Name of Teacher Virtudez, Rose Ann Grade/Year Level Grade 1

Learning Area 1 Arts and Design: Music

Competency: Learners should be able to master the different kinds of notes, rest, beats and applied voice.

Lesson No. 1 Different kinds of Notes and Duration: 1 hour

Rest in Music

Key understanding to To familiarize and to identify the different kinds of notes and rest symbol in music. And solfege the beats of
be developed each note.

Knowledge Identify the different kinds of notes and rest symbols. Applying into voice and know the
tone of each note and rest.
Learning Objectives
Skill Demonstrate how to conduct and solfege at least basic notes.

Attitude To cooperates to the class.

Each student must bring the following materials:

• Flashcards/ manila paper

• Visual presentation
Resources Needed
• Marker and Pencils

they can also use TV, laptop, or other devices that they can use in their little presentation.

Elements of the Plan Methodology

Preparations Introductory Activity (5mins) Little presentation of different kinds of notes and rest symbols in
music such as:
-Prayer, Let us all rise
and pray "OUR • Whole note/ whole rest
FATHER"... Amen. • Half note/half rest
• Quarter note/ quarter rest
-Greetings with students • Eight note/ eight rest
and teacher. • Sixteenth note/ sixteenth rest...etc.

-Checking Attendance Say: Describe different kinds of notes and rest symbols.

-Discussions Ask: How are you going to define each notes and rest? How are
you going to write it to staffs and bar lines? What re the purposes of
these notes and rest in music?

Activity (10 mins) Group Activity: Group presentation, do the following said:

- Create a visual presentation of different types of notes and rest

symbols.

- make a simple explanation about this and conduct it to the class.

- Do this in manila paper, within 10 minutes.

Example of presentation:
 Analysis (5mins) Say: Explain your presentation to the class. (Call 1-2 students to
answer each of the following questions).

1. Describe the number 1 shown in the presentation.

2. What is the importance of these notes in making music
piece?
3. What will happen if you mistakenly put a notes and rest in a
wrong place at staff?

Note: Teacher will synthesize all the responses of the students.

Presentation Abstraction (15 mins) Ask: How are you going to apply it in solfeggio? How will you apply
these notes into voice? How do you demonstrate the beat and the
-After the group tone of each notes?
presentation, the teacher
will gather all the ideas Teacher In out: The teacher will present a video of practicing ear
that students have been training of different notes and rest such as:
say and say few things in
additional of knowledge
and clarification of some
information regarding to
the activity that the
teacher gave.

- Then teacher will

proceed to the next topic
which is the solfege/
solfeggio.

- Students should practice

Ear training of different
notes and rest.

Solfege-
the

application of the sol-fa syllables to a musical scale or to a melody. :

a singing exercise especially using sol-fa syllables. also : practice in
sight-reading vocal music using the sol-fa syllables.

Ear Training- training to improve musical perception that generally

includes solfège, sight singing, and musical dictation. After a year of
 ear training, she could write out complex rhythms played by the
instructor.

Practice Application (20 mins) Group Activity

- Learners will make an 1. Write the "do to do" or "c to c" in treble staff, from whole note
presentation about writing to quarter notes.
different notes into staffs 2. Conduct and solfege it in front of class.
and afterwards they will
going to apply it into
voice.

Assessment Assessment Matrix

(Refer to DepED Order Levels of What will I How will I assess? How will I score?
No.73,s. 2012 for the Assessment assess?
Examples)
Knowledge

Process or
Skills

Understandings

Products/perfor Understanding to Group activity and Criteria:

mances the different kinda individual activity about
(Transfer of of notes and rest understanding the Conducting: 25%
Understanding) in music. topic. Neatness: 25%

Mastery: 50%

Total: 100%
 Reinforcing the
day's lesson
Assignment
Enriching the
day's lesson

Enhancing the Different kinds of Notes and Rest in music.

day's lesson

Preparing for the Ear training and solfege or applying into voice.
new lesson

Prepared By:

Ms. Virtudez, Rose Ann

Music Teacher
NAME OF TEACHER: ROSE ANN VIRTUDEZ GRADE LEVEL: Grade 10

Learning Area 1 Arts and Design: Music

Competency: Learners should be able to master how to play Recorder.

Lesson 1 Learning how to play DURATION: 1 hour and 30

Recorder mins

Key understanding to be To familiarize about learning on how to play Recorder.

developed

Knowledge To identify the History and Parts of the Recorder

Learning Objectives Skills To know on how to practice the Recorder

Attitude To cooperates to the class

Resources Needed Each of the students must bring the following materials:

● Music writing notebook

● Pencil

● Eraser

● Recorder instrument

Elements of the plan Methodology

Preparation Introductory Activity Short report or presentation of the different parts of the recorder
such as:
-Prayer, Let us all rise and
pray "OUR FATHER"... Amen. ● Windway

● Mouthpiece
-Greetings with students and ● Head joint
teacher.
● Middle joint
-Checking Attendance
● Foot joint...etc.
-Discussions
Say: identify the different parts of the recorder.

Ask: How are you going to show different parts of the recorder?
How are you going to position your fingers when using the
recorder? What are the functions of the parts of the recorder?

Activity Individual Task: Do the following activity individually:

- Given the picture of a recorder, label the following based on its

corresponding parts.

- Upon labeling, include a short function of each part of the

recorder.

- Do this in the given worksheet by the teacher, within 20

minutes.
 Example of presentation: (insert picture here ng recorder na
may parts)

Analysis Say: Explain your activity to the class. (Call 1-2 students to
answer each of the following questions).

● Show the photo of the recorder and the labelled parts.

● What is the importance of knowing each part of the
recorder?
● What will happen if you mistakenly put a wrong label to
the part of the recorder?

Note: Teacher will synthesize all the responses of the students

Presentation Abstraction Ask: How are you going to apply it in practicing the recorder?
How will you hold the recorder and use its parts? How will you
demonst.rate playing a recorder?
-After the individual activity, Teacher Input: The teacher will present a video of practicing
the teacher will gather all the and holding a recorder like the following:
ideas that students shared and
presented. She will discuss *insert picture of how to practice the recorder*
additional information and will
clarification some information
regarding to the activity for the
students to understand more
the relevance of the said
activity.

- Then teacher will proceed to

the next topic which is how to
hold the recorder.

- Students should practice how

to play the recorder.
 How to Practice the Recorder

● Point to the music and say the names of the notes in the
correct rhythm.
● Say the note names and move the fingers to match the
note fingering in rest position (SEE ABOVE).
● Play the song. Hint: Make sure you are completely
comfortable with each step before you go to the next
step.

Your recorder is a Baroque recorder. Your notes will match the

same notes on the piano.

Your LEFT HAND goes at the top of the recorder, and is used to
cover the thumb hole at the back of the recorder, and the first 3
holes on the front of the recorder.

Your RIGHT HAND goes at the bottom of the recorder. You use
your right hand to-cover the four holes at the bottom of the
recorder.

Practice Application Individual Performance

The teacher will choose a piece and the students must be able
to perform the song in the recorder while knowing the proper
parts, right finger placement and holding the recorder properly.

Perform it one by one in front of the class.

Assessment Assessment Matrix

Level of assessment What will I How will I assess? How will I

assess? score?
 Knowledge

Process or skills

Understanding

Products/ performances Understanding how Individual activities Criteria

(transfer of understanding) to hold and practice about understanding
the recorder the topic Conducting: 25%
properly. Neatness: 25%

Mastery: 50%

Total: 100%

Assignment Reinforcing the day’s lesson

Enriching the day’s lesson

Enhancing the day’s lesson

Preparing for new lesson

Prepared By:

Ms. Virtudez, Rose Ann

Music Teacher
 Learning Area: Grade Level: Duration:
Name of Teacher: Rose Ann Virtudez Quarter: 1
ARTS 2 40 min
Describes the different styles of Filipino artists when they create portraits
Learning Competency and still life (different lines and colors)

Key Concepts / Understandings to be Developed: Different lines and colors

Objectives
Identifies the different styles of Filipino artists when they create portraits
Knowledge and still life (different lines and colors)

Skills Draw an object using different lines and colors

Appreciates the different styles of Filipino artists when they create portraits
Attitude and still life (different lines and colors)

Values Patriotism
Content/Topic LINES different lines

• notebook
Learning Resources/ Materials / Equipment • pencil
• power point presentation

Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will consume)
Teach the Song: Ang Mga Isda

Ang mga isda na lumalangoy

Ay mahal ng Diyos di kumukupas

Introductory Activity (5 minutes) Ang mga isda na lumalangoy

Ay mahal ng Dios di kumukupas

Huwag ka ng malungkot

O praise the Lord

 Show pictures of sea creatures or if you can, show an aquarium or actual
fish.
Activity
Look at the different sea creatures and tell what their differences are based
on size, shape and texture."

Analysis Where can we see the texture of an animal?

Do you know how to create texture in an artwork?

Abstraction (5 minutes) D Demonstrate how to create texture. (After putting a color as the base, one
may put spots or lines to create texture)

How do we create texture in painting pictures?

Application (5 minutes)
Let the pupils apply texture on a drawn fish by coloring it.

1. Instruct the learners to display their finished art works through a mobile of
Assessment (indicate whether it is thru
sea creatures.
Observation and/ or talking/conferencing to
learners and/or Analysis of Learners’ Products
2. Help the learners appreciate their art works through the rubrics in module
and/or Tests) 10 minutes
Ipagmalaki Mo
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
Ask the following questions.
Wrap-Up/ Concluding Activity (3 Minutes)
What are the different lines?
What are the different colors?

Prepared By:

Ms. Virtudez, Rose Ann

Music Teacher
 Learning Area: Grade Duration: 40
Name of Teacher: Rose Ann Virtudez Learning Area: HEALTH
HEALTH level: 1 minutes
Learning Competency Distinguishes healthful from less healthful food.
Key Concepts / Understandings to be
Healthful and less healthful food.
Developed:
Objectives:
Knowledge Identify what food is healthful and less healthful.
Skills Name healthful foods that they will eat more of.
Attitudes Infer the value of eating healthful foods.
Values
Content/Topic Healthful and Less Healthful Foods
• Power Point Presentation
Learning Resources/ Materials /
Equipment • Real or Pictures of vegetables
• Bag
Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will consume)
Have pupils share about their favorite food. As each pupil shares his/her favorite food,
Introductory Activity (5 minutes)
ask, “Where does that food come from—plant or animal?”
Sing the song “Bahay Kubo”
Bahay kubo, kahit munti
ang halaman doon ay sari-Sari
Singkamas at talong,
Sigarilyas at mani,
Sitaw, bataw, patani
Activity (5 minutes)
Kundol,patola, upo't kalabasa
At saka mayro’n pang
Labanos, mustasa,

Sibuyas, kamatis,
Bawang at luya

Analysis (5minutes)
Abstraction (5 minutes)
Application (20 minutes)
Assessment (indicate whether it is thru Observation and/ or conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
Practicum # 3
Sa paligid-ligid
Ay punô ng linga.
• Distribute the real vegetables or cut-out of vegetables to the different groups
• Tell the pupils that the vegetables mentioned in the song are all plants
• Divide the class into 18, each representing a vegetable mentioned in the song.
Tell the pupils to sing the song and raise their vegetable as it is mentioned or as each
vegetable is mentioned, point to the vegetable in the poster.
Ask:
1. What foods are presented in the song?
2. What foods are good for children?
3. What foods are not good for children?
What do you think will happen if you eat less healthful food?
ACTIVITY 2 – TO DISCUSS THE CONCEPT
The food that we eat can either be healthful or less healthful. Adults are responsible
in teaching and encouraging children to eat foods that are healthful and to limit eating
less healthful food every day. Parents as well as children should be reminded to read
food labels carefully to check nutrients, ingredients, and calories. Some foods such as
some snack foods contain mostly sugar and are high in calorie. Some contain high
amount of sodium or salt or even saturated fat which we need to avoid.
Healthy foods help children grow well.
ACTIVITY 3 – TO APPLY THE CONCEPT
HEALTHFUL OR LESS HEALTHFUL?
Materials needed:
• Bag big enough to hold real food or cut-out pictures of different food items
• Show a bag with a variety of food commonly eaten by children. (The bag should
contain a mixture of healthful and less healthful food.)
• Tell the pupils to pick one item from the bag, name it, and tell if it is good for
children or not
• Tell the pupils to pick one item from the bag, name it, and tell if it is good for
children or not
Mark a √ if the picture shows a healthy food and X if it’s not.
 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
EXTEND YOUR KNOWLEDGE
Enrichment
Bring a picture of a healthy food and less healthy food.
TEACH THE SONG “THE FOOD SONG”
The Food Song (All lines are repeated twice)
Do you like apples?
Yes, I like apples.
Do you like oranges?
Yes, I like oranges.
Do you like candy?
No, I don’t like candy.
Do you like chips?
Wrap-Up/ Concluding Activity 3 No, I don’t like chips.
Minutes I like to eat
Healthy food
Not junk food.
Do you like carrots.
Answer the following questions:
1. What are the healthy foods?
2. What are the less healthy foods?
3. What are they called? (junk food)
4. What should we eat more of?
5. What will happen if you eat too much candy?
Prepared By:

Ms. Virtudez, Rose Ann

Music Teacher
 Learning Area: Physical Grade Level:
Name of Teacher: Rose Ann Virtudez Duration: 40 minutes
Education Grade 1
Learning Competency Creates shapes by using body parts.
Key Concepts / Understandings to be
Can create shapes using body parts.
Developed:
Objectives
Knowledge Describe the different body shapes.
Skills Execute body shapes (Body Bridges) using the body parts
Attitudes Form different body shapes with creativity.
Values Taking care of one’s body
Body Awareness
Content/Topic
Different body parts and their movements
Learning Resources/ Materials / Equipment • Power point presentation
Procedures (indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will consume)
Review:
Ask: What shapes can you do use your body?
Introductory Activity (5 minutes)
Can you show it?
Sing the Action Song “paa, tuhod, balikat, ulo”
Direction: Create a shape using the body parts.

Activity (5minutes)

Do: After doing the activity, let them answer the following questions:
Analysis (6minutes)
What are the body parts you used to create shapes?
 What are the things you have done to do it correctly?
Say: We can do so many things and other fun activities using our body.
Like creating shapes and other body movements.
Ask: Now, what other things you think you can do with your body parts?
• Using your shoulders, you can form a triangle.
• Using your hands, you can form a heart.
Abstraction (5 minutes)
• Using your waist, you can form a star.
• Using your knees, you can form a diagonal.
VALUING:
Ask: What are the things that we need to do all the time to make our
body fit?
Group Activity:
Divide the class into two groups.
Group 1- Create a shape using your body parts. Identify each part and
Application (20 minutes)
shape.
Group 2- Provide at least 4 Puzzles about the different shapes using the
body parts.
Assessment (indicate whether it is thru Observation and/ or conferencing to learners and/or Analysis of Learners’ Products
and/or Tests) 10 minutes
1. Ulo
2. Balikat
Practicum # 3 3. Bewang
4. Kamay
5. tuhod
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
Enrichment Create other shapes using your body parts and present it in class.
Wrap-Up/ Concluding Activity 3 Minutes Sing the Action Song “paa, tuhod, balikat, ulo”

Prepared By:

Ms. Virtudez, Rose Ann

Music Teacher