Music Grade 3

III. Procedure A. Preliminary Activities 1. Drill Using the “human piano”, practice singing the given notes.    do re mi fa so 2. Review Imitate the following sounds. sound of a mouse siren of an ambulance strong wind DRAFTticking of a clock B. Lesson Proper 1. Motivation Let the pupils listen to the different kinds of voices. CallApril 10, 2014pupils who have different voice ranges. 2. Presentation a. Select two boys with different voice quality and let them read the poem, “Bayang Sinilangan”. Bayang Sinilangan ni Mary Grace V. Cinco Bayan kong sinilangan Pilipinas ang pangalan  Inasam mong kalayaan Dugo’t pawis mong nakamtan. 100  

Who among the two boys has a big voice? Who has a small voice? b. Select two pupils to sing, “Pakitong-Kitong”. DRAFTDid 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)April 10, 2014Who 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” 101   

3. DiscussionAmong the singers you heard, whose voice has thesecharacteristics?big/thick small/thinheavy lightstrong gentledark bright/brilliantHow 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 whenspeaking and singing. Some have thin voices while othersDRAFThave thick, husky voices.We use our speaking voice when we talk/speak and singingvoice when we sing. 4. Generalization What are the characteristics of a voice? (high, low, husky, thick, and thin)April 10, 2014What 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) 102  

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 orspeaking?(I listened very well and I identified his/her because ofhis/her voice quality.)IV. EvaluationDRAFTListen to recorded speaking and singing voices. Draw on yourpaper 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.April 10, 2014Keytocorrection:1.4. Christian Bautista singing “The Way You Look at Me.” 2. 3. 4.V. AssignmentListen to the radio and list two female singers who have ahigh voice and two male singers who have a low voice. 103  

Lesson 3 Sources of SoundsThird QuarterWeek 3I. Objectives 1. Recognize musical instruments through sound 2. Use the voice and other sources of sounds to produce a variety of timbresII. Subject Matter A. Topic: Producing Variety of Timbres B. Reference: Umawit at Gumuhit 3, pp. 62-67 Sing, Sketch and Stretch 5, p. 79 DRAFTC. Song: “Tugtog Ko, Hulaan Mo” , C, do D. Materials: musical instruments, recorded sound of animals, and nature E. Values: Cooperation April 10, 2014F. Concept/s for the teacher  1. Timbre-refers to the tone quality or tone color of the human voice or any musical instrument.  Timbre   light heavy  2. Musical instrument - a device created or adapted to  produce musical sounds. 3. Some instruments have definite tone while others have  no definite tone. 104  

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 . DRAFT After reciting the poem, let class sing it to the tune of “Sitsiritsit”. Bayang Sinilangan ni Mary Grace V. CincoApril 10, 2014Boy: Bayan kong sinilangan, Pilipinas ang pangalan Girls: Inasam mong kalayaan, Dugo’t pawis mong nakamtan.   B. Lesson Proper 1. Motivation 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 105   

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. DRAFT  Teacher sings the song.April 10, 2014 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) 106  

Listen to the recorded sound of the followinginstruments: drums, cymbals, guitar, trumpetSing the song, “Tugtog Ko, Hulaan Mo” while playingmusical instruments.Play the recorded sounds of the following and let thepupils imitate.airplane strong windambulance doggirl/boy singing guitarWhat sounds did you hear?(sounds of an airplane, ambulance, strong wind, dog,guitar, girl/boy singing) Where did the different sounds come from? DRAFT(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.April 10, 2014Give 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 producedby the human voice or any musical instrument.4. GeneralizationWhat are the sources of sounds?( The human voice, musical instruments, andnature are sources of sound) 107  

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 creationsIV. 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. DRAFT1. 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 ( √ ) theApril 10, 2014appropriate column for your answer:Skills 3 211. Can recognize the sound of musical instruments2. Can identify pictures of musical instruments3. Can use other sources of sound to produce variety of timbrescreatively4. Can perform the activities with enjoyment and cooperation5. Can sing and play musical instruments harmoniously 108  

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.  DRAFTApril 10, 2014   109  

Lesson 4 Dynamics through Movements Third QuarterWeek FourI. 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 animalsII. Subject Matter A. Topic: Softness and Loudness in Relation to Body and Animal Movements B. Songs: “Do a Little Thing “ ,D, fa# DRAFT“Farewell Song” , D, la ”Tunog at Galaw ng Hayop, , F, do C. Reference: Umawit at Gumuhit 4, pp. 61-63April 10, 2014D. Materials : piano, organ, CD Player , pictures of animals E. Value Focus: Self-discipline F. Concept for the teacher 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. 110  

III. Procedure A. Preliminary Activities 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. DRAFT What can you say about the quality of the sound? B. Lesson Proper 1. MotivationApril 10, 2014The teacher will show pictures of animals like: cat  dog carabao  What can you say about the picture?  Do they create sound? How  Do they move? How? 111  

2. Presentation  Present the song, “Tunog at Galaw ng Hayop”.  Teacher sings the song to the class.  Teacher teaches the song by echo-singing.  DRAFT  Let the class sing the song again. Relate the following movements to the size of the animals. cat - small movementApril 10, 2014dog-mediummovement 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) 112  

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 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. DRAFTHow do you relate dynamics to body movements? (soft- small movement, medium-medium movement, loud- big movement) 5. Application Game: Dance with the MusicApril 10, 2014Listen 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. 113   

DRAFTRubrics KNOWLEDGE 20143 2 1 1. Can interpret dynamics correctly 1-good through the use of body movementsApril 10,2. Can distinguish soft, medium and loudsound in a song or music3. Can show dynamics throughmovements of a given animal4. Can show creativity and self-disciplinein performing5. Can join and can enjoy performingwith a group3-excellent 2- very goodV. AssignmentCut-out pictures of animals and relate dynamics to theirmovements and the sound they produce. 114  

Lesson 5 Variations in Dynamics  Third QuarterWeek FiveI. ObjectiveUse the terms loud, medium, and soft to identify changes andvariations in a songII. Subject MatterA. Topic: Changes and variations in a song.B. Songs: “Farewell Song”, , D, la , “Tunog at Galaw ng Hayop”, , F, do by Fely Aragon BatiloyDRAFTC. Reference: Teaching Guide on Basic Note Reading/ Hand Drill Technique by Fely A. Batiloy D. Materials: organ/piano 2014April 10,E. Value Focus: Flexibility F. Concept for the teacherDynamics may change in different ways. It can besoft, medium, or loud. 115  

III. Procedure A. Preliminary Activities 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. DRAFT 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. ReviewApril 10, 2014What 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) 116  

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. DRAFTApril 10, 2014 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) 117   

What are the changes made while singing with regardto 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. EvaluationPupils’ performance will be based on the following rubrics. Rubrics 3 2 1 KNOWLEDGEDRAFT1. Can use dynamics as soft, mediumor loud in a song correctly2. Can identify the exact changes of       dynamics in a song 3. Can perform with appropriate             movements showing dynamics  April 10, 20144. Can show self-discipline andflexibility in doing the task5. Can join and can cooperate with      the group  3-excellent 2- Very good 1-GoodV. Agreement Practice the dynamics of the song “Tunog at Galaw ng Hayop” as soft, medium, or loud. 118  

Lesson 6 Expressions of MusicThird QuarterWeek 6I. ObjectiveRespond to conducting gestures of the teacher for ”loud”and “soft”II. Subject MatterA. Topic: Responding to conducting gestures B. Songs& Poem: “Lupang HInirang “, , F, fa, “Creations” by Fely A. Batiloy DRAFTC.Materials: organ/piano, poem D. Value Focus: Nationalism E. Concept for the teacherApril 10, 2014Dynamics expresses emotions. It is more meaningful when applied to a song.III. Procedure A. Preliminary Activities 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. 119  

2. ReviewShow pictures of different animals. Let the pupils relatemovements of these animals as soft, medium and loud. a. mouse d. ant b. elephant e. bird c. dog f. horseB. Lesson Proper 1. Motivation Present a picture of the Philippine flag. DRAFTApril 10, 2014 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). 120  

 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) 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. DRAFTM 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 tagumpayApril 10, 2014L Nanagniningning 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   3. Discussion What have you noticed when we recited and sang the “Lupang Hinirang”? (Some parts are loud and some parts are soft) 121   

Identify the variations of dynamics used in the song “LupangHinirang”.Which part of the song has soft and loud dynamics?Sing again with corresponding gestures or hand signs on softand loud.How do you respond to the soft and loud dynamics in thesong?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 andexpression? How do you show your love to our country, to our national flag or to our national anthem? 4. Generalization DRAFTHow 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?April 10, 2014(Wecallitdynamics) 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 3  2  1  KNOWLEDGE      1. Can respond to the conducting gestures of the teacher while 122  

singing the song “Lupang Hinirang”2. Can identify the exact       changes of dynamics in a song3. Can interpret the       song “Lupang   Hinirang” with correct dynamics4. Can show flexibility in       doing the task5. 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 orDRAFTthing. Memorize it.April 10, 2014 123  

Lessons 7 & 8 Application of DynamicsThird QuarterWeeks 7 & 8I. Objective Use varied dynamics to enhance poetry, chants, drama songs, and musical storiesII. Subject MatterA. Topic: Varied dynamicsB. Songs and Poems: ” Creations” by Fely A. Batiloy, Ang Diutay nga Damang (The Little Spider) , F, doC. Materials: organ/piano, poem ”Creations”D. Value Focus: Appreciation of God’s creation, creativityDRAFTE. Concept for the teacher Dynamics can be used in poetry, chants, drama, and musical stories.April 10, 2014III.Procedure A. Preliminary Activities 1. Drill Recite “Engine, Engine No. 9” applying the variations in dynamics2. Review Call a pupil to recite the poem assignment. Let the whole class read it using variations in dynamics. 124  

B. Lesson Proper 1. Motivation 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 DRAFTdynamic signs, soft, medium and loud. Recite the poem “Creations” by stressing S for soft, M for medium, and L for loud phrases. CreationsApril 10, 2014ByFelyAragonBatiloy 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. 125  

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 DRAFTDynamics can be used in reading poems, chants, drama, and musical stories. 5. Application (Group Activity)April 10, 2014Group 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. 126  

Ang maliit na gagamba Umakyat sa sanga Dumating ang ulan, DRAFTNaanod siya Sumikat ang araw Natuyo ang lupa Ang maliit na gagamba Bumalik sa sanga. IV. EvaluationApril 10, 2014A. 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 chanting3. Can recite the poem with proper 127  

choreography,sound variations andsound effects.4. Can show creativity          and workmanship    5. Can apply changes   1-Goodin dynamics throughpoems, chants andmusical stories6. Can join and can  cooperate with thegroup  3-Excellent 2- Very goodV. Assignment Choose a poem, chant, or musical story and apply the changes in dynamics.  DRAFTApril 10, 2014 128  

MUSIC - GRADE 3 3rd Quarter TABLE OF SPECIFICATIONLearning Competencies Knowledge Level of Assessment No. Item Percent 15% Process of1. recognizes Performance Items Placementdifferences in sound 25% Understanding 30%quality coming from a 30% 3variety of soundsources 3 1,2,3, 7.5%2. responds to 3 3 31,32,33 7.5%differences in soundquality withappropriatemovement3. identifies and 3 3 21,22,23 7.5%compares the voices 5%of:-classmates as theyDRAFTsing or speak-selected popularsingers in recordings4. compares the useof the voice inApril 10, 2014speakingandin 2 2 24,25singing5. recognizes musical 3 16,17,18 7.5%instruments throughsound 36.uses the voice and 2 2 4 19,20,34, 10%other sources of 35sound to produce avariety of timbres7. interprets the 2 4,5 5%dynamics of a songthrough bodymovements: small 129   

Learning Competencies Knowledge Level of Assessment No. Item Percent 15% Processand big movements Performance of Placement 25% Understanding 30% 30% Items8. distinguishes loud, 2 5 11,12,13, 12.5%moderately loud, and 14,15soft in music9. relates dynamics to 5 5 6,7,8,9,1 12.5%the movements of 0animals10.uses terms loud, 5 5 5 12.5%moderately loud, and 26,27,28,soft to identify 29,30changes andvariations in volume11. responds toconducting gestures DRAFT3 3 7.5%of the teacher forloud and soft 36,37,3812. uses varieddynamics to enhance 22 5%poetry, chants, 39,40drama, songs, andmusical storiesApril 10, 2014TOTAL 10 (15%) 10 10 (30%) 10 (30%) 40 1 - 40 100% (25%) 130  

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 DRAFT3. C. klang, klangApril 10, 20144. D.toot,toot 5. E. tak, tak 131   

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.   D9. RAFTApr1i0.l 10, 2014II. 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” 132   

__________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. animal17. sea waves DRAFTa. gadget b. transportation c. animal d. nature18. piano a. instrument b. natureApril 10, 201419. song duet of a boy and a girl c.animal d.humana. gadget b. human c. animal d. instrument20. thunder b. animal c. nature d. transportation a. human 133  

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? DRAFT April 10, 201427. Give a song that has a soft dynamics.   28-30. What are the terms used to identify changes in dynamics?   134   

IV. Performance (30%)Use the given rubrics in evaluating theperformance.A. Responds to different sound quality withappropriate movement using the voice and othersound sources.Criteria Evident Not evident29. Decisiveness30. AccuracyB. Sing the song “Nagtanom Ako Pinya” and interpret it through body movements while playing musical instruments. (5 points)DRAFTCriteria Evident Not evident31.Creativity32. Synchronization33. Appropriateness ofmovements to music 34. Quality of voice 35. Enjoyment and Cooperation in theApril 10, 2014performanceofthe activitiesC. Apply correct dynamics to the poem “Creations”through body movements. ( 5 points)Criteria Evident Not evident36.Creativity37. Correctinterpretation38. Synchronization ofdynamics of the song 135  

to the body movements 39. Correct response to conducting gestures of the teacher 40. Use of varied dynamics to enhance poetry DRAFTApril 10, 2014  136  

Key to CorrectionsI. KnowledgeA. 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 DRAFT13. M 14. M 15. MApril 10,B. 16. A 2014 17. D 18. A 19. B 20. C 137  

III. Understanding A. 21. B 22. A 23. B 24. A 25. AB. 26. Dynamics is an element of music which refers to the softness andloudness 0f sound27. Lullabies- “Brahm’s Lullaby”,“Ili-ili Tulog Anay”“Farewell Song”28. soft29. mediumDRAFT30. loudApril 10, 2014IV. Performance 138  

Lesson 1 Fastness and Slowness in MusicFourth QuarterWeek 1I. Objectives 1. Mimic animal movements according to speed 2. Sing songs with proper tempo based on conducting gesturesII. Subject Matter Speed of Music A. Topic:B. Song:DRAFTC. Reference : “Mga Alaga Kong Hayop”, , G, re Sanayang Aklat sa Musika 4 p. 167D. Materials : pictures of animals, recorded music with different tempo E. Values : Love of animalsApril 10, 2014F. Concept/s: Tempo refers to the speed of music. It may be fast or slow.III. ProcedureA. Preliminary Activities 1. Drill Sing the song, “Quiet Voices” and let the children walk, tap, and clap the beat/ pulse (slow then fast).   139  

2. Review Let the children march while singing the song “Quiet Voices” with correct dynamics. DRAFT How did we sing the song “Quiet Voices”? (We sang it softly and then loudly.) Which part of the song is sung softly?April 10, 2014(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.) 140  

B. Lesson Proper 1. Motivation Show pictures of the following animals: DRAFT Let the children identify the animals in the pictures. How do these animals move? (fast, slow)April 10, 20142. Presentation  Teacher sings the song to the class. 141   

 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? DRAFTWhich 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 andApril 10, 2014slow 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 142  

dog – run fast in placeturtle – glide/ crawlrabbit – hopWhat tempo can we use to compare the movements of thefollowing animals? Answers:bird – fly (fast)cat – jump (moderate)dog – run (moderate)DRAFTturtle – crawl (slow) (fast)rabbit – hopGroup the class according to the animals mentioned in the song. Let each group imitate the movements of the animal assignedApril 10, 2014tothem.How did you feel as you went about the activity?(I enjoyed the activity.)Which of the animals has moderate movement? Which of theanimals has fast movement? Which of the animals has slowmovement?(The dog and the cat have moderate movements. Birds andrabbit move fast and the turtle moves slow.)Which animals mentioned in the song do you have at home?How do you care for them? 143  

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: Move fast Fly slowly Gallop Walk slowly like a like a bird in fast like a kangaroo tiptoe, in like a duck in a in a any horse. straight zigzag direction. line. manner.Paper 1 – Move fast like a kangaroo in a zigzag manner.DRAFTPaper 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.April 10, 2014Rubrics: Skills Very Good Need good 31. Can imitate movements of Fair Improvement given animals correctly 4 212. Can perform animalmovements according tofast and slow3. Can differentiate the speed of each movement accordingly4. Can participate cooperatively in group activities 144  

V. Assignment Draw animals that have fast and slow movements.Animals that move fast Animals that move slow DRAFTApril 10, 2014 145  

Lesson 2 Slow, Moderate, and Fast TempoFourth QuarterWeek 2I. Objectives1. Relate movement to tempo2. Respond to tempo by moving3. Distinguish fast, moderate, and slow speed of music4. Use the terms fast, moderate, and slow to identify tempoII. Subject MatterA. Topic :DRAFTB. Song: Slow, Moderate, and Fast Tempo Engine, Engine No. 9C. Materials: chart of songs, songs in CD/cassette/laptop D.Values : ObedienceApril 10, 2014E. Concept/s: Tempo can be shown through different movements. It can be slow, moderate, or fast. III. Procedure A. Preliminary Activities 1. Drill 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 146  

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 DRAFT1. Motivation Look at the picture below:April 10, 2014 Tell something about the picture. Have you experienced riding on a train? 147   

What is the sound of the train? (Totoot…, totoot …, totoot…) 2. PresentationTrain A Train B Train C Recite the chant: Engine, engine number 9 Going down the railroad line DRAFTIf the train goes off the track Will I get my money back? Yes, no, maybe so 3. DiscussionApril 10, 2014Where 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) 148  

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 In what speed did we move to show the different tempos? (We moved fast, moderate, and slow) DRAFT5. 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 forApril 10, 2014slow,orMformoderate. 1. (S) 2. (F) 149