MUSIC IV-V-VI COMPETENCIES ON K-TO-12 CURRICULUM

GRADES IV- V-VI

TIME ALLOTMENT: 40 MINUTES / SESSION
THIRD QUARTER

QUARTER/ COMPETENCIES SUGGESTED LEARNING ACTIVITIES SUGGESTED ASSESSMENT STRATEGIES

WEEK GRADE 4 GRADE 5 GRADE 6 GRADE 4 GRADE 5 GRADE 6 GRADE 4 GRADE 5 GRADE 6
WEEK 1 1. identifies aurally and 1. recognizes the 1. identifies simple  Listening to a Listening Activity: Performance Paper and Pencil test Paper and Pencil
visually the introduction design or structure of musical forms musical piece like  Twinkle, Twinkle Little Star assessment test
and coda (ending) of a simple musical forms: 1.1 binary (AB) -has “Paruparong  Leron leron Sinta
musical piece 1.1 unitary(one 2 contrasting Bukid” while  Row Row Your Boat listen to a musical
MU4FO-IIIa-1 section) sections (AB) viewing the  The Dog and the Cat and the piece while
1.2 strophic(same tune 1.2 ternary (ABA)- musical score on Bumblebee viewing the Group Performance:
with 2 or more has 3 sections, chart. musical score on Singing of songs
sections and 2 or the third section  Talk about chart and have learned
more verses) similar to the introduction and Notice the verses Discussion: them identify
MU5FO-IIIa-1 first; (ABC) – has coda of a musical used and its tune. Analysis on the aurally and Album Making;
3 sections piece. Name the number of sections visually the Compile copies of
1.3 rondo (ABACA)  Introduce the sections heard. found in each song introduction and songs with simple
-has contrasting symbol for coda. Introduce the in terms of coda in a given musical forms
sections in  Provide exercises terms --unitary -binary musical piece.
between on identifying the -strophic -ternary
repetitions of the intro and code od -rondo (This could be
A section a musical piece. done by group)
(ABACA) Tell the sections of
MU6FO-IIIa-b-1 songs through letter Listening to a musical piece like “Pa
names.

Games: Name that

Form

WEEK 2 2. identifies aurally and 2. creates a 4- line 2. analyzes the  Listening Activity Sing: Listening Activity Let the children Paper and Pencil test Paper and Pencil
visually the antecedent unitary song musical forms of to a musical piece Happy Birthday Leron,Leron,Sinta; identify similar test
and consequent in a MU5FO-IIIb-2 the following like “Ugoy ng Song Sitsiritsit and contrasting
musical piece songs: Duyan” while And other 2.2 Silent Night phases in vocal Individual
MU4FO-IIIa-2 viewing the score nursery rhymes 2.3 Happy Birthday and instrumental Performance
2.1 leron,Leron, on chart. 2.4 Joy to the World music from the
Sinta; Sitsiritsit 2.5 Bahay Kubo songs they have Use rubrics on the
2.2 Silent Night Introduce the 2.6 Ili-ili, TulogAnay learned in the presentation made
2.3 Happy Birthday word unitary. 2.7 Paruparong previous lessons
2.4 Joy to the World Bukid such as: Sitsiritsit,
2.5 Bahay Kubo Ask: In what way 2.8 Ang Bayan Ko Ako ay May Lobo,
 2.6 Ili-ili, Tulog Anay is the “Happy 2.9 Pamulinawen Twinkle, Twinkle
2.7 Paruparong birthday song 2.10 Tinikling ,Bahay Kubo,
Bukid unitary? 2.11 Lupang Roses, etc.
2.8 Ang Bayan Ko Hinirang
2.9 Pamulinawen How many tunes
2.10 Tinikling are there? Tell the forms used
2.11 Lupang in each song.
Hinirang What is the
MU6FO-IIIa-b-2 musical form of a Group Activity:
unitary song? Sing the assigned
 Discuss concepts forms of music/
of form: songs as to -binary
similar and Group Activity; -ternary
contrasting Make a four-line -rondo
phrases for both unitary song
melodic and based on a topic
rhythmic. given.

 Provide other
exercises (Refer
to TG)
WEEK 3 3. listens to similar and 3. creates a 4 –line 3. uses the different Listening Activity on
1. Listening Activity: Sing: Maligayang Paper and Pencil Paper and Pencil Test Paper and Pencil
contrasting phrases in strophic song with 2 repeat marks that a Recorded Music Araw Test Test
recorded music sections and 2 verses are related to form: for the grade. 2. Old MacDonald"
MU4FO-IIIa-b-3 MU5FO-IIIc-d-3 3.1 Da Capo (D.C.)  Discuss concepts Notice the musical Group Work
3.2 Dal Segno of form: 3. "Mary Had a form. Group Work
(D.S.) similar and Little Lamb
3.3 Al Fine (up to contrasting 4. Bingo Read the musical Paper and Pencil Test Observation
the end) phrases for both marks / repeat Checklist/ Rubrics
3.4 D.C. al Fine melodic and 5. Amazing Grace marks.
(repeat from the rhythmic.
beginning until the 6. Wheels of the Tell how repeat
word Fine) Bus marks like 3.1 Da
- Identifying the
3.5 ║: :║ musical form is7. Video Capo (D.C.)
3.6 heard in some Presentation of 3.2 Dal Segno (D.S.)
┌───┐┌───┐ folk songs/ the songs 3.3 Al Fine (up to the
1 2 nursery rhymes. end)
(ending 1, ending 2) Ask the musical 3.4 D.C. al Fine
MU6FO-IIIc-3 Provide other form of the songs (repeat from the
exercises (Refer to heard. beginning until the
TG) word Fine)
What is repeated
3.5 ║: :║
in the strophic
3.6
song?
┌───┐┌───┐
12
(ending 1, ending 2)
Music making Were used in the
 Activity: music sheet of
“Maligayang Araw”.
Write short 4-line
poem. Let pupils Point the marks used
give a possible in the song and what
tune. part of the song
which needs to be
repeated.
Group Activity:
Sing “Maligayang
Araw” .

Notice how repeat

marks were used.
WEEK 4 4. identifies similar and 4. describes the 4. identifies visually Have the children Listening activity: Show a picture of Paper and Pencil Paper and Pencil Test Paper and Pencil
contrasting phrases in characteristics of and aurally the identify similar Songs of Filipino the orchestra Test Test
vocal and instrumental each type of voice instrumental and contrasting Singers
music from the previous MU5TB-IIIe-1 sections of the phrases through Name the Group Work
lessons Western orchestra varied exercises. Discussion on the instruments used by Group Work
4.1 melodic MU6TB-IIId-1 (Refer to TG) characteristics of the orchestra.
4.2 rhythmic  Have them sing types of voices Paper and Pencil Test Observation
MU4FO-IIIc-4 the similar and Classify the Checklist/ Rubrics
contrasting Music instruments as to
phrases Appreciation string, brass,
woodwind, and
percussion.

Viewing Activity
Present a video of an
orchestra during their
performance.
WEEK 5 5. sings similar and 5. identifies the 5. distinguishes  Have the children Listening activity: Listening Activity; Group Paper and pencil test Paper and Pencil
contrasting phrases in following vocal aurally the sound of identify similar Songs from Sound produced by Performance test
music timbres: each section of the and contrasting varied artists. different kinds of
5.1 melodic 5.1 soprano Western orchestra musical instruments
phrases through
5.2 rhythmic 5.2 alto MU6TB-IIId-e-2 Tell who the
MU4FO-IIId-5 5.3 tenor varied exercises. singer is and the Give examples of ,
5.4 bass (Refer to TG) type vocal timbre. brass, woodwind,
MU5TB-IIIe-2  Have them sing and percussion
the similar and Discuss the vocal instruments,
contrasting timbre as to Tell how these
-soprano instruments produce
phrases
- alto sound.
 Discuss concepts - tenor
of form: - bass Game: Name that
similar and Sound. Tell the type
 contrasting Naming some of instrument which
phrases for both famous Filipino produces such
melodic and singers with sound.
rhythmic. identified vocal
 Provide other timbre
exercises (Refer
to TG). Have the
children identify
similar and
contrasting
phrases through
varied exercises.
(Refer to
 Have them sing
the similar and
contrast
 Provide other
exercises (Refer
to TG)
WEEK 6 6. distinguishes vocal and 6. identifies aurally and 6. identifies the  Listening to Picture Picture presentation Paper and Pencil Paper and Pencil Test Paper and Pencil
instrumental sounds visually different characteristics of recorded sounds presentation of of different types of Test Test
MU4TB-IIIe-1 instruments in: each instrument in of different different musical musical instruments.
6.1 rondalla each section of the instruments and instrument.
6.2 drum and lyre orchestra show picture to Reporting on Album Making: Group Performance:
band MU6TB-IIId-3 the class as its Video characteristics of the Local Singers Tunog Kalikasan
6.3 bamboo sound being presentation of a kinds of instruments According to Album Making
group/ensemble heard by them. rondalla/ pangkat as to , brass, Vocal timbre
(Pangkat kawayan woodwind, and
Kawayan)  Classifying ensemble percussion
6.4 other local various musical wherever
indigenous instruments. possible. Game;
ensembles Using ostinato
MU5TB-IIIf-3  Discuss concepts Infer how the patterns, produce
of timbre in instruments are music of indigenous
classifying grouped materials
musical
instruments Let pupils infer
that music can be
 Provide exercises played n
(Refer to TG combination to
produce good
music.
WEEK 7 7. identifies as vocal or 7. participates actively 7. describes the Discuss the timbre Group Activity: Video /Audio Paper and Pencil Paper and Pencil Test Paper and Pencil
instrumental, a recording in musical ensemble distinct sound of vocal and Form a choral Presentation: Sound test Test
of the following: 7.1 choral quality of the instrumental. group. Let them produced by each
8.1 solo 7.2 instrumental different Discuss also solo, perform a song type of instrument. Group Performance
 8.2 duet MU5TB-IIIg-4 instruments of the duet, trio and learned for the
8.3 trio orchestra ensemble. grade. Relate the orchestra
8.4 ensemble MU6TB-IIId-e-4 -solo violin/ vocal to a band.
MU4TB-IIIe-2 solo Values
-instrumental integration in
trio/vocal trio making a
-instrumental successful
ensemble performance as a
-choral musical
-ensemble ensemble.

Provide samples of
sounds for the
children to listen to.

Discuss the timbre

of vocal and
instrumental.
Discuss also solo,
duet, trio and
ensemble

Provide samples of
sounds for the
children to listen to.

WEEK 8 8. identifies aurally and 8. creates a variety of 8. distinguishes  Listening to Musical Listening Activity; Paper and Pencil Paper and Pencil Test Paper and Pencil
visually different sounds emanating varied dynamic recorded sounds Production: Let - Lupang Hinirang test: Test
instruments from the environment levels in a music of different the pupils - Bayan Ko
MU4TB-IIIf-3 using available sound heard instruments and produce sound - identify similar Paper and Pencil Test
sources 8.1 piano (p) show picture to from different Discussion; and contrasting Tunog tao Group Performance
8.2 mezzo piano the class as its materials Parts that are sang phases in vocal on Music Dynamics
MU5TB-IIIg-h-5 (mp) sound being -rolled paper softly and loudly. and instrumental of songs learned for
8.3 pianissimo (pp) heard by them. -leaves How do conductors music from the Rubrics on the Grade
8.4 forte (f)  Classifying -pieces of beat to signify songs they have Performance
8.5 mezzo forte (mf) various musical bamboo softness and learned in the Observation Rubrics on
8.6 fortissimo (ff) instruments. -bottle caps loudness? previous lessons Performance
8.7 crescendo  Discuss concepts maracas such as: Sitsiritsit, Observation
8.8 decrescendo of timbre in Explicitly teach the Ako ay May Lobo,
MU6DY-IIIf-g-1 classifying Use ostinato varied dynamic Twinkle, Twinkle,
musical pattern for the levels in a music Bahay Kubo,
instruments pupils to follow. heard Roses, etc.
 Provide exercises -piano (p)
(Refer to TG) -mezzo piano (mp)
Acting Out: -pianissimo (pp)
Pretend to be an - forte (f)
orchestra using -mezzo forte (mf)
 varied - fortissimo (ff)
instruments from -crescendo
the environment. -decrescendo

Rote Singing:
-Ili-IliTulog Anay
-Pamulinawen

Let the pupils tell the

dynamics of the
songs.

Integrate dynamics
to emotions
conveyed in songs.
WEEK 9 9. classifies the various ENHANCEMENT OF 9. uses varied  Listening to Enhancement Singing of Pilipinas Paper and paper Paper and Pencil test Group Performance.
musical instruments as: LEAST LEARNED dynamic levels in a recorded sounds Activities Kong Mahal Test;
9.1 string SKILLS IN MUSIC song of different Classifying Performance Activity
9.2 woodwind MU6DY-IIIh-2 instruments and Notice the beats musical Album Making
9.3 brass wind show picture to done by the instruments
9.4 percussion the class as its teachers.. according string
MU4TB-IIIf-h-4 sound being Tell the pasts of the , woodwind, brass
heard by them. song as to dynamics wind And
 Classifying used. percussion
various musical
instruments. Present the musical
 Discuss concepts piece and let pupils Album Making on
of timbre in notice the notations Different Kinds of
classifying used for dynamics. Musical
musical Instrument
instruments
 Provide exercises
(Refer to TG)

WEEK 10 10. recognizes the use of the ENHANCEMENT OF ENHANCEMENT OF  Conduct the Enhancement Enhancement Paper and Pencil Paper and Pencil test Paper and Pencil
symbol p (piano) and f LEAST LEARNED LEAST LEARNED “National Anthem” Activities Activities test test
(forte) in a musical score SKILLS IN MUSIC SKILLS IN MUSIC and have the
MU4DY-IIIf-1 children respond Group Activity: Group activity
11. uses appropriate musical to conducting Provide each Group activity
terminology to indicate gestures for group a copy of
simple dynamics “forte” and “piano” familiar song and
11.1 forte  Let the class sing let them put
11.2 piano the song appropriate
MU4DY-IIIf-h-2 “Alibangbang” MU4DY-IIIf-h-2 dynamic symbols
learned in the on the score
 previous lesson
using the
indicated simple
dynamics.
 Discuss further
the concepts of
dynamics

Provide other
exercises. Refer to
the TG.