goodperformances. SKILLS Best Better Good1. Can identify rhythmic instruments and other sound sources2. Can use simple ostinato pattern to accompany a song3. Can show creativity in using sources of sounds4. Can sing the song while playing simple ostinato pattern5. Can participate actively in the group activities DRAFTV. Agreement Make a simple ostinato pattern to accompany the song “Mga Alaga kong Hayop”.    Ap   ril 10, 2014                     31   

  Lesson 6   Creating  Ostinato  First Quarter Week 8I. Objectives1. Create simple ostinato in 2s, 3s, and 4s through body movements2. Create ostinato using different sound sourcesII. Subject Matter A. Topic: Creating OstinatoB. Songs: “Bayang Sinta” , C, soDRAFTC. Reference: Music Time Teacher’s Manual (Lower Primary) p. 153D. Materials: CD/CD Player Chart of rhythmic patterns in 2s, 3s, and 4sApril 10, 2014Musical/percussion instruments Ex. pairs of stick, pairs of coconut shell, tambourine, castanets, shakersE. Values: Love of country, FriendshipF. Concept/s for the Teacher:Ostinato Pattern can be played using rhythmicinstruments or other sound sources. Rhythmic patternscan be shown through body movements.III. Procedure A. Preliminary Activities 1. Drill Rhythmic dictation. The teacher will clap rhythmic patterns in 2s, 3s, and 4s and the pupils will draw the stick notation. 32  

2. Review Clap the following rhythmic patterns using the following rhythmic syllables. B. Lesson Proper DRAFT1. Motivation Do you love your country? Why?April 10, 20142. Presentation 33   

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)DRAFTDo the following activities: a. Read/Clap the patterns using rhythmic syllables.April 10, 2014b. 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”. 34  

4. Generalization 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.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. EvaluationDRAFTPut a check ( ) on the appropriate box.SKILL Advanced Proficient Satisfactory Beginning1. Can show creativityin writing rhythmicpatternsApril 10,2.Canperformthe 2014 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  35  

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” DRAFTApril 10, 2014 36  

MUSIC - GRADE 3 First Quarter TABLE OF SPECIFICATION Learning Level of Assessment No. of Item Competencies Items Placement Knowledge Process Understanding Performance Percent1. Relates images with 15% sound and silence 25% 30% 30% within a rhythmic 1 pattern 4 5 1,5,6,7,8 12 %2. Maintains a steady 6 6 23-28 15 % beat when chanting, walking, tapping, 4 4 14,15,16,17, 10 % clapping , and playing musical instruments3. Claps rhythmic patterns using stick notation4. Claps, Taps, chants, D3 RAFT6 9 29-34 22 % walks, and plays musical instruments in 15 % response to sound 13 % with the correct 13 % rhythm 100% in measures of2s, 3s, and 4s  echo clapping  marching  dancing the waltzApril 10, 20145.Playsostinato 6 6 35-40patterns withclassroom instrumentsand other soundsources 5 5 18,19,20,21,26.Creates simple 2ostinato patterns inmeasures of 2s. 3s,amd 4s through bodymovements 5 57. Creates ostinato 9,10,11,12,13patterns in differentmeters usingcombination ofdifferent soundsTOTAL 4 (15% ) 10 (25% ) 10 (30% ) 16 (30% ) 40 1 - 40   37   

1st Grading Period RhythmName ____________________________ 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? DRAFTa. c. b. d.April 10, 20143. Which of the following patterns is written in 3s? a. c. b. d.4. Which of the following patterns is written in 4s? a. c. b. d. 38  

II. Process Skills (25%)Make a pattern of SOUND and SILENCE using combination oftwo pictures by writing the corresponding letters of the pictureon the blank.a. b. c. d.5. ____ ____6. ____ ____7. ____ ____8. ____ ____Choose which rhythmic pattern corresponds to the imageDRAFTpattern.April___9. 10, 2a.014___10. b.___11. c.___12. d.___13. e. f. 39  

III. Understanding (30%)Match the following words in column A with the pattern incolumn B. Write the letter of the correct answer on the blank. AB___14. Plantsa a.___15. Luneta b.___16. Puto maya c.___17. Nanay ko d. e.Create a rhythmic pattern based on the following picturesDRAFTusing stick notation.1A8. pril 10, 201419.20.21. 40  

22.IV. Performance (30%)A. Steady beatDemonstrate steady beat while chanting, clapping, andplaying musical instruments. (6 pts.) Criteria Proficient (3pts.) Developing Beginning (1 pt.) (2pts.)1. Chants,claps steady beats correctly.DRAFT2. Performs steady beatusing rhythmicApril 10, 2014instruments.B. Respond to the sound with the correct rhythm in 2s, 3s, and4s. (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. 41  

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 ostinatopattern accurately in2s, 3s, and 4s.2. Interprets ostinato patterns correctly using rhythmic instruments.DRAFT3. Shows ostinatopatterns through body movements.April 10, 2014 42  

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. DRAFT11. a. 12. b. 13. d. 14. d.April 10, 201415. a. 16. c. 17. e. 18. 19. 20. 21. 22. 43   

A. Steady beatDemonstrate steady beat while chanting, clapping, andplaying musical instruments. (6 pts.) Criteria Proficient (3pts.) Developing Beginning (1 pt.) (2pts.)1. Chants, claps steady beats correctly.2. Performs steady beat using rhythmic instruments.DRAFTB. Respond to the sound with the correct rhythm in 2s, 3s, and4s. (6 pts.) CriteriaApril 10, 20141.Responds Best (3pts.) Better (2pts.) Good (1 pt.)throughperformingwaltz steps.2. Performscorrectlyrhythms in 2s,3s and 4susingrhythmicinstruments. 44  

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.DRAFT2. Interprets ostinatopatterns correctly using rhythmic instruments. 3. Identifies differentApril 10, 2014ostinato patterns.  45  

Lesson I Pitch 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 DRAFTA. 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.April 10, 2014D. 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: 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. 46   

III. Procedure A. Preliminary Activities 1. Drill a. Tonal 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.             DRAFTApril 10, 2014b. 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. 47   

B. Lesson Proper 1. Motivation The teacher will use the Kodaly hand signs while the pupils sing the following exercises: 1. re DRAFTdo do ti ti la la soApril 10, 2014so do2. ti ti 3. ti ti la la la so so 48  

4. 5. reti dola la tiso 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. DRAFT4. Class will sing the song.April 10, 2014 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.) 49