Music Grade 1

MUSICTeacher’s Guide Grade 1

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Lesson 1: Dynamics UNIT 1 UNIT 3Time Allotment: 2 meetings x 40 minutesOverview of the Lesson:The Lesson introduces the element of DYNAMICS in music and aims to have the childrendemonstrate their basic understanding through performing, creating, listening,observing, and responding activities.Competencies/Objectives:The learner Interprets through body movements the dynamics of a song. (e.g., Small movement – soft, Big movement – loud) Associates dynamics with the movement of animals. Uses the terms “loud” and “soft” to identify volume changes.Prior Skills & Assessment:The learner must have acquired the following skills in the previous level: Identifies loudness and softness in a song and in varied sources of sound. Responds to sound dynamics through movement.Content/Topic:DYNAMICS – Sound Volume; Distinction between loudness and softness in music.a. CONCEPT MAP Dynamics Sound Volume Loudness Softnessb. PROCEDURE DAY 1 1. CLASS ENCOUNTER  Start the class with a Q & A greeting that is sung. The students are expected to answer the teachers’ greeting using the same tune. Use simple So and Mi patterns only (So = S and Mi = M) and always start the greetings/questions with So. It is easier for children at this stage to sing descending melodic patterns. Example: 2

Teacher: S MS MStudents: Hel - lo Chil-drenTeacher: SM S M Hel- lo, Teach- er Students: Have them pay extra attention to the way the greeting is sung (1st greeting - Loud, 2nd greeting – Soft) and have them do the same when they greet back. If not successful at first, have them do it again until they take notice of the differences in volume. Sing more questions to continue the Q & A activity and address individual students to get to know the level of the students’ individual musical skills. Remind the children that their responses must be in the same tune and volume as that of the teacher. Other suggested So - Mi questions: 1. How are you today? 2. Is today a sunny/cloudy/rainy day? 3. Who is your seatmate? 4. Are you having fun? When done, ask the children what they noticed about the way the greetings were sung? Have them describe how each greeting was done - the words “loud” and “soft” may be used by the children. Make sure that answers like “light”/“heavy” be processed well so that the concept of “loud” and “soft” is clear to the students.2. DEVELOPMENT OF THE LESSON Invite the children to learn the song “Ang Susi Nakatago” and give the mechanics of the game. * When teaching by rote, keep a steady beat and sing the song to the class line by line. After singing a line, have the class sing it back without missing a beat (let this be the arrangement whenever a material is taught by rote). After singing the song one line at a time, proceed to doing it by 2 lines, then 3 lines until the whole song is sang straight. The repetitions allow the students to master the material. “Ang Susi Nakatago” 3

Game mechanics: The children sit in a circle (or if the class is too big, the children may stay in their seats). The child chosen to be the detective will come to the front and cover his eyes while the teacher gives the “key” to one of the students in the circle/ class (other objects can be used to substitute) . As the class starts to sing the song, the detective goes around to find the missing “key”. The secret to locating the “key” lies in the volume of the children’s voices who are singing the song. The closer the detective is to the child hiding the key, the Louder the singing. The farther the detective is from the child hiding the key, the Softer the singing. Ask the students chosen to be the detectives if they had a hard/easy time locating the key and why? Focus on the importance of listening well especially when the task requires it.3. APPLICATION  Ask the children to determine what produces loud sounds by answering ACTIVITY I in their books. Check the answers in their books and have them try to imitate the sounds produced by the objects in the picture, which will serve as their ACTIVITY 2. It is important to note that the pupils must be able to determine what produces loud sounds and what produces soft sounds. ACTIVITY 3 (as an assignment)Directions: Using the words in Activity 2, ask the help of your parents tocome up with a short Loud and Soft poem. Each word must have itsown line.Example: Loud Soft barking dog hissing snake clashing cymbals squeaking rat Invite the class to learn the song “Tulog Na” and ask the children to paycareful attention to the mood of the song. Tulog Na (C. Mirandilla) Ask the students what kind of a song they think it is and how it makes them feel? Words like “lullaby”, “sleeping song”, “sleepy”, “quiet” and “soft” might be mentioned. 4

 Follow up the answers of the students by asking why they think the song is soft- (because it is meant to help put somebody to sleep.) Have them sing the song loud and ask them if it feels right? (pls. note that only the dynamic level is changed and not the tempo or pitch) Next, invite the class to sing the “Birthday Song” and process it the way “Tulog Na” was processed. This will give the children a chance to compare 2 songs with different moods. Likewise, it will give the students a good understanding of the correct dynamic levels of loud and soft in relation to the mood and style of a song. Proceed to sing the Goodbye greeting using the same tune used for the Hello greeting. But, with a soft voice. Expect the children to sing their answer in the same way.Teacher: Students:4. SYNTHESIS How did you feel when teacher sang the Goodbye greeting softly? If teacher sang it loud, would you feel the same way? What is the proper way of talking to your friends/teachers and parents if you want them to feel that you respect them? It is important to note the connection between the content of the message and the way it is delivered.DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting used last meeting. This time call on some students to individually sing back their greeting. Pay special attention to the children who have a difficulty singing back as they need to be called more and taught to listen very well to the tunes being sung by the teacher.2. DEVELOPMENT OF THE LESSON Proceed to ask them about the assignment given and if they had fun doing it with the help of their parents. Call on volunteers to present their poem to the class (these original works can be written and designed by the students on a short bond paper and displayed on the bulletin board of the classroom). Remind the class about last week’s discussion on the importance of delivering the correct message of a song/poem when performing it – the way the poem/song is performed, affects how the audience will understand the message. 5

 Present the concept and definition of Dynamics to the class (loudness and softness of sound).3. APPLICATION Divide the class into 2 teams and play a game of charades. Challenge their ability to perform the exact sound of the things found in the small pieces of paper and identify whether they are Loud and Soft. Explain to the class that this version of the game is not going to be about miming or acting, but instead it is about imitating the sounds produced by the things printed on the small pieces of paper and labelling them with the correct dynamic level.  Have each group send a representative who will mimic the sounds by turns. The first group to guess the item on the paper and classify the sound correctly gets one point.  The first group to get 5 points wins.4. SYNTHESIS  Ask the children if they enjoyed the activity? Which part did they like least/most? Why?  Expound on the concept of dynamics and the importance of choosing the appropriate loudness and softness needed in performing a song/poem.  Proceed to end the class and bid them goodbye, using the same So-Mi tune used in last week’s class. Make it interesting by changing roles with the class and have them imagine that they are the teacher and you, the student.  Ask them to apply what they learned in their lesson on dynamics, and demonstrate how they would bid their students farewell at the end of their class?Teacher: Students:I. Summative Assessment: a. Performance Standard Perform: Perform with dynamics appropriate to the musical mood or style of the material Create: Choose appropriate dynamic levels to enhance poetry, chants, drama and musical stories Respond: Use the terms “loud” and “soft” to identify volume changes. 6

Lesson 2: TempoTime Allotment: 2 meetings x 40 minutesOverview of the Lesson: The Lesson introduces the element of TEMPO in music and aims to have childrendemonstrate their basic understanding through performing, creating, listening,observing, and responding activities.Competencies:The learner demonstrates the concept of tempo through movement responds to varied tempi with movement or dance slow movement with slow music √ fast movement with fast music mimics animal movements: Horse – fast √ Carabao – slowPrior Skills & Assessment:The learner must have acquired the following skills in the previous level: Identifies the fastness or slowness in a musical piece. Responds to contrasting tempi through movement and with simple musical accompaniment.Content/Topic:TEMPO - Speed at which music is performeda. CONCEPT MAP Tempo Speed of music Fast Slowb. PROCEDUREDAY 11. CLASS ENCOUNTER Start the class with a song Q & A greeting, still in So-Mi. Remember to always start the greetings/questions with So due to the children’s ease in handling descending melodies. Sing more questions to continue the Q & A activity and call on individual students whose individual musical skill you haven’t had the chance to discover yet. Remind the children that their responses must be in the same tune and volume as that of the teacher. Other suggested So - Mi questions: a. How are you today? 7

b. Is today a sunny/cloudy/rainy day? c. Who is your seatmate? d. Are you having fun? When done, positively commend the children for the consistency of their answers since the first meeting.2. DEVELOPMENT OF THE LESSON Tell the class something about Binondo: the place, the food and the children. Askthe children if anyone has been to Binondo and what their most memorableexperience was? Tell them about the unique and delicious food products which can only be foundin the area. Tell the students that one of the famous Chinese delicacies is in the next rhymeyou will be learning/playing. Have them raise their hand the moment they foundthe answer. Invite the children to learn the “Chimpoy. Champoy”rhyme/game “Chimpoy Champoy” . Musical Folk Games of Manila by M. Factora Chimpoy Champoy, dose nade que Dose nade pot-pot, dose nade que.Game mechanics: ba-bay, a –menGet a partner & face each other.Extend your hands forward with the right palm facing down and the left palmfacing up. Tap each others’ hands in the original position on the first syllable, andtap each other’s palms forward on the second syllable. Then, clap your hands 2x onthe word “Champoy”.After that, repeat the first position for the word “dose” and the second positionfor “nade”.On the word “que”, play “Jack en Poy” once. Whoever wins will say“potpot” and tap his/her nose. Whoever loses, will say ‘bay-bay” while wavinghis/her hand. Lastly, if it’s a tie, both players put their hands together like a personpraying and say “amen”.The game can be played as many times as you want. Try playing it faster to addto the excitement.Ask the children: What can you say about the game? How did you feel when you sang the song in a faster pace?3. APPLICATION Get a small drum (or anything that can be used to tap a beat while the children do the activity). Invite the class to recall the song “Jack and Jill” (preferred starting pitch would be “G”) and give the class 4 beats on the drum before starting. Play the beat on the drum while the class sings 2 successful rounds. After the 2nd round, invite them to march along with the drum (try not to use the word “Beat” yet, as they haven’t been introduced to the word yet in their earlier lessons) while singing the song. 8

 Look around to make sure that the children march along with the drum while singing. It is a challenge to have children at this age march steadily while singing, so be patient with the exercise. Focus on the phrases where most students make the mistake of following the words instead of the drum. When successful, have the children sit down and read/think about the questions in Activity 1. ACTIVITY 1: Let us imagine that we are Jack and Jill going up a hill.  What happened to Jack and Jill in the second line of the song?  What would be the speed of the song in the second line?  How will you sing the entire song with the speed of the second line?  If we were Jack and Jill, how will we climb up the hill? Fast or Slow? Why? The concept of fast because Jack & Jill were falling down the hill and slow because Jack and Jill were climbing the hill must be clear to the children. The concept of fast and slow must also reflect in the way the children will sing/act out the scene of Jack and Jill going up the hill and then tumbling down the hill while singing.4. SYNTHESIS When Jack and Jill reached the end of their trip, how did they feel? (tired- hurt- sad, may be among those mentioned). So my dear Jacks and Jills, we have reached the end of our trip and it is time to say our goodbyes. If we are all tired from climbing the hill, how will our goodbye song sound? If we enjoyed our trip very much and are looking forward to our next Music class, how will our goodbye song sound?DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting used in the previous meeting. This time call on some students to individually sing back their greeting. Pay special attention to the children who have difficulty singing back as they need to be called more and taught to listen very well to the tunes being sung by the teacher.2. DEVELOPMENT OF THE LESSON Invite the children to play the game “Chimpoy Champoy” again but this time guide the speed of positively commend the game with a beat from a drum. Ask the students if they still remember the activity they did on Jack and Jill. If they do, invite them to make one clean rendition without guiding them on the drum. Have the class recall the feeling of going up a hill and tumbling down after and invite them to sing while acting out the scene again.3. APPLICATION Positively commend the children after a good run. Have them proceed to ACTIVITY 2 of their book. Read the directions with them and have the children 9

act out each of the animals mentioned to give everybody a chance to visualize the animal. Check the work of the children and call on those who got high scores. Learn the rhyme ENGINE NO. 9 and tap the beat while teaching the rhyme one line at a time. “Engine No. 9” Children’s Rhyme Translation by: C. MirandillaEngine, engine number 9 Heto na ang aming trenGoing down the railroad line Palapit nang palapit.If that train goes off the track Kung sakaling sumadsadWill I get my money back? Pa’no ang aking bayad? Have the children read the questions in ACTIVITY 3 and discuss it in class. Due to differences in class size, grouping in this activity is up to the discretion of the teacher handling the class. Have the group work out how they are going to act out and recite their rhymes. Go around to guide the groups. Call on some of the groups to come to the front and showcase their work. Introduce the concept of Tempo (speed of music) and its definition. Relate it to Dynamics (loudness and softness of sound) and how both concepts play an important part in making the message of the song/rhyme clear to those who are listening. Recall, “Tulog Na” and ask the class to identify whether the tempo of the song is fast or slow? Ask the students how they felt while they were singing the song? Have the class sing it again but using a faster Tempo. Find how they felt? Did it feel right? Ask them why the real tempo was not fast? – (because the song is meant to help put a baby to sleep.)4. SYNTHESIS What do you feel when you hear or sing fast songs? What do you feel when you hear or sing slow songs? What type of music do you like to sing/listen to? What do you like about your type of music? Complete the sentence: Tempo gives music its _____________________.Summative Assessment:a. Performance Standard Perform: Demonstrate the concept of tempo through movement. Create: Choose appropriate tempos to enhance poetry, chants, drama and musical stories. Respond: Respond to varied tempi with movement or dance.10

Lesson 3: TimbreTime Allotment: 2 meetings x 40 minutesOverview of the Lesson: The Lesson introduces the element of TIMBRE in music and aims to have thechildren demonstrate their basic understanding through performing, creating, listening,observing, and responding activities.Competencies:The learner Identifies the sources of sound and its distinct qualities. Uses his/her voice and other sound sources to produce a variety of timbres. Responds to differences in sound quality with the appropriate movement.Prior Skills & Assessment:The learner must have acquired the following skills in the previous level: Identifies the difference between speaking, shouting and singing.Content/Topic:TIMBRE – Sounds in the environment, vocal and instrumental sounds.a. CONCEPT MAP Timbre Vocal Quality of Sound Environmental Sound Sources Instrumentalb. PROCEDURE DAY 1 1. CLASS ENCOUNTER Start the class with the usual Q & A greeting that is sung but change the quality of your voice. Remind the children to try to sing their answer in the same way, if they failed to do so in the beginning. 11

 Sing more So-Mi questions using different qualities and encourage the children to always imitate your voice when they answer. Ask them if they would have been able to guess that it was the teacher singing if she changed the sound of her voice?2. DEVELOPMENT OF THE LESSON Invite the children to face their seatmate and sing more questions to each other to allow them to get to know the sound of their seatmates’ voice more. Encourage them to come up with questions they might be interested to ask their seatmate. Go around and monitor the activity for the next 3 mins. and spot the children who have come up with unique and interesting questions. Call on them to sing the questions they have come up with and ask their original partners to sing their replies (at least 3 students). Give positive remarks to the children for their work and ask the class how they found the activity and what they thought of their classmates’ voices? In their books, have them draw the first object that came to their minds when they heard each of their classmate’s voices. Call on some students to show their work to the class and explain the connection of the voice of their classmate to the object they drew.3. APPLICATION Ask the class if they drew the same object for each of their classmates? Why and Why not? At this point, it is acceptable that the children describe their classmates’ voices as “not the same” or “different from the other”. Descriptions such as “lower/higher”; “bigger/smaller”; “loud/soft” are very good descriptors already. Invite them to learn the song “Doggie, Doggie” by rote (echo-singing) and have them play the game. If the class size is big, grouping them into smaller groups of ten can be considered. “Music from Preschool” by K. Forrai (Adapted)Game Mechanics: The children sit in a circle with one child in the middle (DOG). The “DOG”covers his eyes when the kids in the circle start singing the song while one childfrom the circle is immediately given the “bone” to hide. The “DOG” must wait forthe child hiding the bone to sing his/her part before opening his/her eyes and guesswho’s hiding the bone. 12

4. SYNTHESIS Ask the children, especially those chosen to be the “DOG”, how they found the experience? Did they find it difficult to identify the ones hiding the bones? Why and why not? Round up the class and tell them that “Doggie” reminds you of a pet dog named “Bantay” and his master “Pedro” who went to watch a circus. Ask the children if they have been to a circus? Have the children describe the place and the things found in a circus. Round up the class and proceed to read the story. Ask the children how they found the story and tell them the class will be using the story next meeting for a very interesting activity Proceed to round up the class and using the same So-Mi tune used in the beginning to greet the class, change the words to “Good-bye children” to bid the class goodbye (this will be the ritual every time the teacher starts and ends the class, thereafter).DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting used last meeting. This time call on the students who were not called last meeting. Pay special attention to the children who have a difficulty singing back as they need to be called more and taught to listen very well to the tunes being sung before echoing. Do the same thing with the additional So-Mi questions and call on the children who were not called last meeting to sing the So-Mi question they came up with 13

last time. Choose students from the class who can sing an answer to the So-Mi questions of their classmate. Do this with 3- 5 students.2. DEVELOPMENT OF THE LESSON Invite the class to recall the “Doggie, Doggie” song/game and do the game for a short while. Ask the class about how the song would sound if a real “Dog” where to sing the answer? Call on a student to demonstrate/imitate a dog? Get the class interested by trying out other animals. Example: Chickens - corn, Monkey – fruit, Lion - bone3. APPLICATION After exploring the different animal sounds, present the concept and definition of Timbre. Challenge the class to explore other sounds around them and if they can come up with sounds related to the pictures below:Chickens cackling Cymbals clashing Dog barking Drums rolling Ask the class if these images remind them of something in the story - The Circus. Review the story with the class and group them into 10 groups. It is advised that the grouping be done according to their seating arrangement for better coordination. Proceed to assign one sound character/object in the story to a particular group and have them come up with a sound effect /accompanying movement that would fit their character/object. Encourage the students to make use of other sound sources/materials they have in the classroom to make their sound more interesting. Give the groups 5-10 minutes to come up with their sound effect and go around to monitor/guide the choices made by each group. When, everybody is done, give the final instruction that each group will only perform the sound effect when they see the picture of their character/object. It is important that the teacher makes the instructions understood before starting the sound story. Proceed with the sound story and invite the whole class to recite the title of the story together before beginning. Read the story text and make sure to slow 14

down as you approach each picture to give the assigned group - time to prepare for their part. 4. SYNTHESIS  Ask the children if they enjoyed the activity? Which part did they like least/most? Why?  Explain the concept of timbre and relate it to how we were all made unique and different from each other and that it is because of this uniqueness that we are all special.  Proceed to end the class with the same So-Mi goodbye tune.Summative Assessment: a. Performance Standard Perform: Use the voice, body sounds and environmental objects to produce a variety of timbres. Create: Create a variety of timbres using an array of sound sources. Respond: Recognize the difference between talking and singing. Respond to the different qualities of sound with appropriate movement. b. Additional Activities 1. List/Draw at least 3 machines you have at home/school and write down and describe the sound they produce. 2. Play the game “Doggie, doggie” with your playmates/ the rest of your family and see if you can identify the person who took the bone.Lesson 4: Review of Unit 1Time Allotment: 2 meetings x 40 minutesOverview of the Lesson: The Lesson aims to evaluate the children’s musical growth, resulting from theiractive involvement and exposure to the musical ideas presented in the Lessons 1 – 3.Competencies:The learner Exhibits all the necessary competencies required from the previous Lessons.Prior Skills & Assessment:The learner must have acquired all the skills stated in the previous Lessons.Content/Topic:a. EVALUATION: Review and evaluate concepts and skills studied in the First Quarter.b. PROCEDURE DAY 1 1. CLASS ENCOUNTER  Start the class with the usual Q & A greeting that is sung but change the quality of your voice, the speed of your greeting or its loudness and softness. 15

 Remind the children to try to sing their answer in the same way. Sing more So-Mi questions using a variety of dynamic levels, speed and voice qualities.2. DEVELOPMENT OF THE LESSON Invite the children to gather round and listen to the story about “Working at the Fire Station” Tell the students that the story will first be told with words, but later they will tell the story using only movement and sound. “Working at the Fire Station” “Once upon a time there were some firemen busily cleaning the fire stationand their fire truck. They were very busy cleaning when all of a sudden, a loud bellrang. There was a fire! They all ran out and jumped into the fire truck. The big engine of the truck began to roar and the siren wailed very loudly asthey went down the street. Soon they were at the fire and jumped off the truck.They held their water hose high and low and in the middle until the fire was put out. After the fire was put out, they slowly rolled and kept their hoses. Theyjumped back into the truck and then slowly drove back to the station. Their cleantruck was now a mess! It was full of mud and soot from the fire. So the firemenbegan to busily clean their truck and their station . . . . . when all of a sudden, a loudbell rang. There was another fire!” Read the story again and invite the children to read it together with you. Andthis time, add the ending: “After cleaning their truck and the station, the firemengot very tired. They needed to rest. So, they went home to sleep. .” The End3. APPLICATION Proceed to group the students (about 10 to a group) and invite them to listen to the recording and plan how they will move to tell the story. Make a mental note of the appropriateness of the movements/sounds in relation to story. Start observing some individual students or make a judgement of the general progress of the group as a whole. 16

 Round up the class and discuss their plans and ideas as you play some segments of the recording. Ask the students what they think was happening in that particular segment of the recording?4. SYNTHESIS Elicit from the children their reactions to the activity/story? Tell them that their group presentations will be graded next meeting based on how well they have understood the concepts taken up this quarter. Presentation of appropriate volume levels, sound and speed of the sounds used will be evaluated by the teacher. Proceed to end the class by using the same So-Mi tune used in the beginning to greet the class; change the words to “Good-bye children” to bid the class goodbye (this will be the ritual every time the teacher starts and ends the class, thereafter).DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting used last meeting. This time call on the students who were not called last meeting or those who you think need to be called more to sharpen their ability to echo/answer the teacher in tune ( and as early as now, in correct time , too)2. DEVELOPMENT OF THE LESSON Invite the class to recall the story and remind them of the things teacher will be looking into, such as the appropriateness of the sounds, its volume and its speed. Explain Activity Evaluation table 1 to the class and tell them to fill up the table after their performance. Ask the class to be honest in answering the tables.3. APPLICATION After each group has performed, have them meet in one corner of the classroom and rate their performance according to the items found in the evaluation table. After rating the group’s performance, discuss the reason/s for their rating. This will allow the group to note the things they did right and the things they need improve on. Individually, ask the children to answer the Self Evaluation and rate their individual growth and progress. Give the groups 5-10 minutes to come up with their sound effect and go around to monitor/guide the choices made by each group. When, everybody is done, give the final instruction that each group will only perform the sound effect when they see the picture of their character/object. It is important that the teacher confers with the groups concerned before starting the sound story. 17

4. SYNTHESIS Ask the children if they enjoyed the activity/ies that were done for this quarter? Which part did they like least/most? Why?Summative Assessment:a. Performance StandardEvaluation Proper Evident Developing1. The movements made by the group were appropriate to the parts of the story being told.2. The sound effects made by the group were done in the appropriate parts of the story.3. The story was easily understood because of the movements of the group.Self-Evaluation Can Do Getting There1. Musical Skills: Shows tempo through body movements.2. Shows dynamics in singing.3. Recognizes different timbres sound sources through timbres.4. Performs with correct dynamic levels.5. Produces a variety of timbres using ones voice or different materials found in the classroom.6. Sings the question and answer greetings independently.7. Listens and follows directions and rules.8. Shows appropriate effort consistently.9. Shows cooperation.10. Shows self-control and mutual respect. 18

Lesson 5: Rhythm: Part 1 UNIT 2 UNIT 3Time Allotment: 2 meetings x 40 minutesOverview of the Lesson: The Lesson is an introduction to the element of RHYTHM and aims to have thechildren demonstrate their basic understanding of sound, silence, and rhythm throughperforming, creating, listening, observing, and responding activities.Competencies/Objectives:The learner Associates icons with sound and silence within a rhythmic pattern. Claps, taps, chants, and plays musical instruments in response to sound with correct rhythm Create simple ostinato patterns in groupings of 2’s, 3’s and 4’s through body movements. Plays simple ostinato patterns on classroom instruments or other sound sources.Prior Skills & Assessment:The learner must have acquired the following skills in the previous level: Demonstrates basic understanding of simple steady beats through chanting, clapping, tapping, walking and playing simple percussion instruments. Imitates or replicates a simple series of rhythmic sounds (“echo clapping”)Content/Topic:RHYTHM – organization of sound and silence in time.a. CONCEPT MAP Rhythm Sound Silenceb. PROCEDURE DAY 1 1. CLASS ENCOUNTER  Greet with the usual SO-MI greeting. 2. DEVELOPMENT OF THE LESSON  Ask the children if they have seen a see-saw and have them imitate a see-saw with their arms. 19

 Teach the song “See-Saw” or its translation. Have them sing the song again while moving their arms alternately up and down like a see-saw.3. APPLICATION Help the children locate the LONG and SHORT sounds in the song by answering ACTIVITY 1 in their books. Check the answers in their book and have them sing and clap the song. Have them extend their hands for the LONG sounds to have them feel the length of the sounds and clap the SHORT sounds. Challenge the class to sing the words LONG and SHORT throughout the song while clapping. Invite them to sing and clap the beat pattern of the Goodbye song before bidding them goodbye.Teacher: Students: Have them clap the beat while singing their Goodbye song. Ask the class if they noticed LONG or SHORT sounds in the Goodbye song. ( AllLONG sounds) (4. SYNTHESIS Ask the children:o How does it feel to sing only LONG sounds? o How will you feel if you sing a song with only SHORT sounds? Inform the children that they will learn more about LONG and SHORT soundsnext meeting and as an assignment have them look for LONG or SHORT soundsin the rhyme ENGINE, ENGINE number 9. Then ask them to sing the Goodbye song while clapping the LONG sounds in thesong to close the activity. 20

DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting. Greet individual students and use their name in the greeting.2. DEVELOPMENT OF THE LESSON Recall the lesson on LONG and SHORT sounds. Greet some students again individually by adding their name to the song. Invite the class to locate the LONG and SHORT sounds in the greeting. Have the class clap and sing back the pattern of the Hello Greeting Song usingthe words LONG and SHORT.Example:Hel – lo Chris – to - pher.LONG LONG SHORT - SHORT LONG3. APPLICATION Review the song “Tulog Na” and have the children answer ACTIVITY 2 of theirbook. After checking their answers, invite the students to clap/sing the words with LONG and SHORT sounds throughout the song. Have them recall their lesson on DYNAMICS and have them sing the SHORT sounds SOFT and the LONG sounds LOUD. In preparation for the lesson next meeting, challenge the class to sing the LONG sounds of “Tulog Na” in their heads (in MUSIC, we call this skill INNER HEARING) and to sing the SHORT sounds loud.4. SYNTHESIS Ask the children if they enjoyed the activity? Ask them to recall the sounds GOODBYE song last meeting. Ask the class: o Can you recall how you felt last meeting when you sang a song with only LONG sounds? o Can you recall how you felt when you sang a song with only SHORT sounds? Ask the children to complete the sentence below based on their answers from the previous questions. “It is important to combine LONG and SHORT sounds in a song because_______________________”. Sing the GOOD BYE song as the closing activity. 21

Summative Assessment: c. Performance Standard Perform: Use the voice and body sounds to illustrate and perform LONG and SHORT sounds. Create: Create a short work containing LONG and SHORT patterns. Respond: Use the terms LONG and SHORT to identify sound patterns.Lesson 6: Rhythm: Part 2Time Allotment: 2 meetings x 40 minutesOverview of the Lesson: The Lesson is an introduction to the element of RHYTM and aims to have childrendemonstrate their basic understanding of Sound, Silence, and Rhythm throughperforming, creating, listening, observing, and responding activities.Competencies/ObjectivesThe learner Associates icons with sound and silence within a rhythmic pattern. Claps, taps, chants, and plays musical instruments in response to sound with correct rhythm Create simple ostinato patterns in groupings of 2’s, 3’s and 4’s through body movements. Plays simple ostinato patterns on classroom instruments or other sound sources.Prior Skills & AssessmentThe learner must have acquired the following skills in the previous level: Demonstrates simple understanding of simple steady beats through chanting, clapping, tapping, walking and playing simple percussion instruments. Imitates and replicates a simple series of rhythmic sounds (“echo clapping”).Content/Topic: RHYTHM – organization of sound and silence in time.a. CONCEPT MAP RhythmSound Silence 22

b. PROCEDURE DAY 1 1. CLASS ENCOUNTER  Sing the usual SO-MI SO-MI greeting song  Review the song See-Saw with movements. 2. DEVELOPMENT OF THE LESSON  Review the past Lesson on LONG and SHORT sounds and have the students create a simple “composition” consisting of 4 (FOUR) sounds. They must be able to combine LONG and SHORT sounds in their work.  Have the class clap/chant their “composition” with the words “LONG” and “SHORT” twice.  Divide the class into 2 big groups and have 1 group sing the SEE-SAW song with words while the other group will clap their work twice. Exchange after 1 round.  Explain the concept of “OSTINATO” (a short pattern done repeatedly to accompany a song or any piece of music) to the class.  Invite them to vary their ostinato by using different sound sources for each of the LONG and SHORT sounds. Encourage them to use any sound source available. 3. APPLICATION  Do ACTIVITY 1 of the Learning Lesson and explain to the children that just like all LIVING THINGS, music has a “heartbeat” and we call it the “BEAT”. Explain the relevance of the “BEAT” to a “PULSE” (it only stops at the END of a song/piece of Music).  Have half of the class sing the song while the other half follows the BEATS/answers on the board by tapping the beats on their laps with both hands. Swap after 2 rounds.  Challenge the class and call on some students who can do both (sing the song and tap the beats). This is not an easy task and may only be encouraged if the teacher notices some students with an exceptional sense of beat in the previous activities.  Review the rhyme, ENGINE, ENGINE NUMBER 9 and give ACTIVITY 2 as an assignment. 11. SYNTHESIS  Ask the children:  What new things did we learn in class today?  How did you find the activities we have done?  Tell the class to practice their ostinatos and doing the beat while singing during the week. 23

DAY 21. CLASS ENCOUNTER12. Greet students individually with their names in the greeting song.13. Have the particular student identify the LONG and SHORT sounds in the greeting sang to her by the teacher.14. Call on 2-3 more students in the same manner, and invite the class to identify the LONG and SHORT sounds in the greeting.2. DEVELOPMENT OF THE LESSON Recall the assignment (ACTIVITY 2) and check. Have the class tap the BEAT on their laps while chanting the rhyme “ENGINE- ENGINE number 9”. Call on some students to demonstrate their skill to the class.3. APPLICATION Recall the game ”Chimpoy,Champoy” and have the class play the game while chanting. Invite the children to tap the beat of the rhyme on their laps with the beats that were written on the board (for ENGINE, ENGINE NUMBER 9) as guide. Ask the class what they noticed in some of the beats (there is NO SOUND or there is SILENCE)? Have them answer the rest of the ACTIVITY 3 and check afterwards. After checking, explain the concept of the SILENT BEAT - that in MUSIC we call a BEAT with NO SOUND as a REST. Show the symbol musicians use to show a SILENT BEAT by combining the letters “Z” and “C” and tell the class that since it symbolizes “SILENCE” they must open their hands when they see the symbol. Ask the class to perform the chant “CHIMPOY, CHAMPOY” again while doing the BEAT on their laps and have them prepare for the REST by telling them you want to see the movement assigned for the REST. Call on some students to demonstrate it to the class. Choose the ones who are doing it well. Ask the class about their fondness for Pan de Sal and invite them to learn the song. “Pan de Sal”. Ask the class to answer ACTIVTIY 4 as an assignment for next meeting. 24

4. SYNTHESIS  Ask the children if they enjoyed the activity?  Ask the class:  What is the difference between SOUND and SILENCE?  What word do musicians use to call a SILENT BEAT?  Complete the sentence:  The BEAT of a song is also called the ________________ of a song. It only stops when the song/music also ends.  The REST symbolizes __________________________________.  Have the students answer the PERFORMANCE RUBRIC for Lesson 6 of their Learning Guides.Summative Assessment: Performance Standard Perform: Maintain a steady beat when chanting, tapping, clapping and playing classroom instruments. Play simple ostinato patterns on classroom instruments. Create: Improvise LONG and SHORT patterns using body percussion and non- pitched classroom instruments. Respond: Associate icons with SHORT and LONG sounds within a rhythmic pattern.Lesson 7: Rhythm: Part 3Time Allotment: 2 meetings x 40 minutesOverview of the Lesson: The Lesson aims to have children identify the difference between sound and silence,maintain a steady beat and play simple ostinato patterns on different sound sources.Competencies/Objectives:The learner Claps, taps, chants, and plays musical instruments in response to sound with correct rhythm: o In groupings of 2’s o In groupings of 3’s o In groupings of 4’s Plays simple 2-meter and 3-meter patterns on classroom instruments or other sound sources. Creates simple ostinato patterns in groupings of 2’s, 3’s and 4’s through body movements.Prior Skills & Assessment:The learner must have acquired the following skills in the previous level: Demonstrates simple understanding of simple steady beats through chanting, clapping, tapping, walking and playing simple percussion instruments. Imitates and replicates a simple series of rhythmic sounds (“echo clapping”). 25

Content/Topic:RHYTHM – organization of sound and silence in time. Time being represented as METER.a. CONCEPT MAP Rhythm Strong and Weak beats in time Meterb. PROCEDURE DAY 1 1. CLASS ENCOUNTER  Greet with the usual SO-MI greeting.  Review the song See-Saw with actions. 2. DEVELOPMENT OF THE LESSON  Teach the song “Bounce High” and do ACTIVITY 1 of the Learner’s Material.  Explain the concept of STRONG and WEAK BEATS and have the children come up with body movements which would best demonstrate STRONG and WEAK beats.  Have the class perform the movements while following the given diagram in their Lessons. Diagram of Lesson 7 IIII III I SW S W S W S W 26

 Explain the concept of “Bar Lines” and have the students add the bar lines on their work. Likewise, explain the concept of the “BAR” and how it is related to the Bar Lines.3. APPLICATION Do ACTIVITY 2 of the Learner’s Material and explain the concept METER (it is dependent on the number of beats found in every BAR of the entire song/rhyme) to the class. Check the answers in their book and have the class think of other movements for STRONG and WEAK beats. Call on some students to demonstrate the body movements they came up with. Give ACTIVITY 3 as an Assignment. Review the rhyme, ENGINE, ENGINE NUMBER 9 and ask the class to review the rest of the songs from the previous Lessons as they will need this for their assignment.4. SYNTHESIS Ask the children:  Could you hear and find the words with STRONG beats in the song?  Why? (Or why not?)  What do you need to do to hear and find the words with STRONG beats in the song? Bid the class goodbye and invite them to locate the strong beats in their goodbye song by stamping their feet whenever they sing a strong beat and snapping their fingers for the WEAK beats. Demonstrate the movement to them...DAY 21. CLASS ENCOUNTER Greet the class, do the body movement previously done for the STRONG and WEAK beats as a reminder of last meetings’ lesson. Have the class review the song “Bounce High” and change the name at the end of the song to the name of a student. Tell the class that if their name is called, it means that the imaginary ball was passed to him/her and that he/she must sing the song while pretending to bounce the imaginary ball. He/She must also add the name of the classmate to whom the ball will be passed to (as if she/he was passing the ball to a classmate).2. DEVELOPMENT OF THE LESSON Recall the assignment (ACTIVITY 3) and check. Call on some students to perform the song/rhyme they chose and challenge them to show the Strong and Weak beats through their voices. 27

3. APPLICATION  Teach the song “Pedro Penduko” and have them tap the beat on their laps while singing. Invite the students to answer instruction number 1 of ACTIVITY 4 in their Lesson.  After doing so, guide them in locating the STRONG BEATS in the first few bars and proceed to have them answer no. 2 on their own.  Ask them if they discovered the meter of the song and what is that meter. 4. SYNTHESIS  Ask the children if they enjoyed the activity? How did they feel about Penduko- knowing that he does not a bath, and therefore does not look clean and neat?  Emphasize the importance of cleanliness and the saying “Cleanliness is next to Godliness”.  Ask the class: What do musicians look for before drawing the bar lines to make bars.  Complete the sentence: To identify the METER of a song/rhyme one must count the _________________________________ found in every ______________.  Have the students answer the PERFORMANCE RUBRIC for Lesson 6 of their Learner’s Material.Summative Assessment:Performance StandardPerform: Maintain a steady beat when chanting, tapping, clapping and playing classroom instruments.Create: Improvise body movements that would best represent music moving in twos and threes.Respond: Respond to music grouped in twos or threes by playing or moving. 28

Lesson 8: Review of Unit 2Time Allotment: 2 meetings x 40 minutesOverview of the Lesson: The Lesson aims to evaluate the children’s musical growth, resulting from theiractive involvement and exposure to the musical ideas presented in the Lessons 1 – 3.Competencies/Objectives:The learner Demonstrates all the necessary competencies required in the previous Lessons.Prior Skills & Assessment:The learner must have acquired all the skills stated in the Lessons.Content/Topic:a. EVALUATION Review and evaluate concepts and skills studied in the Second Quarter.b. PROCEDUREDAY 11. CLASS ENCOUNTER Start the class with the usual Q & A greeting and review Long-Short sounds and Strong-Weak beats with singing or with movements.2. DEVELOPMENT OF THE LESSON Ask the children:  Have you ever been on top of a mountain very early in the morning and see the sun rise?  Who can describe what she/he has seen? Explain to the children:  The next song is a short game from one of the provinces in Mindanao which is surrounded by mountains, the province of Bukidnon. The name Bukidnon means “mountainous” or “full of mountains”. There, plenty of fruits and crops are grown because of the cold climate and the good soil. Among the crops grown in Bukidnon are pineapples, oranges, coffee and cacao. Let us learn one of the Finger Play games from the province which is a favorite of young children. Invite the children to learn the song/game “Pong Pong Piyangaw”. Process the activity, ask the children:  Did you enjoy the game? How about patting the beat on your laps while singing the song? Can you identify where the strong beats are?  Have the students answer ACTIVITY 1 of their book. 29

3. APPLICATION Proceed to group the students (about 15 in a group). Have each group come up with a simple OSTINATO for the song. Remind the students of the METER of the song before they make their OSTINATO. After making an OSTINATO, help the group assign body movements for the OSTINATO they composed. Give the class 5-10 minutes to practice their OSTINATO and call on each group to showcase their work.4. SYNTHESIS After all the groups, round up the class and discuss their observations of each others’ performance. Ask the children how they found the activity? Tell them about the graded culminating activity next week with the same. The groups can choose from any of the rhymes/songs they have learned from the past lessons. Remind the class that their performance will follow the same directions as the “Pong Pong Piyangaw” activity. Proceed to round up the class and sing the Good bye song.DAY 21. CLASS ENCOUNTER Start the class with a Q & A greeting used last meeting. Include a student’s name in the greeting. This will help you identify the students who still need to improve the ability to echo/answer the teacher with correct pitch and rhythm.2. DEVELOPMENT OF THE LESSON Ask the class if the groups are ready for their presentation. Explain to the class the rubrics in the Activity Evaluation 2 to tell them to fill up the boxes after their performance. Ask the class to be truthful with their answers.3. APPLICATION Allow each group to practice the presentation for 10 to 15 minutes. Proceed with the performance when ready. 30

 After each group has performed, have them meet in one corner of the classroom and rate their performance according to the items found in the evaluation table. After rating the group’s performance, discuss the reason/s for their rating. This will allow the group to note the things they did well and the things they need to improve on. Individually, ask the children to answer the Self Evaluation to indicate their r individual growth and progress.4. SYNTHESIS Ask the children if they enjoyed the activity/ies this quarter? Which activity did they like least/most? Why? Summative Assessment Always Sometimes Clear Clear Performance Standard Evaluation1. The beat is clear and steady from the beginning to the end of the song.2. The Long and Short sounds and Rests were correctly identified.3. The Ostinato created by the group contained the required Long and Short sounds and Rests.4. The movements chosen by the group clearly showed the Beat, the Long-Short sounds and the Meter of the chosen song/rhyme.31

Self-Evaluation Can Do Getting There 1. Identifies the difference between sound and silence. 2. Locates Strong-Weak beats and Long_Short sounds. 3. Creates a short ostinato and keeps a steady beat. 4. Performs a steady beat. 5. Claps/chants/taps/ and walks Strong- Weak beats, Long-Short sounds and any given Ostinato. 6. Listens and follows directions and rules. 7. Shows appropriate effort, consistently. 8. Shows cooperation, self-control and mutual respect.32

Lesson 9: Rhythm: Part 4 UNIT 3 UNIT 3Time Allotment: 2 meetings of 40 minutesOverview of the Lesson: The lesson aims to have the children maintain a steady beat while chanting, clapping, walking, tapping and playing instruments. It further aims to have the pupils respond to sound in groupings of 4.Competencies/Objectives The learner  Claps, taps, chants, and plays musical instruments in response to sound with correct rhythm:  In groupings of 2s  In groupings of 3s  In groupings of 4s  Responds to music grouped in 4s by playing and moving.  Creates and performs simple ostinato patterns in groupings of 4s with body movements or instruments available in the classroom.Prior Skills & Assessment The learner must have acquired the following skills in the previous level:  Demonstrates simple understanding of simple steady beats through chanting, clapping, tapping, walking and playing simple percussion instruments.  Imitates a simple series of rhythmic sounds (“echo clapping”)Content/Topic:RHYTHM – organization of sound and silence in time. Time being represented asMETERa. CONCEPT MAP Rhythmb. PROCEDURE Strong and Weak Beats in Time DAY 1 Meter1. CLASS ENCOUNTER Greet with the usual SO-MI greeting.2. DEVELOPMENT OF THE LESSON  Review the song Twinkle, Twinkle, Little Star and have them clap the beats while singing. Guide the children in locating the Strong beats of the song and ask them to answer Activity 1.3. APPLICATION  Explain the concept of the Double bar and have them follow the direction at the bottom of Activity 1. 33

 Check the answers in their book and have them sing and perform the Strong and Weak beats (choose a body movement which would best demonstrate the Strong Beat and the Weak Beat.4. SYNTHESIS Ask the children:  Did you find it hard or easy to find the Strong beats in the song?  Why? Why not?  As an assignment, have the children create their own Body Movements for the Strong Beats/Weak Beats in the song. Have them ready to perform it in class next meeting. DAY 21. CLASS ENCOUNTER  SO-MI greeting.  Greet individual students with their names in the greeting.2. DEVELOPMENT OF THE LESSON  Invite some students to show the Body Movements they have chosen to describe the Strong and Weak Beats of the song “Twinkle, Twinkle, Little Star”  Check the assignment and have the class follow the movements made by their classmate. Call on two more students.3. APPLICATION  Do Activity 2 and have the class sing and perform their assignment together.  After two rounds, have them answer Activity 3.  Check their answers.  Using the correct answers in Activity 3, have them perform the Beats for 4- time Meter (with the appropriate body movement) while singing “Pan de Sal”. You may also encourage the pupils to use the available instruments in the classroom - guide them in their choice of instruments.  Do the same activity for 3-time meter while singing “Pong-Pong Piyangaw” (2nd Quarter song).4. SYNTHESIS Ask the children:  Which part of your body did you use the most, to find the Strong and Weak beats of the songs? (our EARS)  How do we take good care of our EARS?  Explain the importance of taking care of their bodies and keeping their body parts clean at all times.  Proceed to end the class with the GOOD BYE greeting song. 34

Summative Assessment Performance Standard Perform: Maintain a steady beat when chanting, tapping, clapping and playing classroom instruments. Create: Improvise body movements that would best describe music moving in two’s three’s, and four’s. Respond: Respond to music grouped in two’s, three’s, or four’s by playing or moving.Lesson 10: FormTime Allotment: 2 meetings x 40 minutesOverview of the Lesson: The lesson aims to have students identify changes in the musical lines of a song and identify these as same or different.Competencies/Objectives: The learner  Shows recognition of phrase changes with movement.  Uses movement to demonstrate awareness of phrases, the whole, and parts of music.  Organize geometric shapes to show understanding of Same-Different.  Follow illustrations that help discover the form of songs and listening examples.Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: Demonstrates the ability to identify a tune heard as the same or different from the existing one given by the teacher. Follow illustrations to help mark the phrase changes in the listening examples.Content/Topic:FORM- Similarities and Differences of the parts of a musical wholea. CONCEPT MAP Form Phrase Same Different 35

b. PROCEDURE DAY 1 1. CLASS ENCOUNTER  SO-MI greeting. 2. DEVELOPMENT OF THE LESSON  Review the game “Doggie, Doggie” with the class.  Introduce the concept of a Musical Phrase (small parts of a whole song) and sing a sample phrase from the song “Doggie, Doggie”.  Demonstrate the concept of a Phrase with the use of your arms- much like drawing a Rainbow, starting from your LEFT at the beginning of the Phrase and going down at your RIGHT at the END of the phrase.  Have the pupils follow the ARM of the teacher while singing “Doggie, Doggie”. 3. APPLICATION  Help the pupils answer ACTIVITY 1 in their books.  Check the answers in their book and have them sing the song again while following the labels they have written. Have them extend their arms higher when following directions of the phrases of the song.  Review the song “Pan de Sal” and challenge the class to answer ACTIVITY 2. Have them use the shapes provided to label the similarities and differences of the phrases found in the song.  Check their answers and have them sing the song again with their Arms showing the BEGINNING and ENDING of each Phrase.  It is important to note that the Pupils must be able to accurately show and sense when a Phrase STARTS and ENDS.  Do the additional activity found in ACTIVITY 2 after the pupils have checked their answers. 4. SYNTHESIS Ask the children:  Did you find it easy to identify when a Phrase STARTS and ENDS?  Why/ Why not?  What must we do to be able to identify if a Phrase has Started or Ended?  As an assignment, invite the pupils to sing songs that are familiar to them and have them practice identifying the Beginning and the Ending of Musical Phrases with the help of their Arm.  Proceed to round up the class and sing the Goodbye song while clapping the LONG/SHORT sounds in the song. DAY 2 1. CLASS ENCOUNTER  Start the class with a Q & A greeting.  Greet individual students and use their name in the greeting. 36

2. DEVELOPMENT OF THE LESSON Recall the lesson on Musical Phrases and ask the pupils if they enjoyed practicing and identifying the Musical Phrases of their chosen songs? Call on some students to demonstrate the musical Phrases of the songs they chose to work on at home. Do this with 2 other pupils.3. APPLICATION  Review the song “Are You Sleeping, Brother John?” with the class and have them answer ACTIVITY 3 of their book.  Guide the class by stating that a song can have more than 2 Musical Phrases and that more shapes can be used to show this.  Check their answers and invite the pupils to sing the Phrases while demonstrating these with their arm gestures to show the Beginning and Ending of the Phrase.  Invite them to come choose Body Movements for each phrase and have them perform these movements while singing the song. This will help them to show the SIMILARITIES and DIFFERENCES of the Musical Phrases found in the song.  As a challenge, have the children listen to the recording of “Kalesa” and explain that MARKING BIGGER PARTS OR SECTIONS of music can be used to identify its FORM. One can identify a NEW SECTION or NEW PART by listening very well to the TUNE and the MOOD of the MUSIC being played.  1st Listening activity: For familiarity, have the pupils raise their right hand if they think a NEW PART or NEW SECTION has started.  2nd Listening activity: Have the students choose body movements which best describe or represent the mood or character of the PARTS found in the song. Have them perform the chosen movements whenever they hear the corresponding PART or SECTION being played.  Reinforce the concept of FORM with the use of SHAPES to show the FORM of a song: “We have learned in this lesson that Music is made up of small parts which we call Phrases. These Phrases can be similar or different as the music continues. When musicians examine and MARK the similarities and differences of the Musical Phrases found in a song, they call these MARKS as parts of the FORM of the song. Therefore, the FORM of the song “Pan de Sal” is: “ 37

4. SYNTHESIS Ask the children if they enjoyed the activity? Ask the class:  Did you find it easier or more difficult to identify the BIGGER PARTS or SECTIONS of a song? Why? Why not? Following the explanation earlier on marking the FORM of a song, whatwould be the FORM of the song “ARE YOU SLEEPING, BROTHER JOHN”? Ask the children to complete the sentence below based on their answers to theprevious questions:“To identify the FORM of a song, one must LISTEN TO the______________ and ______________ of the Musical Phrasesfound in the song.” Proceed to end the class with the GOOD BYE greeting.Summative Assessment:Performance Standard Perform: Use body movements to demonstrate awareness of phrases, and the whole and parts of a listening material. Create: Improvise movements that would reflect the different sections of the listening selections. Respond: Use the terms SAME and DIFFERENT to describe the SECTIONS found in the listening examples.Lesson 11: MelodyTime Allotment: 2 meetings x 40 minutesOverview of the Lesson: The lesson aims to have pupils match the given pitches with the use of their voices and available sound sources. It further encourages the pupils to respond to High and Low sounds with body movements.Competencies/Objectives: The learner Identifies the pitches heard as: High * Low  Respond to High and Low tones through body movements and playing other available sound sources.Prior Skills & Assessment: The learner must have acquired the following skills in the previous level:  Develop ability to echo melodies and match pitches.  Hear and identify the difference between a High melody and a Lower melody.  Sing or use vocal inflection following pictures of melodic contours. 38

Content/Topic:MELODY – Highness and Lowness of sounda. CONCEPT MAP Melody Sound High Lowb. PROCEDURE DAY 1 1. CLASS ENCOUNTER  Greet with SO-MI greeting.  Do the greeting again and ask the pupils to touch their heads when they think they are singing a HIGH sound and touch their waists when they think they are singing a LOW sound.  Guide the class in the beginning and have them do it a second time with minimal teacher assistance. 2. DEVELOPMENT OF THE LESSON  Have the children look at the line drawn in their books. Have them follow the line with their fingers as they also sound the syllable “Aah”. Their voices must also be able to follow the directions the line is taking. Have the children encircle the Highest and the Lowest points in the line. Mark these as HIGH sound and LOW sound. Have the pupils choose other syllables and use these to follow the line above.3. APPLICATION Have the pupils “compose” their first composition by drawing their very own line in ACTIVITY 1. Encourage them to make their lines interesting and to choose a syllable that has not been chosen for the earlier activity. Have them share their compositions with their seatmates and have them try out each other’s compositions. Call on some students to draw their compositions on the board for the whole class to try out. Call on 3 students for this activity. 39

 Review the song Bounce High with the class and do ACTIVTY 2 with the pupils. Have them change partners after each round.4. SYNTHESIS Ask the children: Did you find the activity easy or difficult? Why? Did you have a hard time identifying the HIGH sound and the LOW sound? Why? Proceed to end the class with the Goodbye song and invite them to TOUCH their HEADS again when they are singing a HIGH sound and to touch their WAISTS when they are singing a LOW sound.DAY 21. CLASS ENCOUNTER Begin the class with a SO-MI greeting with the teacher touching her HEAD for the High sound and her WAIST for the LOW sound. Encourage the pupils to do the same when they answer the teacher’s greeting. Greet individual students with their names in the greeting song. Encourage them to also touch their HEADS/WAISTS when they answer the teachers’ greeting.2. DEVELOPMENT OF THE LESSON Recall the lesson on HIGH and LOW sounds. Read the story in ACTIVITY 3 and explain the mechanics of the story. All underlined words in the story means there should be a pause after the word to allow the pupils to make the sound needed. Do the story a second time and ask the pupils to put movements while making the needed sound for the story. The movements must match the sound being produced.3. APPLICATION Explain the concept of NOTES as the symbol used by musicians to show the HIGHNESS and LOWNESS of a sound. Connect these to the STAFF and how musicians place these NOTES on the STAFF according to the HIGHNESS and LOWNESS of the sound. Have the class do ACTIVITY 3. Check the answers. Encourage them to draw the NOTES for the Goodbye greeting on a 2-line staff at home.4. SYNTHESIS Ask the children if they liked the story. Ask: If you were to choose one activity which you would like to do again, which one would it be and why? What did we learn about the SOUNDS in MUSIC today? 40

Summative Assessment: Performance Standard Perform: Sing a repertoire of songs with tonal accuracy THROUGHOUT. Use a range of vocal inflections when performing poetry, chants and nursery rhymes. Create: Improvise tonal stories using vocal inflection and classroom instruments, if available. Respond: Show melodic contour with body and hand movements.Lesson 12: Review of Unit 3Time Allotment: 2 meetings x 40 minutesOverview of the Lesson: The lesson aims to evaluate the children’s musical growth, resulting from theirexposure and active involvement in the presentation of musical ideas in the Lessons 9– 11.Competencies/Objectives: The learner  Demonstrates all the necessary competencies required from the previouslessons. Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: The learner must have acquired all the skills stated in the lessons.Content/Topic:EVALUATION: Review and evaluate concepts and skills taken in Unit 3a. PROCEDURE DAY 1 1. CLASS ENCOUNTER  Greet with SO-MI greeting with movements showing High sounds and Low sounds. 2. DEVELOPMENT OF THE LESSON  Ask the children if they know the game “Sawsaw Suka”?  Have the children play the game 3 times.  Introduce “Piko-Piko Angking” and tell them that this is the song used by the children from Maguindanao to play the game “Sawsaw Suka”.  Show the pupils where Maguindanao is in the Philippine map and give a short introduction about the place and its people. 41

 Teach the song by phrase and by rote. Have them sing the song and do the game. The hand of the “IT” must close and try to catch the pointer finger of the other pupil only after the word BO- TE- TE! For mastery, have the pupils do the game 3-4 times. Check the assignment on ACTIVITY 4 of LESSON 11. Find out the result of the assignment and ask the pupils if they found the assignment hard or easy, then ask them why.3. APPLICATION Guide the pupils in answering ACTIVITY 1 of LESSON 12. Encourage them to answer the BONUS item at the bottom. Check the answers and in their book and have them create new body movements for the HIGH sounds and the LOW sounds. Perform the song using the movements created by the class. Proceed to group the students into 4, and discuss the graded activity for the next meeting. Discuss the rubric for Activity Evaluation 2. Have the pupils do ACTIVITY 3 and give the groups time to practice and prepare for their graded activity next meeting. Go around and note the song choices of each group and monitor the practice. End the class 5 minutes before the time and explain ACTIVITY 2. Give it as an assignment. Remind the pupils to find time during the week to practice their group number.4. SYNTHESIS Ask the children: Did you find it hard to identify the HIGH sounds and the LOW sounds of a song? Why? After playing “Sawsaw Suka” and “Piko-Piko Angking”, what did you discover about the games we play in our own province and the games that other children your age are also playing in their own provinces? Bid the class goodbye and sing the goodbye song and wish them well in their group practices. 42

DAY 21. CLASS ENCOUNTER Do the So-Mi greeting while touching your head and shoulders for the HIGH and LOW sounds. Have the pupils do the same when they sing back their greeting. Greet individual students with their name in the greeting. Follow the same body movement.2. DEVELOPMENT OF THE LESSON Recall the lesson on HIGH and LOW sounds. Check the assignment given on ACTIVITY 2. Invite the class to sing the song and follow the corrected assignment. Have the class suggest a body movement for the High sound and the LOW sound. Have the class execute it while singing.3. APPLICATION Give the group 5-10 minutes to gather, and then proceed to call on each group for their presentation. After the presentations, review the rubric for Activity Evaluation 3 and have the pupils answer it. Students who are done with Activity Evaluation 3 may proceed to answer the Self-Evaluation rubric for the Third Quarter. 4. SYNTHESIS  Ask the class what they thought of their short presentations and how they can improve their performances in the future.  Bid the class goodbye and sing the goodbye song. Congratulate all the groups for their achievement this quarter.Summative Assessment:Performance StandardEvaluation Evident Developing 1. The FORM of the song was correctly identified as seen in the body movements of the group.2. The melody is clear and in pitch from the beginning to the end of the song.3. The movements chosen by the group clearly showed the individual parts, the FORM, and the HIGH and LOW sounds of the chosen song/rhyme.43

Self-EvaluationDirections: Show how well you have learned the lessons in this quarter bydrawing a smiling face in the box that best describes what you havelearned.Self-Evaluation Can Do Getting There 1. Identify same and different musical phrases using shapes. 2. Recognize and show the up-down contour of a melody by drawing curves in the air. 3. Perform movements that would show the musical phrases/parts of a listening material. 4. Use the voice to demonstrate the different directions of a melody.5. Listen to and follow rules and directions.6. Show appropriate effort, consistently.7. Demonstrate cooperation, self-control, mutual respect, and citizenship. 44

Lesson 13: UNIT 4 Melody: ParUtN2IT 3Time Allotment: 2 meetings x 40 minutesOverview of the Lesson: The lesson aims to reinforce the concept of High and Low sounds through visualimages and vocal matching of the melodies heard.Competencies/Objectives:The learner Develop the ability to vocally match pitches. Use own vocabulary to describe HIGH-LOW and melodic direction. Sing or play short melodic patterns while showing awareness of UP-DOWN and HIGHER and LOWER. Improvise simple SO-MI melodic “conversations”. Sing or use vocal inflection following pictures of melodic contours.Prior Skills & Assessment: The learner must have acquired the following skills in the previous level: Develop ability to echo melodies and match pitches. Listen and identify the difference between a High/Higher melody and a Low/Lower melody. Respond to High and Low tones with body movements and by playing other available sound sources.Content/Topic: MelodyMELODY – Highness and Lowness of sound.a. CONCEPT MAP Soundb. PROCEDUREDAY 1 High Low1. CLASS ENCOUNTER Greet with the usual SO-MI greeting. Sing different questions to the pupils in SO-MI and encourage the pupils toimprovise their SO-MI answers to your questions. 45

Example: Pupil: Teacher:2. DEVELOPMENT OF THE LESSON Introduce the song/game “Bitin BItin” and give a short explanation about the location of SAGADA, MOUNTAIN PROVINCE in the Philippine map (the province where the game is from), their language (Kankana-ey) and their means of livelihood (FARMING and WEAVING). Also mention its proximity to the famous BANAUE RICE TERRACES (a UN Heritage Site). Game mechanics: more than 3 in a group (the more the merrier!) a. Players gather in one spot and lay one of their hands on top of each other’s hands, to build a tower. b. As the song begins, players lift their hands a little so they can hold a part of the back of each other’s hands to move up and down with the beat. c. At the end of the song, players let go of their hands, spreading them with a sudden motion. d. Have the pupils play the game for 3 rounds.3. APPLICATION  Guide the children in locating the HIGH and LOW sounds in the song. (NOTE: the X’s at the end of the song mean that the last 2 syllables are to be recited – no tune).  Have them STAND when they think they are singing a HIGH sound and SIT when they think they are singing a LOW sound.  Have the pupils answer ACTIVITY 2, and then check their answers.  This time, have them sing the completed ACTIVITY, using the words HIGH and LOW instead of the words of the song. Have the pupils do the STAND OR SIT movements while singing the song.  Invite them to sing the Goodbye greeting and ask them to change the words to HIGH and LOW as they sing the corresponding pitches. Then you can proceed to end the class as usual with the Goodbye song. 46

9. SYNTHESIS Ask the children:  Do you think you have learned to sing HIGH and LOW sounds? Why?  What can you do to get better in SINGING and IDENTIFYING HIGH and LOW sounds?  Inform the children that they will have more exercises on HIGH and LOW sounds next meeting to help them improve.  Proceed to bid the class goodbye as they use the words HIGH and LOW while singing. Have them practice singing the HIGH and LOW patterns in ACTIVITY 3 as an assignment (it will be answered next meeting). DAY 2 a. CLASS ENCOUNTER  Start the class with a Q & A greeting.  Greet individual students with their names in the greeting.  Sing different SO-MI questions to the pupils who were NOT CALLED last meeting and encourage the same pupils to improvise their SO-MI answers to your SO-MI questions. b. DEVELOPMENT OF THE LESSON  Recall the lesson/activities on HIGH and LOW sounds.  Review the game BITIN BITIN.  Invite the class to travel with you from the mountains of the SAGADA province (where BITIN BITIN is from) to the United States of America where they also have a famous song about their mountains. Introduce or teach “Rocky Mountain” by rote and invite the class to note the direction of the melody for each phrase. c. APPLICATION  Have them do ACTIVITY 2 and check their answers.  Have them sing ROCKY MOUNTAIN again while following their answers in ACTIVITY 2. Ask them to show the melodic contour of each phrase with their right hand. 47

 Ask them if they did their assignment by practicing the HIGH-LOW patterns in ACTIVITY 3. Review the patterns in ACTIVITY 3 and ask the pupils to sing the patterns and come up with corresponding HIGH and LOW body movements to show the melodic patterns. Do ACTIVITY 3 and SING the patterns 2x or as many times to the pupils until they are familiar with the pattern. Please follow the suggested order : 1. D, 2. B, 3. A, 4. C, 5. E Check their answers and encourage them to create their own HIGH and LOW patterns for the end of the quarter.4. SYNTHESIS Ask the children if they have finally mastered identifying the HIGH and LOWsounds in their songs (since the start of the quarter)? Have them think about what they can already do on their own with minimal assistance from the teacher and have them rate their HIGH and LOW abilities by answering the ASSESSMENT. Ask the pupils to recall their ANSWERS to the Synthesis questions last meeting and ask them how they felt listening to a piece of music using only one sound all THROUGHOUT? Complete the sentence: It is important to combine HIGH and LOW sounds in a song because ___________________________________________________________. Proceed to end the class and sing the GOOD BYE. 48

Summative AssessmentPerformance StandardPerform: Use the voice and body sounds to demonstrate and perform LONGCreate: and SHORT sounds. Create a short work containing LONG and SHORT patterns.Respond: Respond to the melodic contour heard with body and hand movements.Lesson 14: TextureTime Allotment: 2 meetings x 40 minutesOverview of the Lesson: The lesson is an introduction to the musical element of TEXTURE and aims to have the children aware of the concept that musical lines OCCURING AT THE SAME TIME make up the thickness of the sound of music, while a single musical line makes the thinness of sound of music.Competencies/Objectives: The learner  Hears when two or more musical lines occur at the same time in the listening examples.  Responds to the varying textures with appropriate movements.  Uses visual images to demonstrate awareness of musical texture. Prior Skills & Assessment:  No Prior skills acquired yet, as this is the first time the pupils will be introduced and made aware of the element.Content/Topic:TEXTURE- Thickness and thinness of the sound of music a. CONCEPT MAP Texture Music Thickness Thinnessb. PROCEDUREDAY 11. CLASS ENCOUNTER 49