TG - Music 3

Lesson 1
Pulse in Music
First Quarter
Week 1
I. Objective
Relate images with sound and silence within a rhythmic pattern
II. Subject Matter

A. Topic: Sound and Silence
B. Songs: “Leron, Leron Sinta” , G, so
DRAFT
“Ang Alaga Kong Pusa” , C, mi
C. Materials: chart of rhythmic patterns

CD/CD Player
Improvised rhythmic instruments
April 10, 2014

Ex. pair of sticks, pair of coconut shells, drum,
maracas, shaker
D. Values: Taking care of our pets
E. Concept/s for the teacher
 The symbol ( ) represents the pulse of a sound .

 Rest ( )is the symbol used to represent silence.
III. Procedure
A. Preliminary Activities
1. Drill
Clap
1

2. Review
Sing “Leron, Leron Sinta” and move to the rhythm of
the song.
DRAFT
April 10, 2014
B. Lesson Proper
1. Motivation
Give examples of sounds that you hear.
(sound of vehicles, animals, rain, sounds people make)
Can we move without making any noise?

(Yes. We can move without making any noise by walking slowly,
writing, waving the hands)
What are the sounds that you love to hear?

(chimes, church bells, the voice of my mother, the voice of my
favorite singer)
2. Presentation
Study the following rhythmic patterns and do the movements
indicated in each beat.
2

DRAFT
Write the stick notation below the images.
April 10, 2014

3. Discussion
What images in the rhythmic pattern were used to

represent the sounds that you heard and the sounds that
you did not hear?
(We used the illustrations of clapping hands and an open
mouth for sounds heard and open hands for silence.)
The symbol ( ) shows the sound that we hear while ( )

shows the sound that we do not hear, but could be felt.
What were the movements used to show the sounds that

we heard and the sounds that we did not hear?
(clap, chant, and open hands at rests.)
We can also use body movements to show sounds heard

and the sounds that we do not hear.
3

4. Generalization
What symbols were used to represent the sounds that we

heard and the sounds that we did not hear?
(The symbol ( ) shows the pulse of the sound that we hear
while ( ) is the symbol for sounds that we do not hear, but
could be felt.)
What movements were used to show sound? (clap and
chant)
What were used to show silence? (open hands)
5. Application
Group the class into four. Each group will perform the
rhythmic patterns using the given movement while singing
DRAFT
“Ang Alaga Kong Pusa”.
1 - clap
April 10, 2014

2 - tap
3 - snap
4 - play any rhythmic instrument
4

DRAFT
IV. Evaluation
Put a check ( ) on the appropriate box.
Very Needs
SKILL Good Satisfactory
April 10, 2014

Good Improvement
1. Can differentiate sounds
that can be heard, from
sounds that cannot be
heard
2. Can identify sounds that we
do not hear but receives a
beat
3. Can perform the given
rhythmic pattern correctly
through clapping, tapping,
chanting or snapping
4. Can participate actively in
group activities
5. Can demonstrate kindness
and respect to self and
others by listening
attentively
V. Assignment
Create appropriate movements that could be used to
accompany a song.
5

Lesson 2

Moving with the Beat

First Quarter
Week 2

I. Objective
Maintain a steady beat when chanting, walking, tapping,

clapping and/or playing musical instruments
II. Subject Matter

A. Topic: Steady Beat
B. Songs: “Mang Kiko” Chant
DRAFT
“Colors at School” , G , so
“Ang Alaga Kong Pusa” , C , mi
C. Reference: Music Time Teacher’s Manual

(Lower Primary) p. 143
April 10, 2014

(Upper Primary) p. 136
D. Materials: CD/CD Player

chart of rhythmic patterns
improvised rhythmic instruments
E. Values : Dignity of Labor
F. Concept/s for the Teacher
 Beat is the pulse we feel in music. It is always

regular. It can be slow or fast.
 Pulse can be expressed through clapping,

tapping, chanting, walking, and playing musical
instruments.
 Pulse is a steady or regular beat.
6

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

What is the man doing?
(the man is building a house/fixing the roof)
What do we call the man who builds a house?
What is his occupation? (carpenter)
What does a carpenter do? (A carpenter builds houses.)
Aside from houses, what other things does he do?
(He makes tables, cabinets, and chairs)
2. Presentation
“Mang Kiko” (chant)
DRAFT
April 10, 2014
Do the following activities:
a. Clap/tap the beat of “Mang Kiko”.
b. Clap/tap the beat while chanting.
c. Do other movements such as walking and
marching at different speeds while chanting to
show and feel the steady beat.
3. Discussion
What is the chant all about?
(It is about a carpenter making a chair.)
What did you do to show the pulse of “Mang Kiko”?

(We tapped, clapped, marched, and walked.)
We used different movements while chanting to show the
pulse. These movements can be fast or slow.
How were you able to maintain the pulse while

singing/chanting?
(by continuously moving to the regular beat up to the end of
the song)
8

4. Generalization
What is steady beat?

(Steady Beat is the pulse we feel in music. It can be slow or
fast.)
We use movements to show the pulse in music like
marching, tapping, clapping, walking, and playing musical
instrument.
5. Application
Group the class into 5. Let the pupils practice steady beats
using the song “Colors at School”. Ask the pupils to do the
following:
Group 1 drum
DRAFT
Group 2
Group 3
tambourine
clapper
April 10, 2014

Group 4
sing th
Group 5
maracas
sing the song
9

IV. Evaluation
Put a check ( ) in the correct box.
SKILL Advanced Proficient Satisfactory Beginning

1. Can show steady
beats through
movements while
singing the song
2. Can perform steady
beats using rhythmic
instruments
3. Can sing the song
correctly
4. Can participate
actively in group
DRAFT
activities
V. Agreement
Bring improvised musical instruments for the next lesson.
April 10, 2014

10

Lesson 3

Rhythm in Music

First Quarter
Week 3

I. Objective
Clap rhythmic patterns using stick notations
II. Subject Matter

A. Topic: Rhythmic Pattern (Stick Notation)
B. Song: “Araw at Buwan” , C, so, mi
DRAFT
(Lower Primary) p. 50, 197

April 10, 2014

E. Values : Appreciate God’s creation
Rhythmic pattern is a combination of long ( )and short ( )sounds.
III. Procedure
1. Drill
Echo Clap
a.
c.
11

2. Review
Divide the class into two groups.
Group A will stomp the pulse. Group B will clap the rhythm.
DRAFT
B. Lesson Proper
1. Motivation
Present a picture showing day and night time and ask the
children to tell something about it.
April 10, 2014

2. Presentation (Let the children recite the song.)
12

What can you say about the song?
(It tells about the sun, the moon, and the stars.)
What is the source of light during day time? (Sun)
What is the source of light during night time? (Moon and stars)
Who made the sun, moon, and stars? (God made them all.)
3. Discussion
Araw at Buwan
Araw at buwan bituing kumikinang,
Yan ang ‘yong mamamasdan,
Sa kalangitan.
DRAFT
April 10, 2014
Let the pupils do the following activities.
1. Clap the steady beats (pulse) only.
2. Clap the rhythmic pattern.
3. Divide the class into 2 groups:
Group A will clap the steady beats (pulse) only.
Group B will clap the rhythmic pattern only.
Which group clapped the beats? (Group A)

How did Group B clap the rhythmic pattern?
(They clapped according to the syllables of the song)
13

What have you noticed about the sound produced by Group A
and Group B?
(Group A produced the steady beats.)
(Group B produced long and short sounds.)
We call this rhythmic pattern.
4. Generalization
What is a rhythmic pattern ?

(Rhythmic pattern refers to the combination of long and short
sounds.)
5. Application
Group the class into 5.
DRAFT
Group 1 – Sing the song “Araw at Buwan”
Groups 2, 3, 4, and 5 – Play the rhythmic patterns using
rhythmic instruments:
Group 2 - Pair of sticks
April 10, 2014

Group 3 - Drum
Group 4 - Clapper
Group 5 - Tambourine
14

IV. Evaluation
Very Needs
SKILL Good Satisfactory
Good Improvement
1. Can demonstrate
long and short
sounds
2. Can tap/clap
rhythmic patterns
using stick notation
3. Can play different
rhythmic patterns
using rhythmic
instruments
4. Can participate
DRAFT
actively in all
activities
V. Assignment
Create three rhythmic patterns using stick notation in 4s.
April 10, 2014

15

Lesson 4
Rhythm
First Quarter
Week 4
I. Objective:
Clap, tap, chant, walk, and play musical instruments in response
to sound with the correct rhythm
 in measures of 2s (marching)
 in measures of 3s (dancing the waltz)
 in measures of 4s (echo clapping)
II. Subject Matter

A. Topic : Beats in 2s, 3s, and 4s
DRAFT
B. Songs:
Week 4- “Soldier’s March”,
“Rocky Mountain”,
, F, la
, C, fa
April 10, 2014

Week 5-
“See-Saw”,
“Bahay Kubo”,
“Tiririt ng Maya”,
, C, so
, C, so
, C, mi
Week 6- “Come and Play”, , G, so
“Ten Little Indians”, , G, so
“Ang Susi”, ,C, So

(Lower Primary) p, 92, 143,104
Music Time Teacher’s Manual (Upper Primary) p. 142, 100
16

chart of rhythmic patterns in 2s, 3s, and 4s
improvised rhythmic instruments
E. Values: Cooperation
Sounds can be grouped in 2s, 3s, and 4s which can be

shown through different body movements.
III. Procedure
1. Drill
Perform the marching movement with the rhythmic pattern.
DRAFT
2. Review
Sing “Leron, Leron Sinta” while marching.
B. Lesson Proper
April 10, 2014

1. Motivation
 Sing the song “Soldier’s March” to the pupils.
 Pupils may clap, tap, chant, walk, or play rhythmic
instruments while singing.
17

2. Presentation
a. Clap or tap the following rhythmic patterns.
Left, right, left, right here we go.
March-ing, march-ing in a row.
If you’re strong and brave and true
DRAFT
You may be a sol-dier too.
b. Divide the class into 3 groups. Each group will play
April 10, 2014

musical instruments such as clappers, drums,
tambourines, while reciting “Soldier’s March”.
3. Discussion
What did you do to show the pulse of the song?

(We tap,walk, and march.)
What are the musical instruments used?
(clapper, drum, tambourine)
How are the sounds grouped in the song Soldier’s March?
(Group of 2s)
What movement can we use to show the sounds grouped in 2s?
(marching, clapping, and, stomping)
Which movement will best match the sounds grouped in 2s?
(marching )
4. Generalization
Marching is the best movement that matches the sounds
grouped by 2s.
18

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

Week 5
1. Drill
Suggested songs to be sung or played (CD / cassette) by the

teacher.
In 2s : Sitsiritsit , Leron, Leron Sinta
In 3s : Bahay Kubo , Atin Cu Pung Singsing , Tiririt ng Maya
Let the pupils move according to the rhythm of the song.
2. Review
a. Rhythm: Echo clapping
DRAFT
April 10, 2014
b. Sing “See-Saw”
20

B. Lesson Proper
1. Motivation
What is your favorite vegetable?
What vegetables were mentioned in the song?
2. Presentation
(Present real vegetables or vegetable cut-outs in class.)
Let the pupils identify the vegetables presented.
Sing “Bahay Kubo”
DRAFT
April 10, 2014
21

3. Discussion
What folk song tells about vegetables? (Bahay Kubo)
Song analysis:
How is the song grouped? (The song is grouped in 3s.)
Let the pupils count the beat by clapping in 3s.
Recite the song while clapping the beat in 3s.

Sing “Bahay Kubo” while clapping the steady beat.
What body movement can you use to show the beat of the
song? (dancing the waltz step)
Note: The teacher will demonstrate how to dance the waltz.
Pupils will dance the waltz step while singing “Bahay Kubo”.
DRAFT
4. Generalization
We do the waltz step to show the pulse or beat of a song grouped in 3s.
April 10, 2014

5. Application
a. Group the class into two. The first group will sing the song
“Bahay Kubo” while the second group will dance the waltz.
b. Let the pupils sing “Bahay Kubo” while playing rhythmic
instruments as an accompaniment to the song.
IV. Evaluation
Select any rhythmic instruments inside the classroom to be used

while singing “Tiririt ng Maya”.
22

DRAFT
Week 6
April 10, 2014

1. Drills:
Tonal - Sing the song.
“Ang Susi”
Rhythm -
Clap the beat of the rhythmic pattern below.
23

2. Review
Let us sing the song “Ten Little Indians”. Do body

movements such as tapping, clapping, and marching.
DRAFT
April 10, 2014
B. Lesson Proper
1. Motivation
Name the following musical instruments commonly used to show

the beat of a song.
(Drums, pair of sticks, tambourine, maracas, trumpet)

What is our last instrument? (Trumpet)
Have you seen a trumpet?
2. Presentation
a. Present the musical score of “Come and Play”.
24

What can you say about the song?(It is about the trumpet)
How do you play the trumpet? (by blowing)
3. Discussion
DRAFT
Teach the song by rote singing.
Let the children sing the song with the help of the teacher.
Do the following activities
April 10, 2014

 Echo clap the pulse and rhythm of the song.
 Tap and march in place while reciting the lyrics
according to the pulse/beat of the song.
 Let the children sing the song while imitating trumpet
playing.
How are the sounds grouped in “Come and Play”?

(it is grouped in 4s)
How did you show the beat of the song?

(by clapping, walking and tapping)
4.Generalization
We can clap, tap, chant, walk, and/or play musical

instruments to show the beat of a song with beats
grouped into 4s.
25

5. Application
Group the class into two. Each group leader will choose
a song to perform. Sing the songs “Come and Play”
and “Ten Little Indians” while playing rhythmic
instruments.
IV. Evaluation
Put a check ( ) on the correct box.
SKILL Best Better Good Needs

Improvement
1. Can perform accurate
rhythms in all songs
2. Can identify the beat
DRAFT
using body movements
3. Can sing the correct
pitch while doing body
movements
4. Can play the correct
beat using rhythmic
April 10, 2014

instruments
5. Can participate actively
in group activities
V. Agreement
Bring other improvised musical instruments for the next lesson.
26

Lesson 5
Ostinato
First Quarter
Week 7
I. Objective
Play simple ostinato patterns using rhythmic instruments and other
sound sources
II. Subject Matter

A. Topic: Ostinato Pattern
B. Songs: “Mga Alaga Kong Hayop”, ,G, so
DRAFT
(Lower Primary) p.60

improvised rhythmic/musical instruments
April 10, 2014

Ex. pair of sticks, tambuorines, coconut shell
E. Values: Love for animals
Ostinato is a repeated rhythmic pattern used as

accompaniment to a song.
III. Procedure
1. Drill
Tap the following rhythmic patterns.
27

2. Review
a. Tap / clap the chant.
b. Read the chant.
c. Read the chant while tapping the rhythmic pattern.
DRAFT
B. Lesson Proper
1. Motivation
April 10, 2014

What can you say about the picture?
Have you been to a playground?

What do you play in the playground?
Sing “See-Saw” while clapping/tapping the steady beat.

28

2. Presentation
or
a. Clap the rhythmic pattern repeatedly until pupils

become familiar with it.
b. Sing the song “See-Saw” while
clapping/tapping/walking the rhythmic pattern.
c. Use any rhythmic instrument to play the rhythmic
pattern while singing the song.
3. Discussion
How did you show steady beat?
DRAFT
(By walking, clapping, tapping, chanting, and playing
instruments.)
What rhythmic instruments can be used to accompany
the song?
(We use the rhythmic instruments in the classroom and
other sources of sound like bottle, pencil , drums, and
April 10, 2014

sticks.)
What did you notice with the rhythmic pattern that we
used while singing?
(The rhythmic pattern was repeatedly played until the
end of the song)
The repeated rhythmic pattern used to accompany a
song is called rhythmic ostinato.
4. Generalization
What is ostinato?
Ostinato is a repeated rhythmic pattern used to
accompany a song. It can be played using rhythmic
instruments and other sound sources.
29

5. Application
Group activity: “Mga Alaga Kong Hayop”
Group A – Children will sing the song.
Group B – Children will do the ostinato pattern.
Group C – Children will do the ostinato pattern using

rhythmic instruments.
DRAFT
April 10, 2014
2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa
tumakbo, tumakbo, ang pusa sa loob ng bahay
3 Tumalon ,tumalon ang aso , ang aso, ang aso

Tumalon ,tumalon ang aso sa malaking bakod
30

IV. Evaluation
Draw a for best, for better, and for good
performances.
SKILLS Best Better Good

1. Can identify rhythmic instruments
and other sound sources
2. Can use simple ostinato pattern
to accompany a song
3. Can show creativity in using
sources of sounds
4. Can sing the song while playing
simple ostinato pattern
5. Can participate actively in the
group activities
DRAFT
V. Agreement
Make a simple ostinato pattern to accompany the song “Mga
Alaga kong Hayop”.

April 10, 2014

31

Lesson 6

Creating Ostinato

First Quarter
Week 8
I. Objectives
1. Create simple ostinato in 2s, 3s, and 4s through body movements

2. Create ostinato using different sound sources
II. Subject Matter

A. Topic: Creating Ostinato
DRAFT
B. Songs: “Bayang Sinta” , C, so

(Lower Primary) p. 153
April 10, 2014

Chart of rhythmic patterns in 2s, 3s, and 4s
Musical/percussion instruments
Ex. pairs of stick, pairs of coconut shell,
tambourine, castanets, shakers
E. Values: Love of country, Friendship
F. Concept/s for the Teacher:
Ostinato Pattern can be played using rhythmic

instruments or other sound sources. Rhythmic patterns
can be shown through body movements.
III. Procedure
1. Drill
Rhythmic dictation. The teacher will clap rhythmic
patterns in 2s, 3s, and 4s and the pupils will draw the stick
notation.
32

2. Review
Clap the following rhythmic patterns using the following rhythmic
syllables.
DRAFT
B. Lesson Proper
1. Motivation
Do you love your country? Why?
April 10, 2014

2. Presentation
33

a. Pupils read the lyrics of the song “Bayang Sinta”.
b. Teacher will sing the song. Teach it through rote singing.
c. Class sings the song.
3. Discussion
What is the song all about?

(It tells about the natural resources found in the Philippines.)
Give examples of natural resources/beautiful spots found in

the Philippines.
(Bodies of water, mountains, volcanoes, hills, valleys etc.)
Why do you love to live in the Philippines?

(It’s a beautiful country: friendly people and other positive
DRAFT
qualities of the Filipino people)
Do the following activities:

a. Read/Clap the patterns using rhythmic syllables.
April 10, 2014

b. What rhythmic syllables were used in the rhythmic
pattern?
(We use )
c. Let the pupils create simple ostinato for the song.
d. Play the rhythmic pattern while singing the song

“Bayang Sinta”.
34

4. Generalization
What is ostinato?
(Ostinato is a rhythmic pattern repeatedly played as an
accompaniment to a song.)
Playing rhythmic instruments and doing body movements
can be used to show ostinato.
5. Application
Group the class into 4. Each group will create an ostinato
pattern. Do the ostinato patterns through body movements
while singing the song. (Give materials/ songs that are in 2s,
3s, and 4s)
DRAFT
IV. Evaluation
SKILL Advanced Proficient Satisfactory Beginning

1. Can show creativity
in writing rhythmic
April 10, 2014

patterns
2. Can perform the

given rhythmic
pattern through
clapping, tapping,
chanting, snapping,
and playing
musical/rhythmic
instruments
3. Can perform
correctly the
rhythmic patterns as
rhythmic
accompaniment to
a song
4. Can participate
actively in the group
activity
5. Can demonstrate
cooperation in
doing group activity
35

V. Assignment

Choose a song from the list. Create an ostinato pattern to
accompany the chosen song.
1.”Tiririt ng Maya”
2. “Colors”
3. “Ang Alaga Kong Pusa”
4. “Mga Alaga Kong Hayop”
5. “Bahay-Kubo”
DRAFT
April 10, 2014
36

MUSIC - GRADE 3
First Quarter
TABLE OF SPECIFICATION
Level of Assessment
Learning No. of Item
Knowledge Process Understanding Performance Percent
Competencies Items Placement
15% 25% 30% 30%
1. Relates images with
sound and silence 1 4 5 1,5,6,7,8 12 %
within a rhythmic
pattern
2. Maintains a steady 6 6 23-28 15 %

beat when chanting,
walking, tapping,
clapping , and playing
musical instruments
3. Claps rhythmic 4 4 14,15,16,17, 10 %

patterns using stick
notation
DRAFT
4. Claps, Taps, chants,
walks, and plays
musical instruments in 3 6 9 29-34 22 %
response to sound
with the correct
rhythm
 in measures of
April 10, 2014

2s, 3s, and 4s
 echo clapping
 marching
 dancing the
waltz
5. Plays ostinato 6 6 35-40 15 %

patterns with
classroom instruments
and other sound
sources
5 5 18,19,20,21,2 13 %
6.Creates simple 2
ostinato patterns in
measures of 2s. 3s,
amd 4s through body
movements
5 5 13 %
7. Creates ostinato 9,10,11,12,13
patterns in different
meters using
combination of
different sounds
TOTAL 4 (15% ) 10 (25% ) 10 (30% ) 16 (30% ) 40 1 - 40 100%

37

1st Grading Period
Rhythm
Name ____________________________ Date ____________

School ___________________________ Score ___________

I. Knowledge (15%)
1. Which of the following pictures match the sound

tick-tock-tick-tock.
DRAFT
a. b. c. d.
2. Which of the following patterns is written in 2s?
a. c.
April 10, 2014

b. d.
a. c.
b. d.
a. c.
b. d.
38

II. Process Skills (25%)
Make a pattern of SOUND and SILENCE using combination of
two pictures by writing the corresponding letters of the picture
on the blank.
a. b. c. d.
5. ____ ____
6. ____ ____
7. ____ ____
DRAFT
8. ____ ____
Choose which rhythmic pattern corresponds to the image
pattern.
April 10, 2014

___9. a.
___10. b.
___11. c.
___12. d.
___13. e.
f.
39

III. Understanding (30%)
Match the following words in column A with the pattern in
column B. Write the letter of the correct answer on the blank.
A B
___14. Plantsa a.
___15. Luneta b.
___16. Puto maya c.
___17. Nanay ko d.
e.
DRAFT
Create a rhythmic pattern based on the following pictures
using stick notation.
18.
April 10, 2014

19.
20.
21.
40

22.
IV. Performance (30%)
A. Steady beat
Demonstrate steady beat while chanting, clapping, and
playing musical instruments. (6 pts.)
Criteria Proficient (3pts.) Developing Beginning (1 pt.)
(2pts.)
1. Chants,
DRAFT
claps steady
beats
correctly.
2. Performs
steady beat
using
April 10, 2014

rhythmic
instruments.
B. Respond to the sound with the correct rhythm in 2s, 3s, and
4s.
(6 pts.)
Criteria Best (3pts.) Better (2pts.) Good (1 pt.)
1. Responds
through
performing
waltz steps.
2. Performs
correctly
groupings in 2s,
3s and 4s using
rhythmic
instruments.
41

C. Perform the simple ostinato patterns in 2s, 3s, and 4s. (6 pts.)
35-40
“Leron, leron Sinta” -
“Bahay Kubo” -
“Old McDonald” -
Criteria Very Good (2 pts.) Good (1 pt.)
1. Performs the ostinato
pattern accurately in
2s, 3s, and 4s.
DRAFT
2. Interprets ostinato
patterns correctly
using rhythmic
instruments.
3. Shows ostinato
patterns through
April 10, 2014

body movements.
42

1st Grading Period
Rhythm
Key to Correction
1. a.
2. a.
3. c.
4. a
5. b-c
6. d-a in any order
7. b-a
DRAFT
8. d-c
9. c.
10. e.
11. a.
12. b.
April 10, 2014

13. d.
14. d.
15. a.
16. c.
17. e.
18.
19.
20.
21.
22.
43

A. Steady beat
Demonstrate steady beat while chanting, clapping, and
playing musical instruments. (6 pts.)
Criteria Proficient (3pts.) Developing Beginning (1 pt.)
(2pts.)
1. Chants,
claps
steady
beats
correctly.
2. Performs
steady beat
using
DRAFT
rhythmic
instruments.
B. Respond to the sound with the correct rhythm in 2s, 3s, and
4s.
April 10, 2014

(6 pts.)
Criteria Best (3pts.) Better (2pts.) Good (1 pt.)
1. Responds
through
performing
waltz steps.
2. Performs
correctly
rhythms in 2s,
3s and 4s
using
rhythmic
instruments.
44

C. Perform the simple ostinato patterns in 2s, 3s, and 4s. (6 pts.)
35-40
“Leron leron Sinta” -
“Bahay Kubo” -
“Old McDonald” -
Criteria Very Good (2 pts.) Good (1 pt.)

1. Performs the
DRAFT
ostinato pattern
accurately in 2s,
3s, and 4s.
2. Interprets ostinato
patterns correctly
April 10, 2014

using rhythmic
instruments.
3. Identifies different
ostinato patterns.
45

Lesson I
Pitch
Second Quarter
Week I
I. Objectives
1. Identify the pitch of a tone as:
 high - higher
 moderately high – higher
 moderately low – lower
 low – lower
2. Match the correct pitch of tones
 with the voice
 with an instrument
DRAFT
II. Subject Matter
A. Topic: Pitch
B. Songs: “Go Tell Aunt Rhody”, , G, so,” High and Low”, , D, re
April 10, 2014

C. Reference: Let’s Read and Play the Recorder, p13.
D. Materials: musical chart, Kodaly hand signs picture, pictures

showing different directions ( going up or going down), C
pitch pipe, xylophone, tuned bottles, flute/
recorder, keyboard, or any melodic instruments.
E. Values : Observe safety measures in climbing and in going down

the stairs, ladder, and escalators.
F. Concepts:
Melody is composed of different tones or pitches.
Pitch is the highness or lowness of sound
Melody is a combination of pitch and duration.

Another term for melody is tune.
Melody is a combination of high, medium and low pitches that

have different duration so as to create an organized melodic line.
46

III. Procedure
1. Drill
a. Tonal
For Teachers:
The Kodaly Method is a

concept of music education
formulated by Zoltan Kodaly,
a Hungarian music educator.
The primary aim of the
method is to make every child
musically literate by using the
folk songs of the country.
DRAFT
April 10, 2014
b. Rhythmic
 Teacher will let the pupils clap the rhythmic pattern.
 Using improvised rhythmic instruments, play the given
rhythmic pattern.
2. Review
 The teacher will let the class sing “High and Low”.
 The teacher will let the pupils create body movements
that will match the different melodic directions.
47

B. Lesson Proper
1. Motivation
The teacher will use the Kodaly hand signs while the pupils sing
the following exercises:
DRAFT 1.
ti
do
re
do
ti
April 10, 2014 so

la la
so
do
2. ti ti 3. ti ti
la
la la
so so
48

4. 5.
re
ti
do
la la ti
so so
2. Presentation :
The teacher will present the musical score “Go Tell Aunt
Rhody”.
1. Teacher will sing the song.

2. Teacher will let the pupils read the lyrics with correct
rhythm.
DRAFT
3. Teacher will teach the song using rote method or any melodic
instrument.
4. Class will sing the song.
April 10, 2014

3. Discussion:
Activity 1: Song analysis
The teacher will ask the pupils to look at the musical score and
ask the following questions:
What is the song all about?

On which line can you find the lowest note?
(The lowest note is found on the second line.)
On which line can you find the highest note?
(The highest note is found on the fourth line.)
49

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.
DRAFT
4.
5.
April 10, 2014

Meta strips
so so la la do la so la ti so re re do ti ti ti
A B C
D ti ti la so so E la la do ti la so
4. 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:
DRAFT
Listen to the tones that will be sung or played by the teacher.
Identify 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
April 10, 2014

Red - lowest tone
V. Assignment
Study 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 Quarter
Week 2
I. Objectives
1. Relate movements with levels of pitch

2. Match voice with pitches of a melody
3. Create simple patterns and contour of a melody
II. Subject Matter
A. Topic: melodic direction and pitch contour
DRAFT
B. Songs: “See-Saw”, , C, do, “Yaman ng Bayan” ,C , do
C. Reference: Halina’t Umawit 3, Umawit at Gumuhit 3
D. Materials: Music Scores of “See-Saw”, “Yaman ng Bayan”,
April 10, 2014

“Up and Down”, “Paru-parong Bukid”, Kodaly signs,
CD/DVD player, music for listening activity
E. Values: Appreciation of God’s creation
F. Concepts:
Melodies move in different directions. Some notes may move

upward or go downward. There are also melodies that remain
unchanged or stay on the same level.
52

III. Procedure
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
DRAFT The 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.
April 10, 2014

B. Lesson Proper
1. Motivation
Show 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
April 10, 2014
The teacher will teach the song using the following method:
a. Hand signs with so-fa syllables
b. 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/arms
following the melodic lines.
What did you notice about the movements of your

hands/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 , mountain
plain , valley and plateau .
The movement of sound is what we call melodic contour.
4. Generalization
Melody moves in different directions. It can move up or
DRAFT
down, or stay on the same level.
This movement of sound is what we call melodic contour.
April 10, 2014

The teacher will show the following music notations and let the
children identify the ascending, descending, and steady
melodic directions.
5. Application
Divide the class into 4 groups. Let each group perform the
contour of the melody through body movements.
55

IV. Evaluation
DRAFT
Using the musical score of “Up and Down”, let the pupils draw the
melodic contour.
Rubrics
Activities Very Good Good Fair
April 10, 2014

1. Can identify music
contour
2. Can sing in tune
3. Can illustrate musical
lines through body
movements
4. Can participate
actively in group
activities
V. Assignment
Choose one line of any folksong and trace the melodic contour
using colored pen or crayons.

56

Lesson 3
Perfect Pitch
Second Quarter
Week 3
I. Objectives:
Sing simple songs in correct pitch
II. 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
DRAFT
B. Reference: Halina’t Umawit
C. Materials: Song chart, improvised rhythmic instruments like empty

mineral water bottle with small stones/monggo, pair of coconut
April 10, 2014

shells, pair of sticks, plastic drum
D. 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:
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 2
Empty bottles Coconut shells
(Shakers)
Group 3 Group 4
Sticks Plastic drum
DRAFT
2. 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, 2014

Ex.
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”.)
DRAFT
April 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
DRAFT
3. Discussion
Song 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
April 10, 2014

the song.
 Using arm movements, outline the direction of music as you
sing the song.
 Describe the melodic direction of the entire song.
A. Lets us connect the lines to show the melodic contour
of 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. Application
A. 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 Away
B. Using the song “Kaygandang Tingnan”, draw the melodic lines

of the song using colored pens or crayons.
1st line 3rd line
2nd line 4th line
IV. Evaluation
Divide the class into 4 groups. The leader of each group will draw
DRAFT
lots wherein the directions of the melodies are written. Each group
is expected to perform the melodic contour using body
movements drawing, singing or writing on meta strips.
Activities Excellent Very Good Good

1. Can move to the
April 10, 2014

melodic contour of the
song
2. Can draw the direction
of melody heard
3. Can sing in tune alone
and with others
4. Can create movements
to show the direction of the
melody
in all group activities
V. Agreement
Create your own melodic contour using one line of any song to be
presented in front of the class.
61

Lesson 4
Musical Form
Second Quarter
Week 4
I. 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 objects
II. Subject Matter
A. Topic: Beginning, middle and ending of a song
DRAFT
Similar, same and different through movement
Repetitions within a song
B. Songs: “Tayo’y Magsaya”, ,, , C, so, “Do a Little Thing”, ,,D, fa#,

April 10, 2014

“Are you Sleeping, Brother John?”, , G, so
“Kaygandang Tingnan”, , C, do
C. Reference: Halina’t Umawit 3
D. Materials: Charts of Songs (“Tayo’y Magsaya”, “Do a Little Thing”,

“Tulog Na”)
E. Values: Being cheerful
F. 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
DRAFT
The teacher will present the musical scores of any of the
suggested 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
April 10, 2014

 similar lines or phrases
 different lines or phrases
B. Lesson Proper
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

DRAFT
3. Discussion
How 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
April 10, 2014

song.
Let them create body movements that will show the beginning
and end of the song. Give emphasis on the double bar line (II)
to 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.
DRAFT
Song 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, 2014

a. 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 or
phrase of the song. Then let the other pupils identify whether the
line 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 Activity
Let 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.
DRAFT
Rubrics:
Needs help from

Very
Activities Excellent Good doing the task
Good
1. Can identify the beginning,
April 10, 2014

middle and ending of the
song
2. Can identify same, similar,
and different lines in the
song
3. Can sing same, similar and
different phrases in the
song
4. Can show musical lines/
phrases through body
movements and geometric
shapes or figures
the group activity
V. Assignment
Using the song “Kaygandang Tingnan”, identify same and different

musical lines or phrases. In your notebook, draw a flower for same
musical lines or phrases and a tree for different musical lines or phrases.
66

Lesson 5
Repetitions in Music
Second Quarter
Week 5
I. Objectives:
1. Recognize repetitions within a song

2. Sing repetitions within the song
II. Subject Matter
A. Topic: Recognizing and singing songs with repetitions
B. Songs: “DO-RE-MI”, ,C , C, do, ”Bahay Kubo”, , C, so, “Dance
DRAFT
and Sing”, , F, do, Sitsiritsit, , G, so
C. Reference:
D. Materials: So - Mi meta strips, CD /DVD Player, “Do-re-mi” (from the

Sound of Music), song charts
April 10, 2014

E. Values: The value of time
F. Concept
Repeat mark (II: :II) is used to show repetitions in music.
III. Procedure
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
DRAFT
Sound of Music”. Let the children listen to the song.
The 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.
DRAFT 5. Application:
The teacher will let the pupils sing ”Dance and Sing” following
April 10, 2014

the repeat mark of 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
DRAFT
5. Can observe self-discipline in doing
the activities
April 10, 2014

V. Assignment
The class will be divided into four groups. Each group will be given a
song 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 Lines
Second Quarter
Week 6
I. Objective
Play repetitions of musical lines
II. Subject Matter
A. Topic: Playing repetitions of musical lines
B. Songs: “Bagbagto” , , F, fa, “Come Let’s Play” , , F, fa
DRAFT
C. Reference: Halina’t Umawit 3
D. Materials: Improvised musical instruments
E. Values: Appreciation of Filipino customs and traditions and making

use of improvised materials as musical instruments
April 10, 2014

F. Concept:
A musical composition is made up of musical lines that can be

repeated.
III. Procedure
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
DRAFT
they have learned in their Makabayan subject.
2. 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
DRAFT
Group C – create dance steps to the beat of the song
2. Create body movements using rhythmic patterns following the

repeat signs.
April 10, 2014

IV. Evaluation
1 2 1 2
Let the pupils perform the following rhythmic patterns following the
repeat 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.
Rubrics
5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor
Skills 5 4 3 2 1
1. Can play the rhythmic patterns
following the repeat marks
2. Can play the improvised rhythmic
DRAFT
instruments accurately to
accompany the song
3. Can work together cooperatively to
come up with the best
performance
4. Can manifest self- confidence in
April 10, 2014

performing group rhythmic activities
in front of the class
V. Assignment:
Make a simple song using the repeat marks.
74

Lesson 7
Beginning and Ending

Second Quarter
Week 7
I. Objective
Render a song confidently, giving appropriate emphasis on the

beginning and on the ending
II. Subject Matter
A. Topic: Singing
B. Songs: “Leron,Leron Sinta”, ,G,so,“Kaygandang Tingnan”, ,C,do,
DRAFT
“Sitsiritsit”, , G, so “Lubi-Lubi”, , C, mi
“Ako ay Nagtanim”, , F, fa, “Bahay Kubo”, , C, so
C. Reference: A Filipino Song Collection
D. Materials: Musical scores of the songs
April 10, 2014

E. Values: Love and appreciation of Philippine folk songs and culture
F. Concept:
We have a speaking and a singing voice. When we sing, it

should be done confidently and beautifully.
III. Procedure
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
DRAFT
April 10, 2014
76

B. Lesson Proper
DRAFT
1. 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
April 10, 2014

sing the beginning part of the song.
Suggested songs: (this may vary according to the teacher’s

preference)
a. Ako ay Nagtanim
b. See-Saw
c. Jack and Jill
d. Twinkle, Twinkle Little Star
e. Leron, Leron Sinta
77

2. Presentation:
DRAFT
What 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”.
April 10, 2014

Pupils will identify the musical line where the music begins and
ends.
The 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.
Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent Very Good Needs help
DRAFT
good
1. Can sing in accurate
pitch
2. Can sing with correct
rhythm/timing
3. Can sing confidently
April 10, 2014

from the beginning
until the end of the
song
4. Can sing happily with
the group
V. 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 Tune
Second Quarter
Week 8
I. Objective
Perform songs confidently, giving appropriate emphasis on the

beginning and ending
II. Subject Matter
A. Topic: Singing songs confidently with emphasis on the beginning and

ending
DRAFT
B. Songs: Lubi-Lubi,, C, C, mi, Bahay Kubo, , C, so
Tayo’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
April 10, 2014

D. Materials: Musical scores
E. 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
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
DRAFT
The teacher will show pictures of a flag being raised during
flag 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. Presentation
April 10, 2014

The 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.
DRAFT
IV. Evaluation
The class will be grouped into 4. Using the improvised rhythmic
instruments, each group will sing the songs giving emphasis on the
beginning and ending.
April 10, 2014

Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent Very good Good Needs help
1. Can sing in tune
2. Can sing with
correct rhythm/timing
3. Can sing confidently
the beginning and
ending of a song
4. Can sing with the
group happily
V. 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
Level of Assessment No. of Item Percent
Learning Competencies Knowledge Process Understanding Performance Items Placement
15% 25% 30% 30%
1. identifies the pitch of a
tone as: 1,2,3, 16,20, 12.5%
high – higher
moderately high- higher 1 2 1 1 5
moderately low- lower
low-lower
2. matches the correct pitch of

tone with the voice with an 1
instrument 1 1 3 15, 17,21 7.5%
3. relates movements with

levels of pitch 1 1 1 1 4 13, 14,18,35 10%
7.5%
4. matches the voice with 1
1 1 3 9,19,22
DRAFT
the pitches of a melody
5. recreates simple patterns

and contour of a melody 1 11,
1 2 2 6 12,27,28, 15%
29,30
6. sings entire simple songs
April 10, 2014

with accurate pitch 1 1 1 1 4 6,8,10,23 10%
7. identifies the beginning, 2 5%

middle, and ending of a song 1 1 5, 7
8. identifies musical lines as

similar, same and different 1 1 1 24,25,26,
through movements and 3
geometric shapes or objects 7.5%
9. recognizes repetitions within 1

a song 1 1 3 4,33,34 7.5%
10. sings repetitions of musical 31,32,

lines independently 1 1 2 5%
38,39,
11. plays repetitions of musical 1 3 40 10%
lines 1 1
12.renders a song confidently 1 1 2 36,37 5%

giving appropriate emphasis
on the beginning and on the
ending.
TOTAL 7 10 12 11 40 1- 40 100%
83

Second Grading Period
Name ____________________________ Date ____________

School ___________________________ Score ___________
I. Knowledge
Write the letter of the correct answer on your answer
sheet.
________1. Which is the highest tone?
DRAFT
A B C
________2. Which is the lowest tone?
April 10, 2014 A B
_______3. Which note is moderately high?

C
A B C
_______4. Which of the following is the symbol for repeat mark?
A. : : B. C.
_______5. Which symbol shows the end of the song?
A. B. II
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 .
__________________________________________________________
DRAFT13.
_____________________________________________
April 10, 2014

14.
__________________________________________
15.
______________________________________________________
86

C. Matching Type:
Match column A with column B
Column A Column B
16. A. Moderate tones
17. B. Low tones
18.
DRAFT C. Similar Tones
April 10, 2014 D. 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. ______________________
22.
DRAFT ________________________
April 10, 2014

23.

_________________________
A. Directions: Compare the two musical lines Write SAME,

DIFFERENT
or SIMILAR on your answer sheets.
____________24.
A.
88

B
___________25.
A.
B.
DRAFT
___________26.
A .
April 10, 2014

B.
B. Identify the melodic directions of the following melodic

phrases.
Choose your answers inside the box.
ascending descending repeated

ascending- descending descending-ascending
89

___________________27.
___________________28.
DRAFT
___________________29.
April 10, 2014

__________________ 30.
A. Group Activity:
Sing the song correctly. ( Teacher may choose the song suited
to the pupils.
90

Rubrics on Singing
Activities Very Good(2 Good(1 point)

pts.)
31 - 32. Can sing the pitch
accurately
33- 34. Can sing repetitions
in a given song.
35 - 36. Can sing the
correct melody
independently
Rubrics on Playing Instruments
Play the rhythm of the song correctly using rhythmic instruments
DRAFT Skills
37. Can play the rhythmic
patterns following the
repeat marks.
Observed Not observed
April 10, 2014

38. Can play different
rhythmic patterns
correctly.
39. Can play the beginning
rhythm of a song.
40. Can play the ending
rhythm of a song
91

Second Grading Period

Key to Corrections:
I. Knowledge
A.
1. A
2. A
3. A
4. A
5. C
DRAFT
6. B
7. E
8. E
9. E
April 10, 2014

10. E
B. Drawing the Melodic Contour
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
DRAFT
III. Understanding
A.
24. SAME
25. DIFFERENT
April 10, 2014

26. SIMILAR
B.
27. 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 Sound
Third Quarter
Week 1
I. Objectives
1. Recognize differences in sound quality from a variety of

sound sources
2. Respond to differences in sound quality with appropriate
movement
II. Subject Matter
DRAFT
A. Topic: Differences in Quality of Sounds
B. Song: “Nagtanom Ako Pinya”, , C, mi
C. Reference:
April 10, 2014

Umawit at Gumuhit 3,pp. 58-67
Less Known Ilonggo Folk Songs Book 1,p. 24
by Fely A. Batiloy
D. Materials:
Cassette/CD player, CD, recorded sounds of
nature, transportation, animals and real objects that can
produce sound, chart of Kodaly Hand Signs and scale.
E. Values: Listening attentively
F. 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
1. Drill
a. Tone
Sing the notes below using Kodaly Hand Signs.
DRAFT 2. 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)
April 10, 2014

What are other examples of sounds that you hear from
nature?
(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, musical
instruments, things, musical gadgets, and animals.)
5. Application
Using recorded sounds, identify the source of the
following sounds and interpret it through movements.
raindrops dogs barking
sound of a church bell trombone
nursery songs people laughing
trumpet
IV. Evaluation
A. Listen to the following sounds and identify the source of
sound. Write the letter of the correct answer on your
answer sheet.
DRAFT
a. human d. nature
b. animal e. musical instruments
c. transportation
April 10, 2014

1. crowing of the rooster
2. sound of a train
3. mother’s lullaby
4. sea waves
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 2 1
1. Can identify the sources of
sound
2. Can interpret sound through
body movements.
3. Can show creative
movements in interpreting
sounds heard.
the activities.
3- excellent 2- very good 1- good
V. Assignment
Draw or cut out pictures of objects that produce sounds.
DRAFT
April 10, 2014

98

Lesson 2
The Human Voice
Third Quarter
Week 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
DRAFT
B. Song: Pakitong-kitong”, , G, re

C. Reference: Umawit at Gumuhit 3, pp. 58 – 61
Dazzle 4, pp. 70-72
April 10, 2014

Less Known Ilonggo Folk Songs by Fely A. Batiloy,
p. 51
D. Materials: CD, player, recorded songs and poems, chart of
a song and poem
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

III. Procedure
1. Drill
Using the “human piano”, practice singing the given notes.

do re mi fa so
2. Review
Imitate the following sounds.
DRAFT
sound of a mouse
siren of an ambulance
strong wind
ticking of a clock
B. Lesson Proper
April 10, 2014

1. Motivation
Let the pupils listen to the different kinds of voices. Call
pupils who have different voice ranges.
2. Presentation
a. Select two boys with different voice quality and let them
read the poem, “Bayang Sinilangan”.
Bayang Sinilangan
ni
Mary Grace V. Cinco
Bayan kong sinilangan

Pilipinas ang pangalan

Inasam mong kalayaan
Dugo’t pawis mong nakamtan.
100

Who among the two boys has a big voice? Who has
a small voice?
b. Select two pupils to sing, “Pakitong-Kitong”.
DRAFT
Did you notice the difference in your classmates’
voices?
Who among the female popular singers has a low voice?

Who among the female popular singers has a high voice?
April 10, 2014

(high voice-Regine Velasquez, Angeline Quinto)
(low voice – Sharon Cuneta, Aiza Seguerra)
Who are the famous male singers who have a high voice?
Who are the famous male singers who have a low voice?
(high-Jed Madela, Christian Bautista, Gary Valenciano)
(low- Nonoy Zuñiga, Anthony Castelo)
c. Let the class listen to recorded songs of popular

singers.
Play song excerpts of the following singers:
Regine Velasquez - “Dadalhin”
Kuh Ledesma - “Ako ay Pilipino”
Martin Nievera- “Be My Lady”
Jose Mari Chan - “Christmas in Our Hearts”
101

3. Discussion
Among the singers you heard, whose voice has these
characteristics?
big/thick small/thin
heavy light
strong gentle
dark bright/brilliant
How would you describe their voices?

(Regine Velasquez – bright, strong, thin)
(Kuh Ledesma – gentle, dark, light)
(Martin Nievera – heavy, strong, thick)
(Jose Mari Chan – light, gentle, thin)
The human voice has different tone qualities or timbre when

speaking and singing. Some have thin voices while others
DRAFT
have thick, husky voices.
We use our speaking voice when we talk/speak and singing

voice when we sing.
April 10, 2014

4. Generalization
What are the characteristics of a voice?

(high, low, husky, thick, and thin)
What is the difference between a male voice and a
female voice?
(The voice of a male is bigger and thicker compared to
the female’s voice which is smaller and thinner.)
What are the two kinds of voices that we use?

(speaking and singing voice)
102

5. Application
Game:
Let the class stand and form a big circle. Choose one
pupil to stand inside the circle with a blindfold.
Choose one pupil from the circle to sing or recite a
poem. The pupil at the center will identify the name
of his/her classmate who is singing or speaking. If
he/she gives the correct name, they will exchange
places.
How did you identify the person who is singing or

speaking?
(I listened very well and I identified his/her because of
his/her voice quality.)
IV. Evaluation
DRAFT
Listen to recorded speaking and singing voices. Draw on your
paper a star ( ) if you hear a singing voice and a circle( )
if you hear a speaking voice.
1. Voice of boy reading a sentence.
2. Yeng Constantino singing “Salamat”.
April 10, 2014

3. Voice of a girl reciting a poem.
4. Christian Bautista singing “The Way You Look at Me.”
Key to correction: 1. 2. 3. 4.
V. Assignment
Listen to the radio and list two female singers who have a
high voice and two male singers who have a low voice.
103

Lesson 3
Sources of Sounds
Third Quarter
Week 3
I. Objectives
1. Recognize musical instruments through sound
2. Use the voice and other sources of sounds to produce a

variety of timbres
II. Subject Matter

A. Topic: Producing Variety of Timbres
B. Reference: Umawit at Gumuhit 3, pp. 62-67
DRAFT
Sing, Sketch and Stretch 5, p. 79
C. Song: “Tugtog Ko, Hulaan Mo” , C, do
D. Materials: musical instruments, recorded sound of animals,
April 10, 2014

and nature
F. Concept/s for the teacher
1. Timbre-refers to the tone quality or tone color of the

human voice or any musical instrument.

Timbre

light heavy

2. Musical instrument - a device created or adapted to
produce musical sounds.
3. Some instruments have definite tone while others have

no definite tone.
104

III. Procedure
A. Opening Activities
1. Drill
Group the class into three. Perform the rhythmic
patterns using the following:
Group 1- tambourine
Group 2 - pair of coconut shells
Group 3 - pair of sticks
││││││││││
│││││││││││││
2. Review
 Let the class recite the poem .
DRAFT
 After reciting the poem, let class sing it to the tune of
“Sitsiritsit”.
Bayang Sinilangan
ni Mary Grace V. Cinco
April 10, 2014

Boy: Bayan kong sinilangan,
Pilipinas ang pangalan
Girls: Inasam mong kalayaan,
Dugo’t pawis mong nakamtan.

B. Lesson Proper
1. Motivation
Sing the song “Lubi - lubi” in different tone quality.
natural voice – Enero, Pebrero, Marso
Abril, Mayo
baby’s voice - Hunyo, Hulyo, Agosto
Setyembre, Oktubre
man’s voice- Nobyembre, Disyembre, Lubi-lubi
105

2. Presentation
There are varieties of sound sources which produce different
tonal quality. Human beings can produce and imitate
different sounds.
Listen to a song about musical instruments.
DRAFT
April 10, 2014



Teacher sings the song.
Teacher will teach the song using echo singing or rote
method.
Class will sing the song.
3. Discussion
What instruments were mentioned in the song, ”Tugtog Ko,
Hulaan Mo”?(drum, cymbals, guitar, trumpet)
What is the sound of a drum? (boom, boom)
What is the sound of a trumpet? (toot, toot)
What is the sound of a guitar? (tring, tring)
What is the sound of cymbals? (klang, klang)
106

Listen to the recorded sound of the following
instruments: drums, cymbals, guitar, trumpet
Sing the song, “Tugtog Ko, Hulaan Mo” while playing

musical instruments.
Play the recorded sounds of the following and let the

pupils imitate.
airplane strong wind
ambulance dog
girl/boy singing guitar
What sounds did you hear?

(sounds of an airplane, ambulance, strong wind, dog,
guitar, girl/boy singing)
Where did the different sounds come from?
DRAFT
(The sound sources came from human beings, nature,
transportation, instrument, animal.)
Do they have the same qualities? Why?
(No, because sounds have different qualities
depending on their sources.
April 10, 2014

Give other examples of the sound coming from human
beings/ instruments/ nature/transportation/ gadgets
produce.
(human beings- shout, instruments- piano, nature -
thunder, motorcycle-broom, broom)
Timbre is the quality or tone color of a sound produced

by the human voice or any musical instrument.
4. Generalization
What are the sources of sounds?

( The human voice, musical instruments, and
nature are sources of sound)
107

5. Application
Group the class into three. Each group will draw things that
produce different sounds.
Group 1 - sound from nature
Group 2 - musical instruments
Group 3 - man-made creations
IV. Evaluation
Group the class into four. Each group will produce sounds from the
underlined words in each sentence.
Group 1 - human beings– sing “Maalaala Mo Kaya”
Group 2 - animal – sound of animal
Group 3 – man-made sound
Group 4 - sound of nature
The teacher reads the following items. Read the underlined words
twice.
DRAFT
1. My mother loves to sing a lullaby.
2. Viel always gives food to his pet dog.
3. Birds on the trees are happily singing while the wind blows.
4. The ambulance brought the patient to the hospital.
5. I love to play the drums.
April 10, 2014

Use the scale below to rate your performance. Check ( √ ) the
appropriate column for your answer:
Skills 3 2 1
1. Can recognize the sound
of musical instruments
2. Can identify pictures of
musical instruments
3. Can use other sources of
sound to produce variety
of timbrescreatively
4. Can perform the activities
with enjoyment and
cooperation
5. Can sing and play
musical instruments
harmoniously
108

3-excellent 2- very good 1 – good
V. Assignment
Cut out pictures of different sources of sounds from old

newspapers or magazines and paste them in your notebook.
DRAFT
April 10, 2014
109

Lesson 4
Dynamics through Movements
Third Quarter
Week Four
I. Objectives
1. Interpret the dynamics of a song through body

movements
small movement – soft
big movement – loud
2. Distinguish loud, medium, and soft in music
3. Relate dynamics to the movements of animals
II. Subject Matter
DRAFT
A. Topic: Softness and Loudness in Relation to Body and Animal
Movements
B. Songs: “Do a Little Thing “ ,D, fa#

“Farewell Song” , D, la
”Tunog at Galaw ng Hayop, , F, do
April 10, 2014

C. Reference: Umawit at Gumuhit 4, pp. 61-63
D. Materials : piano, organ, CD Player , pictures of animals
E. Value Focus: Self-discipline
F. Concept for the teacher
Dynamics is one of the expressive elements of music that deals

with the softness and loudness of sound. It can also be shown
through body and animal movements.
110

III. Procedure
1. Tonal Drill
Sing a previously learned song entitled “Do A

Little Thing” and create your own movements that will
match/correspond to the song. Let the children follow
as a free flowing exercise while singing. Then, let one
pupil give an action. The other pupils will follow his/her
actions.
2. Review
 Let the pupils listen to different sources of sound.
 Show pictures that produce different sounds.
DRAFT  What can you say about the quality of the sound?
B. Lesson Proper
April 10, 2014

1. Motivation
The teacher will show pictures of animals like:
cat dog carabao

 What can you say about the picture?
 Do they create sound? How
 Do they move? How?
111

2. Presentation
 Present the song, “Tunog at Galaw ng Hayop”.

 Teacher sings the song to the class.
 Teacher teaches the song by echo-singing.

DRAFT
April 10, 2014
 Let the class sing the song again. Relate the
following movements to the size of the animals.
cat - small movement

dog - medium movement
carabao - big movement
3. Discussion
How did you sing the first / second/third part of the

song, “Tunog at Galaw ng Hayop”?
(first part- soft, second part- medium ,third part- loud)
How did you relate the softness and loudness of sound

to body movements?
(soft- small movement, medium-medium movement,
loud- big movement)
112

What did you notice with the volume of your voice
while singing the song? (It became soft, medium, and
loud)
Give other examples of animals and relate it to

dynamics.
4. Generalization
What do you call the softness and loudness of sound?

(dynamics)
Dynamics is one of the expressive elements of music that deals

with the softness and loudness of sound. It gives freedom to
interpret the music as soft, medium, or loud. It can also be
shown through body movements of human, animals, and
nature.
DRAFT
How do you relate dynamics to body movements?
(soft- small movement, medium-medium movement, loud- big
movement)
April 10, 2014

5. Application
Game: Dance with the Music
Listen to recorded music. Make a small movement if you hear

soft music; medium movement if you hear medium music,
and big movement if you hear loud music.
IV. Evaluation
Group the class into two and let them sing the song, one group
after another, with correct dynamics.
113

DRAFT
Rubrics
April 10, 2014

KNOWLEDGE 3 2 1
1. Can interpret dynamics correctly
through the use of body movements
2. Can distinguish soft, medium and loud
sound in a song or music
3. Can show dynamics through
movements of a given animal
4. Can show creativity and self-discipline
in performing
5. Can join and can enjoy performing
with a group
3-excellent 2- very good 1-good
V. Assignment
Cut-out pictures of animals and relate dynamics to their

movements and the sound they produce.
114

Lesson 5
Variations in Dynamics

Third Quarter
Week Five
I. Objective
Use the terms loud, medium, and soft to identify changes and
variations in a song
II. Subject Matter
A. Topic: Changes and variations in a song.
B. Songs: “Farewell Song”, , D, la , “Tunog at
DRAFT
Galaw ng Hayop”, , F, do by Fely Aragon Batiloy
C. Reference: Teaching Guide on Basic Note Reading/ Hand Drill

Technique by Fely A. Batiloy
April 10, 2014

D. Materials: organ/piano
E. Value Focus: Flexibility
F. Concept for the teacher
Dynamics may change in different ways. It can be

soft, medium, or loud.
115

III. Procedure
1. Drill
Let the pupils read and sing the notes in the staff using
soft (ascending) and loud (descending) using the
Kodaly Signs or Hand Drill Technique.
 Teacher shows simple melodic patterns.
 Let the pupils sing the melodic patterns.
DRAFT
 Do the hand signs to accompany pupils’ singing.
 What can you say about the direction of the first
melodic pattern? What can you say about the
direction of the second melodic pattern?
 Let the pupils sing the melodic patterns again
April 10, 2014

using soft and loud.
2. Review
What can you say about dynamics?
B. Lesson Proper
1. Motivation
Show pictures of a fan.
 What can you say about the picture?

(it is closed, half opened, widely opened)
 When do we use a fan?(when it’s hot)
116

2. Presentation
Today, we are going to use a Magic Fan in singing.
Sing the song “Tunog at Galaw ng Hayop” using the Magic
Fan. Close it for soft sound, make it half open for medium
sound, and open it widely for loud sound.
DRAFT
April 10, 2014
3. Discussion
What have you noticed while singing the song?
How did we sing the song when the fan was widely opened?
How did we sing the song when the fan was half opened?
How did we sing the song when the fan was closed?
Which part of the song has soft, medium, or loud dynamics?

4. Generalization
How do we make a song beautiful?
What makes a song beautiful? (The loudness and
softness of a song)
117

What are the changes made while singing with regard
to volume? (soft, medium, loud)
What element of music is this? (dynamics)
5. Application
A.
 Let the pupils sing and act the song “Tunog at Galaw
ng Hayop” following the dynamics soft, moderately
loud, and loud.
 Find out which part of the song is soft, moderately
loud, or loud.
B. Group the children into three and let them sing “Do
a Little Thing” applying the different dynamics.
Group 1 - cat (soft)
Group 2 - dog (moderately loud)
Group 3 - carabao (loud)
IV. Evaluation
DRAFT
Pupils’ performance will be based on the following rubrics.
Rubrics
KNOWLEDGE 3 2 1
1. Can use dynamics as soft, medium
or loud in a song correctly
April 10, 2014

2. Can identify the exact changes of
dynamics in a song
3. Can perform with appropriate
movements showing dynamics
4. Can show self-discipline and
flexibility in doing the task
5. Can join and can cooperate with
the group

3-excellent 2- Very good 1-Good
V. Agreement
Practice the dynamics of the song “Tunog at Galaw ng Hayop” as
soft, medium, or loud.
118

Lesson 6
Expressions of Music
Third Quarter
Week 6
I. Objective
Respond to conducting gestures of the teacher for ”loud”

and “soft”
II. Subject Matter
A. Topic: Responding to conducting gestures
B. Songs& Poem: “Lupang HInirang “, , F, fa, “Creations”

by Fely A. Batiloy
DRAFT
C. Materials: organ/piano, poem
D. Value Focus: Nationalism
E. Concept for the teacher
April 10, 2014

Dynamics expresses emotions. It is more meaningful
when applied to a song.
III. Procedure
1. Drill
Show a picture of a bird. Let the pupils sing “Mga
Alaga Kong Hayop” following these steps:
a. If the teacher raises the picture, the children will
sing loudly.
b. If the teacher puts down the picture, the children
will sing softly.
119

2. Review
Show pictures of different animals. Let the pupils relate
movements of these animals as soft, medium and loud.
a. mouse d. ant
b. elephant e. bird
c. dog f. horse
B. Lesson Proper
1. Motivation
Present a picture of the Philippine flag.
DRAFT
April 10, 2014
What can you say about our flag?
What do we sing when we raise the Philippine flag?
How do you show respect to our Philippine flag?
2. Presentation
Activity:
Let the pupils:
 Recite the lyrics of “Lupang Hinirang”.
 Recite the song following the gestures of the teacher
using soft dynamics (palm down) or loud dynamics
(palm up).
120

 Sing the whole song following the beat and
gestures of the teacher in soft, medium and
loud. ( S- for soft , M – moderately loud and L -
for loud)
Lupang Hinirang
Music by : Julian Felipe
Words by : Jose Palma
L Bayang magiliw
S Perlas ng silanganan
L Alab ng puso
S Sa dibdib mo’y buhay.
L Lupang hinirang
S Duyan ka ng magiting
L Sa manlulupig
S Di ka pasisiil.
DRAFT
M Sa dagat at bundok sa simoy at
L Sa langit mong bughaw
M May dilag ang tula at awit
L Sa paglayang minamahal.
April 10, 2014

M Ang kislap ng watawat mo’y tagumpay
L Na nagniningning
M Ang bituin at araw n’ya kailan pa ma’y
M Di magdidilim.
L Lupa ng araw, ng luwalhati’t pagsinta

L Buhay ay langit sa piling mo
L Aming ligaya na pag may mang-aapi
L Ang mamatay nang dahil sa ‘yo
3. Discussion
What have you noticed when we recited and sang
the “Lupang Hinirang”? (Some parts are loud and
some parts are soft)
121

Identify the variations of dynamics used in the song “Lupang
Hinirang”.
Which part of the song has soft and loud dynamics?
Sing again with corresponding gestures or hand signs on soft

and loud.
How do you respond to the soft and loud dynamics in the
song?
Who is the composer of our national anthem?
Who wrote the lyrics of “Lupang Hinirang”?
Why do we need to sing it whole-heartedly with respect and

expression?
How do you show your love to our country, to our national
DRAFT
flag or to our national anthem?
4. Generalization
How do we show softness and loudness in singing?

(we can show the softness and loudness in singing
April 10, 2014

following hand gestures.)
What do you call the softness and loudness of a sound?

(We call it dynamics)
5. Application
Sing the song “Pilipinas Kong Mahal” following the hand
gestures of the teacher.
IV. Evaluation
Conduct the song “Lupang Hinirang” and let the children
follow teacher’s hand gestures.
Rubrics
KNOWLEDGE 3 2 1
1. Can respond to the
conducting gestures
of the teacher while
122

singing the song
“Lupang Hinirang”
2. Can identify the exact
changes of dynamics
in a song
3. Can interpret the
song “Lupang
Hinirang” with correct
dynamics
4. Can show flexibility in
doing the task
5. Can join and
cooperate with the
group in doing the
activity

3-Excellent 2- Very good 1-Good

DRAFT
V. Assignment
Create a four-line poem about your favorite pet or
thing. Memorize it.
April 10, 2014
123

Lessons 7 & 8
Application of Dynamics
Third Quarter
Weeks 7 & 8
I. Objective
Use varied dynamics to enhance poetry, chants, drama songs,

and musical stories
II. Subject Matter
A. Topic: Varied dynamics
B. Songs and Poems: ” Creations” by Fely A. Batiloy, Ang Diutay nga

Damang (The Little Spider) , F, do
DRAFT
C. Materials: organ/piano, poem ”Creations”
D. Value Focus: Appreciation of God’s creation, creativity
E. Concept for the teacher
April 10, 2014

Dynamics can be used in poetry, chants,
drama, and musical stories.
III. Procedure
1. Drill
Recite “Engine, Engine No. 9” applying the variations in
dynamics
2. Review
Call a pupil to recite the poem assignment. Let the whole
class read it using variations in dynamics.
124

B. Lesson Proper
1. Motivation
Show pictures of animals creating soft, medium, or loud
sounds.
2. Presentation
Identify the pictures and mimic their sounds.
Let the children create different animal sounds and
apply the proper dynamics.
This time we will read a poem entitled “Creations”
DRAFT
following teacher’s hand gestures showing the
dynamic signs, soft, medium and loud.
Recite the poem “Creations” by stressing S for soft, M

for medium, and L for loud phrases.
April 10, 2014

Creations
By Fely Aragon Batiloy
L God made the heavens
M God made the earth
S And God made man
S To rule over the land.
S Beautiful flowers
L Sun so bright
M Moon and stars
S To shine at night.
M ` Green grass grow
L Where ever you go
M Trees and birds
M-S Sing high and low.

125

3. Discussion
 What can you say about the poem?
(It’s a beautiful poem.)
 What is it all about? (It’s all about creation.)
 What are the creations mentioned in the poem?

(Heaven, earth, man, flowers, sun, stars, moon, grass, trees,
birds and land)
 How do we take good care of God’s creation? ( by

protecting and using them properly)
 What have you noticed when we recite the poem?

(There are parts that are soft and there are parts which are
loud.)
 What element of music was used to make the poem more
DRAFT
beautiful and meaningful? (dynamics)
4. Generalization
Dynamics can be used in reading poems, chants, drama,
and musical stories.
April 10, 2014

5. Application
(Group Activity)
Group A. Pupils do the acting of a spider based on the story

of the song “ Ang Diutay nga Damang” ( The Little
Spider)
Group B. The pupils will sing the song observing proper
dynamics.
126

Ang maliit na gagamba
Umakyat sa sanga
DRAFT
Dumating ang ulan,
Naanod siya
Sumikat ang araw

Natuyo ang lupa
Ang maliit na gagamba
April 10, 2014

Bumalik sa sanga.
IV. Evaluation
A. Let the group tell the story of the” Little Spider” through a
song, “Ang Diutay na Damang”. Use varied dynamics in
singing the song. Other pupils will do the acting or
dramatize the story.
KNOWLEDGE 3 2 1
1. Can enhance poetry
using the dynamics
soft, moderately
loud, or loud
2. Can use sound
variations in chanting
3. Can recite the poem
with proper
127

choreography,
sound variations and
sound effects.
4. Can show creativity
and workmanship
5. Can apply changes
in dynamics through
poems, chants and
musical stories
6. Can join and can
cooperate with the
group

3-Excellent 2- Very good 1-Good
V. Assignment
Choose a poem, chant, or musical story and apply the changes in
DRAFT
dynamics.
April 10, 2014
128

MUSIC - GRADE 3
3rd Quarter
Learning Competencies Level of Assessment
Knowledge Process No. Item Percent
15% 25% Understanding Performance of Placement
30% 30% Items
1. recognizes
differences in sound 3 3 1,2,3, 7.5%
quality coming from a
variety of sound
sources
2. responds to
differences in sound 3 3 31,32,33 7.5%
quality with
appropriate
movement
DRAFT
3. identifies and 3 3 21,22,23 7.5%
compares the voices
of:
-classmates as they
sing or speak
-selected popular
April 10, 2014

singers in recordings
4. compares the use 2 2 24,25 5%

of the voice in
speaking and in
singing
5. recognizes musical 3 16,17,18 7.5%

instruments through 3
sound
6.uses the voice and 2 4 19,20,34, 10%

other sources of 2 35
sound to produce a
variety of timbres
7. interprets the
dynamics of a song
through body 2 4,5 5%
movements: small
129

Learning Competencies Level of Assessment
Knowledge Process No. Item Percent
15% 25% Understanding Performance of Placement
30% 30% Items
and big movements
8. distinguishes loud, 2 5 11,12,13, 12.5%

moderately loud, and 14,15
soft in music
9. relates dynamics to 5 5 6,7,8,9,1 12.5%

the movements of 0
animals
10.uses terms loud,

moderately loud, and 5 12.5%
soft to identify 5 5 26,27,28,
changes and 29,30
variations in volume
DRAFT
11. responds to
conducting gestures
of the teacher for 3 3 7.5%
loud and soft 36,37,38
12. uses varied

dynamics to enhance 2 2 5%
April 10, 2014

poetry, chants, 39,40
drama, songs, and
musical stories
TOTAL 10 (15%) 10 10 (30%) 10 (30%) 40 1 - 40 100%
(25%)
130

3rd Grading Period
Name __________________________________ Date ____________

School _________________________________ Score ___________
I. Knowledge (15%)
A. Identify the sound of the instrument. Write the
letter of the correct answer on your paper.
1. A. ting, ting
2. B. tring, tring
DRAFT 3. C. klang, klang
April 10, 2014 4. D. toot, toot
5. E. tak, tak
131

B. Relate dynamics to the movement of the following
animals. Put a check ( √ ) in the box if the animal makes
big movement and put an ( X ) if it makes small
movement.
6.
7.
8.
DRAFT 9.
April 10, 2014

10.
II. Process (25%)
A. Listen to the songs or recorded music and distinguish

among loud, medium, and soft dynamics by writing L for
loud, M for moderately loud and S for soft.
__________11. “ Farewell Song”
__________12. “Dinagyang”
132

__________13. “Tugtog ko, Hulaan Mo”
__________14. “Tunog at Galaw ng Hayop”
__________15. “Ang Diutay nga Damang”
B. Listen to recorded sounds. Circle the letter of the

corresponding source of the sound.
Note: The teacher will play recorded sounds of the following:
16. car engine

a. transportation b. nature c. instrument d. animal
DRAFT
17. sea waves
a. gadget b. transportation c. animal d. nature
18. piano
April 10, 2014

a. instrument b. nature c.animal d.human
19. song duet of a boy and a girl

a. gadget b. human c. animal d. instrument
20. thunder
a. human b. animal c. nature d. transportation
133

A. On the blank, write A for speaking voice and B for
singing voice.
____ 21. Sarah Geronimo singing “Sa Iyo”
____ 22. graduation speech
____23. Martin Nievera’s rendition of “Be My Lady”
____ 24. telephone conversation
____25. a grade three pupil reciting a poem
B. Write your answer inside the box.
DRAFT
26. What is dynamics?

April 10, 2014

27. Give a song that has a soft dynamics.

28-30. What are the terms used to identify changes

in dynamics?

134

Use the given rubrics in evaluating the
performance.
A. Responds to different sound quality with
appropriate movement using the voice and other
sound sources.
Criteria Evident Not evident
29. Decisiveness
30. Accuracy
B. Sing the song “Nagtanom Ako Pinya” and

interpret it through body movements while playing
musical instruments. (5 points)
DRAFT
31.Creativity
32. Synchronization
33. Appropriateness of
movements to music
April 10, 2014

34. Quality of voice
35. Enjoyment and
Cooperation in the
performance of
the activities
C. Apply correct dynamics to the poem “Creations”

through body movements. ( 5 points)
36.Creativity
37. Correct
interpretation
38. Synchronization of
dynamics of the song
135

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

Key to Corrections
I. Knowledge
A. 1. B
2. C
3. A
4. E
5. D
B. 6. √
7. X
8. X
9. X
10. √
II. Process
DRAFT
A. 11. S
12. L
13. M
14. M
April 10, 2014

15. M
B. 16. A
17. D
18. A
19. B
20. C
137

III. Understanding
A. 21. B
22. A
23. B
24. A
25. A
B. 26. Dynamics is an element of music which refers to the softness and

loudness 0f sound
27. Lullabies- “Brahm’s Lullaby”,
DRAFT
“Ili-ili Tulog Anay”
“Farewell Song”
28. soft
29. medium
30. loud
April 10, 2014

IV. Performance
138

Lesson 1
Fastness and Slowness in Music
Fourth Quarter
Week 1
I. Objectives
1. Mimic animal movements according to speed

2. Sing songs with proper tempo based on conducting gestures
II. Subject Matter
A. Topic: Speed of Music
DRAFT
B. Song: “Mga Alaga Kong Hayop”, , G, re
C. Reference : Sanayang Aklat sa Musika 4 p. 167
D. Materials : pictures of animals, recorded music with different tempo
April 10, 2014

E. Values : Love of animals
F. Concept/s:
Tempo refers to the speed of music. It may be fast

or slow.
III. Procedure
1. Drill
Sing the song, “Quiet Voices” and let the children walk, tap, and
clap the beat/ pulse (slow then fast).

139

2. Review
Let the children march while singing the song “Quiet

Voices” with correct dynamics.
DRAFT
How did we sing the song “Quiet Voices”?
April 10, 2014

(We sang it softly and then loudly.)
Which part of the song is sung softly?

(first line and second line)
Which part is sung loudly?
(The third and fourth lines are sung loudly.)
How do we call the loudness and softness in music?

(We call it dynamics.)
Going back to our drill, how did we clap the beat/pulse?

(We clapped it fast and then slow.)
140

B. Lesson Proper
1. Motivation
Show pictures of the following animals:
DRAFT Let the children identify the animals in the pictures.
April 10, 2014

How do these animals move?
(fast, slow)
2. Presentation
 Teacher sings the song to the class.
141

 Teacher teaches the song by echo singing or rote
method.
 Teacher and pupils will sing the song together.
3. Discussion
Have the pupils identify the animals present in the song,

“Mga Alaga Kong Hayop”.
(rabbit, bird, cat, dog, and turtle)
Let the pupils imitate the movement or sounds made by

these animals.
How did the animals move in the song? (slow and fast)
DRAFT
Which of the following animals move fast?
Which of the following animals move slow?
(fast - rabbit, dog, cat, bird; slow - turtle)
In music, the fastness or slowness of a song is called
April 10, 2014

tempo.
Tempo can be shown through conducting gestures.

(Teacher shows different hand gestures showing fast and
slow tempo. The children will now sing the song by
following the hand gestures.)
4. Generalization
What is tempo?
5. Application
Teacher and pupils sing the song together.
Pupils will sing as they imitate the movement of each

animal mentioned in the song.
bird – spread arms as if flying
cat – jump
142

dog – run fast in place
turtle – glide/ crawl
rabbit – hop
What tempo can we use to compare the movements of the

following animals?
Answers:
bird – fly (fast)
cat – jump (moderate)
dog – run (moderate)
DRAFT
turtle – crawl (slow)
rabbit – hop (fast)
Group the class according to the animals mentioned in the
April 10, 2014

song.
Let each group imitate the movements of the animal assigned

to them.
How did you feel as you went about the activity?

(I enjoyed the activity.)
Which of the animals has moderate movement? Which of the

animals has fast movement? Which of the animals has slow
movement?
(The dog and the cat have moderate movements. Birds and
rabbit move fast and the turtle moves slow.)
Which animals mentioned in the song do you have at home?

How do you care for them?
143

IV. Evaluation
Group the children into 4. Give each group a piece of paper

with an activity to do by drawing lots. The teacher will give
safety reminders before the activity.
Examples: Move fast

Fly slowly
Walk slowly
like a Gallop like a
like a bird in
kangaroo fast duck in a
tiptoe, in
in a like a straight
any
zigzag horse. line.
direction.
manner.
DRAFT
Paper 1 – Move fast like a kangaroo in a zigzag manner.
Paper 2 – Fly slowly like a bird in tiptoe, in any direction.
Paper 3 – Gallop fast like a horse in a circle.
Paper 4 – Walk slowly like a duck in a straight line.
April 10, 2014

Rubrics:
Skills
Very
good Good Fair
Need
Improvement
4 3 2 1
1. Can imitate movements of
given animals correctly
2. Can perform animal
movements according to
fast and slow
3. Can differentiate the speed
of each movement
accordingly
4. Can participate
cooperatively in group
activities
144

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

Lesson 2
Slow, Moderate, and Fast Tempo
Fourth Quarter
Week 2
I. Objectives
1. Relate movement to tempo

2. Respond to tempo by moving
3. Distinguish fast, moderate, and slow speed of music
4. Use the terms fast, moderate, and slow to identify tempo
II. Subject Matter
DRAFT
A. Topic : Slow, Moderate, and Fast Tempo
B. Song: Engine, Engine No. 9
C. Materials: chart of songs, songs in CD/cassette/laptop
April 10, 2014

D. Values : Obedience
E. Concept/s:
Tempo can be shown through different movements. It

can be slow, moderate, or fast.
III. Procedure
1. Drill
Start the class with a warm-up activity using a chant
“Double Double”. (The teacher demonstrates how to do
the warm up activity.)
How to do it: Double - close fist

This - open palm with partner
That - back palm with partner
146

Double, Double
Double, double, this this

Double, double, that that
Double this, double that,
Double, double, this that
Do the warm up activity slowly the first time. As pupils become

familiar with the chant, gradually make the speed moderate
and then fast.
2. Review
Pupils sing “Mga Alaga Kong Hayop” using the appropriate
DRAFT
speed for each animal movement.
B. Lesson Proper
1. Motivation
Look at the picture below:
April 10, 2014
Tell something about the picture.

Have you experienced riding on a train?
147

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

3. Discussion
Where is train A going? (Going up)
How about train B? (Going down)
How about train C? (Going to the crossing)
If train A is going up the mountain, what will be its speed?

(slow)
What will be the speed of train B if it is going down?

(fast)
Train C is nearing the crossing and about to stop, what will

be its speed?
(Moderately getting slow)
148

Tempo can be shown through different movements.
Let us play a game. (The teacher will give safety reminders
before doing the activity)
Form three (3) groups. Each group will assign a leader

who will lead the train in their journey.
Leader will guide his members of the proper speed as
they go up, go down, and near the crossing.
4. Generalization
In what speed did we move to show the

different tempos? (We moved fast, moderate,
and slow)
DRAFT
5. Application
Listen to the recorded music of “Kalesa”. Ask the pupils to apply

the right speed or tempo to the different parts of the song.
April 10, 2014

IV. Evaluation
Identify the movement of the following pictures. Write F for fast, S for
slow, or M for moderate.
1. (S)
2. (F)
149

3.
4. (M)
(F)
DRAFT
4.
April 10, 2014

(S)
5.
V. Assignment
Listen to different kinds of music and practice identifying tempo.

150

Lesson 3
Variations in Tempo
Fourth Quarter
Week 3
I. Objective
Sing songs with designated tempo
II. Subject Matter
A. Topic: Songs with designated Tempo
DRAFT
B. Song : “Ili-Ili Tulog Anay”, ,em, mi
“Look at Me”, , C, so
C. Materials : Song chart, recorded music
April 10, 2014

D. Values : Appreciation of God’s creation
E. Concept/s:
Tempo in music can be shown through a combination of
locomotor / non-locomotor movements.
III. Procedure
1. Drill
Pupils recite “Engine, Engine Number 9 using fast, moderate,
and slow tempi.
2. Review
Give examples of animals that move fast, slow, and
moderate.
151

B. Lesson Proper
1. Motivation
Let the pupils listen and move to the music. (Use songs with
fast, moderate, and slow tempo.)
2. Presentation
DRAFT
April 10, 2014



What can you see in the pictures?
How do they move?
The teacher teaches the song by rote singing.
 Let the pupils sing the song.
 Let the pupils move and act out the song.
Animals Movements
butterfly fly
kangaroo hop
monkey climb
turtle walk
152

3. Discussion
What have you observed in the different movements of the

animals?
DRAFT
(Animals have different movements.)
Do they have the same speed when moving?

(They move at different speeds.)
How does the turtle move? (slow), bee?
April 10, 2014

(fast)Kangaroo?(fast)monkey? (fast)
Let the pupils sing the song again with correct speed/tempo.
4. Generalization
What are the tempo used in the songs?
How did you show the slow, moderate, and fast tempo?
(The three tempo in the songs are slow, moderate, and fast. We
can show these tempo through body movements like flying,
walking, climbing, and hopping.)
5. Application
Listen to the music, “Alaga Kong Hayop”, “Ili-Ili Tulog Anay” and
let the children create movements following the speed
of the songs.
153

IV. Evaluation
Group the children into three. Each group will create their own
dance steps on the following songs.
Group A - Slow - “Ili- Ili TulogAnay”

Group B - Fast - “Leron, LeronSinta”
Group C - Moderate - “Bahay Kubo”
V. Agreement
Create actions/movements for the songs you hear on the radio

with slow, fast, and moderate tempo.
DRAFT

April 10, 2014

154

Lesson 4
Two-Part Round
Fourth Quarter
Week 4
I. Objective
Demonstrate the concept of texture by singing “two-part round”
II. Subject Matter
A. Topic: Two-Part Round
DRAFT
B. Songs: 1. Pagbating May Ngiti , C, so
2. “Tayo Ay Magsaya”, , G, ti
3. “Are You Sleeping, Brother John”, , C, do
C. Reference: Music Time Upper Primary
April 10, 2014

D. Materials: Song Charts
F. Concepts : (For the Teacher)
A round is a musical composition wherein two or more

groups sing exactly the same melody. Here, the first group
starts ahead, while the second group follows after the first
phrase.
155

III.Procedure
1. Drill
a. Tonal:
Direction:
Ask the pupils to sing the ascending and descending
scales using the hand signs.
DRAFT
b. Rhythmic :
Let pupils clap the pulse.
April 10, 2014

2. Review
a. Greeting Song
156

B. Lesson Proper
1. Motivation
Let pupils listen to the song “Tayo ay Magsaya” in:
a. unison b. two-part round
Compare the two songs heard

(The first song has only one tune/melody; while the second song
has many tunes/melodies)
2. Presentation
1
DRAFT
2
April 10, 2014 Teacher sings the song.

Teacher teaches the song by rote method.
Pupils will sing the song in tune.
3. Discussion
Look at the song in the chart. How many lines do you see?(two.)
Sing the first line, then the second line.

Let’s sing the song together.
How did you sing the song?
(We sang together with the same melody.)
We call it singing in unison. It means that singers are singing
together the same melody at the same time.
157

Group the class in two.
Let the first group sing the first line, second group
follows/sings after the first line.
Repeat the song twice.
Did you notice differences in the way it was sung?

How do you describe the sound you heard?
(It was thicker the second time we sang it.)
Which has thinner sound, the first time you sang it or the
second time? (The first time we sang has thinner sound.)
Which one is thicker?
(The sound is thicker the second time because it has more
than one melodic line.)
DRAFT
What makes the sound thinner?
What makes the sound thicker?
(It is the number of melodic line that makes the sounds
thicker or thinner. The more melodic lines there are, the
April 10, 2014

thicker the sound, the less melodic lines there are, the
thinner the sound.)
What do you call a song sung by two groups that do not

begin at the same time?
(Round song – two-part round)
4. Generalization
What is a two - part round?

 (A two-part round is a musical composition where two
groups sing exactly the same melody. Here, the first
group starts ahead, while the second group follows
after the first line.)
5. Application
Let the pupils sing “Are you Sleeping, Brother John?” in
two-part round.
158

1 2
3 4
IV. Evaluation
Rubrics
Very
DRAFT
Need
Skills good
Good Fair Improvement
4
3 2 1
1. Can sing in correct
pitch
2. Can differentiate
April 10, 2014

unison singing from
round singing
3. Can demonstrate the
concept of texture in
music by singing two-
part round
rhythm
5. Can participate
actively in all group
activities
V. Assignment
Present a round. Sing with your group the song “Row, Row, Row Your
Boat”.
159

Lesson 5
Partner Songs
Fourth Quarter
Week 5
I. Objective
Demonstrate the concept of texture by singing partner songs
II. Subject Matter
A. Topic: Partner Songs
DRAFT
B. Songs : “Leron-Leron Sinta” – “Pamulinawen” ,G, re
C. Materials: Song Chart, CD of songs, pitch pipe

D. Values: Acknowledgement of Philippine Folk Songs
April 10, 2014

E. Concepts: (For the Teacher)
Unison - performance of a single melodic line by more than one

instrument or voice at the same pitch
Partner song - two songs with the same meter and mood to be
sung at the same time
Melody 1
Melody 2
160

III .Procedure:
1. Drill
a. Tonal drill – “Sing My Hand”
DRAFT Using the Kodaly hand signs, let the pupils sing
April 10, 2014

Melodic phrases – so, la, so, mi
so, la, la, so, so mi
mi, re, mi, mi, so, mi
mi, re, mi, so, mi, re, do
b. Rhythmic Dictation
The teacher will clap a short rhythmic pattern. Pupils will write
the given rhythmic pattern using stick notation.
1. 3. 5.
2. 4.
161

2. Review Song –“Tayo ay Magsaya”
Let the children sing the song “Tayo ay Magsaya” in unison

and in round.
a. unison
b. round
B. Lesson Proper
1. Motivation
Present the picture.
DRAFT
April 10, 2014
What does the picture show?
(The picture shows two pupils doing different tasks. One is
sweeping the floor and the other one cleaning the board.)
Are the two pupils in the picture doing their chores

together?
(Yes, they are working together.)
162

DRAFT
April 10, 2014
What do you see in the picture?
(spoon and fork, shoes and socks, jam and bread)
Where do you use these things?
(We use them in eating, in going to school.)
Do you use them at the same time, separately, or one after

the other?
(We use them together at the same time.)
Can you consider them partners? Why?

(Yes, because they are used as pair and they go together.)
163

2. Presentation
a. Ask the pupils to sing “Leron, Leron Sinta” in unison.
DRAFT
April 10, 2014
One of our national heritages is our folk songs. Folk songs
are songs handed down from generation to generation.
Generally speaking, folk songs use simple melodies.
b. Ask the pupils to read the lyrics of “Pamulinawen”.

The teacher will guide the pupils in singing the song.
164

DRAFT
3. Discussion
How many songs do we have?

(2 songs)
April 10, 2014

How many groupings of beats do we have in “Leron,Leron Sinta?
(16 groupings)
How many groupings of beats do we have in “Pamulinawen”?
(16 groupings)
What is the meter of the song, “Leron,Leron Sinta”?

(It is in duple or in 2s.)
What is the meter of the song, “Pamulinawen”?

(It is also in duple or in 2s.)
Divide the class into two groups. One group will sing “Leron,
Leron Sinta” while the other one will sing “Pamulinawen”. Both
groups will sing their respective songs at the same time.
Did you finish singing at the same time? Why?
165

(Yes, we finished at the same time because the two songs
have the same meter and number of groupings)
“Leron, Leron Sinta” and “Pamulinawen” are partner
songs. They are two different songs with the same number
of groupings.
What can you say about the quality of sound produced

when the two songs were sung together?
(The sound is thicker when the two songs were sung
together.)
What is the difference in sound quality when the songs

were sung in unison?
(The sound is thinner when then songs were sung in
DRAFT
unison.)
4. Generalization
What is a partner song?
April 10, 2014

A partner song is composed of two songs with the
same meter and mood, that when put together
produce a pleasing sound.
5. Application
Let pupils sing the following songs in unison and as partner

songs. Have them observe singing in correct pitch and
rhythm.
“Leron, Leron Sinta”

“Pamulinawen”
166

IV. Evaluation
Rubrics
Very
Needs
Skills good
Good Fair Improvement
4 1
3 2
1. Can sing in correct pitch
2. Can identify partner
songs
3. Can demonstrate
concept of texture in
music by singing partner
songs
DRAFT
rhythm
5. Can demonstrate active
participation in all the
activities related to the
lesson
April 10, 2014

V. Assignment
1. Choose a partner. Practice singing the partner song.
2. Bring a flag that represents a country of your choice.

167

Lesson 6
Melodic Lines
Fourth Quarter
Week 6
I. Objective
Distinguish between single and multiple melodic lines which
occur simultaneously
II. Subject Matter
A. Topics: Single Melodic Line and Multiple Melodic Lines
DRAFT
B. Songs: “Its’ a Small World”, , G, mi
“He’s Got the Whole World In His Hands”, , F, do
C. Materials: Song Chart, CD of songs
April 10, 2014

D. Reference: Music Time Lower and Upper Primary
E. Values: Friendship/Understanding
F. Concepts: (For the Teacher)
• Texture is determined by the timbre of voices or instruments,

the number or size of performers and the manner by which
one or more melodies are harmonized.
• Musical texture can be described as Single Melodic Line

(SML) or Multiple Melodic Lines (MML).
• Unison singing has Single Melodic Line (SML) while singing

partner songs produced Multiple Melodic Lines (MML).
168

III. Procedure
1. Drill
a. Rhythmic Drill
 “Its’ a Small World”- One group will clap the steady beat in
2s.
 “He’s Got the Whole World In His Hands” – The other group
will clap the rhythm of the song.
b. Tonal Drill - Neighboring tones do-re-mi, mi-fa-so

re–mi-fa, so-la-ti
2. Review Songs – “Leron, Leron Sinta” – “Pamulinawen”

(to be sung as partner songs)
DRAFT
B. Lesson Proper
1. Motivation
Show picture of a globe. Around the globe, there are groups of
children from different parts of the world holding each other’s
April 10, 2014

hands.
What can you say about the picture?

(There are children from different parts of the world holding each
other’s hands)
What does it show?
(It shows unity and friendship among nations)
How can we have good relationship with our neighbors?

(by respecting others’ rights, being kind and understanding)
2. Presentation
Let’s sing “Its’ a Small World”. We will march around the room as
we sing the song.
169

How many melodic lines do we have in this song? (1
melodic line)
Bring out your flags.
DRAFT
Form a circle and tell the country you are representing.
We have a song that has something to do with your flags.
April 10, 2014

Listen as teacher sings the song, “He’s got the Whole World
in His Hands”.
Teacher sings each line of the song and pupils repeat after
him/her.
How many melodic lines do we have in this song? (one or

single melodic Line SML)
170

Sing the two songs together. Row I will sing “Its’ a Small World”
while Row II will sing “He’s Got the Whole World In His Hands”.
Then, repeat with Row I singing “He’s Got the Whole World In His
Hands” and “Row II singing, “It’s a Small World”.
DRAFT
April 10, 2014
3. Discussion
What did you notice about the sound produced when we sang
the songs one after the other? Compare it when we sang the two
songs simultaneously.
(It has thinner sound when we sang the two songs one after the
other and the sound became thicker when the two songs were
sung together.)
Look at the melodic lines of each song. What have you

noticed? How many melodic lines are there in the song “Its’
a Small World”?, “He’s Got the Whole World In His Hands” ?
(One melodic line)
171

It has only one melodic line or single melodic line (SML)
Look at the third song. How many melodic lines do you see?
(Many melodic lines)
There are multiple melodic lines (MML).
If there are two songs being sung together, this is what we

call partner songs.
4. Generalization
When do we have single melodic line (SML) in singing?
When do we have multiple melodic lines (MML)?
(Unison singing produces one melodic line. Round song or
DRAFT
partner song produces two or more melodic lines.)
5. Application
Get a partner and sing the following songs.
A. “He’s Got the Whole World in His Hands – It’s a Small World”
April 10, 2014

B. “Leron, Leron Sinta – Pamulinawen”
IV. Evaluation
Rubrics
Very Needs
Knowledge/Skill Good
Good Improvement
1. Can identify single and
multiple melodic lines
2. Can sing partner songs
harmoniously with the group.
3. Can show mastery in singing
partner songs
4. Can participate actively in all
the activities
V. Agreement
Practice singing partner songs correctly. Sing the songs applying correct
dynamics and tempo.

172

Lesson 7
Texture in Music
Fourth Quarter
Week 7
I. Objective
Distinguish between thinness and thickness of musical sound
II. Subject Matter
A. Topics: Thinness and Thickness of Musical Sound
B. Songs: “Awit ng Buhay” , , C, do
C. Materials: Song Charts
D. Values: Unity
DRAFT
E. Concepts: (For Teacher)
• The kind of musical texture depends on the number of

musical lines found in one song.
• Melodies move horizontally that’s why they create a
April 10, 2014

single melodic line.
• Melodies can also move vertically to create layers of
melodic lines resulting in various kinds of textures.
III. Procedure
1. Drill:
Echo Clapping
173

2. Review Song – “Are You Sleeping, Brother John” (In unison
then as round)
B. Lesson Proper
1. Motivation
What makes your life happy?
2. Presentation
Let children listen as teacher sings the song, “Awit ng
Buhay”.
DRAFT
April 10, 2014
How many lines do we have in the song, “Awit ng
Buhay”?
(There are three (3) lines.)
Teacher divides the class into three (3) groups.

Let the pupils sing “Awit ng Buhay “ in three - part round.
174

DRAFT
April 10, 2014
3. Discussion
When we sang the song “Awit ng Buhay” in unison, what kind of
melodic lines do we have? (Single Melodic Line)
How about when we sang it as a round song? What happened

to the melodic lines? (It became multiple melodic lines).
175

4. Generalization
When do we say that a song has a single or multiple melodic

lines?
(We have single melodic line when we sing songs in unison and
multiple melodic lines when we sing a song as round.)
What kind of sound do we produce if a song has a single

melodic line?
(With single melodic line, we have thin sound.)
What kind of sound do we produce if a song has multiple
melodic lines?
(We have thick sound if a song has multiple melodic lines.)
DRAFT
5. Application
Group Work
April 10, 2014

Group I – Sing the song in unison.
“Tayo ay Magsaya”
Group II -Sing these as partner songs.

“He’s Got the Whole World in His Hands” / “It’s a Small World”
Group III – Sing the song in unison.

“Awit ng Buhay”
Group IV – Sing these as partner songs.
“Sarung Banggi” / “Dandansoy”
176

IV. Evaluation
Rubrics
Very Needs
Knowledge/Skill Good
Good Improvement
1. Can sing in tune
2. Can demonstrate
understanding of
thinness and thickness
through round song
3. Can distinguish between
thinness and thickness of
musical sound
in all the activities

DRAFT
V. Assignment
Get a partner and present a song in unison, round, or partner song.
April 10, 2014

177

Lesson 8
Multiple Melodic Lines
Fourth Quarter
Week 8
I. Objective
Distinguish between thinness and thickness of musical sound
II. Subject Matter
A. Topics: Thinness and Thickness of Musical Sound
B. Song: Bahay Kubo, , C, so

C. Reference: Music Time Lower and Upper Primary
DRAFT
D. Materials: Song Charts, CD of songs
E. Values: Unity and Friendship
F. Concepts: (For Teachers)
• Musical texture may be light or thin, heavy or thick.
April 10, 2014

• The more melodic lines there are, the thicker the sound is,
the lesser melodic lines there are, the thinner the sound is.

III. Procedure
1. Drills:
a. Rhythmic Drill
Let the children clap steady beats in 3s
178

b. Group Work
The class will be divided into three groups, Group I will clap the
steady beats in 3s. Group II will clap the rhythm of the song,
“Bahay Kubo” and Group III will sing “Bahay Kubo”.
c. Tonal Drill - Using the Kodaly hand signs, practice singing do

mi- so in tune.
2. Review Songs – “Awit ng Buhay”
B. Lesson Proper
1. Motivation
Ask the children to get crayons. Using different colors, let them
draw 3 groups of lines. On the upper portion of the paper, let them
draw a single horizontal line.
DRAFT
In the middle part of the paper, let them draw 2 horizontal lines
and at the bottom part, ask them to draw as many horizontal lines
as they can. Ask them to compare the colored lines they have
drawn.
April 10, 2014

2. Presentation
Ask the children to compare the song charts and figure out which
melodic line is thin and which is thick.
Song chart # 1 - “Bahay Kubo” in unison
179

Song chart # 2 – “Bahay Kubo” in two voices
DRAFT
April 10, 2014
Song chart # 3 – “Bahay Kubo” in two voices with rhythmic
accompaniment
180

Ask:
Which song chart has thinner melodic lines? Why?
Which song chart has thicker melodic lines? Why?
What can you say about song chart number 3?
For song chart number 2, ask the question and guide the pupils in
analyzing the song.
How many melodic lines do we have on the first staff?
(There are 2 melodic lines on the first staff.)
Listen to the music of “Bahay Kubo”.
First, the teacher will play the upper melodic line of “Bahay Kubo”.
Then, the teacher will play the lower melodic line.
Next, the teacher will play both the upper and the lower melodic
lines of “Bahay Kubo”.
DRAFT
( Note: if the teacher cannot play the music, a recorded version of
“Bahay Kubo with the upper and lower melodic lines will be
played.)
April 10, 2014

3. Discussion
What can you say about the sound you heard? Describe.
(The first music of “Bahay Kubo“ is thin while the second one
is thick.)
What do you think affects the sound?

(The number of melodic lines affects the sound.)
4. Generalization
How does melodic line affect the texture of the sound?
(Texture in music is affected by the number of melodic lines
in the song .The more melodic lines there are, the thicker the
sound is.)
5. Application
a. Sing the song “Bahay Kubo” in unison with guitar or any
available musical accompaniment.
b. Sing the song “Bahay Kubo” with rhythmic instruments as
accompaniment.
181

Option 1 for the teacher:
Pupils will sing the melody while the teacher sings the
second voice or alto part.
Option 2 for the teacher:

Pupils will sing the melody while the teacher plays the
accompaniment. (Piano or Guitar)
IV. Evaluation
Write thin if the situation creates a thin sound and thick if it creates a
thick sound.
__________ 1. The whole class sings “Bahay Kubo” in unison.
DRAFT
__________ 2. Ana sings “Awit ng Buhay” with accompaniment.
__________ 3. The pupils of Jose Rizal Elementary School sing the
April 10, 2014

National Anthem in unison without accompaniment.
__________ 4. The class of Ms. Santos sings the partner songs.
__________ 5. The Grade Three class was divided into two groups
for round singing.
V. Assignment
Form a group and present a song in unison, round, or partner song.
(Answers for evaluation)
1. thin
2. thick
3. thin
4. thick
5. thick

182

MUSIC - GRADE 3
4th Quarter
TABLE OF SPECIFICATIONS
Learning Competencies Level of Assessment No. of Item Percent
Knowledge Process Understanding Performance Items Placement
15% 25% 30% 30%
1. mimics animal
movements according to 5 5 1 -5 13%
speed
2. sings songs with

proper tempo following
basic conducting 1 35 2%
gestures
3. relates movement to 5 5 21 -25 13%

changes and variations
in tempo
4. responds with 3 3 31 -33 7%
DRAFT
movement to tempo
changes
5. distinguishes among
fast, moderate, and slow
in music 5 5 11 -15 13%
6. uses the terms fast,
April 10, 2014

moderate, and slow to
identify tempo changes
and variations
7. Sings songs with 1 1 34 2%

designated tempo
8. demonstrates the
concept of texture by 1 2 5 8 7, 26 -27, 36 - 20%
singing “two-part rounds” 40
9. demonstrates the
concept of texture by
singing “partner songs” 2 2 4 6, 10, 28 -29 10%
10. distinguishes
between single melodic 1 5 1 7 8, 16 -20, 30 18%
line and multiple melodic
lines which occur
simultaneously
10. distinguishes
between thinness and 1 1 9 2%
thickness of musical
sound.
TOTAL 10 (15%) 10 (25%) 10 (30%) 10 (30%) 40 1 - 40 100%
183

4th Grading Period
Name ____________________________ Date ____________

School ___________________________ Score ___________
I. Knowledge (15%)
A. Draw a star in the box if the picture shows fast

movement and triangle if it shows slow movement.
1.
DRAFT 2.
April 10, 2014 3.
4.
5.
184

B. Match column A with column B. In the box, write the
letter of the correct answer.
A B
6. “Leron-Leron Sinta” – “Pamulinawen” A. sing with

single
melodic
line
7. “Tayo ay Magsaya” B. thinness
and
thickness
of sound
DRAFT
8. Unison C. partner
song of
“It’s a
Small
April 10, 2014

World”
9. Texture D. partner
song
10. “He’s Got the Whole World In His Hands E. two-

part
round
II. Process (25%)
A. Listen to the recorded music of the following songs.

Identify the tempo of the songs. On the blank, write F for
fast and S for slow.
___________ 11. Ili-Ili Tulog Anay

185

___________ 12. When the Saints Go Marching In
___________ 13. Leron-Leron Sinta
___________ 14. Manang Biday
___________ 15. For He’s a Jolly Good Fellow
B. Listen to recorded music. Write SML if the sound has a
single melodic line and MML if it has multiple melodic lines.
___________ 16. choral group singing the national anthem

in 4 voices
___________ 17. solo singing a capella
___________ 18. singing with accompaniment
___________ 19. duet
DRAFT
___________ 20. group singing in unison
A. Identify the movements shown in the pictures by
drawing a half moon for slow, star for fast and
April 10, 2014

diamond for moderate in the blank.
___________21.
___________22.
___________23.
___________ 24.
___________ 25.
186

B. Write your answers.
(26-27) Explain how to sing a two-part round.
DRAFT
(28 – 29) Explain how to sing partner songs.
April 10, 2014

30. Explain the difference between single melodic line
(SML) and multiple melodic lines (MML).

187

IV. Performance (30%). Use the rubrics in evaluating the
performance.
A. Create movements appropriate to the given music.

(3 points)
31.Creativity
32. Accurate
tempo
33.
Appropriateness of
movements to
DRAFT
music
B. Sing Lupang Hinirang with proper tempo while

conducting. (2 points)
April 10, 2014

34.accurate
tempo
35. correct hand
gestures in
conducting
C. Sing two-part round with your group. (5 points)

36. Accuracy of
pitch
37. Correct tempo
38. Harmony of
tones
39. Good quality
of voice
40. Correct
diction
188

Grade 3
4th Summative Test – Tempo and Texture
KEY TO CORRECTION
1 6 D 11 S 16 MML 21

2 7 E 12 F 17 SML 22
3 8 A 13 F 18 MML 23
4 9 B 14 S 19 MML 24
5 10 C 15 F 20 SML 25

26 ‐27. Two groups singing melody but the first group sings ahead by one
phrase
DRAFT
28 ‐29. Two groups singing two different songs simultaneously
30. It is single melodic line (SML) if there is only one melody and it is
multiple melodic line (MML) if there is more than one melody
April 10, 2014

31 – 40 Count the number of check items in the rubrics.
189

TG - Music 3

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Lesson 1

Relate images with sound and silence within a rhythmic pattern

II. Subject Matter

B. Songs: “Leron, Leron Sinta” , G, so

C. Materials: chart of rhythmic patterns

April 10, 2014

 The symbol ( ) represents the pulse of a sound .

Can we move without making any noise?

What are the sounds that you love to hear?

April 10, 2014

What images in the rhythmic pattern were used to

The symbol ( ) shows the sound that we hear while ( )

What were the movements used to show the sounds that

We can also use body movements to show sounds heard

What symbols were used to represent the sounds that we

April 10, 2014

4 - play any rhythmic instrument

April 10, 2014

Maintain a steady beat when chanting, walking, tapping,

II. Subject Matter

B. Songs: “Mang Kiko” Chant

“Ang Alaga Kong Pusa” , C , mi

C. Reference: Music Time Teacher’s Manual

April 10, 2014

D. Materials: CD/CD Player

E. Values : Dignity of Labor

F. Concept/s for the Teacher

 Beat is the pulse we feel in music. It is always

 Pulse can be expressed through clapping,

 Pulse is a steady or regular beat.

What did you do to show the pulse of “Mang Kiko”?

How were you able to maintain the pulse while

What is steady beat?

April 10, 2014

sing the song

SKILL Advanced Proficient Satisfactory Beginning

April 10, 2014

Clap rhythmic patterns using stick notations

II. Subject Matter

B. Song: “Araw at Buwan” , C, so, mi

D. Materials: CD/CD Player

April 10, 2014

F. Concept/s for the Teacher

Rhythmic pattern is a combination of long ( )and short ( )sounds.

April 10, 2014

Which group clapped the beats? (Group A)

We call this rhythmic pattern.

What is a rhythmic pattern ?

Group 2 - Pair of sticks

April 10, 2014

April 10, 2014

II. Subject Matter

April 10, 2014

Week 6- “Come and Play”, , G, so

“Ten Little Indians”, , G, so

“Ang Susi”, ,C, So

C. Reference: Music Time Teacher’s Manual

Sounds can be grouped in 2s, 3s, and 4s which can be

April 10, 2014

a. Clap or tap the following rhythmic patterns.

Left, right, left, right here we go.

March-ing, march-ing in a row.

Name ________________ Date