Music Grade 3

3. (M) 4. (F) 4. DRAFTApril5. 10, 2014(S) V. Assignment Listen to different kinds of music and practice identifying tempo.      150  

Lesson 3 Variations in TempoFourth QuarterWeek 3I. Objective Sing songs with designated tempoII. Subject Matter Songs with designated Tempo A. Topic:B. Song : “Ili-Ili Tulog Anay”, ,em, miDRAFTC. Materials : “Look at Me”, , C, so Song chart, recorded musicD. Values : Appreciation of God’s creation E. Concept/s:April 10, 2014Tempo in music can be shown through a combination oflocomotor / non-locomotor movements.III. Procedure A. Preliminary Activities 1. Drill Pupils recite “Engine, Engine Number 9 using fast, moderate, and slow tempi. 2. Review Give examples of animals that move fast, slow, and moderate. 151  

B. Lesson Proper 1. Motivation Let the pupils listen and move to the music. (Use songs with fast, moderate, and slow tempo.) 2. PresentationDRAFTApril 10, 2014 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 Movementsbutterfly flykangaroo hopmonkey climbturtle walk 152  

3. Discussion What have you observed in the different movements of the animals? DRAFT(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.April 10, 20144. 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. 153   

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.   DRAFT     April 10, 2014           154  

Lesson 4 Two-Part RoundFourth QuarterWeek 4I. ObjectiveDemonstrate the concept of texture by singing “two-part round”II. Subject MatterA. Topic: Two-Part RoundDRAFTB. Songs: 1. Pagbating May Ngiti , C, so , C, do 2. “Tayo Ay Magsaya”, , G, ti 3. “Are You Sleeping, Brother John”,C. Reference: Music Time Upper Primary D. Materials: Song ChartsApril 10, 2014E. Values:CooperationF. Concepts : (For the Teacher) 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. 155  

III.Procedure A. Preliminary Activities 1. Drill a. Tonal: Direction: Ask the pupils to sing the ascending and descending scales using the hand signs. b. Rhythmic : DRAFTLet pupils clap the pulse. 2. ReviewApril 10, 2014a. Greeting Song 156  

B. Lesson Proper 1. Motivation Let pupils listen to the song “Tayo ay Magsaya” in:a. unison b. two-part roundCompare the two songs heard(The first song has only one tune/melody; while the second songhas many tunes/melodies)2. Presentation 1 2  DRAFT Teacher sings the song.April 10, 2014Teacher 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. 157  

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.) DRAFTWhat 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 notApril 10, 2014beginatthesametime? (Round song – two-part round) 4. Generalization 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.) 5. Application Let the pupils sing “Are you Sleeping, Brother John?” in two-part round. 158  

1  2 43 IV. EvaluationRubrics Very Need Improvement Skills good Good Fair1. Can sing in correct 4 3 2 1DRAFTpitch2. Can differentiateunison singing from round singing 3. Can demonstrate the concept of texture inApril 10, 2014musicbysingingtwo-part round4. Can sing in correctrhythm5. Can participateactively in all groupactivitiesV. Assignment Present a round. Sing with your group the song “Row, Row, Row Your Boat”. 159  

Lesson 5 Partner SongsFourth QuarterWeek 5I. ObjectiveDemonstrate the concept of texture by singing partner songsII. Subject Matter A. Topic: Partner SongsB. Songs : “Leron-Leron Sinta” – “Pamulinawen” ,G, reC. Materials:DRAFTD. Values: Song Chart, CD of songs, pitch pipe Acknowledgement of Philippine Folk SongsApril 10, 2014E. Concepts: (For the Teacher)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  160  

III .Procedure: A. Preliminary Activities 1. Drill a. Tonal drill – “Sing My Hand” DRAFTUsing the Kodaly hand signs, let the pupils sing Melodic phrases – so, la, so, miApril 10, 2014so,la,la,so,somi 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. 161   

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. DRAFTApril 10, 2014 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.) 162  

DRAFT What do you see in the picture?April 10, 2014(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.) 163   

2. Presentation a. Ask the pupils to sing “Leron, Leron Sinta” in unison. DRAFTApril 10, 2014 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. 164  

3. Discussion DRAFTHow many songs do we have? (2 songs) How many groupings of beats do we have in “Leron,Leron Sinta? (16 groupings)April 10, 2014How 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? 165   

(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 DRAFTWhat is a partner song? A partner song is composed of two songs with the same meter and mood, that when put togetherApril 10, 2014produceapleasingsound. 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” 166  

IV. Evaluation Rubrics Skills Very Good Fair Needs1. Can sing in correct pitch good 3 2 Improvement 4 12. Can identify partnersongs3. Can demonstrate concept of texture in music by singing partner songs4. Can sing in correct rhythm5. Can demonstrate active participation in all the activities related to theDRAFTlesson V. Assignment 1. Choose a partner. Practice singing the partner song.April 10, 20142. Bring a flag that represents a country of your choice.         167  

Lesson 6 Melodic LinesFourth QuarterWeek 6I. Objective Distinguish between single and multiple melodic lines which occur simultaneouslyII. Subject Matter A. Topics: Single Melodic Line and Multiple Melodic LinesB. Songs: “Its’ a Small World”, , G, mi , F, do DRAFT“He’s Got the Whole World In His Hands”,C. Materials: Song Chart, CD of songs D. Reference: Music Time Lower and Upper PrimaryApril 10, 2014E. Values: Friendship/Understanding F. Concepts: (For the Teacher) • 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).   168