Music Grade 3

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.1.2.3.4. DRAFT5. Meta stripsApril 10, 2014A sosolalado B la so la ti so re re do ti ti ti CD ti ti la so so E la la do ti la so4. 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. 50  

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. DRAFTIdentify 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. AssignmentApril 10, 2014Study the song “Twinkle, Twinkle Little Star”. Sing/perform the melody of the song using body movements in interpreting high, moderate, and low tones. 51   

Lesson 2 Melodic Contour Second QuarterWeek 2I. Objectives1. Relate movements with levels of pitch2. Match voice with pitches of a melody3. Create simple patterns and contour of a melodyII. Subject MatterA. Topic: melodic direction and pitch contourDRAFTC. Reference: Halina’t Umawit 3, Umawit at Gumuhit 3B. Songs: “See-Saw”, , C, do, “Yaman ng Bayan” ,C , doD. Materials: Music Scores of “See-Saw”, “Yaman ng Bayan”, “Up and Down”, “Paru-parong Bukid”, Kodaly signs, CD/DVD player, music for listening activity Appreciation of God’s creationApril 10, 2014E.Values:F. Concepts:Melodies move in different directions. Some notes may moveupward or go downward. There are also melodies that remainunchanged or stay on the same level. 52  

III. Procedure A. Preliminary Activities 1. Drill The teacher will let the pupils sing the so-fa syllables of the song “See-Saw” using the Kodaly hand signs. 2. Review DRAFTThe 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. MotivationApril 10, 2014Show pictures of mountains, forests, seas, and fields. 53   

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 DRAFT The teacher will teach the song using the following method: a. Hand signs with so-fa syllablesApril 10, 2014b. 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) 54   

Let the pupils sing the song. Let pupils move their hands/armsfollowing the melodic lines.What did you notice about the movements of yourhands/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 , mountainplain , valley and plateau .The movement of sound is what we call melodic contour.4. GeneralizationMelody moves in different directions. It can move up ordown, or stay on the same level.DRAFTThis movement of sound is what we call melodic contour. The teacher will show the following music notations and let the children identify the ascending, descending, and steadyApril 10, 2014melodicdirections. 5. ApplicationDivide the class into 4 groups. Let each group perform thecontour of the melody through body movements. 55  

IV. EvaluationUsing the musical score of “Up and Down”, let the pupils draw themelodic contour.DRAFTRubricsActivities Very Good Good Fair 1. Can identify music 2014 contour 2. Can sing in tune 3. Can illustrate musicalApril 10,lines through bodymovements4. Can participateactively in groupactivitiesV. Assignment Choose one line of any folksong and trace the melodic contour using colored pen or crayons.     56  

Lesson 3 Perfect PitchSecond QuarterWeek 3I. Objectives: Sing simple songs in correct pitchII. 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 DRAFTB. 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 drumApril 10, 2014D. 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. 57  

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. Group I Group 2Empty bottles Coconut shells (Shakers)Group 3 Group 4 Sticks Plastic drum DRAFT2. Review The teacher will check the names of the pupils by singing the names of the pupils and the pupils will respond through singing.April 10, 2014Ex. 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 58  

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”.) . DRAFTApril 10, 2014 B. Lesson Proper 1. Motivation  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. 59   

Adapted   3. Discussion DRAFTSong 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.April 10, 2014 Describe the melodic direction of the entire song.A. Lets us connect the lines to show the melodic contourof 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. 60  

5. ApplicationA. 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 AwayB. Using the song “Kaygandang Tingnan”, draw the melodic linesof the song using colored pens or crayons. 1st line 3rd line 2nd line 4th lineIV. EvaluationDivide the class into 4 groups. The leader of each group will drawlots wherein the directions of the melodies are written. Each groupDRAFTis expected to perform the melodic contour using body Goodmovements drawing, singing or writing on meta strips. Activities Excellent Very Good1. Can move to theApril 10,melodic contour of the 2014 song 2. Can draw the direction of melody heard 3. Can sing in tune aloneand with others4. Can create movementsto show the direction of the  melody5. Can participate activelyin all group activitiesV. Agreement Create your own melodic contour using one line of any song to be presented in front of the class.  61  

Lesson 4 Musical FormSecond QuarterWeek 4I. Objectives: 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 objectsII. Subject MatterA. Topic: Beginning, middle and ending of a song ,,D, fa#, Similar, same and different through movement Repetitions within a songDRAFTB. Songs: “Tayo’y Magsaya”, ,, , C, so, “Do a Little Thing”, “Are you Sleeping, Brother John?”, , G, so “Kaygandang Tingnan”, , C, doApril 10, 2014C. Reference: Halina’t Umawit 3D. Materials: Charts of Songs (“Tayo’y Magsaya”, “Do a Little Thing”, “Tulog Na”)E. Values: Being cheerfulF. Concept 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. 62  

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 DRAFTsuggested 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 phrasesApril 10, 2014B.LessonProper 1. Motivation Show pictures related to the song “Tayo’y Magsaya”. 2. Presentation The teacher will teach the song “Tayo’y Magsaya” by phrase.     63   

3. Discussion DRAFTHow 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)April 10, 2014to 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. 64   

The teacher will teach “Do A Little Thing” using rote method. DRAFTSong 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.April 10, 2014a. 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. 65   

If the music stops, the child will continue singing the next line orphrase of the song. Then let the other pupils identify whether theline sung is the beginning, middle, or ending of the song.5. Generalization 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.IV. Evaluation:A. Listening ActivityLet 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.DRAFTRubrics: Very Needs help from Activities Good Good doing the task Excellent 1. Can identify the beginning, 2014 middle and ending of the song 2. Can identify same, similar, and different lines in theApril 10,song 3. Can sing same, similar and different phrases in the song4. Can show musical lines/ phrases through body movements and geometric shapes or figures5. Can participate actively in the group activityV. Assignment Using the song “Kaygandang Tingnan”, identify same and differentmusical lines or phrases. In your notebook, draw a flower for samemusical lines or phrases and a tree for different musical lines or phrases. 66  

Lesson 5 Repetitions in MusicSecond QuarterWeek 5I. Objectives: 1. Recognize repetitions within a song 2. Sing repetitions within the songII. 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 DRAFTC. 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 timeApril 10, 2014F.Concept Repeat mark (II: :II) is used to show repetitions in music.III. Procedure A. Preliminary Activities 1. Drill 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 67  

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. DRAFTThe music will be played again and the teacher will ask the pupils which part of the song was repeated. 1 April 10, 2014 2  68   

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: 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. DRAFT5. Application: The teacher will let the pupils sing ”Dance and Sing” followingApril 10, 2014therepeat markof the song. 69   

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 DRAFTthe activities V. Assignment The class will be divided into four groups. Each group will be given aApril 10, 2014song 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     70  

Lesson 6 Musical LinesSecond QuarterWeek 6I. Objective , F, fa Play repetitions of musical linesII. Subject Matter A. Topic: Playing repetitions of musical lines B. Songs: “Bagbagto” , , F, fa, “Come Let’s Play” , C. Reference: Halina’t Umawit 3 DRAFTD. Materials: Improvised musical instruments E. Values: Appreciation of Filipino customs and traditions and making use of improvised materials as musical instruments F. Concept: A musical composition is made up of musical lines that can beApril 10, 2014repeated.III. Procedure A. Preliminary Activities 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. 71  

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. DRAFT2. Presentation The teacher will present the song “Bagbagto”.April 10, 2014 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) 72   

4. Generalization Repeat mark ( II: :II ) is used, to show repetition in music.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                                          or DRAFTGroup C – create dance steps to the beat of the song2. Create body movements using rhythmic patterns following therepeat signs.April 10, 2014IV.Evaluation12 12Let the pupils perform the following rhythmic patterns following therepeat signs. 73  

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.Rubrics5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor Skills 5 43 2 11. Can play the rhythmic patternsfollowing the repeat marks2. Can play the improvised rhythmic instruments accurately to accompany the song3. Can work together cooperatively to come up with the bestDRAFTperformance4. Can manifest self- confidence in performing group rhythmic activities in front of the classApril 10, 2014V.Assignment:Make a simple song using the repeat marks. 74  

Lesson 7 Beginning and EndingSecond QuarterWeek 7I. Objective Render a song confidently, giving appropriate emphasis on the beginning and on the endingII. Subject Matter A. Topic: Singing B. Songs: “Leron,Leron Sinta”, ,G,so,“Kaygandang Tingnan”, ,C,do, “Sitsiritsit”, , G, so “Lubi-Lubi”, , C, mi DRAFT“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 cultureApril 10, 2014F.Concept: We have a speaking and a singing voice. When we sing, it should be done confidently and beautifully.  III. Procedure A. Preliminary Activities 1. Drill 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”. 75  

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 DRAFTApril 10, 2014 76   

B. Lesson Proper DRAFT1. 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’sApril 10, 2014preference) a. Ako ay Nagtanim b. See-Saw c. Jack and Jill d. Twinkle, Twinkle Little Star e. Leron, Leron Sinta 77   

2. Presentation: DRAFTWhat 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.April 10, 2014The 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.   78   

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.RubricsDraw a happy face ( ) in the appropriate column.Activities Excellent Very Good Needs help good1. Can sing in accurate pitch2. Can sing with correctDRAFTrhythm/timing3. Can sing confidently from the beginning until the end of the song 4. Can sing happily withApril 10, 2014thegroupV. 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 79  

Lesson 8 Singing in TuneSecond QuarterWeek 8I. Objective Perform songs confidently, giving appropriate emphasis on the beginning and endingII. 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 DRAFTTayo’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 scoresApril 10, 2014E. Values: Love and appreciation of Philippine folk songs and culture F. Concept: Singing is an interesting activity. It helps us express our feelings and improve our personality. Thus, singing develops self- confidence.III. Procedure A. Preliminary Activities 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…) 80  

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 DRAFTflag 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. PresentationApril 10, 2014The 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. 81   

4. Generalization When we sing, we should sing confidently and beautifully from the beginning until the end of the song.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 rhythmicDRAFTinstruments, each group will sing the songs giving emphasis on the beginning and ending.Rubrics ActivitiesApril 10, 20141.CansingintuneDraw a happy face ( ) in the appropriate column. Excellent Very good Good Needs help2. Can sing withcorrect rhythm/timing3. Can sing confidentlythe beginning andending of a song4. Can sing with thegroup happilyV. Assignment Choose a song and practice singing confidently at home. Be ready to perform in front of the class. 82  

MUSIC - GRADE 3 2nd Quarter TABLE OF SPECIFICATION Learning Competencies Level of Assessment No. of Item Percent Items Placement1. identifies the pitch of a Knowledge Process Understanding Performance tone as: 15% 25% 30% 30% high – higher moderately high- higher 1,2,3, 16,20, 12.5% moderately low- lower low-lower 12 1 152. matches the correct pitch of 1 1 1 3 15, 17,21 7.5% tone with the voice with an instrument3. relates movements with 11 1 1 4 13, 14,18,35 10% levels of pitch 7.5%4. matches the voice with 1 1 1 3 9,19,22 15% the pitches of a melody 10% 5%5. recreates simple patterns 1 2 2 11, 1 6 12,27,28, 7.5%DRAFTand contour of a melody 7.5% 29,30 5% 10%6. sings entire simple songs 11 1 1 4 6,8,10,23 with accurate pitch7. identifies the beginning, 10, 20142 1 1 5, 7Aprilmiddle, and ending of a song 11 1 24,25,26, 38. identifies musical lines as similar, same and different through movements and geometric shapes or objects9. recognizes repetitions within 11 1 a song 3 4,33,3410. sings repetitions of musical 1 1 31,32, lines independently 1 1 211. plays repetitions of musical 38,39, lines 3 40 112.renders a song confidently 7 10 1 1 2 36,37 5% giving appropriate emphasis 12 11 40 1- 40 100% on the beginning and on the ending. TOTAL 83  

Second Grading PeriodName ____________________________ Date ____________School ___________________________ Score ___________ I. Knowledge Write the letter of the correct answer on your answer sheet.________1. Which is the highest tone? A BC DRAFT________2. Which is the lowest tone? ABCApril 10, 2014_______3. Which note is moderately high? ABC_______4. Which of the following is the symbol for repeat mark?A. : : B. C._______5. Which symbol shows the end of the song?IIA. B. C .      84  

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. DRAFT_________8.April 10, 2014__________9. ___________10. 85   

B. Draw the melodic contour of the following melodic lines to show the direction of the melody.            11.   __________________________________________12 .                              __________________________________________________________13. DRAFT _____________________________________________April 10, 201414. __________________________________________15.                                 ______________________________________________________   86  

C. Matching Type: Column B Match column A with column B Column A16. A. Moderate tones 17. B. Low tones DRAFT 18. C. Similar TonesApril 10, 2014D.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. _______________________ 87  

___________________________ 20. 21. ______________________ DRAFT22. ________________________April 10, 201423. _________________________ III. Understanding (30%) A. Directions: Compare the two musical lines Write SAME, DIFFERENT or SIMILAR on your answer sheets. ____________24. A. 88   

B           ___________25. A. B. ___________26. DRAFTA .AB.pril 10, 2014B. Identify the melodic directions of the following melodicphrases. Choose your answers inside the box.ascending descending repeatedascending- descending descending-ascending 89  

___________________27. ___________________28. DRAFT___________________29.April 10, 2014 __________________ 30. IV. Performance (30%) A. Group Activity: Sing the song correctly. ( Teacher may choose the song suited to the pupils. 90   

Rubrics on Singing Very Good(2 Good(1 point) pts.) Activities31 - 32. Can sing the pitchaccurately33- 34. Can sing repetitionsin a given song.35 - 36. Can sing thecorrect melodyindependentlyRubrics on Playing InstrumentsPlay the rhythm of the song correctly using rhythmic instruments SkillsDRAFT37. Can play the rhythmic Observed Not observedpatterns following therepeat marks. 38. Can play different rhythmic patterns correctly.April 10, 201439. Can play the beginningrhythm of a song.40. Can play the endingrhythm of a song 91  

Second Grading Period   Key to Corrections:  I. Knowledge  A.  1.   A  2.   A  3.  A  4.  A  5.  C  6.  B  7.  E  DRAFT8.  E  9.  E  10.  E  B. Drawing the Melodic Contour  April 10, 2014  11.  ____________________________________________    12.  ____________________________________________    13.  ____________________________________________    14.  ___________________________________________    15.  ___________________________________________  92   

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.  DRAFT24.  SAME  25.  DIFFERENT  26.  SIMILAR  B. April 10, 201427.  ascending ‐ descending  28.  descending  29.   ascending  30.   repeated  IV.   Performance  Note:  The teacher will rate the pupils based on her assessment using the rubrics.    93   

Lesson 1 Quality of SoundThird QuarterWeek 1I. Objectives1. Recognize differences in sound quality from a variety of sound sources2. Respond to differences in sound quality with appropriate movementII. Subject MatterA. Topic: Differences in Quality of SoundsDRAFTB. Song: “Nagtanom Ako Pinya”, , C, mi C. Reference: Umawit at Gumuhit 3,pp. 58-67 Less Known Ilonggo Folk Songs Book 1,p. 24April 10, 2014byFelyA.BatiloyD. Materials: Cassette/CD player, CD, recorded sounds ofnature, transportation, animals and real objects that can produce sound, chart of Kodaly Hand Signs and scale.E. Values: Listening attentivelyF. Concepts for the teacher 1. Timbre - refers to the tone quality or tone color of sound. 2. Different sound sources: human nature musical instruments animals things musical gadgets 94  

III. Procedure A. Preliminary Activities 1. Drill a. Tone Sing the notes below using Kodaly Hand Signs. DRAFT2. Review Sing “Nagtanom Ako Pinya” and identify the beginning and ending of the song.April 10, 2014 95   

B. Lesson Proper 1. Motivation 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? DRAFT(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?April 10, 2014(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) 96  

What are the sources of sound?(The sources of sounds are human, nature, musicalinstruments, things, musical gadgets, and animals.)5. ApplicationUsing recorded sounds, identify the source of thefollowing sounds and interpret it through movements.raindrops dogs barkingsound of a church bell trombonenursery songs people laughing trumpetIV. EvaluationA. Listen to the following sounds and identify the source ofsound. Write the letter of the correct answer on youranswer sheet. d. natureDRAFTa. human b. animal e. musical instruments c. transportation 1. crowing of the rooster 2. sound of a train 3. mother’s lullabyApril 10, 20144. seawaves 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.         97  

Rubrics Skills 3 21 1. Can identify the sources of 1- good sound 2. Can interpret sound through body movements. 3. Can show creative movements in interpreting sounds heard. 4. Can participate actively in the activities. 3- excellent 2- very goodV. Assignment Draw or cut out pictures of objects that produce sounds. DRAFT  April 10, 2014           98  

Lesson 2 The Human VoiceThird QuarterWeek 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   DRAFTC. 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 ofApril 10, 2014asongandpoem E. Values: Carefulness F. Concepts for the teacher: 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. 99