Lesson Plans from Edumate

Grade 2

Term 1
Unit 0 – Orientation

OVERVIEW
Understanding
Students will understand that...

 Certain rules  in Music class should be followed to make learning fun and really productive.
 Self-introduction is the first step in putting trust to others
 Listening well is a very important skill that every student should develop

Essential Questions
Students will keep considering...

 What are the advantages of an orderly classroom and orderly classroom procedure?

 When is the right time for him/her to speak and share his/her opinion?

 How listening emphatically to their teacher and classmates show respect?

 What are the  varied functions of Music one’s life?

Knowledge
Students will know...

 The teacher’s expectations from the class to ensure a productive and enjoyable class.
 Other requirements for Music class for their class level.
 A tentative Course Outline in Music for School Year 2017-2018
 https://docs.google.com/a/hibsvietnam.com/presentation/d/1oYh1LPDg3HAohEl9wcU28_PFwk
80IzpSYRlsP0PqTQ4/edit?usp=sharing

Skills
Students will be skilled at…

 Listening carefully to someone who is speaking

 Saying their name with confidence
 Singing a simple song to ask another person’s name
 Following important classroom instructions

EVIDENCE
Performance Tasks
Singing in Unison

By singing in unison  the songs that have been taught them, the students will help their teacher identify their
singing level skills. 

Practice of Voice Levels - The students will follow the hand signals of the teacher as he asks from them
practice 0-2 voice levels.
Other Evidence
 Listening 
 Movements
 Class Participation

DESIGN
Lesson 0 – Getting to Know and Orientation
(W) Song Study of “Hello, Hello, What’s Your Name” (3 minutes)

The teacher will sing this short song 3 times, and then ask the class to repeat after him, observing the correct
timing of the song.

(W) Discussion (10 minutes)

The teacher will introduce himself and will explain the following points, asking the students’ opinion about the
given points afterwards.

 The teacher’s expectations from the class to ensure a productive and enjoyable class.
 Other requirements for Music class for their class level.
 A tentative Course Outline in Music for School Year 2017-2018

(I) Sharing of their Expectations from Music Class (2 minutes)

            The students will briefly say what they want the teacher to teach them and what they want to do during
Music class.

(W) Song Study and Application of the “Clean Up” Song (5 minutes)

The class will study the song “Clean Up,” which will accompany them in cleaning their respective places every
after class following the CLAYGO (clean as you go) rule.

The class ends with the entire class, standing and singing “Clean Up,” while packing up their things and adding
the words, “Bye-bye” at the end of the song.
Core Tactic
Repetition 

The repetition of song gives a bigger chance for song recall. This tactic familiarizes the student to the tune and
lyrics of the song by first listening to it and then singing it again in again until they learn it by heart. By repetition,
also the students will be able to remember all the rules that the teacher gives for the Music class. 
Term 1
Unit 1 – Rhythm
Overview
Understanding
Students will understand that...

 Singing and playing an instrument provide  people with the means of learning musical  and
developmental skills.  
 Critical listening learned  is essential to a successful learning experience.  
 The more senses you use in studying a lesson, the deeper the understanding and the easier the
recall.
 Different things can go well along each other. 

Essential Questions
Students will keep considering...

 What are some of the elements in a song that makes it sound goood? 
 How does our life reflect rhythm?  
 Why do we do some things in a regular basis?
 Why there are differences?

Knowledge
Students will know ...

 Beat and rhythm are the essential building blocks of music 

 The beat is a steady and regular pulse that we feel in tune, while rhythm is the actual sound of all
the notes used in a song. 
 Rhythm does not need to be equally spaced unlike the beat. 
 Mnemonic Device/Formula: The beat stays the same, the beat stays the same, but the rhythm
changes with the word. 
 https://docs.google.com/a/hibsvietnam.com/presentation/d/16YxXXmQuiSnZWFrfxgLVHPgBPb
-BEGSe43xU4Xzmjyw/edit?usp=sharing
 The two classification of percussion instruments are tuned and untuned.
 Percussion instruments are played in different ways.

Skills
Students will be skilled at...

 Aurally identifying  whether the sound is a beat or a rhythm.

 Clapping both the beat and rhythm of a given song. 
 Playing consecutively both the beat pattern and rhythm of a song using percussion instruments. 
 Identifying aurally which are tuned and which are untuned percussion.
EVIDENCE – PERFORMANCE TASKS
Performance Task

Using claves (or other percussion instruments) the students will demonstrate their understanding of the
difference between beat and rhythm, by sounding them consecutively using the song "Hickory Dickory
Dock". This will be done in group where they get to show also their ability to cooperate and collaborate
with classmates in a task. 

Individual Playing of Assigned Tuned and Untuned Percussions

With this activity, the students will reinforce their knowledge about percussion instruments,
review how each percussion instrument is played and retain the difference between the tuned and
the untuned percussion instruments. The same activity will also train the students' eye and body
coordination as they play on the specified instruments a particular note or pattern. It is also an
activity that demonstrates the students' recognition of the quarter note and quarter rest musical
symbols. 
Other Evidence
 Recitation
 Imitation
 Visual Recognition of Symbols 
 Aural Activity


DESIGN
Lesson 1 – Beat is Different from Rhythm
WEEK 1 

W - "How Are You Today" Song (5 minutes)

The teacher will introduce the song "How Are You Today" to the class, by first watching a video clip of it  and
then singing along with it the second time.

This song will be used in the following Music class. 

I -Clapping the  Beat (5 minutes)

The teacher will ask the students to sing "Clean Up" while creating the steady beat of the song through clapping. 

To make sure that everybody knows what a beat is, the teacher will ask the students individually to do the
clappings while the rest of the class continue singing "Clean Up." 

W - Beat vs. Rhythm (15 minutes)

The teacher will then introduce to the class the difference between the beat and rhythm using the slides.
The teacher will ask the students to repeat after him  the following mnemonic device:

A Part - The beat stays the same, the beat stays the same

B Part - But the rhythm changes with the words. 

The   teacher will create the beat for A Part by tapping his palm with his two fingers, then the teacher will create
the rhythm of the song by clapping for every syllable of B Part.

Then the teacher will ask the students to do the same thing, checking if they are really  able to show the
difference between the beat and rhythm. 

Once they have mastered both patterns, the teacher will ask the students to a pply it to the song "Hickory
Dickory Dock" using the following illustration with its corresponding instruction.

The class ends with the teacher's reminder to practice clapping both the beat pattern and the rhyhm of "Hickory
Dickory Dock." 

He will distribute to them a copy of the song for their practice.

WEEK 2 

W-   "How Are You Today?" song. (5 minutes)

The Class starts with the song "How Are You Today" with students doing the action for each of the response:
happy, sad, and hungry.

Then, the teacher will ask the students to recall and clap the beat and rhythm patterns of "Hickory Dickory
Dock" 

I - Aural Activity (5 minutes)

Duringt the Circle Time (i.e., when the class is arranged in a circle) , the teacher will play the claves either the
beat or rhythm of "Hickory Dickory Dock."

He will then ask individual students to go to the center of the circle and raise the proper board that says either
"BEAT" or "RHYTHM" depending on the sound pattern that they have heard. 

G - Practice and Performance Task: Beat and Rhythm (15)

The teacher will ask the members of the class to pick circles from his music box without looking, the students
who got the same color of circles will be the members of the same group. 

Once they are grouped already,   they will be given 5 minutes to practice. They will  play  consecutively using the
claves the beat and   then   the rhythm of "Hickory Dickory Dock," while singing it.

Then the teacher will call the each group for their performance while the other groups sit quietly and watch the
presentation. 

W - Final Activity (5 minutes)

The class ends with the singing of "Hickory Dickory Dock"  using their percussion instruments and the singing of
"Clean Up" while returning thier instruments to their proper places at the back part of the Music Room. 

Core Tactic – Homework

Mastery of the  difference between beat and rhythm of a song.
Resource
Copy of Hickory Dickory Dock

Lesson 2 – Tuned and Untuned Percussion Instruments

WEEK 3

Period 1 (Bilingual/International)

W- Tap Your Sticks Activity (5 minutes)

The class will be given a pair of chopsticks or claves each   and will imitate the action in the video clip , "Tap your
Sticks"

W/I - Groupings of the  Different Percussion Instruments (20 minutes)

The teacher will then ask the students to tell him the different actions they have done with their sticks or claves. 

He will then explain that these are the actions that are used in playing percussion instruments. 

Percussion instruments are instruments that are tapped, rubbed, drummed, and shaken. 

The teacher will then show the different percussion instruments and ask them to guess what action should
be done to sound them. 

Then the teacher will review with them the instruments' name and will allow the students to experience
playing each of them. 

G- Modified "Tap Your Stick Activity" (5 minutes)

The class closes with the same background music as the start of the class, but will be playing the different
percussion instruments based on the action asked by the song.

If the verb is to shake, only percussion instruments that are shaken should be sounded and so forth. 
 

Period 2 (International)

(W/I) Review on Percussion Instruments (15 minutes)

The students will be asked to identify the different percussion instruments, show how to play it, and identify
whether it is tuned or untuned. 

W/G/I - Song Study: The Percussioe n Song (15minutes)

The students will first listen as the teacher reads the Percussion song. Then they will be responding in a call-
response method until they get the correct timing of the chant. 

The students will then get different percussion instruments and will play accordingly as required by the song,
"The Percussion Song" as they read it aloud. 

  (Source: Music Primary 2 - Perfect Match)

WEEK 4 

Period 1 - Bilingual/International 

(W) - A Short Review on Beat and Rhythm 

The class will be reviewing the difference between the beat and rhythm by saying the formula: 

The beat stays the same, the beat stays the same; but the rhythm changes with the words. 

There will also be a   review on percussion instruments, the teacher will ask the students to identify whether if the
instrument is tuned or untuned. 

The class will also review the song The Percussion song, identify the different instruments in it, and the sounds
they create. 

jing-jing-jing-jing-jing  - sleigh bells

tick-tock, tick-tock, tick-tock - wood block 

ting-ting-ting-ting-ting - triangle

boom-boom - drum 
dock-dock - claves

(I) - UNIT QUIZ 

Period 2 (International)

W/G/I - Review of the Percussion Song (10 minutes)

The students will recall how to say the Percussion Song while playing the designated percussion instruments. 

Then the class will be divided into two groups. Each group will present their version of the percussion song after
5 minutes of practice. 

G- Games on Percussion Instruments (15 minutes) 

The students will be grouped into two teams. 

First Game: Percussion Relay Game - members of the two groups will fall in line.  

The teacher will put two sets of names of percussion instruments in front.

The students should be able to put the correct instrument inside the correct box that carries the name of the
instrument. 

Members should go one by one, and the first team to finish the matching the five percussion instruments will be
the winner. 

Second Game: Tuned or Untuned

Each team will choose one of their co-members whom they think is good in listening. That student will be
blindfolded.

The one who is blindfolded will   hold two cardboards, one having the word Tuned and the other one Untuned.

The other members will be playing one percussion at a time, and the blindfolded member will have to raise one of
his cards whether it is Tuned or Untuned.    

Each instrument should only be sounded for 10 seconds only.

The team that has the bigger score after combining their scores in Games 1 and 2 will be the winner. 

END OF THE UNIT  - RHYTHM 

Term 1
Unit 2 – Melody

OVERVIEW
Understanding
The students will understand that ...

 The human voice can create many different sounds

 Good singers are first good listeners
 Taking care of our vocal folds is essential to our entire well-being
 The combination of high and low notes add beauty to a song
 Singing while doing Curwen hand sign is a good exercise for the brain

Essential Questions
Students will keep considering ...

 How is solo singing different from singing in unison?

 Which do you think is easier, solo or group singing?
 How does good posture contribute to good singing?
 How do both low and high notes make a song sound more interesting?

Knowledge
The students will know...

 Singing solo is when only 1 person sings

 Singing in unison is when many people sing the same tune together
 Pitch can either be low, middle, or high
 Tone can either be gentle, strong, or clear 
 When singing, one should have a good posture, listen to the instructions, and get the right  pitch
 The hand signal for for the sofa-syllables
 Canon is a song or piecec of music where the same tune is repeated by 2 or more voices one after
another

Skills
Students will be skilled at...

 Singing with and without accompaniment

 Echo singing
 Singing alone and in groups
 Singing with solfege syllables
 Singing solfege while making the hand signals
 Reads and writes melodies on a staff using basic music symbols
 Singing simple canon songs

EVIDENCE
Performance Tasks
Canon Group Singing with Curwen Hand Sign

This learning activity integrates the different skills that have been taken up in the entire unit including, correct
singing posture, singing in unison, singing a canon, and doing the Curwen Hand Sign all together. 

Solo-Singing and Curwen Hand Sign

This activity integrates the solo singing with the movement of the student's hand. It exercises not only
the vocal folds of the students but also their minds. 

Singing in Unison with the Class

Singing in unison demonstrates not only the singing  skills of the students but also their ability to be
united with their classmates. This enhances their listening skill and strengthens the bond among
classmates.

Singing 2-Part Canons

This activity demonstrates how the students understand the term  canon, and how they are actually able
to apply it in a song. This requires from them concentration in singing their part and also listening to
their groupmates in order to start singing at the right time.   

Canon Group Singing with Curwen Hand Sign

This learning activity integrates the different skills that have been taken up in the entire unit including,
correct singing posture, singing in unison, singing a canon, and doing the Curwen Hand Signal. 
Other Evidence
 Adaptation
 Melodic Description 
 Mastery of Solfege Hand Signals
 Correct Timing

DESIGN
Lesson 1 – Solo Singing and Curwen Hand Signal
Period 1 - Bilingual/International 

(W) - Song Study: This Old Man (5 minutes) 

The students will first listen to the song This Old Man, an adaptation of the English folk song with the same title.

The teacher will then repeat the song line by line, asking the students to repeat it the same way as if they were
the echo of the teacher.
Then the students do their best to sing the song with the correct pitch as given on the following score.

(W/I) - Review of the Hand Signals for Do-Re-Mi-Fa-Sol-and La (15 minutes)

The students will then will study the different hand signals for Do-Re-Mi-Fa-Sol-La and will apply it to This Old
Man as indicated in the score. 

(I) - Solo Singing (10 minutes)

The teacher will then ask the students if they prefer to sing solo or with others. Then he will explain that solo
singing is when only one person sings. And that it allows individual student's voice to be heard. 

He will then ask the students to prepare for solo singing. 

The bilingual students will then sing This Old Man individually. (The international students will sing during Period
2). 

Period 2 - International 

(W) - Review of This Old Man and the Hand Signal

The students will recall and sing This Old Man with its corresponding hand signal. 

(I) - Solo Singing and Hand Signal (15 minutes)

The students will then sing the song individually, applying the hand signal to it. 

(W) - Adaptation - I Love You (10 minutes)

The students will watch a short video clip of Barney and Friends. 

Then the teacher will ask them what they noticed about the melodyor tune of I Love You.

The teacher will then led the students to realize that both This Old Man and I Love You have the same melody.

This is an example of an  adaptation. Adaptation happens when  one changes the words of a song but uses the
same melody. 

 I love you. You love me. We're a happy family, With a great big hug and a kiss from me to you, Won't
you say you love me too.
The teacher will then ask volunteers in the class to change the words of This Old Man and make their own lyrics
(which is a very good start in learning composition).

Core Tactic – Echo Singing

Echo singing gives the students a clear idea how to sing each note and   how long should should each word last. It
immediately gives them an opportunity to repeat the pattern they have heard. This can be repeated until the
teacher hears that the students already memorized the tune. Echo singing ends up with the students singing the
entire song by themselves preparing them to sing confidently in solo. 
Resources
Solfege Hand Signal
YouTube
https://www.youtube.com/watch?v=kK_yQN83kUA

This short video gives a clear demonstration on how to do the Solfege Hand Signal
also known as Curwen Hand Signal
Lesson 2 – Singing in Unison and Curwen Hand Sign
WEEK 7

Period 1 - Bilingual/International

(W) The Boat is Sinking, Group Yourselves into... Energizer Activity (15 minutes)

The class begins with a game wherein they will have to make groupings based on the number given by the
teacher. For example, he may say, "The boat is sinking, group yourselves into 3." So the students will have to
form groups with three members in the fastest time possible. If their group exceeds or lacks a member after 10
counts, their group will be out of the game. 

After the activity, the teacher will ask if they prefer to be alone or to be with their classmates. Some may prefer
to go solo, but some may want to be always with a friend. This is also true in singing. There are singers who
prefer to go solo, there are also singers who go together. Some prefer to perform alone, others would always go
for collaboration. 

(W/I) - Listening Activity (15 minutes)

The teacher will then play some audio files and ask the students to identify whether there is only one singer, or if
there are many singers. 

The first audio will be of a solo singer, and the teacher will also ask the students to identify whether its a boy or a
girl, young or old.

The second audio will be that of a choir singing in SATB with   different rhythms, and the teacher will also ask the
students to describe the different sounds they hear, whether it's high or low, or whether it is gentle or strong. 

The third audio will be a choir singing in union, which sounds like there is only one person singing.
Then the teacher introduces the concept of Singing in unison, there are many people but they are singing the
same tune together.   

Period 2- International 

(W) Attention Gettter: Ships and Sailors (5 minutes)

The teacher will first initiate and explain the game, Ships and Sailors, through which the teacher will get the
attention of the class and can make them follow his instructions. 

(W) - Things to Remember When Singing (10 minutes)

The students will read the following reminders when singing in unison:

1. Have a good posture. (The students will then try to show teacher what they understood by good posture, and
the teacher will try to correct their singing posture).

2. Listen to your teacher's instructions. (The teacher will give some hand signals, and will see if they are looking
at him and waiting for his instructions).

3. Get the right pitch. (The teacher will play random notes on the keyboard and will ask the students to hit the
same pitch). 

(G) Picture Puzzle of John Spencer Curwen (5 minutes)

The class will be divided into 2 groups and will be asked to form the picture of John Curwen who made the Hand
Sign for the solfege.

(W) Review of the Song "This Old Man" (5 minutes)

The class ends with the students singing in unison the song "This Old Man" in preparation for the performance
test next meeting.

WEEK 8

Period 1 - Bilingual/International 

(G) Challenges on Curwen Hand Signal   (15minutes)

To review, the students about the Curwen Hand Signal, the students will be divided into three groups. 

Hand signals will then be flashed on the screen, and the student is in front of the line will have to write the
correct solfege under the hand signal. 

Then the next student on the line will answer the next picture. The group with the highest score will win the
game.

The pictures may be hand signals for individual solfege or for a group of solfege. 

(I) Quiz on Curwen Hand Sign (15 minutes)

The students will be given a worksheet where they can  find drawings of the Curwen Hand Sign in random.

Each sol-fa is assigned a corresponding color. Their task, is to color the each of the hand signs with their assigned
color. 

The students will submit their works to the teacher.  The teacher will check their work before he posts them on
the board.

Period 2 - International

(W/I) Review of Things to Remember When Singing (5 minutes)

The teacher will ask the students to tell him the three important reminders when singing. 

1. Have a good posture. 

2. Listen to your teacher's instructions. 

3. Get the right pitch.  

The class will then apply these three reminders while singing "This Old Man"

(G) - Practice  of "This Old Man"  with Curwen Hand Signal (15 minutes)

The class will be divided into three groups and each group will practice singing "This Old Man" while doing the
Curwen Hand Sign.   

(G) Presentation  (10 minutes)

Each group will then be called to present their number. 

Core Tactic - Repetition
The core tactic in this lesson is repetition of the song until the students remember the correct tune and master
singing it. In this way, their voices will somehow achieve unity and they will be singing the notes with same
timing. By repeating the the Curwen Hand Signal for "Polly Wolly Doodle" their actions will, in the end, look like a
beautiful choreography of the song. There will be unity not only of voices but unison even in their movements. 
Lesson 3 – Singing Canon Songs
WEEK 9

Period 1 - International 
(W/I) Energizer: Dum Dum Dah Rah (5 minutes)

The students have a short energizer. The teacher will first teacher a short chant, "Dum Dum Dah Rah," while
creating different action for each repetition and the students will have to imitate his actions while they sing. 

When the students can already sing the song correclty, the teacher will allow each one of them to give the
movements. 

(W) Practice for Morning Assembly (25 minutes) 

The students will practice singing and dancing to the tune of  "Deep, Deep, Deep" for their performance during
the morning assembly. This is in collaboration with Mr. Guvanch.

Period 2- Bilingual/International 

(W) Review of Lessons and Activities for SLC (15 minutes)

The students will first review all the lessons and activities they had for the first two months. 

Then the teacher will give them their papers.

(W) Practice for Morning Assembly

The students will first sing the song, "Deep, Deep, Deep, " twice memorizing the lyrics. 

1. Let's discover, let's explore//Your creation and so much more.

It's exciting, can't wait to see//What you have in store 

Surrounded by waves of your mystery// Lord, show mee what you want me to be. 

2. Let's go deep, deep, deep // Deep as the ocean blue

Deep, deep, deep in my faith with you// Deep in my heart I see

Your love is endlessly// Deeper than the sea.

3. Let's dive deep, in o/ur faith...in our walk...in our trust...in our talk...in your word...in your ways...in your
love...everyday!

Let's go deep, deep, deep 

4. Deep as the ocean blue// Deep, deep, deep in my faith with you

Deep in my heat I see//Your love is endlessly

Let's dive deeeeeep!!!

And then the students will dance along while singing, trying their best to master both the action and the lyrics of
the song. 

WEEK 10 

  International Period

(W) - Song Study: "Try a Simple Round"  (10 minutes) 

The students will first listen to the teacher singing "Try a Simple Round" as the  teacher sings it line by line.

Then the students will repeat it after him, making it an echo song. This will be repeated until the students have
mastered the melody of the song. 

(W) - A Short Discussion on Canon (5 minutes) 

The teacher will then introduce the idea of canon as a piece of music where the same tune is repeated by 2 or
more voices or instruments, one after another.

The teacher will then show video clip of groups singing in canon to give the students a clearer  idea of what
canon singing is. 

Then the teacher will play a pre-recorded audio of his voice singing "Try a Simple Round" to which he will
sing along, live, in a 2-part canon.

(G) - Singing "Try a Simple Round" in Canon (15 minutes)

The class will then sing the "Try a Simpel Round" in 2-part canon. The class will be divided into two groups. 

The first group will start singing Clock Sounds, two measures ahead of the second group.

After creating harmony with the canon, the two groups will switch assignments.

The second group will then be ahead of two measures than the first group. 

The singing in canon will be repeated until such time that the students are not anymore confused with the sound
created by the other group. 

Bilingual & International Period

(W) Review of All the Songs Studied Before the Mid-Terms (30 minutes) 
To end the Unit on Melody for the Bilingual and International Group, the students will review all the songs that
they have taken up. 
Students should sing along recalling the lyrics and tune of the songs. They are also to dance and make the
actions that accompany the action songs. 
1. "What's Your Name"
2. "How Are You Today Song"
3. "Clean Up Song"
4. "Walking, Walking"
5. "Tap Your Sticks"
6. "Chicken Dance"
7. "Open Shut Them"
8. "One Little Finger"
9. "Baby Shark"
10. "Wiggy, Wiggy" Wiggle"

WEEK 11

International Period

(W/G) Review on Canon and Practice of "Try a Simple Round" (15 minutes)

The class will first review the meaning of a canon. 

The teacher will say, "The boat is sinking, group yourselves into 4." After forming groups of four,  the teacher will
announce that it will be their grouping for the performance.

Then the students will practice  "Try a Simple Round" in 2-part canon for 10 minutes. 

(G) Presentation (10  minutes)

The groups will then be called one by one to perform the "Try a Simple Round ". 

(W) Four-Part Canon  (5 minutes)

The class ends with the students being divided into four groups, and singing "Try a Simple Round" in a four-part
canon. 

 END OF THE UNIT: MELODY

CORE TACTIC - MODELING
This tactic shows to the students what exactly the teacher wants to hear from the students. The use of audio
materials in doing this facilitates the demonstration of the steps they have to go throw in order to acquire a new
skill.  This tactic also encourages the students and gives them the idea that singing in canon is not that difficult
at all. 

Term 1
Unit 3 – Feel the Music
Overview
Understanding
 

Essential Questions


Knowledge


Skills


EVIDENCE - PERFORMANCE TASKS

Group Singing applying Dynamic Markings 

This is a group activity that will help assess if the students understand the dynamic markings (p, pp, f, ff,
crescendo and decresdo) applied to the song "Row, Row Your Boat".  It is a good way to see how they will
be able to adjust the volume or dynamics of their voices guided by the symbols. 
Edit

Other Evidence


DESIGN
Lesson 1 – Music Expresses Feeling
WEEK 11

Bilingual & International Period 

 
(W/I)  Emotion Activities (10 minutes) 

Activity 1:  The teacher will flash on the screen different pictures, and the students will have to say aloud
whether the picture expresses happiness or sadness. 

Activity 2: The students will blink pick from the teachers box and act it out, and then the class will have to guess
that particular emotion. 

Activity 3: The teacher put  papers on the floor and the students with the same feeling will have to stand
together on the same piece of paper where their feeling is written.

Then the teacher will ask the reasons for example why they are happy, or why they are sad, or why they are
angry. 

(W) Discussion on How Music Expresses Feelings (5 minutes)

The teacher will then explain to the class that we can also effectively expresse our feelings or emotions through
music.  This is one of the reasons why people love music. It can tell others how we feel.

The teacher will then discuss to the class some ways by which composers express their feeling through their
music. 

(W)  Seatwork: Aural Activity (15 minutes) 

The students will be given a paper with pictures of kids showing different emotions (sad, relaxed, afraid, happy,
and anxious). 

Then they will listen to five different audio files and will identify the feeling expressed by each song  by writing
the number on top of the pictures of emotions. 

After the seatwork, the teacher will ask the students to share how they answered the seatwork. 

The teacher will then give the correct answers and give a background regarding each song. 

WEEK 12 

International Period 

(W) Opening Activity: Name the Song through Drawing (5 minutes)

The teacher will blink pick 3 names from the class and will call them one by one. 

Each of the picked students will have to draw on the board illustrations that will help their classmates to guess
the title of the song. They are however not allowed to draw words. 

The titles of the songs will have something to do with feeling. 

For example : "If You're Happy and You Know It"
1. "I'm Not Angry"
2. "Happy Family"
3. "Sad Clown" 

(I) Listening to Music and Drawing (15 minutes)

The teacher will ask the students to find a comfortable position where they can draw.

Then the music the teacher will play the audio file and ask the students to draw what the music makes
them think of . 

(I) Sharinig Their Drawing (10) 

The students will individually share to the class their drawing and will  try to explain how they come up with
their drawing by simply listening to the music. 

After everybody has shared, the teacher will give the students the title of the song. 
Core Tactic
Lesson 2 – Expressive Elements: Dynamics
WEEK 12 

Bilingual/International Period 

(W)Song Study: "Music Alone Shall Live"

The students will study and sing the song “Music Alone Shall Live”

All things will perish beneath the sky

Music alone shall live. Music alone shall live.
Music alone shall live never to die.

The teacher will then write symbols (dynamic markings) and apply the specified  dynamics. 

And then the students will give their observation on what happened to the song when the teacher put
letters on it. 

(W) Introducing Dynamics 

The class will first watch a short video clip on the dynamic markings. 

The class will then be asked of the terms they have heard in the video clip 

Dynamics – refers to the loudness and softness of sound. It indicates the particular level of intensity in

which music or a sound is to be played or to be sung. 
Music dynamics include the following
(f)           forte                                                      -- loud or strong
(p)          piano                                                      -- soft
(ff)         fortissimo                                            -- very loud
(pp)       pianissimo                                          -- very soft

But aside from these four dynamics, the teacher will also ask the students to add in their vocabulary the
following words. 
( < )        crescendo                                            -- grow gradually louder
( > )        decrescendo                                       -- grow gradually softer
sfz          sforzando                                          -- sudden loud accent

To clarify the meaning of crescendo and decrescendo, the class will watch another video clip. 

(G) Group Singing and Application of the Dynamic Markings 

The class will be divided into two groups and will be asked to apply given dynamic markings on the song 
"Music Alone Shall Live." 

WEEK 13

International 
(W) Review of the Story of Red Poppy (10 minutes)

The class starts with a review of the music played last time and how they interpreted the music with their
drawing. 

Then the teacher will share with the class the story behind the music of Red Poppy.

(W) Watching of the Ballet Version of Red Poppy (15 minutes)

The class will then be asked to share what they know about ballet. 

Then the teacher will explain that the Red-Poppy was actually turned into a ballet. 

The class will then watch the ballet version of Red Poppy. 

(I) Individual Sharing (10 minutes) 

Individual students will then share their impression about the clip they have watched and if they found feelings
being conveyed by the movements of the ballerinas. 

Bilingual/International Period

Practice for Teachers' Day (Whole Period)

WEEK 14

International 

(W) Watching the Climax of Red-Poppy  (15 minutes) 

The class will watch how the story of the Red-Poppy (ballet-film) ended and how the flower symbolized
sacrifice, love and freedom.

The students will then be asked how the music express emotion on the film and how the music affected the
feeling of those who are watching. 

(G) Groupings and Creating Music with Emotions (15-20 minutes)

The class will be asked to pick papers. On the papers are writte the words 'happy' and 'excited'. 

Those who get the paper with the term 'happy' will form one group, and those who will get the paper with the
word 'excited' will form another group.

The students will then be instructed to pick one musical instrument present in the music room andr then return
to their group. They are not allowed to change their instruments once they had chosen already.

The musical instruments that they choose will be in creating music for each of the pictures that will flashed on
the screen. 

The teacher will then flash three different pictures (scenarios) expressing different emotions. The task of the
groups is to create a  30-second music for each of those scenarios. 
The groups will be given 3 minutes to practice for each of the pictures before they are asked to present their
music to the class. 

The class ends with the declaration of the winner in the challenge, and the teacher's explanation why the group
won. 

Bilingual/International 

(W) Review of the Symbols and Meaning - Dynamic Markings (5 minutes) 

The class will first have a short review of the different symbols used in order to change the  dynamics of the
song. 

(G)  Group Aural Activity (10 minutes) 

The class will be divided into 3 groups and then they will have to listen to 5 audio files. When the teacher gives
the go signal, each team should raise their flash card of dynamic marking. 

Their first answer is their final answer. The group with the most number of correct answer wins the game. 

(G) Group Singing and Dynamics Application (15 minutes) 

The same groupings will be asked to blind pick a card prepared by the teacher. 

Each card contains a nursery rhyme, and on top of the lyrics of the nursery rhymes are dynamic markings. 

The task of each them is to sing the song twice, for the first time without any change in dynamics  (mezzo forte)
all throughout. 

But they will have to apply the dynamic markings, the second time they sing the same song as indicated on their
card. 
Core Tactic

Lesson 3 – Expressive Element: Tempo

WEEK 15 

International Period 

(I) Piano and Forte (10 minutes) 

The students will first show to their classmates their drawings on things that make loud (forte) and soft/quiet 
(piano) sounds. 

The students will even be asked to make or imitate the sound of the thing that they have drawn. 

(W) Review of Dynamic Markings and Song Study (10 minutes) 

The class will then review the different dynamics and their corresponding dynamic markings (p, f, pp, ff, cres. and
decres.). 
Then the class will study the 2 stanzas of "Row, Row, Your Boat." 

The class will then be asked to apply specific dynamics based on the markings written on specific parts of the
song. 

(I) Individual Singing of "Row, Row Your Boat with Dynamics" (10-15 minutes) 

Each student will then be asked to step at the center and sing "Row, Row your Boat" applying the different
dynamics to help express the feeling of the song. 

Bilingual/International Period 

(W) Review of "Row, Row Your Boat" with Dynamics (5 minutes) 

The class will first watch a short video clip of the song "Row, Row, Your Boat". 

Then the class will sing and apply dynamics to the song to express feeling. 

(W/I) Aural Activitiy (10 minutes) 

The class will then listen to three audio files. 

The students will share their own observations about the music heard. 

Then some individuals will be asked to compare the speed of the songs heard. 

(W) Discussion on Tempo,  Another Expressive Element in Music (15 minutes)

The teacher will then explain to the class that another element in Music that help express feeling is the speed or
tempo. 

Tempo is the Italian term for time. Tempo refers to the fastness or slowness of a song. 

Then the teacher will show the class the metronome and ask them what they think it is. 

The teacher will then explain the use of metronome, how to use it, and how to adjust the tempo. 

Using  "Row, Row, Your Boat," the class will be asked to sing in different tempos. 

The teacher will then be introduced to two important tempo markings,  largo (slow) and presto (fast). 

To explain further the meaning of the largo and presto the class will watch a short clip on Largo and Presto. 

The class ends will their observation on how the speed of the song adds beauty and meaning to the song. 

WEEK 16

International 

(W)  Video Clip on Fast and Slow (5 minutes) 

The class will first watch a video about slow and fast, showing slow actions and fast actions that they will
imitate. 

(I) Slow and Fast Actions (10 minutes) 

Individuals will be called in front to pick a paper where a specific action is written.

Then they will be asked to do that action slowly and quickly. 

 
(W/I) Aural Activitiy (15 minutes) 

The class will listen to audio files and try to identify the souce of the sound. 

Then they will be asked to classify the sound whether it should fall under presto (fast) or under largo (slow) 

Bilingual/International 

(W) Fast and Slow Actions (5 minutes) 

The class will first dance to the tuneof "Wiggy Wiggy Wiggles" where they will be asked to do both fast and slow
actions. 

(I) Slow and Fast Actions (10 minutes) 

Bilingual students will be called in front to pick a paper where a specific action is written. 

They will have to do the action slowly or quickly depending on what is indicated on their paper.

(G) Group Presentation (10-15 minutes) 

The class will be divided into three groups, each group will have to pick a song and practice that song both in
largo and presto tempos. 

WEEK 17 

International Period 

(W) Energizer Song (5 minutes) 

The class will first sing and dance to the tune of  "Tooty-Ta Song." 

(W/I) Review of the Presto, Andante and Largo (10 minutes) 

The class will first review the terms used in music for different tempos each student will be asked to give a thing
or an animal whose movement they will have to identify also as presto or largo. 

(W) Discussion (5 minutes) 

The teacher will then explaint to the class that aside from the metronome and tempo markings, what facilitates
the speed of the song are the different kinds of notes and rests. 
The class will then be asked to remember the different notes and rests and their corresponding values. 

(I) Seatwork (10 minutes) 

The students will then have to color a Christmas three puzzle formed out of the different kinds of notes and
rests. 

Each kind of note or rest has an assigned color which the students will have to follow. 

Bilingual/International Period 

(W) Energizer Song: "Christmas Shark" (5 minutes) 

The class starts with a song, the "Christmas Shark Song" which is a modified version of the famous "Baby Shark
Song." 

(W/I) Review of the Different Dynamic and Tempo Markings (Expressive Elements) 

Individual students will be called to the board to answer questions about expressive elements which will serve as
a class review for the Unit Quiz. 

(I) Unit Quiz (15-20 minutes) 

After listening to the instruction of the teacher, the students will start answering their Unit Quiz on Expressive
Elements, especifically about the Dynamic and Tempo Markings. 

WEEK 18 

Bilingual/International Period
Last Class of the Term 

(W) Review of Topics Covered (10 minutes)

The class will review the topics that have been covered for the 2nd Half of Term 1. 

Performances will be shown and students will look at the exhibit of pictures in the Music Room .

(W) Short Movie Viewing on Music

Movie: Mozart's Band

International/Bilingual Period- Card Giving

Core Tactic - Guided Practice and Group Activities
In order for the students to see the value of expressive elements in expressing feelings through music,
there be various activities that will be done individually and in group during the class. This will include
following dynamic markings applied to a song, drawing inspired by a music played, and an experience of
using metronome. 

Term 2
Unit 1 – Instrumental Group: Orchestar
OVERVIEW
Understanding
The students will understand that ...

 Learning how to play a musical instrument can benefit one academically, mentally and emotionally. 
 Taking care of school's musical instruments is a good way of practicing how to become a responsiblle
musician.
 Daily practice on musical instruments  requires dedication, discipline and hard work. 
 Musical skills can be acquired and can be honed.
 In order to create a symphony, player of orchestral instruments should follow the conductor and play
their respective parts well. 

Essential Questions
Students will keep considering ...

 How does the conductor help in creating symphony?

 What important lessons can a student learn from an orchestra?
 In what ways can the uniqueness of orchestral instruments speak about each student?
 What are the important things to remember in using the instruments in the Music Room?
 Why is it important to learn how to wait for one's turn in playing the instruments?

Knowledge
The students will know...

 Timbre or tone color refers to the quality of the sound that distinguishes one sound from another.

 Descriptive words like bright, rich, mellow, heavy, light, dark, brilliant, brassy, and reedy are used to
describe the timbre of the voice and instruments.

 Musical instruments are tools of self-expression. They help us communicate thoughts, ideas, and
feelings which we cannot easily express vocally.

 The term “orchestra” is derived from the ancient Greek theatre. It refers to the area in front of the
ancient Greek stage used by both performers and musicians. 
 The orchestra is composed of  four sections: the strings, the woodwind, the brass, and the percussion
section.
 The string section makes up more than half of the orchestra. This section is composed of the violin, the
viola, the cello, double bass, and the harp.
 The woodwind section  of the orchestra is composed of a variety of interesting musical instruments. The
instruments in this section of the orchestra produce sound when air is blown through their mouthpieces.
The air passes through the air column and impinges on an edge or on a reed. The flute, piccolo, oboe,
clarinet, and the bassoon belong to this section. 
 The brass section of the orchestra is composed of instruments that are also known as lip-vibrated
instruments. More than the fact that most of them are made from brass metal, these instruments
produce sound through vibration generated by the player’s lips.   This section is composed of the
trumpet, trombone, French Horn, and tuba. 
 The last section in the orchestra is the  percussion section. It is composed of musical instruments that
create sound through striking, beating, shaking, rubbing or scraping. This section is called the special
effects department of the orchestra because it greatly enhances the music. There are many instruments
in this section of the orchestra.
  Some of the more well-known percussion instruments with definite pitch include the xylophone, timpani,
and the chimes. There are some percussion instruments that do not have definite pitch. These include
the tambourine, the triangle, the snare drum, and the bass drum. 

Skills
Students will be skilled at...

 Naming the different orchestral instruments.

 Classifying the different instruments according to their family or section. 
 Creating different sounds but unifying them to create a harmony.
 Following the hand signal of the conductor
 Identifying the unique sound and timbre of each of the orchestral instrument. 

EVIDENCE
Performance Tasks
Group Singing of the "Orchestra Song" with Choreography

This performance test is an integration singing, dancing, and performing. It will show the students knowledge on
how each instrument mentioned in the song is played and how it sounds. It is also a challenge that requires both
cooperation and creativity. 

Unit Quiz on Timbre and Orchestra

In this Unit Quiz, the students will be assessed on their knowledge about Timbe and Orchestra. The
Questions about the orchestra will include items about the different musical instruments and the
functions of the conductor. 

Group Singing of the "Orchestra Song" with Choreography

This performance test is an integration singing, dancing, and performing. It will show the students
knowledge on how each instrument mentioned in the song is played and how it sounds. It is also a
challenge that requires both cooperation and creativity. 

Creating Instrumental Sounds

In this learning task, students with their groupmates will have to create the correct sound for their
assigned instrument and be ready to make that sound when the conductor gives them the signal. It is an
opening activity for the discussion on orchestral instruments. 

Identifying Orchestral Instruments Visually and Aurally

In this task the students will have to give the name of the orchestral instruments first by looking at the
given images, and second, by listening to their sound. 
Other Evidence
 Identifying Orchestral Instruments Visually and Aurally
 Explaining How Each Orchestral Instruments are Played
 Conducting with Simple Patterns or Time Signature
 Creating Movements that Match Music
 Singing the "Orchestra Song"
DESIGN
Lesson 1- Introduction and Course Outline
WEEK 1

Period 1 & 2 - Bilingual/International 

Introduction and Course Outline 

(I) The King of Musical Instruments (15 minutes) 

The teacher will flash on the screen a picture full of musical instruments. 

The students will then have to write the name of the instruments on the picture that they know. 

The class will then watch short video clips of an orchestra. 

The teacher will ask the students what they think is the best musical instrument?

(W) Course Outline  (15 minutes) 

The teacher will present to the class the Course Outline for the Second Term which includes:
1. Instrumental Group: Orchestra
2. Instrumental Group: Marching Band 
3. Asian Instrumental Groups: Rondalla, Kulintang, Gagaku, Gamelan

For the International Periods, the Grade 2 International Group will be introduced to Piano and Piano-Playing. 

Students may ask clarifications before the class ends and may also give suggestions the improvement of the
Music class and the Music Room. 
Lesson 2 – Timbre and Orchestral Instruments
WEEK 2

Bilingual/International Period
Timbre and the Orchestra

(I) Listening to Quality of Sound (10 minutes)

The students will listen to 3 audio files. They will be asked to describe the sound they have heard by choosing a
word from the following list:
 
brillian heav
bright dark
t y
mello clea
wam light
w r

(W) Review of and Study of New Musical Terms (15 minutes) 

The teacher will reviwe with the students some of important terms they have taken up in the 1st Term, that has
something to do with sounds . 
Pitch - High or Low
Tempo - Fast (Presto)  or Slow (Largo)
Dynamics - Loud (Forte) or Soft (Piano)
Then the teacher will introduce to the class a new term, which is Timbre also known as tone color. 

The teacher will remind the students of the different voice classification that they have taken up, soprano, alto,
tenor, and bass. 

The teacher will then underscore the following facts about timbre:
1. The quality of sound that distinguishes one instrument from another is called timbre of tone color.
2. The timbre of an instrument can affect the listener’s mood. 
3. Different instruments with different timbre may be put together to create wonderful music.
4. The combination of different timbres happen especially in an orchestra. 

(W) Discussion on the Orchestra

The class will be asked to look into a picture of an orchestra. 

Students will give their observation on the picture, and then the teacher will explain to the class the 4 different
sections of the orchestra and the role of the conductor. 

The class ends with a short video clip of an orchestra delivering a lively performance. 

International Period 

(I) The King of Musical Instruments (15 minutes) 

Each student will lbe asked to give their interpretation of the following statement:  "The Piano is the KIng of
Musical Instruments."

The class will then watch short video clips of children playing the Piano. 

The teacher will ask the students if they are willing to do all to learn how to play the piano. 

(W) Course Outline  (15 minutes) 

The teacher will present to the class the Course Outline for the Second Term which includes:
1. The History and Development of Piano
2. Piano-Playing
3. Preparation for Performance 

Students may ask clarifications before the class ends and may also give suggestions the improvement of the
Music class and the Music Room. 
Core Tactic – Aural (Listening) Activity
This tactic at once involves the students by asking them to listen carefully to the tone quality of the musical
instruments. It also serves as a good jumping board to the discussion on timbre. 
Resource
Our World of MAPEH 2, Vibal Publishing House
Text
This source gives a semi-detailed explanation about the orchestra, the conductor, and the
individual musical instruments of that make up the orchestra.
Lesson 3 – String and Woodwind Sections
WEEK 5
(I) Review of the Family of Instruments (10 minutes) 
Individual members of the class will be asked to go divide the picture of an orchestra into the four family of
instruments by drawing lines between them.
If nobody the gets the correct answer, the teacher will draw the correct lines and show the class how it is to be
done. 
Then the class will be asked to name the four sections of the orchestra.

(W) The String Family  (10 minutes) 

The teacher will then introduce the different members of the String Family and play audio samples for each of
the following instruments:
1. ) Violin
2.) Viola
3.) Cello
4.) Double Bass
5.) Harp

(G) Playing a Stringed Instruments (8 minutes) 

Students will be asked to get a partner
Since there are no orchestral stringed instruments in the Music Room, partners will get a classical guitar instead,
strum and pluck the strings and observe how sounds are created. 

(W) A Video Clip on How String Instruments Create Sound (10 minutes)
The class ends with a video clip explaining how stringed instruments create a sound. 

International Period
The Evolution of Piano 

(W) Continuation of the Discussion on the Evolution of the Piano (15 minutes)
The class will continue going through the later development of the piano which includes the Pianoforte, the
Upright Piano, the Square Grand Piano, and the Modern Grand Piano.

(W) Seatwork (15 minutes) 

The students will answer the Word Search Puzzle of Piano Through the Ages to be familiar with other terms that
are connected with the History and Evolution of Piano.

WEEK 6 & 7 - TET Holiday

WEEK 8

Bilingual/International Periods
Woodwind Sections 

(G) Review of String Family and Improvising Stringed Instruments (10 minutes)
The teacher will show the class an improvised stringed instrument made of old strings from different materials
strung on top of a plastic resonator. 
The class will be then divided into 5 groups and will be asked to make their own stringed instruments out of the
materials provided by the teacher. 
Each group should make sure that their instruments will create different pitches. 

(W) The Woodwind Family (10 minutes)

The class will watch a video showing the different members of the Woodwind section. 
The class will then be asked to identify the instrument that they have seen 
The teacher will then introduce each of the woodwind instrument and play audio file to give the students the
idea how each woodwind instrument sounds. 
1. Flute
2. Piccolo
3. English Horn
4. Oboe
5. Clarinet
6. Bassoon

(I)  Quiz #1  (10  minutes)

The class ends with a Quiz covering the following topics:
1. Timbre
2. String Section 
3. Woodwind Section

International Period
Kinds and Parts of Piano 

(G) Labelling Parts of the Piano (15 minutes) 

The class will be divided into 2 groups with equal number of members. 
The group will be given pieces of paper where parts of the piano are  printed. 
The task of the group members is to put the correct label on the correct part of the piano. 
After the game, the teacher will show to the class the correct answers, and he will explain the importance and
function of each of them. 

(W/I) Discussion on Vertical and Horizontal (15 minutes) 

The teacher will then discuss the difference between a Vertical and a Horizontal Piano and the most important
parts present in both kinds of the piano. 
Students will watch short video clips of the evolution of piano that shows both the vertical and horizontal piano. 
Core Tactic – Group Challenge
With this tactic, the students are introduced to the four different sections or families of  instruments in the
orchestra as they are divided into four groups. The sounds they should create and agree upon as the sound of the
group will lead to the differences in the timbres of the orchestral instruments. 
Resource
Our World of MAPEH 2, Vibal Publishing House
This source gives a semi-detailed explanation about the orchestra, the conductor, and the
individual musical instruments of that make up the orchestra.
Lesson 4 – Brass and Percussion Sections
WEEK 9 

Bilingual/International Periods
Brasswind and Percussion Sections of the Orchestra

(G) Match the Instruments with their Name (10 minutes) 

The class will be divided into three groups.
One by one, the members of each team will approach the board and match a name of an instrument to the
picture of the instruments. 
The group with the most number of correct matches wins the game. 
(W) Discussion on the Brasswind and Percussion Instruments, and the Conductor (10 minutes) 
The teacher will first flash on the screen the names and pictures of  Brasswind instruments and play video clips
to show the class how each instrument is played.
1.) Trumpet
2.) Trombone
3.) French Horn
4.) Tuba
Further explanation about brass instruments will be given in the next unit which is focused on the Marching
Band.

(W) Review of Percussion Instruments (10 minutes)

Then the teacher will flash on the screen the names and pictures of the Percussion  Family, some of which have
already been taken in the 1st Term.
1.) Timpani or Kettle Drum
2.) Triangle
3.) Chimes
4.) Snare Drum 
5.) Bass Drum
6.) Marimba

International Period 
Kinds and Parts of Piano 

(G) Labelling Parts of the Piano (15 minutes) 

The class will be divided into 2 groups with equal number of members. 
The group will be given pieces of paper where parts of the piano are  printed. 
The task of the group members is to put the correct label on the correct part of the piano. 
After the game, the teacher will show to the class the correct answers, and he will explain the importance and
function of each of them. 

(W/I) Discussion on Vertical and Horizontal (15 minutes) 

The teacher will then discuss the difference between a Vertical and a Horizontal Piano and the most important
parts present in both kinds of the piano. 
Students will watch short video clips of the evolution of piano that shows both the vertical and horizontal piano. 

WEEK 10 

Bilingual/International Period
UNIT QUIZ

(W/I) The Conductor (10 minutes)

The class will first watch a video of a boy conducting a real orchestra.
The teacher will then ask the students what the important role of the conductor is based on the video that they
have just seen. 
then the class will then watch a video of an orchestra without a conductor.  They will first listen to the entire
piece.
Each member of the class will have to act as the conductor.
The teacher will point to each student when it is theri turn already.

(W/I) Review and Recitation (10 minutes) 

Individually, the students will be called to answer a question about Timbre and Orchestra.
This will serve as a recitation and at the same time a review  for the Unit Quiz. 

(I) Unit Quiz  (10  minutes)

The class ends with a Unit Quiz covering the following topics:
1. Brasswind Instruments
2. Percussion Instruments
3. Conductor
The students will answer individually their papers.
Some parts of the Quiz will be identifying played musical instruments, so the students should listen well to the
audio files. 

International Period

(W) Drills for the Right Hand (10 minutes) 

The students will be given different patterns for the right hand to make all the fingers of the right hand strong. 

(W/I) Song Study (10 minutes) 

The students will be given the song "Mary Had a Little Lamb" with the corresponding finger numbering and
notation. 

(I) Hands On Activity (10 minutes)

After the teacher demonstrates how to do it with the specific fingering, the students will be given a time to do it
themselves.
Those who are advanced in piano-playing will be given more difficult piece to play. 

WEEK 11

Bilingual/International Period
Performance Test

(W) Song Study - The Orchestra Song (10 minutes)

The class will first study "The Orchestra Song."
The class will watch a video of students singing the same song to motivate the class.
Then the teacher will teach the correct melody and rhythm line by line. 

(G) Groupings and Group Practice (15 minutes) 

The members of the class will pick a paper with drawing of orchestral instruments. 
Those who get instruments of the same family or section of the orchestra will go together dividing the class into
two groups. 
The members of the group will then be assigned particular lines of the song corresponding to different
instruments of the orchestra.
The members of the groups will also have to create their own movements showing how each instrument is
played.
Somebody will also play as the conductor or leader of each group.
The conductor will give the signal to his/her classmates who is supposed to make the orchestral sound in a
particular part of the song.

(G) Group Performance (5 minutes) 

Each group will then be called to do their performance on "The Orchestra Song."

International Period 
Unit Quiz on Piano 
(W) Recitation and Review
Individual members of the class will be called to either identify a picture or answer a review question. 
This serves as a graded recitation, so each student will get a point for every correct answer. 
Each student maybe called several times during the review.

(I) Unit Quiz on History and Development of the Piano

The coverage of the Unit Quiz includes the following:
1. Inventor of the Piano
2. The Evolution of the Piano
3. Kinds and Parts of the Piano
Core Tactic - Group Challenge on Orchestral Instruments
The aim of this tactic is to review the students of the names of the orchestral instruments that have been taken
already.  It is also an opportunity for the teacher to see if they have an idea of what brasswind instruments are,
as new instruments are included in the Matching Type activity. 
Resource
Our World of MAPEH 2, Vibal Publishing House
This source gives a semi-detailed explanation about the orchestra, the conductor, and the
individual musical instruments of that make up the orchestra.

Term 2
Unit 2 – Instrumental Group: Marching Band

OVERVIEW
Understanding

Essential Questions

Knowledge

Skills

EVIDENCE
Performance Tasks

Other Evidence

DESIGN
Lesson
Core Tactic

Resources

Term 2
Unit 3 – Preparing for a Performance

OVERVIEW
Understanding

Essential Questions

Knowledge

Skills

EVIDENCE
Performance Tasks

Other Evidence

DESIGN
Lesson

Core Tactic

Resources