Music Iii - Q1 - Melc Based DLP

SEMI-DETAILED LESSON PLAN IN HEALTH
Learning Area: MUSIC Quarter: Duration:

DLP No.: 1 Grade Level: 3
First 40 mins.
Learning Relate images with sound and silence using quarter note, beamed eight Code:
Competency/ies: note, half note, quarter rest and half rest within a rhythmic pattern. MU3RH-Ia -1
Key Concepts /  The symbol ( ) represents the pulse of a sound.
Understandings to be  Rest ( ) is the symbol used to represent silence.
Developed:
1. Objectives
Knowledge Differentiate symbols that represents sounds from silence.
Skills Apply symbols that represents sounds and silence.
Attitudes Appreciate the importance of sounds and silence.
Values Taking care of our pets.
2. Content/Topic Sounds and Silence
3. Learning  The symbol ( ) represents the pulse of a sound.
Resources/  Rest ( ) is the symbol used to represent silence.
Materials /
Equipment
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step
will consume)
4.1 Introductory A. Drill
Activity Clap
(5 minutes)
B. Review
Sing “Leron, Leron Sinta” and move to the rhythm of the song.
C. 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)
Study the following rhythmic patterns and do the movements indicated in each
beat. Write the stick notation below the images.
4.2 Activity
(5 minutes)
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.
4.3 Analysis
What were the movements used to show the sounds that we heard and the sounds
(5 minutes)
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.
We can also use body movements to show sounds heard and the sounds that we do not
hear.
4.4 Abstraction What symbols were used to represent the sounds that we heard and the sounds that we did
(5 minutes) 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)
Teach the song in rote method
4.5 Application
(20 minutes) Group the class into four. Each group will perform the rhythmic patterns
using the given movement while singing “Ang Alaga Kong Pusa”.
1 - clap
2 - tap
3 - snap
4 - play any rhythmic instrument
5. Assessment (indicate whether it is thru Observation and/ or Talking/conferencing to learners and/or Analysis of
Learners’ Products and/or Tests) 10 minutes
Practicum # Based on the above activity, put a check (√ ) on the appropriate box.
3
Very Needs
SKILL Good Satisfactory
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
6. Assignment (indicate whether it is for Reinforcement and /or Enrichment and/or Enhancement of the day’s lesson
and/or Preparation for a new lesson) 2 minutes
Create appropriate movements that could be used to accompany the song Leron-Leron
Enrichment
Sinta.
7. Wrap-Up/
Concluding Activity Everybody will perform an ANGELIC clap for a job well done today!!!
3 Minutes
Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Position/Designation: Teacher II District: Siaton 1 Division: Negros Oriental
Contact Number: 09269840665 Email Address: nestor.futalan@deped.gov.ph
Learning Area: MUSIC Duration:

DLP No.: 2 Grade Level: 3 Quarter: First
40 mins.
Maintains a steady beat when replicating a simple series of rhythmic
Learning patterns in measures of 2s, 3s, and 4s (e.g. echo clapping, walking, Code:
Competency/ies: marching, tapping, chanting, dancing the waltz, or playing musical MU3RH-Ib -h -1
instruments)
Key Concepts /  Beat is the pulse we feel in music. It is always regular. It can be slow or fast.
Understandings to be  Pulse can be expressed through clapping, tapping, chanting, walking, and playing
musical instruments.
Developed:
 Pulse is a steady or regular beat.
1. Objectives
Knowledge Differentiate beat from pulse.
Skills Apply beat and pulse when clapping, tapping, chanting, walking, and playing musical
instruments.
Attitudes Appreciate the importance of pulse and beat in music.
Values Dignity of Labor.
2. Content/Topic Steady Beat
A. Songs: “Mang Kiko” Chant
4
“Colors at School” 4 , G , so
4 4
3. Learning “Ang Alaga Kong Pusa” , C , mi
Resources/ 4
4
Materials / B. Reference: Music Time Teacher’s Manual
Equipment (Lower Primary) p. 143
(Upper Primary) p. 136
C. Materials: CD Player
chart of rhythmic patterns improvised rhythmic instruments
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will
consume)
Activity a. Tonal Drill ( s – so , m – mi )
(5 minutes)
b. Rhythmic Drill
B. Review
Let the pupils sing “Ang Alaga Kong Pusa” while tapping the steady beat of the song.
C. Motivation
Show the class a picture of a carpenter.
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)
“Mang Kiko” (chant)
4.2 Activity
(5 minutes)
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.
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”?
4.3 Analysis (We tapped, clapped, marched, and walked.)
(6 minutes) 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)
What is steady beat?
4.4 Abstraction (Steady Beat is the pulse we feel in music. It can be slow or fast.)
(5 minutes) We use movements to show the pulse in music like marching, tapping, clapping, walking,
and playing musical instrument.
4.5 Application Group the class into 5. Let the pupils practice steady beats using the song “Colors
(20 minutes) at School”. Ask the pupils to do the following:
Group 1 drum
Group 2 tambourine
Group 3 clapper
Group 4 maracas
Group 5 sing the song
Based on the above activity, put a check (√ ) on the appropriate box.
SKILL Advanced Proficient Satisfactory Beginning
1. Can show steady beats
through movements while
Practicum # singing the song
3 2. Can perform steady beats
using rhythmic instruments
3. Can sing the song correctly
4. Can participate actively in
group activities
Enrichment Bring improvised musical instruments for the next lesson.
7. Wrap-Up/
Concluding Everybody will perform an ANGELIC clap for a job well done today!!!
Activity 3 Minutes

Learning Area: MUSIC Duration:
DLP No.: 3 Grade Level: 3 Quarter: First
40 mins.
instruments)
Key Concepts / Rhythmic pattern is a combination of long ( ) and short ( ) sounds.
Understandings to be
Developed:
1. Objectives
Knowledge Identify long and short sounds in a given rhythmic pattern.
Skills Clap rhythmic patterns by using of long and short sounds.
Attitudes Appreciate the importance of rhythm in music.
Values Appreciate the beauty of God’s creation
2. Content/Topic Rhythmic Pattern (Stick Notation)
3. Learning Song: “Araw at Buwan”4 4 , C, so, mi
Resources/ 4
Materials / Reference: Music Time Teacher’s Manual (Lowe Primary) p. 50, 197
Materials: CD/CD Player chart of rhythmic patterns
Equipment
4. Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will
consume)
A. Drill
Echo Clap
a.
b.
c.
B. Review
Divide the class into two groups.
Group A will stomp the pulse. Group B will clap the rhythm.
4.1 Introductory
Activity
(5 minutes)
C. Motivation
Present a picture showing day and night time and ask the children to tell something about it.
4.2 Activity
(5 minutes)
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.)
Araw at Buwan
Araw at buwan bituing kumikinang,
Yan ang ‘yong mamamasdan,
Sa kalangitan.
4.3 Analysis
(7 minutes)
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)
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.

4.4 Abstraction What is a rhythmic pattern?
(5 minutes) (Rhythmic pattern refers to the combination of long and short sounds.)
4.5 Application Group the class into 5.
(20 minutes) 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
Group 3 – Drum
Group 4 – Clapper
Group 5 – Tambourine
Very Needs
Good Improvement
1. Can demonstrate long
and short sounds
2. Can tap/clap rhythmic
patterns using stick
Practicum #
notation
3
3. Can play different
rhythmic patterns
using rhythmic
instruments
4. Can participate
actively in all
activities
Enrichment Create three rhythmic patterns using stick notation in 4s.
7. Wrap-Up/
Concluding Everybody will perform an ANGELIC clap for a job well done today!!!
Activity 3 Minutes


First 40 mins.
instruments)
Key Concepts /
Understandings to be Sounds can be grouped in 2s, which can be shown through different body movements like
marching
Developed:
1. Objectives
Knowledge Identify sounds in groups of 2s, in songs
Skills Clap, tap, chant, walk and play musical instruments in response to sound with the correct
rhythm in measures of 2s (marching)
Attitudes Appreciate the importance of rhythm in music
Values Cooperation
2. Content/Topic Beat in 2s
24
Song: “Soldier’s March”, , F, la
4
3. Learning 24
“Rocky Mountain”, , C , fa
Resources/ 4
Materials /
Equipment “See-saw”, 2 4 , C , so
4
Reference: Music Time Teacher’s Manual (Lower Primary) p. 92, 143, 104
Materials: CD/CD Player chart of rhythmic patterns in 2s, 3s, and 4s improvised
rhythmic instruments
will consume)
Activity Perform the marching movement with the rhythmic pattern.
(5 minutes)
B. Review
Sing “Leron, Leron Sinta” while marching.
C. Motivation
 Sing the song “Soldier’s March” to the pupils.
 Pupils may clap, tap, chant, walk, or play rhythmic instruments while singing.
a.Clap or tap the following rhythmic patterns.
4.2 Activity
(5 minutes)
b.Divide the class into 3 groups. Each group will play musical instruments such
as clappers, drums, tambourines, while reciting “Soldier’s March”.
What did you do to show the pulse of the song?
(We tap, walk, and march)
What are the musical instruments needed?
(clapper, drum, tambourine)
4.3 Analysis How are the sounds grouped in the song Soldier’s March?
(8 minutes) (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)
4.4 Abstraction
Marching is the best movement that matches the sounds grouped by 2s.
(5 minutes)
4.5 Application Let the pupils sing and move to the rhythm of the song “Rocky Mountain”.
(20 minutes)
Very Needs
Good Improvement
1. Can demonstrate long and short
sounds
Practicum #
2. Can tap/clap rhythmic patterns
3
using stick notation
3. Can play different rhythmic
patterns using rhythmic
instruments
activities
7. Wrap-Up/
3 Minutes


First 40 mins.
instruments)
Key Concepts /
Understandings to be Sounds can be grouped in 3s, which can be shown through different body movements like
dancing the waltz
Developed:
1. Objectives
Knowledge Identify sounds in group of 3s, in songs and dances like the waltz
Skills Clap, tap, chant, walk and play musical instruments in response to sound with the correct
rhythm in measures of 3s (dancing the waltz)
Values Cooperation
Song: “Bahay Kubo”, 2 4 , C, so

4
3. Learning
24
Resources/ “Tiririt ng Maya”, 4 , C , so
Materials /
Equipment Reference: Music Time Teacher’s Manual (Lower Primary) p. 92, 143, 104
Music Time Teacher’s Manual (Upper Primary) p.142, 100
Materials: CD/CD Player chart of rhythmic patterns in 2s, 3s, and 4s improvised
will consume)
Activity Suggested songs to be sung or played (CD/Cassette) by the teacher.
(5 minutes) 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.
B. Review
a.Rhythm: Echo Clapping
b.Let the pupils sing “See-saw”
C. Motivation
What is your favorite vegetable?
What vegetables were mentioned in the song?
(Present real vegetables or vegetable cut-outs in class.)
Let the pupils identify the vegetables presented.
Sing “Bahay Kubo”
4.2 Activity
(5 minutes)
4.3 Analysis What folk song tells about vegetables? (Bahay Kubo)
(9 minutes) 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”.
4.4 Abstraction
We do waltz step to show the pulse or beat of a song grouped in 3s.
(5 minutes)
a. Group the class into two. The first group will sing the song “Bahay Kubo” while the
4.5 Application second group will dance the waltz.
(20 minutes) b. Let the pupils sing “Bahay Kubo” while playing rhythmic instruments as an
accompaniment to the song.
Select any rhythmic instruments inside the classroom to be used while singing “Tiririt ng
Maya”.
Practicum #
3
7. Wrap-Up/
3 Minutes


First 40 mins.
instruments)
Key Concepts /
Understandings to be Sounds can be grouped in 4s, which can be shown through different body movements
like echo clapping.
Developed:
1. Objectives
Knowledge Identify sounds in group of 4s, in echo clapping
Skills Claps, taps, chants, walks, and plays musical instruments in response to sound with the
correct rhythm in measures of 4s (echo clapping)
Values Cooperation
Songs:
“Come and Play”, 4 , G, so
4
4
3. Learning “Ten Little Indians”, , G, so
4
Resources/
“Ang Susi”,2 4 ,C, So
Materials /
Equipment Reference: Music Time Teacher’s Manual(Lower Primary) p, 92, 143,104
Music Time Teacher’s Manual (Upper Primary) p. 142, 100
Materials: CD/CD Player chart of rhythmic patterns in 2s, 3s, and 4s improvised rhythmic
instruments
will consume)
Activity Tonal - Sing the song.
(5 minutes) “Ang Susi”
Rhythm - Clap the beat of the rhythmic pattern below.
D. Review
Let us sing the song “Ten Little Indians”. Do body movements such as
tapping, clapping, and marching.
Ten Little Indians
E. 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?
Present the musical score of “Come and Play”.
4.2 Activity
(5 minutes)
What can you say about the song?(It is about the trumpet)
How do you play the trumpet? (by blowing)
4.3 Analysis Teach the song by rote singing.
(6 minutes) Let the children sing the song with the help of the teacher.
Do the following activities
 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)
4.4 Abstraction We can clap, tap, chant, walk, and/or play musical instruments to show the beat of a song
(5 minutes) with beats grouped into 4s.
4.5 Application Group the class into two. Each group leader will choose a song to perform. Sing the
(20 minutes) songs “Come and Play” and “Ten Little Indians” while playing rhythmic instruments.
Need
SKILL Best Better Good
Improvement
1. Can perform accurate rhythms in all

Practicum # songs
3 2. Can identify the beat using body
movements
3. Can sing the correct pitch while doing
body movements
4. Can play the correct beat using
activities
Enrichment Bring other improvised musical instruments for the next lesson.
7. Wrap-Up/
3 Minutes


First 40 mins.
Learning Play simple ostinato patterns (continually repeated musical phrase or Code:
Competency/ies: rhythm) with classroom instruments and other sound sources MU3RH-Id-h-5
Key Concepts /
Understandings to be Ostinato is a repeated rhythmic pattern used as accompaniment to a song.
Developed:
1. Objectives
Knowledge Give the meaning of Ostinato
Skills Play simple ostinato patterns
Values Love for animals
2. Content/Topic Ostinato Pattern
Songs:
“Mga Alaga Kong Hayop”,2 4 ,G, so
3. Learning
Resources/ Reference: Music Time Teacher’s Manual
Materials / (Lower Primary) p.60
Equipment Materials: CD/CD Player, chart of rhythmic patterns, improvised rhythmic/musical
instruments
Ex. pair of sticks, tambourines, coconut shell
will consume)
Activity Tap the following rhythmic patterns.
(5 minutes)
B. Review
a. Tap/clap the chant.
b. Read the chant.
c. Read the chant while tapping the rhythmic pattern.
4
C. Motivation
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.
or
4.2 Activity a.Clap the rhythmic pattern repeatedly until pupils become familiar
(5 minutes) 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.
How did you show steady beat?
(By walking, clapping, tapping, chanting, and playing instruments.)
What rhythmic instruments can be used to accompany the song?

4.3 Analysis (We use the rhythmic instruments in the classroom and other sources of sound like bottle,
pencil, drums, and sticks.)
(10 minutes)
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.
What is ostinato?
4.4 Abstraction
Ostinato is a repeated rhythmic pattern used to accompany a song. It can be played using
(5 minutes)
rhythmic instruments and other sound sources.
4.5 Application Group activity: “Mga Alaga Kong Hayop”
(20 minutes) 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.
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
Draw a for best, for better, and for good performances.
SKILLS Best Better Good

1. Can identify rhythmic instruments and other sound
sources
Practicum # 2. Can use simple ostinato pattern to accompany a
3 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
Enrichment Make a simple ostinato pattern to accompany the song “Mga Alaga kong Hayop”.
7. Wrap-Up/
3 Minutes


First 40 mins.
Learning Creates continually repeated musical phrase or rhythm in measures of Code:
Competency/ies: 2s, 3s, and 4s MU3RH-Ie-6
Key Concepts /
Ostinato Pattern can be played using rhythmic instruments or other sound sources.
Understandings to be
Rhythmic patterns can be shown through body movements.
Developed:
1. Objectives
Knowledge Give the meaning of Ostinato
Skills Create simple ostinato patterns in 2s, 3s, and 4s through body movements using different
sound sources
Values Love for Country / Friendship
2. Content/Topic Creating Ostinato
Songs: 2
“Mga Alaga Kong Hayop”, 4 ,G, so
3. Learning
Resources/ Reference: Music Time Teacher’s Manual
Materials / (Lower Primary) p.60
Equipment Materials: CD/CD Player, chart of rhythmic patterns, improvised rhythmic/musical
instruments
Ex. pair of sticks, tambourines, coconut shell
will consume)
Activity Rhythmic dictation. The teacher will clap rhythmic patterns in 2s, 3s, and 4s and the pupils
(5 minutes) will draw the stick notation
B. Review
Clap the following rhythmic patterns using the following rhythmic syllables.
C. Motivation
Do you love your country? Why?
Bayang Sinta
4.2 Activity
(5 minutes)
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.
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 qualities of the Filipino
people)
Do the following activities:
a. Read/Clap the patterns using rhythmic syllables.

4.3 Analysis
(11 minutes)
b. What rhythmic syllables were used in the rhythmic pattern?
c. Let the pupils create simple ostinato for the song.
d. Play the rhythmic pattern while singing the song “Bayang Sinta”.
4.4 Abstraction What is ostinato?
(5 minutes) (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.
4.5 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
(20 minutes)
materials/ songs that are in 2s, 3s, and 4s)
SKILL Advanced Proficient Satisfactory Beginning

1. Can show creativity in writing
rhythmic patterns
2. Can perform the given rhythmic
Practicum # pattern through clapping, tapping,
3 3. chanting,
Can performsnapping, and
correctly theplaying
rhythmic patterns as rhythmic
accompaniment to a song
4. Can participate actively in the
group activity
5. Can demonstrate cooperation in
doing group activity
Choose a song from the list. Create an ostinato pattern to
accompany the chosen song.
Enrichment 1.”Tiririt ng Maya”

2. “Colors”
3. “Ang Alaga Kong Pusa”
4. “Mga Alaga Kong Hayop”
5. “Bahay-Kubo”
7. Wrap-Up/
3 Minutes


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SEMI-DETAILED LESSON PLAN IN HEALTH

Learning Area: MUSIC Quarter: Duration:

Can we move without making any noise?

What are the sounds that you love to hear?

What movements were used to show sound? (clap and chant)

4 - play any rhythmic instrument

1. Can differentiate sounds that

2. Can identify sounds that we do

3. Can perform the given rhythmic

4. Can participate actively in group

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Learning Area: MUSIC Duration:

What is the man doing?

Do the following activities:

Group 5 sing the song

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Let the pupils do the following activities.

Which group clapped the beats? (Group A)

We call this rhythmic pattern.

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Learning Area: MUSIC Quarter: Duration:

a.Clap or tap the following rhythmic patterns.

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Learning Area: MUSIC Quarter: Duration:

Song: “Bahay Kubo”, 2 4 , C, so

Sing “Bahay Kubo”

Recite the song while clapping the beat in 3s.

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Learning Area: MUSIC Quarter: Duration:

Rhythm - Clap the beat of the rhythmic pattern below.

Ten Little Indians

Drums, pair of sticks, tambourine, maracas, trumpet)

Do the following activities

 Echo clap the pulse and rhythm of the song.

How did you show the beat of the song?

1. Can perform accurate rhythms in all

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Learning Area: MUSIC Quarter: Duration:

What can you say about the picture?

Sing “See-Saw” while clapping/tapping the steady beat.

What rhythmic instruments can be used to accompany the song?

Draw a for best, for better, and for good performances.

SKILLS Best Better Good

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

Learning Area: MUSIC Quarter: Duration:

a. Pupils read the lyrics of the song “Bayang Sinta”.

Give examples of natural resources/beautiful spots found in the Philippines.

Why do you love to live in the Philippines?

Do the following activities:

a. Read/Clap the patterns using rhythmic syllables.

b. What rhythmic syllables were used in the rhythmic pattern?

c. Let the pupils create simple ostinato for the song.

SKILL Advanced Proficient Satisfactory Beginning

Enrichment 1.”Tiririt ng Maya”

Author: NESTOR A. FUTALAN School: INALAD ELEMENTARY SCHOOL

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