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UNIT I

Rhythm

One of the elements in Music is Rhythm. Rhythm is everywhere. There is rhythm in the ocean waves, raindrops and pendulum. We start to feel the rhythm from the beat of our hearts. Rhythm can be felt with or without sound. It pertains to movement that corresponds to the sound we hear. We clap, walk, tap, march, dance to the rhythm.

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TEACHER’S GUIDE FOR MODULE 1 MUSIC2 Time Allotment: Once a week for 40 minutes

 Title - Larawan ng Musika I. Objectives  Distinguish between sound and silence.  Demonstrate understanding of sound and silence. II. Subject Matter – Sound and Silence Reference – K to 12 Curriculum Guide in Music 2 Materials: Song: Any songs in meter Suggested songs: Ref. Music Time – Lower Primary    III. Procedure Greet with the usual SO – SO – MI – SO – MI greeting. SO - SO - MI - SO - MI Teacher: Good Mor - ning Child - ren Pupils: Good Mor - ning Teach - er Pupils: Good Mor - ning class - mates Teacher: How are you to - day? Pupils: I am fine, thank you. Ask the pupils if they could feel their pulse. Guide them in finding the pulse on their neck. Let them tap the pulse on their lap. “What do you think will happen to us if our pulse becomes irregular?” 2 Roses – , p. 35 , p. 153 , p. 127

Bayang Sinta –

My Handkerchief –

Read the lyrics of the song “My Handkerchief” while the pupils listen. Tap the steady beat while reading the lyrics for the second time. Sing the song while tapping he beat. Ask the pupils to close their eyes. “Can you see anything?” Ask the pupils to stay their eyes closed, feel the sounds and think of any movements appropriate to the song while the teacher sings. After listening to the song, let them answer the following questions: a. What movement did you imagine while I was singing?Why?  Tell the pupils that though our eyes are closed, we can still think of images on what we hear. Tell the pupils to clap the beat of the song. Clap the pattern while reciting the rhythmic syllable ta. Do this again by tapping the table and stomping. Show pupils flashcards.

Say the syllable ta

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Flash the cards in random order while the pupils are continuously doing the actions for each of the cards without missing a beat. This time. clap.   a. and feel the beat of quarter rest ( ). read the rhythmic pattern using the syllable “ta”. Let the pupils do another activity. 4 .Clap the rhythm Stomp feet Feel the beat  Tell the pupils to follow the illustrated pictures on the rhythmic pattern. b. stomp.

Put a check on the appropriate box. stomping and feeling the beat. Identified the difference between sound and silence through illustrations. stomp. 4. Poor 5 .c. Knowledge/Skill Excellent 1. Performed movement patterns with a feeling for the beat. Demonstrated an understanding that silence in music has count or beat. Performed and interpret rhythmic patterns through syllables. Assessment Give performance test using the rubrics. clapping. 2. Remember: A quarter rest ( ) receives a beat though we do not clap. and recite syllable whenever we see it in the rhythmic pattern. Listened and participated actively in all activities. 5. d. Ask: “How did you show the flow of the rhythm? Did you notice that there were parts of the pattern where you did not clap? “ “What do you call this?” “How many beats does it receive?” IV. 3.

Proceed to end the class by singing the goodbye song.V. Assignment Create a movement for the following rhythmic pattern. 6 .

Meters – by 2s.ning class . 7  .SO . walking.  Maintain a steady beat when chanting.LA . Objectives  Demonstrate understanding of steady beats.ning Teach .MI Teacher: Good Mor – ning Child -ren Pupils: Good Mor . 3s. SO . Kumilos at Tumugtog I. Two Let’s Go DAY 1  Greet with the usual SO-LA. clapping and playing musical instruments.mates Ask if they still remember the songs learned in Grade I.TEACHER’S GUIDE FOR MODULE 2 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title – Umawit. II. Subject Matter – Different Time.SO . 4s Reference – K to 12 Curriculum Guide in Music 2 Materials: Songs Magmartsa Tayo 2 4 Masayang Pag-Awit 3 4 Yaman ng Pamayanan III. tapping.er Pupils: Good Mor. Procedure PROCEDURE Activity 1: One.SO -MI greeting.

“Twinkle. “Magmartsa Tayo”. clap and walk following the guide below: Right Foot oot Left Foot oot Right Foot oot Left Foot oot I I I I I-sa dalaI f wa I f hu-mak.   Instruct to march with the beat of the song. Tell pupils to clap as you sing the song.  Let the pupils sing.ming mga ba-ta‟ynagmamartsa 8 . twinkle Little Star” while you sing it.bang ka I f f I Ka. Let the pupils listen to the song “Magmartsa Tayo”.

I I I I I.wa lu-ma-kad I I na I Pa-rang sun-da-losu-ma-sa- lu-do . the song is in 2-time meter. Let the pupils chant the words of the song while clapping and walkingin different directions – forward. 9 . Between the two bar lines is what we called measure. when we all.” Ask pupils to count the lines inside the measure. Ask: “Have you noticed that each line represents a beat?Were you able to follow the beat? The longer lines represent the bar lines. ASSIGNMENT Ask the children to discover sounds that could be produced by any parts of their body. sideward left. Remember: If there are two beats in a measure. when we all Oh. Proceed to end the class by singing a goodbye song. backward. when we all are standing still We will be ready to go outside When we all are standing still. Ready to Go Outside (When the Saints Go Marching In) Oh.sideward right.sa I dala.

    Check the assignment on discovering sounds made by the body. Call on two more students. 2. good morning I‟m fine thank you. Call volunteers to perform in front of the class. Have children imagine that they are trees. good morning Good morning how are you Good morning.DAY 2  Activity 2: Let Us Dance in 1. 3 Greeting Song: Good Morning. Ask them to raise their hands and wave left and right as you sing the song “Masayang Pag-awit” 10 . Have class follow the sound/movements made by their classmate.

Ask them to sing each line after you. 1 I 2 I 3 I I I I I I I I I I I I I I I I 11 . Ask them to look at the pattern on the chart. Ask them to clap on the lines representing the beats where there are happy faces .     Ask the pupils to stand and sway their hands and bodies to the right and to the left Let them do this twice while you sing the song.

I I I I I I I I I I I I I I I I I I I I I 12 .

the song is in 3time meter. Ask the children to bring to the class improvised rhythmic instruments. Let them answer the questions in the module. coconut shells. woodblocks. nails. Activity 3: Let’s travel in 4-Time Meter Greeting Song: Hello/Kumusta Review Song: MasayangPag-awit  DAY 3   13 .    Let them count the beats inside the measure. Sing the song as your pupils clap on the 2nd and 3rd beat of the song. “Masayang Pag-awit” Remember: If there are three beats in a measure. drums. plastic egg tray or empty boxes/ tins) Proceed to end the class by singing a goodbye song. sandblocks. It can be pair of sticks.I I I I I I    How many beats do you see in a measure? The teacher will strike the drum on the first beat and ask the pupils to clap on the 2nd and 3rd beat.

Let pupils count off 1 to 4 to identify their group. (pair of sticks. c) Then divide the class into 2 groups. woodblocks. Ask pupils to clap as they do the chant. Let pupils tap the table as they do the chant. 3. coconut shells. Let pupils repeat after you. a) Ask pupils to get their improvised rhythmic instruments. nails. One group plays the instrument while the other group sings. Ask pupils to do the chant while you clap the beat. Listen as pupils sing. sandblocks. Ask the pupils to listen as you chant the words of the song. 2. drums. Sing together with pupils.a) b) c) d) e) f) g) h) i) j) Present the song to the pupils. plastic egg tray or empty boxes/ tins) b) Let them play the instrument as they count 1. d) Then divide class into four groups. 4. Let the pupils do the chant alone while you listen. 14 . Tell the pupils to repeat after you.

15 .time meter. I 2 I 3 4 Diyos na lumik.Group 1 Sing the song Group II Play the instrument Group III Group IV Clap the beat Walking around the room I 1 I 2 I 3 I 4 I 1 I 2 I 3 I 4 Ang batang maba .ha sa a-  Let them answer the questions in the module. Remember: If there are four beats in a measure. the song is in 4.it ay dangal ng magu-lang I 1 I 1 I 2 I 2 I 3 I 3 I 4 I 4 I 1 I 1 ay pag- I 2 I 2 I 3 I 3 I 4 I 4 ng Ya-mang maitutu-ring ng a-ting pamaya-nan Ba-tang ma-su –nu-rin pa pa la – in I 1 I 2 I 3 I 4 I I 1 tin.

16 . Assessment Play five (5) short recorded music from CD and ask them to identify if meter is in 2s. Assignment Ask pupils to list down 5 titles of songs they know and write their corresponding meters. or 4s. V. 3s. Let the children answer the checklist in the module.IV. 2.

ning Teach . II. Gayahin Mo I. Enguero PROCEDURE  Greet with the usual greeting. D. Mi (Hango sa Awit na “What Can We Do Today”) Contextualized in Filipino –F. V.SO . 17 .ren Pupils: Good Mor . SO .ning Child . TITLE: Kilos Ko. Have them sing a familiar song to the accompaniment of the sound makers.ning class .mates      Ask them when do they heard an echo? Let them listen to the sound of an echo.SO . III.SO .er Pupils: Good Mor . Ask them to make a sound of an echo? Teacher will make a sound then pupils will repeat . OBJECTIVES  Imitates or replicates a simple series of rhythmic sounds  Demonstrates rhythmic patterns through different body movements SUBJECT MATTER Rhythm – the regular recurrence of sounds Reference: K-12 Curriculum Guide –Grade 2 Materials Song: “Ano Po Ang Gagawin” .MI Teacher: Good Mor .TEACHER’S GUIDE fOR MODULE 3 MUSIC 2 Time Allotment: Once a week for 40 minutes I.

Activity 1: Introduce the song Ano Po Ang Gagawin Activity 2:     Teacher claps the patterns twice Pupils echo the patterns Pupils write stick notation on air Ask them to write stick notation on the desk Sample rhythm to echo: | | | | | | | | | | | | 18 .

Group 2-Clapping .  Unang Pangkat .Group 3-Tapping Let the pupils share their experiences on the activity Ask them the lesson learned with the group activity.Group 1-Marching .| | | | | | | |   Pupils will be grouped into three .Pagmartsa | | | | | | | | || | | Ikalawang Pangkat –Pagpalakpak | | | | | | | | | Ikatlong Pangkat –Pagtapik | | | | | | 19 .

End the class by singing a goodbye song.Remember: Through echoing we can develop rhythmic skills. IV. 20 . ”Kaibigan Ko” Kaibigan Ko Paalam na kaibigan ko Magkita muli tayo. ASSIGNMENT Have each pupil choose a partner to echo sound one of them will make during the next music class.

er Pupils: Good Morn . 143 Pretty DoveTiririt ng Maya - 21 .SO .MI .MI Teacher: Good Morn .ing Child . II. Music Time – Lower Primary    III. Music Times Lower Primary) a.TEACHER’S GUIDE FOR MODULE 4 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title – IsayawMo Ang Kumpas I. The teacher sings the song while pupils listen. 109 b. 92 c.SO .ing class . 35 .ing Teach . Objectives  Demonstrate understanding of rhythmic patterns. Procedure Greet with the usual SO – S0 – MI – SO – MI greeting. SO . Skipping Song p. 61 . Ten Little Indians p. p. Subject Matter – RHYTHM – Steady beats Simple rhythmic pattern Reference – K to 12 Curriculum Guide in Music 2 Materials: Song: Suggested songs: Ref. 89 Roses – .day? Pupils: I am fine. p.ren Pupils: Good Morn . p.mates Teacher: How are you to . Playing Instrument p.  (Suggested Songs: Ref. thank you.

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24 .     Ask pupils to think of a movement suited to the song they just heard Ask them other songs or music they could associate the song. Tap their shoulders on the second and third beats.On what occasions have they heard this kind of music? March together. Let the pupils clap the rhythmic patterns of the songs. Clap the first beat. then tap your lap on the second beat.    Sing the song “Tiririt ng Maya” with the children Ask the children to clap the rhythmic pattern. Clap the first beat.

3.Used correct placement of singing voice. Performed all rhythms correctly. Clap the rhythmic pattern. IV.  Flash the song. Performed patterns through singing and moving with a feeling for the beat. Assessment Give performance test using the rubrics. Remember: A rhythmic pattern is a combination of long and short sounds that are repeated. Let the children answer the questions from the module. Knowledge/Skill Excellent 1. 2. 25 Poor . Put a check ()on the appropriate box.

woodblocks. Assignment Bring improvised musical instruments: pair of sticks. 26 . nail.4. Performed ostinato pattern in 2‟s. 3‟s. Proceed to end the class by singing the goodbye song. 5. and 4 beats through body movements. drums made from egg container or empty can and ice cream container. sandblocks. Listened and participated actively in all activities. V. coconut shell.

131 b. Objective: Play and perform simple ostinato patterns on classroom instruments or other sound sources eg. 2 . p. drums. nails. Lubi-Lubi p. “ Magmartsa Tayo” . triangles. G. Music Time Lower Primary) a. Rock-a-bye Baby p.sticks. nails. empty boxes. etc. coconut shells. bamboo. In 2‟s 27 . Let them play it using simple rhythmic pattern of steady beats learned in the past lesson. etc. empty boxes. 81 Materials: a. Procedure:   Ask children to name things inside the classroom that produces sounds. c. 81 8 2. drums. (Other Suggested Song: Ref. Songs: 1. coconut shells. 4 3. Topic: Simple Rhythmic Pattern References: a. charts of ostinato III. My Guardian Angel p. re. “ What We Say” .TEACHER’S GUIDE FOR MODULE 5 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Halina’t Tumugtog” I. 6 . 158 b. G . Music 2 K to 12 Curriculum Guide b. 54 c. bamboo. Music Time – Lower Primary. re . triangles. II. p. Sticks. classroom instruments or other sound sources eg.

  Let pupils create their own accompaniment using their improvised musical instrument.In 3‟s In 4‟s Activities  Sing the action song “What We Say” and ask the pupils to do the actions. 28 . Sing it again and play the ostinato of steady beats. Let them do this in their own style while singing “What We Say”.

Teach the children the song “Magmartsa Tayo” through rote method (Rote Method - teacher sings each line, children repeat after the teacher).

Group the children according to the sounds of their instruments. Divide them into two (2) groups  Group I – ( coconut shells, bamboo, sticks,)  Group II – ( triangles, nails, spoons, forks, kitchen utensils, empty cans) (Note: This activity depends on the availability of the instruments) Accompany the song “Magmartsa Tayo” with this ostinato to be done all throughout the song.

Group I – (bao(coconut shells), kawayan, sticks)

Group II – (triangles, pako, kutsara, tinidor, lata)

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  

  

Show the rhythmic pattern, teach and guide your pupils in studying the ostinato by parts until they can play it while singing. Let the two groups sing while one group plays the ostinato part. Ask the two (2) groups to play their parts while all of them sing the song, “Magmartsa Tayo”. Then, let the children march around the room as they sing and accompany the song with their improvised instruments. Ask children if they noticed the repetition in the rhythmic patterns and why they have to be repeated. Explain the use of Repeat Mark Teach them to play other ostinato patterns in 3‟s and 4‟s using their instruments then sings the song together which they learned in module 4. In 3‟s (“Tiririt ng Maya”)

In 4‟s (“Roses”)

 

Ask the pupils what they have learned in this module. Let them explain the meaning of ostinato and the use of repeat mark. Remember: Ostinato is a combination of long and short sounds that are repeatedly played to accompany a melody. We used the symbol repeat mark to play it repeatedly.

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IV. Assessment: Group the class into three (3) and let them do the activity by group and then all together while singing “Bahay Kubo”. Let the children answer the checklist/rubric after the activity. Group I. Do the ostinato using the improvised instruments bao(coconut shells), kawayan, “sticks”, II. Mark the beat using their improvised instruments “triangles”, pako, kutsara, tinidor, lata Activity

III. Sing the song “Bahay Kubo”

Bahay kubo, kahit munti, Ang halaman doon ay sarisari. Singkamas at talong, Sigarilyas at mani, Sitaw bataw, patani, Kundol, patola, upo‟t kalabasa at saka meron pa. Labanos, mustasa, sibuyas, kamatis, bawang at luya sa paligid nito ay puno ng linga.

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4. Shows long and short sound through playing improvised instruments. Play ostinato based on the rhythmic pattern. Assingment: Practice playing your improvised instrument using appropriate ostinato while singing the song “Bahay Kubo”. 3. Play simple ostinato using improvised instruments. Enjoy the activity playing ostinato using improvised instrument while singing. V. 2. Sings a song properly while playing the ostinato.“Rubric” Skills 1. 5. Can Do Not Yet 32 .

pulses are the points in music. This unit serves as the soul of music. Creating music is not simple as singing.UNIT II Melody Sounds. Expressive succession of tones and high sounding interpretation of music is done through Melody. The gradual movement of notes in a measure and scale are part of this element. It needs intensify study with the highness and lowness of tones. beats. 33 .

C.Higher . lower tones II.do. Materials: Piano or Human Piano . do ) 34 .4 Amelia M. OBJECTIVES  Identifies the pitches heard as: . low. Tukuyin Mo I.mi . Musical piece.TEACHER’S GUIDE for MODULE6 Music 2 Time Allotment: Once a week for 40 minutes  TITLE: Himig Ko. higher. so .Low . pictures of children in different positions of the following tones (do .Lower  Respond to high.High . Ilagan .SUBJECT MATTER:Melody – highness and lowness of tones Song: 2 “Tayo Na! Tayo Na!” .

(do-re-mi-fa-so-la-ti-do) Let the pupils sing the pitch using the human piano. lower tones on the piano using the notes. Let the children tell something about their favorite singers.FA Good Morn-ingChild -ren . So-high. Start from the lower do.mates Activity 1: Let the children sing any songs that they‟ve learned from the past. Select eight pupils of different heightsfrom the class and arrange them from the shortest to thetallest.higher. low. Mi-low. PROCEDURE *Greetings using DO-RE-MI-FA-SO DO -RE . Give emphasis on the high.Do as the lower. and higher do.III. Askhow many of them have seen a piano and if they want to sing with the piano.MI .SO Good Morn –ingTeach –er Good Morn -ingClass . (Show pictures of children in different positions with the notes DoMi-So-Do ) 35 .

Lower Do Group -2 .Higher Do 36 . lower-do) Group the class into four and assign each group to use body movements to show the different tones : Group -1 . low-mi. Ask the different tones they have noticed in the song.Activity 2: Let them listen to the song “Tayo Na! Tayo Na!”. (higher-do.high-so.So Group -4 .Mi Group -3 .

Using the song “Tayo Na. Tayo Na” pupils can show the different pitch of tones. IV. Rubrics 5-Excellent 4-Very Good 3-Good 2-Poor 1-Needs Improvement Group-1 Group-2 Group-3 Group-4 37 . Pupils can also use any musical instruments to show the different tones they‟ve learned in the song. ASSESSMENT: Based from the activity. rate the pupils by putting a check in the box appropriate to their performance. What are the different tones that you have learned from the song ? Remember: Songs can be composed of different tones such as lower do. low mi. high so and higher do which we called pitch.

V. Use body movements for each pitch of tones. 38 . ASSIGNMENT: Observe different sounds from your surroundings that can produce low. List them in your notebook. high and higher tones. lower.

do . Let the pupils tell his/her experiences in watching/ playing the game.M. low . SUBJECT MATTER: Melody – high and low pitches of tones Song: a.TEACHER’S GUIDE for MODULE 7 Music 2 Time Allotment: Once a week for 40 minutes  TiITLE : Mataas at Mababang Tono I. Pumalakpak. “High and Low. 39 .  Learn to sing high. How the See Saw moves.C. Directionshown by the See Saw . higher and lower correct pitch of tones in the song .G . PROCEDURE Greet your pupils with the song “ KumustaKa” Kumusta kahalina‟t magsaya Pumalakpak. padyak sa kaliwa Umikot ng umikot at humanap ng iba.Lower Primary Materials: Picture of children playing See Saw III. Ask your pupils if they have watched or played See Saw. OBJECTIVES  Respond to pitch range of tones through body movements . II. Ituroang paa Pagyak sa kanan. D. Then ask the following questions:    Things used in playing See Saw.

Ask what they have experienced in the activity and share it to the class. Ask what They have noticed in the melody of the song. Teach your pupils the song “High and Low” Tell your pupils to analyse the song. Tell them when they stand up they should say the word “DING” and when they sit down they should say the word “DONG”.Activity 1: Lead the pupils in playing a game . 40 .

Instruct them to stand when they hear the word High and sit. V.The teacher willguide and lead the activity. Give an example of the things that can produce high and low tones. leaf if it is low and square if the tone is lower . high so 5. when they hear the word Low. higher do 3. 1. when the tones move up they will stand gradually and when the tones movedown they will sit gradually. ASSIGNMENT Ask them to bring any instrument that can produce sound to be used as background in doing body movements. lower do IV.Ask them to sing the “High and Low” with action. Ask them to draw a flower if the tone is high. ASSESSMENT Ask the pupils to listen very carefully to the tones given by the teacher. 41 . While singing. What directions of melody were given emphasis in the song? Remember: Ascending and descending movements of pitches of tones are the two directions of melodies in the song that can also begive different body movements. lower do 2. low mi 4. circle if it is higher .

do .SO-FA-MI-RE-DO Good Morning Children Good Morning Classmates Good Morning Teacher Let the pupils follow the instructions: .F. Tayo Na”. musical piece III.high and low of tones References: Songs: “Tayo Na. OBJECTIVES  Demonstrate high and low tones  Sing or play musical instruments with high and low tones SUBJECT MATTER: Melody. 42 .Tayo Na” “Stand Up”.Sit down when the teacher say yes  Activity 1: Ask the pupils sing again the song “Tayo Na!. 3. II. pictures of drums . PROCEDURE  Greetings.TEACHER’S GUIDE for MODULE 8 Music 2 Time Allotment: Once a week for 40 minutes  TITLE : Mag-akyat at Baba Tayo I.A.Stand up when the teacher clap twice .M Ilagan 4 Materials: drums.

     Tell them to look around and select objects that show small and big sizes. Ask them if they have heard already musical instrument with high and low tones. 43 . Let them identify which of the two instruments give high and low tones. Prepare other musical instruments for thepupils to play. (optional) Ask the pupils to sing high do when you point the small drum and low do for the big drum. Ask the kind of instrument they can see in the picture. Ask what they have noticed with the pitch of the first and second notes of the song. Activity 2: Let them listen to the song “Stand Up”. Ask them if they have seen musical instruments that give high and low tones.They can play the drums if available. Let them sing high do for the small object and low do for the big object. Show them the pictures of drums.

Let them identify and sing the two different pitches in the song. Let the pupils sing the correct pitch of the song “Stand Up”. Have you noticed the two pitches of tones? Were you able to sing it correctly? How are you going to demonstrate correct singing of tones using body movements ? Remember: We can demonstrate the high and low pitches of tones through singing or playing musical instruments and using body movements 44 . Let them demonstrate the high and low pitches of tones using body movements. Ask the difference between the first and second notes in the song.

5. 2. Sing correctly the song “Stand Up” YES NO if 1.IV. 3. Skills Learn two pitches of tones Sing high and low tones correctly Show two pitches of tones through tall and low things found in the classroom Identify the musical instruments that gives high and low tones. 45 . When you present it in class demonstrate the appropriate sound vocally. 4. V. ASSIGNMENT Draw two musical instruments that produce high and low tones . ASSESSMENT Show how well you learned the skills then put a star you performed it well and moon if you did not.

2. picture of bird . A. SUBJECT MATTER: Melody-high and low tones of pitch References: Singing Bird – F.M. Ilagan 8 Materials: musical pieces .3. PROCEDURE Greetings with melody: DO-MI-SO-SO-DO Good Morning Children Good Morning Teacher Good Morning Classmates 46 .Ilagan 4 Good Morning.M. OBJECTIVES  Sing with correct pitch of tones using: rote songs echo songs simple children‟s melodies  Use dots and lines to show directions of melody II.G. do. so. pencil and paper III.TEACHER’S GUIDE for MODULE 9 Music 2 Time Allotment: Once a week for 40 minutes  TITLE: Gayahin Mo Ako I. A.

Let the pupils know the value of loving and caring their pet. Sing the song following the dots and the lines. 47 .     Teach the song by rote Draw dots showing the directions of the melody. Activity 1: Let us play. Ask them demonstrate the sounds produce by the bird .   Ask the pupils who have a pet bird. Connect the dots.

Ask what did they use in singing the correct pitches of the tones in the song. Ask how the melody of the song moves. 48 .teachers and friends. Let them sing again the songs that they have learned. Let the pupils sing the song with you. Teacher: Good morning children Children: Good morning teacher        Let the pupils listen as you sing the song “Good Morning”. Introduce them the high and low tones in the song.Activity 2:    Greet each one in a singing way. Ask them to use the song in greeting their classmates .

3. Rate from 1 to 3 following the legend. Sang correctly the pitch of the song “Singing Bird” 2. ASSIGNMENT Practice singing the correct pitch of the songs that you have learned and be ready for the group presentation next meeting. echo songs and simple children‟s melodies are another way of singing the correct pitches of tones. 3.Moderately done 1-Not done 3 2 1 V. Skills 1. Made correct directions of the melody using dots and lines. Sang the simple melody of the song “Good Morning” 4. Showed enjoyment through singing. IV.Remember: Rote songs. ASSESSMENT Assess yourself how well you learned and participated in the activities.Done 2. 5. Used song in greeting classmates with correct pitch. 49 .

2012 b. C . writing the melodic line on the air and line notation. III. (Other Suggested Song: Ref. 50 . Songs: 1. “Akyat at Baba”. Subject Matter: Simple Melodic Contour References: a. Tayo na”. Music 2 K to 12 Curriculum Guide as of August 22. do. Procedure:   We can sing with the correct pitch through rote. Music Time – Lower Primary. “Tayo na. . Music Time Lower Primary) Up ang Down. Objective: 1. Join me singing the song “Akyat at Baba” through rote singing. do. do 4 2. 3. echo songs and simple melodies. II. C. C . .TEACHER’S GUIDE FOR MODULE 10 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Hugis ng Himig” I. 4 . p 123 Materials: a. Illustrates the melodic contour through body staff.

Explain that through the movements of the music. We can show it through body staff and moving of hands up and down from the body. Sing the song and ask the pupils to move their hands up if the pitch goes high and higher and down if it goes low and lower. Tayo Na”. do. C. Lower Primary p. melodic contour is created.123 51 . Activities   Other suggested song: Up ang Down. Instruct them to move their hands up and down as the pitch goes high and low while singing the song “Tayo Na. based on the flow of the melody.

Tell them to use curved lines to connect contours together as the melody changes. Tayo Na”. Hello. Call on some pupils to go to the board and draw the shape of the song using a short horizontal line moving from left to right for each tone they will hear while other children sing the so. (Hello. Tayo Na”    Ta---yo na! ta--yo na! ta--yo na! ta---yo na!     U---ma-wit. “Tayo Na. children. 52 .song learned in Grade I) Explain that the melodic contour of the song can be illustrated through line notation. u--mindak I--padyak ang pa-a Ha-ha-ha! Ha-ha-ha! La-hat ay magsa-ya. Now ask them to draw the "shape" or "contour" of melodies in three ways while singing the song “Tayo Na. teacher) Pan de Sal (translation of “Hot Cross Buns”. mi. Explain that melodic contour shows the shape of the melody of the song melodic line.     Listen to the melody of the song “Akyat at Baba‟ Ask the children if the pitch is getting higher or lower. Ask them to draw lines representing the movement or flow of the melody.

melodic line. down.   Ta---yo na! ta--yo na! ta--yo na! ta---yo na!  Ask the children to enumerate and explain the three ways of illustrating the melodic contour of a song – body staff. IV. Assessment Sing the song “Stand Up” then draw the shapes or contour on the four parts of the song using the melodic line. melodic line and line notation. sit . up.  Remember: MELODIC CONTOUR – show the shape or contour of the melody going up and going down through body staff. 53 . or line notation. “Stand Up” Stand. Ask the children to define melodic contour.

Sing,clap and sway,happy ang gay

Clap and sing and and sway .

Sing merrily.

V. Assignment: Draw the melodic contour of the song “Singing Bird” in three different ways – body staff, melodic line and line notation.

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TEACHER’S GUIDE for MODULE 11 Music 2 Time Allotment: Once a week for 40 minutes  TITLE:Larawan ng Musika I. OBJECTIVES  Use melodic patterns to visualize the meaning of the song  Draw figures to give meaning to the song  Participate in a cooperative learning activity SUBJECT MATTER: Melody- a sweet or agreeable arrangement of sounds. PROCEDURE Greeting to the tune of: SO-SO-SO-SO-MI Good Morning Children Good Morning Teacher Good Morning Classmates

II.

III.

Song: Riding the Airplane, Mi, , Corazon Llamas, Lower Primary

Materials: pencil , paper , cd player , picture of an airplane, musical piece

Activity 1:   Group the class into four , choose a leader Instruct the pupils to talk about their experiences in places where they have gone already. 55

   

Ask their favorite places and how they have reached the place. Ask if they have experienced riding on an airplane. Let them listen to the song “Akyat at Baba” and allow them to feel the message of the song. Ask what they have remembered with the song.

You will listen to the song again, following the instructions below.

Activity 2: 1. Close your eyes while listening to the song. 2. Imagine that you are riding on an airplane.  When melodic pattern goes up, draw a star, when it goes down, draw a mountain and on the last part of the song, draw tall trees for the high tones and small trees for the low tones. Did you enjoy the imaginary ride? 56

IV. Have you drawn figures to visualize the melodic patterns? V. Have you listened to the song attentively? 2. Skills 1.How can you associate melodic patterns to visual imagery? Remember: We can associate melodic patterns to visual imagery by feeling the melody and themeaning of the song. Did show enjoyment in the activity? 5. check on the appropriate box. Did you do visual imagery of the song ? 4. 57 . ASSESSMENT To show how well you learned the activity/lesson. Did you feel the meaning of the song? 3. ASSIGNMENT Best Better Good Choose any song and make a visual imagery for its melodic pattern.

Let them do the echoing with you.MI Good Morning Children Good Morning Teacher Good Morning Classmates   Show the picture of children doing an echoing of song. PROCEDURE  Greet with the usual – SO – LA – SO –SO.is a succession of pleasing tones Song: “Tara Na at Magsaya “ (chant) Contextualized by: Amelia M. III. OBJECTIVES  Listen to the song  Echo the song heard  Recreate simple melodic patterns  Show cooperation in group activity SUBJECT MATTER: Melody. 58 .TEACHER’S GUIDE for MODULE 12 Music 2 Time Allotment: Once a week for 40 minutes  TITLE: Alingawngaw I. Ilagan II.

Activity 2:  Ask pupils to listen to the chant/song “Tara Na At Magsaya”. 59 .Activity 1:  Ask them to listen and repeat or echo the words that you will do Teacher: Igalaw ang daliri Pupil: Igalaw ang daliri Teacher: At ikampay Pupil: At ikampay Teacher: Itaas ang kamay Pupil: Itaas ang kamay Teacher: At ibaba   Let the pupils tell their experiences on the activity done. Ask them to choose a partner and echo the lines or a song his/her partner will create.

harap sa kapareha (umikot ka. tayo ay kumanta –( sabay ) Do---re----mi----fa----so (Do---re----mi----fa----so) So----fa----mi----re----do ( So----fa----mi----re----do Do---mi---so-----mi---do (Do---mi---so-----mi---do)    Ask them to echo the lines they will hear from you.umikot ka . Repeat the activity with their partners doing the echoing and singing the so-fa syllables.umikot ka .TARA NA AT MAGSAYA Kung gusto mong sumigla.tara na. 60 .harap sa kapareha) Maghawak ng kamay (maghawak ng kamay) Ito ay ikampay (ito ay ikampay) Tara na. (kung gusto mong sumigla) Tara‟t sumayaw ka ( tara‟t sumayaw ka) Ipalakpak ang kamay (ipalakpak ang kamay) At ihakbang ang paa (at ihakbang ang paa) Umikot ka . Let them repeat singing the so-fa syllables after you.

Activity 3:  Group the class into two. Shared talents in recreating simple melodic patterns 3. ASSESSMENT Show how well you learned the lesson by putting a () mark in one of the boxes below.will do the echoing of the simple melodic patterns. SKILLS 1.Group 1. Sang the simple melodic patterns. 61 .Group 2. Showed cooperation in group activity. ASSIGNMENT Do the echoing of the simple melodic patterns learned and present it again in class . Listened to the song attentively. 3.best 2-better 1-good 3 2 1 V. 4. 2.will sing the simple melodic patterns they created. Ask the pupils what they did in the activities to enjoy simple melodic patterns. Echoed the song heard.  Remember: One way to show enjoyment in music is through echoes and recreates simple melodic patterns. IV. . 5. .

We recognize form by each part. It refers to the similarity and differences of phrases in a song. 62 . It is the overall structure of a musical piece or song.UNIT III YUNIT III Form Form Another element of music is Form. whether it is short or long. We use letters to represent each part. We also associate form with the repetitions of parts in a song. We also count the parts of a song.

S. . Do ni B. alin ang Naiiba I. so Lower Primary pp. Objectives  Distinguish same or different musical lines.131 63 . G. Mi ni J. M. Music Time (A Teacher‟s Manual) Lower Primary (p. Espineli at N. at C. M. . II. F. 61) “Roses”. mi Lower Primary pp.TEACHER’S GUIDE FOR MODULE 13 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title – Alin. Reyes Music Time (A Teacher‟s Manual) Lower Primary (p. 35) Suggested songs My MotherC. Bb.170 My Guardian AngelD. Subject Matter – FORM – Musical Lines Reference – K to 12 Curriculum Guide in Music 2 Materials: Songs: “Pretty Dove”.

64 .

Let the pupils sing the song “Roses” with the teacher. SO .MI Teacher: Good Morn – ingChild -ren Pupils: Good Morn .  Clap the rhythm of the song.III.er Pupils: Good Morn – ingclass -mates Teacher: How are you to .day? Pupils: I am fine. Procedure Greet with the usual SO – S0 – MI – SO – MI greeting. thank you.MI .SO . Ask the pupils the following questions: a. “What did you notice about the flow of the rhythm ?” b.   65 . “Look at the music score again.” “How many lines does it have?”  Compare the first and the second line and take note of how the notes are written on the staff.ing Teach .SO .

   Clap the rhythm of the song. compare the first and the third line. 66 . then the third and the fourth line of the song. Ask the pupils to think of other shapes or objects that could represent the similarity and dissimilarity of the melodic lines of the song.  Now. Use the geometric figures inside the box to identify which lines are similar and which lines are dissimilar  Sing the song “Pretty Dove”. Count the number of melodic lines and identify the lines that are similar and dissimilar.

Musical lines of a song could be similar or dissimilar and can be represented by geometric figures or body movements. 67 . a. b. b. Write M if they are the same and DM if not. _____2. Assessment Identify the following melodic lines. _____1. a. b.Ask the pupils: “What did you do to show the flow of the song?” “Were you able to identify the simil ar and dissimilar melodic lines? “What body movements and figures did you use to show the different lines of the song? Remember: Rhythmic and melodic patterns of a song form the design in music. IV. _____3. The shape of the song is called form. a.

b. a. _____5. Assignment  Sing in correct pitch and move to the beat of the song  Improvise body movements and geometric figures that would represent the similar and dissimilar melodic lines 68 ._____4. a. b. V.

69 .Proceed to end the class by singing the goodbye song.

Nanay Ko .TEACHER’S GUIDE FOR MODULE 14 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title – Simula at Katapusan I. G. Aquino Music Time (A Teacher‟s Manual) Lower Primary (p. II. . Subject Matter – Beginnings and Endings in Music Reference – K to 12 Curriculum Guide in Music 2 Materials: Song: “O. . 70 . 60) III. 207) “MgaAlaga Kong Hayop”. NanayKo” with the pupils. mi Venusto R. Procedure  Greeting  Sing the song “O. G. So Luz Adulio Music Time (A Teacher‟s Manual) Lower Primary (p. Objectives  Identify the beginning and ending of a song.

71 .  Ask the pupils how they began and ended the song.  Ask the pupils to identify the beginning and ending of the song. Clap the rhythmic pattern to indicate the beginning of the song.  After singing the song. At the end of the song. clap the given pattern to indicate the ending of the song.  March in four counts to indicate the beginning of the song. Then begin singing the song “MgaAlaga Kong Hayop” while marching. raise both arms and say “Hey!” while others will strike once the improvised drum.

Tumakbo. tumalon ang aso sa magandang bakod Ask the pupils to think of other actions that could be used to indicate the beginning and ending of a song.2. Tumalon. tumakbo ang pusa sa loob ng bahay 3. 72 . Remember: Body movements and sounds (instrumental or voice) could be used to indicate the beginning and ending of a song.

Assignment Improvise body movements that could be used as beginning and ending of the song “Kumusta Ka!” Proceed to end the class by singing the goodbye song. 5. Assessment Give performance test using the rubrics. Poor 73 . Student was able to sing in correct pitch. 4. Put a check on the appropriate box. Performed creative body movements to show the beginning and ending of a song.IV. Participated actively in all class activities. Demonstrated an understanding of music organization. 3. 2. Performed all rhythms correctly. V. Knowledge/Skill Excellent 1.

Procedure  Greet with the usual greeting . do Amelia M. Ilagan III. Ilagan “Partner Dance”. II. Objectives  Recognize repetitions within a song. Subject Matter – Repeats in Music Reference – K to 12 Curriculum Guide in Music 2 Materials: Song: “Come and Play?”. so 74 . G. . Amelia M.TEACHER’S GUIDE FOR MODULE 15 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title – Repeat Mark I. C.

boom. 75 .Ask: “What did you notice with the lines of the song “Kumusta Ka!” Repeating each line of the song one after the other is called echo singing    Let the children describe the illustrations Sing the song “Come and Play”. tot. boom. boom. clang. Sing the song again while doing the movements to show the repeated part of the song. boom. tot. tot. tot. I can play the piano. clang. boom. tot. clang. I can play the trumpet. I can play the bass drum. clang.   Ask the pupils to identify the symbol used in the last line of the song. Ask its function. clang.

Take note of the repeated lines. A repeat mark ( ) is used for repeated melodic lines which should be sung twice. 76 . Ask: “What did you do to show the repetition of melodic lines?” “What musical symbol was used to indicate repeated musical lines? “What body movements were used to show repeated musical lines? Remember: A melodic line could be repeated without writing it again. Sing “Partner Dance”.

b. a.IV. b. _____1. a. b. _____2. _____5. a. a. Assessment Listen and identify the following melodic patterns. b. b. _____3. 77 . _____4. Write I if they are repeated and M if not. a.

Assignment Create body movements that would show the repeated lines of a song.V. 78 .

I‟m very much sure that you will easily understand the lessons in this unit. 79 .UNIT IV Timbre When you listen to the radio. Timbre refers to the quality of sound we hear. can you tell whether it is Mike Enriquez or Arnold Clavio reporting? Can you guess who‟s talking while your eyes are closed? Can you distinguish sound of a violin from a guitar? If you have a positive answer to these questions.

. la (Music Time. II. C pitch pipe III. F . Subject matter: Introduction to Voice Production References: a. Songs: 1. p. Music 2 K to 12 Curriculum Guide b. 2 pieces of ballon c. 104) b. . 80 . F . Atin Cu Pung Singsing.TEACHER’S GUIDE FOR MODULE 16 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Lobo Ko. F . Let them sing the song properly following the symbol of repeat mark. 72) 3. 165) 2. Music Time Lower Primary Materials: a. LP. LP. Procedure:  Ask children to identify the symbol that needs to repeat the part of a song. p. LP. Paliparin Mo” I. Work and Play . Objective:Sing a song using appropriate breath control. . la (Music Time. Soldiers‟ March . p. la (Music Time.

Do this for several times.  Compare the balloon with our diaphragm or abdominal system. Each contestant will say the word “Hello” without stopping their breath as they can.  Ask the children why the balloon flew. Count the phrases of the song with the pupils. Fill another balloon with air. 3) Rest and food. Ask the pupils to inhale and exhale slowly. Study the song “Work and Play”. Call one pupil from each group and have them compete in a contest called “Pahabaan”. blow your C pitch pipe and sing “do” while exhaling. rest and food. 2) Make the children well and gay. The longest time will be declared winner.   This time. 81 . work and play. Activitiy  Let the pupil sing the Pampanga Folk Songs “Atin Cu Pung Singsing” then sing it again using the lyrics “Ako ay may Lobo”. Ask the pupils to put their right hand on their abdomen and their left hand on their chest. This time slowly release the air from the balloon. Fill it with air then let go of the balloon. Get a balloon. Place the feet flat on the floor and sit properly. 4) Make the children well and good. 1) Work and play.

There are four phrases in the song that is why there are four breath marks or four inhales and exhales while singing the song. Breathe in every phrase of a song and correct body posture while singing is a good practice. Remember: Singing needs proper breathe control during inhale and exhale.  Ask pupils what are the ways of singing with proper breath control.  Teach the class the song in rote singing with proper breath control (inhale/ exhale) and correct posture. 82 .

Assessment Teach the song “Soldiers‟ March” and ask them to sing by groups of threes or fours with proper breath control (inhale/ exhale) and correct posture. 2. Assignment Sing the song “Work and Play” with proper breath control (inhale/ exhale) and correct posture. Sing a song with proper position. 4. 3. SKILLS CAN DO NOT YET 1. Show active participation in the activity. 5. Let them answer the rubric/checklist after performing in front of the class. Sing a song with proper tune/pitch. Sing a song with proper breath control. V.IV. Used breath control every phrase. 83 .

pictures of musical instruments. a train. “Ang Tren” . transportation. Read the story by producing sounds not reading it by words. DVD/CD player III. do b. Procedure:  Ask children the proper ways of singing and have them demonstrates it through singing “Work and Play” in unison. ambulance c. Songs: 1. piece of wood and animals. re (Music Time. . II. Music 2 K to 12 Curriculum Guide b. Show pictures of musical instruments. duck. F . 84 . etc. examples: wind.TEACHER’S GUIDE FOR MODULE 17 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Pakinggan. Objective:Identifies the source of sounds.Tell the pupils to identify the sources of sound from the story heard. Subject Matter: Differentiation of Sound Quality References: a. “Putak! Putak!” . vehicles. swaying of the trees. wood/log. Ask them to group the pictures that produce sound and not producing sound. LP. Listen to the story “Hangin”. vehicles. glass. glass. power saw. G . p.52) 2. animal sounds. . and sounds produced by machines. winds. Music Time Lower Primary Materials: a. animals. Tunog sa kapaligiran” I.  Activity  Ask the children to close their eyes and lay their head on top of the table. winds. waves. broken glass.

 big waves  sweet and strong winds.  big waves on the sea shore  winds in the forest  sounds of animals in the forest like wild pig. snakes. monkey. Let the pupils produce the sound as the teacher reads the story again  blowing of strong winds. 85 . motorcycles  ship ready to move a away. Compare the sound if there are similarities and differences. bus. jeepneys.  Ask the children what the story is all about and name different sounds they heard.  machines in a factory  chicken crow  news and “pandesal vendors  moving car. and birds  waving of tall trees  rainfalls  moving tracks.

Let them give other examples of animals‟ sounds and its source.   Ask the pupils what sound they heard from the song. 86 . Teach the song “Putak! Putak!” to the children. Compare the sounds for similarities and differences. Shows picture of a train and ask them what sound it makes.

 Sing the song “Ang Tren” imitating the sound of a train. Compare the sound to each other. Showflashcards of pictures that produce sounds. Broken glass 2. Duck 4.      Ask children if the groupings of pictures they did are correct. Wind 5. Ambulance 3. Ask children. (you may add more pictures) 1. Let children make its sound three times. Power saw Ask the pupils what they have learned in this module. where do the sounds come from? 87 .

Singing birds E. Trot! Trot! Trot! 5.Remember: All things around us produce sounds with differences in timbre. Rainfalls V. Assessment Let the children identify the source of sound heard in a DVD/CD player. Assignment Write the source of sound of the following: 1. Broom! Broom! Broom! _______________________ _______________________ _______________________ _______________________ _______________________ 88 . Tik-tak! Tik-tak! Tik-tak! 3. Choose the letter of the correct answer from the box. A. IV. Horse neighing C. Thunder B. Running water in the river D. Sewing machine F. Klang! Klang! Klang! 2. Hiss! Hiss! Hiss! 4.

LP. do (Music Time. DVD/CD player c. Play any lively music and ask children to dance like any of the animal they like to imitate. Pig – oink. Chickens – cluck. Music 2 K to 12 Curriculum Guide b. Procedure:   Let children name the source of sounds they hear in the CD. . “Playing Instruments” . lively music d. Music Time Lower Primary Materials: a. Donkey – hee-haw. cluck. 4. 6. Old Mc Donald Had a Farm. II. oink. Duck – quack. Subject Matter: Introduction of Musical Instruments References: a. p. 89 .kaya Ko” I. Songs:1. Change the name of animal and sound words with the following: 2.109) b. Objective:Replicates different sources of sounds and associate them with body movements. . neigh. quack. sol 2. 5. 3. Horse – neigh. Activity  Show the class a picture of a farm and invite them to visit the place while singing “Old Mc Donald Had a Farm”.G. C . picture of a farm III.TEACHER’S GUIDE FOR MODULE 18 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Kung Kaya Mo. Instruct the pupils to move their body when they hear the sound of the animals.

det! 2. dle. Clarinet – Du. Teach the song “Playing Instruments” then change the instruments with the following instruments and sounds: 1.  90 . Bass drum – Boom! Boom! Boom! Instruct the pupils to move their body according to the instruments that produce sounds while singing the song. Trumpet – Trot! Trot! Trot! 3.

91 . f. Remember: Sounds surround us are fun and easy to create body movements. Strong winds blowing Big waves Moving car Running horse Falling big wood  Ask children what makes their body moves. g. e. h. Ask the children to make the sound of the following and move their body accordingly: d.

storm “RUBRIC” 1. Let them answer the rubric/checklist after performing in front of the class. Assignment Cut or draw pictures that show man‟s or woman‟s body movement base on the different sound source. drumset c.Very good V. a. .Not so good 2.IV. Enjoy and participate actively in the activity. Replicates the source of sound and associate with body movement.Snake f. 3. Skills Make sound accordingly to the source of sound. 2. 5.motorcykle d. guitar h.Tall tree g. Airplane e.Good 3. Make body movement and sound both given two source of sound. 1. Make body movement and sound together according to the source of sound. Animates or make body movement and sound they pick twosource of sound listed in a flashcard. 92 3 2 1 4. sewing machine i.. duck b. Assessment Form three or four pupils each group in the class.

Music 2 K to 12 Curriculum Guide as of b. II. F . Group the class into four groups and have each form the puzzle then name what the picture is. Song: 1.TEACHER’S GUIDE FOR MODULE 19 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Pakinggan mo ako. Procedure:  Ask children to give any sound three times and associate it with the body movement. . Music Time Lower Primary Materials: a. “Ako ay Musikero”. 93 . Subject Matter: Introduction of Musical Instruments References: a. Objective:Identifies the common musical instruments by their sound and image. do b. Sino Ako?” I.  Activity  Let the pupils make the sound of the instruments in the pictures shown in a chart or flashcards. pictures of musical instruments in a chart or flashcards III.

make the sound of instrument three times. Then ask what instrument is being played in the song. Tell to read again the story but this time instead of instrument‟s name.  94 . Ask the children to read the story “Ang Magkakaibigan” and let them identify the objects in the pictures by their names. Sing the song again. Each group will secretly think musical instrument which they will acted and sing its‟ sound. The first group will sing the song while the second group will tell what instrument is being played. Choose a leader for each group. This time the second group will sing and the first group will identify the instruments.  The class will be divided into two groups. Teach the song “Ako ay Musikero”.

.  All musical instruments have its own sound accordingly to their image that is why they have difference in timbre. “Saanba . at Masaya silangnagmartsa papunta sa bayan. wikani tayo pupunta”?. Sasamaka ba? “Aba. oo”. materials. . . Obmasca Jr. Sumagotsi “Mamamasyaltayosa bayan.. . sumigawnangmalakasang Bigla namang sumagot sina .“Ang Magkakaibigan” ni Isidro R. . Isangaraw. “Masayangsumamasa . .“Di ako papaiwan. . texture). . banggitni “Tayona. . angsabi ni dapat kasamarinako”. Remember: Musical instruments have its own sound accordingly to their 95 image. . grupo”. . They have differed in timbre because of difference in image (size.” sigaw nina . at . tanongni.

Ting! Ting!Ting! 2. Boom! Boom! Boom! D. B.the kinds of instruments with Column B. COLUMN A 1. E.IV. COLUMN B A. Assessment Let the children match Column A. F. Tsik! Tsik! Tsik! 3. Takatak!Takatak! 4. C. Klang! Klang! Klang! 96 .sounds produced by each instruments. Tang! Tang! Tang! 5.

Assignment Cut or draw 5 other musical instruments and write it‟s sound three times .V. 97 .

129 4 b. 2 . Subject Matter: Introduction of Musical Instruments References: a. 4 2. recorded songs and voices III. “ Bugtungan” . nasa gitna ang mga espada. A . (PINYA) 98 . Music Time Lower Primary Materials: a.Isang reynang maraming mata. Procedure:   Activity  Teach the song “Bugtungan Tayo” through rote singing. 4 . fa . Instruct children name pictures of musical instruments and make its sound three times. “ Good-by Song” . F . DVD/CD player. mi.TEACHER’S GUIDE FOR MODULE 20 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Umaawit Ka Ba o Nagsasalitat” I. Music 2 K to 12 Curriculum Guide b. Let children name their favourite fruits. Songs: 1. ask them why. II. 1. Objective:Recognize the difference between speaking and singing. p.

Let the children read the lyrics of the song “Good-bye Song” using their natural voice and then sing the song using their singing voice. (KASOY) 3. Isang prinsesa. (BAYABAS) 4. Kumpol-kumpol na uling.  Ask children when we use speaking voice and singing voice. Nanganak ang birhen. Nakayuko ang reyna di nalaglag ang korona. 99 . nakaupo sa tasa.2. hayon at bibitin-bitin. itinapon ang lampin. Identify and compare the voices used in the song. Ask the pupils to identify the difference between singing voice and speaking voice. (SAGING) 5. (DUHAT)     Ask what they have noticed about how the activity is being done.

Remember: Speaking voice used when we talk. It shows in a different timbre depend on singer‟s ability/skills. Dialogue between two kids V. Song of “Pilipinas Kong Mahal” 2. reciting poem/declamation with our friends using our natural voice.) example: 1. Singing voice used when we are singing a song that is pleasing to once ears with quality. 100 . telling. (Teacher may do their owm recorded voice at your own choice showing singing voice and speaking voice. Poem of “All Things Bright and Beautiful” 3. Assessment Listen carefully to the recorded voice. Song of “Heaven Watch the Philippines” 4. Assignment Write 5 titles each that shows singing voice and speaking voice. Song of “Playing Instruments” 5. IV. Draw a star if you think it shows a singing voice and a heart if it shows a speaking voice.

II. “Isang Lahi” 2. Music 2 K to 12 Curriculum Guide Materials: a.  Guessing Game: Tell the children to listen carefully and tell whether the singer is male or female. Di Magkakatulad” I. “Tagumpay Nating Lahat” 3. 101 . Procedure:  Let children identify the recorded voice if it used a singing voice or speaking voice.TEACHER’S GUIDE FOR MODULE 21 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Mga Tunog. “Anak”  Tell them that female voice has bright and thin voice while male has dark and full and rounded voice. Subject Matter: Introduction of Musical Instruments References: a. “Greatest Love of All” 5. recorded songs III. that all voices are of different colors or timbre. “I See You Lord” 6. “Tomorrow” 4. Objective:Responds to differences in sound quality coming from a variety of sound sources. pictures of musical instruments and different vehicles in a chart or flashcards b. 1.

RED ORANGE YELLOW GREEN 2. 1. Give a reason for choosing such color. RED ORANGE YELLOW GREEN 3. flute and a saxophone. RED ORANGE YELLOW GREEN RED ORANGE YELLOW GREEN 102 . Ask them to imagine the sound and choose a color to represent each sound.Activity Sounds and colors affect people differently .Show the pupils the pictures of a trumpet. clarinet.

103 . C. ________ 2. ________ 3. _________4. D and E. B. ________1.Show the children pictures of vehicles and ask them to arrange according to its sound from thin to heavy by writing letter A. _________5.

Ask the children to compare the sound produced by different vehicles surround us.

Remember: All things surround us produce sound with different colors or timbre. Female and male voices , and different musical instruments produce different quality of sounds.

IV. Assessment Describe the following sound produces by its pictures by choosing the appropriate color.

1. BLUE GREY YELLOW GREEN

_____________________________________________________________

2.

YELLOW

GREEN

ORANGE

RED

____________________________________________________________

3. RED GREY BLUE YELLOW

__________________________________________________________ 104

4. GREEN MAROON BLUE RED

__________________________________________________________________

5. YELLOW ORANGE BLUE GREY

V. Assignment Color the box according to the sound ofmusical instrument it make. 1. 2. 3.

4.

5.

105

TEACHER’S GUIDE for MODULE 22 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Tinig Mo, Bagay sa Awit Ko” I. Objective:Sing with pleasing vocal quality on pitch II. Subject Matter:Introduction to Voice Production References: a. Music 2 K to 12 Curriculum Guide Materials: III. Procedure: Greeting to the tune of : SO-SO-MI-SO-SO Good Morning Children Good Morning Teacher Good Morning Classmates  Let them choose one from the different songs they have learned from past lessons. a. Pictures ,songs from the past lessons

Activity Ask the children to group themselves into three and select a leader. Give them 10 minutes to practice the songs they have chosen. Encourage them to show group cooperation and participation. Present a chosen song in solo, duet or in group. 106

Group 1 Group 2 Group 3 Ask their experienced in singing with the group. 2. If they have sang in correct pitch with the other members of the group?if yes.Very good V. Skills Did you follow the criteria of the group? Did you sing in pleasing vocal pitch? Did you show harmony of voices in your group? Did you give feeling in singing ? Was there a cooperative learning activity in your group? 1 2 3 1 .Good 3 .Not so good 2 . 1. ask how and if not. Assignment Practice singing the National Anthem in correct pitch and pleasing vocal tones. 107 . Assessment Put a check ()on the box appropriate to the performance of your group. why? Remember: Quality of tones can distinctive through singing with pleasing vocal pitch. 4. 3. IV. 5.

UNIT V Dynamics Dynamics in music is a vital factor for expressive singing. In a certain song there are parts to be sung softly and some parts to be sung loudly. It makes the music interesting and pleasing to the ears. Dynamics is the softness and loudness in music 108 . It depends on the interpretation of the singer. We convey the message of a song through the proper use of dynamics.

C. Balloon d. so So So Mi So Pupils: Good Morning Teacher So So Mi So Mi Good Morning Classmates  Invite pupils to describe the sound produced of xylophone when a child strikes from left to right „ right to left and the sound you hear when air is released from a balloon. 3. D. medium and soft recorded music.TEACHER’S GUIDE FOR MODULE 23 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Damdamin ng Awit” I. Xylophone c. mi . C. Song: 1. Littlle Band . My Guardian Angel. Music Time Lower Primary Materials: a. sol . II. b.SO -MI greeting. Activity I 109 . Tiririt ng Maya. Pictures e. Subject Matter: Dynamics – Loud. 2. Objective:Distinguish loud. Music 2 K to 12 Curriculum Guide b. DVD/CD Player III. Teacher: So So Mi So Mi Good Morning Children Mi . Medium and Soft Music References: a. Procedure: Greet pupils with SO-LA.

ask pupils the following questions: What did you feel while listening to the music? How does the song sung? Let pupils listen to the song “Little Band”. (The teacher will play the music through cassette recorder) 110 . Let the pupils feel and appreciate the sound of the music. Have them feel and appreciate the music. (The teacher will play the music through a cassette recorder.   After listening. Ask pupils to listen to the song “My Guardian Angel”.

ask them the following questions  Did you hear the changes in the volume or dynamics of the music? 111 . asked pupils the following questions:  How did you feel while listening to the music?  How does the song sung? Ask pupils to listen to the song “Tiririt ng Maya”. Let the pupils feel and appreciate the music. After listening. (The teacher will play the music through cassette recorder)   After listening.

Dynamics may be soft. (The teacher will use a cassette recorder) Based on the music heard. Can you compare how the following songs were sung based on melody. medium or loud. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ V. My Guardian Angel Melody Mood Dynamics  Tiririt ng Maya Little Band Prepare the class for an activity. mood and dynamics? Complete the table. Draw a leaf if the dynamics is soft. 5. how did they present dynamics? What are the different levels of dynamics based on the music heard?  Remember: The expressive way of singing and playing music is called dynamics. Ask pupils to identify the level of dynamics of the different music that will be played. 4. IV. 2. 3. 1. Assignment 112 . Assessment Direction: Identify the level of dynamics of the music to be played. ball if the dynamics is loud and draw a box if the dynamics is medium.

D. TEACHER’S GUIDE FOR MODULE 24 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Tumugtog Tayo” I. C. Objective:Replicates loud. Guide pupils in singing and have them do some movements while singing. Music 2 K to 12 Curriculum Guide b. mi . Pumalakpak. Littlle Band .Loud music .medium music . My Guardian Angel. Procedure:  Greet pupils with the song “ Kumusta Ka Kumusta ka halina‟t magsaya Pumalakpak. Subject Matter: Dynamics – Loud. . Music Time Lower Primary Materials: a. sol . medium and soft vocally or with instrument. 3. Song: 1. improvised instruments.    Tiririt ng Maya My Guardian Angel Little Band 113 . Tiririt ng Maya. II. 2.Soft music . C. padyak sa kaliwa Umikot ng umikot at humanap ng iba. Medium and Soft Music References: a. so b. medium and loud. DVD/CD Player III. Ituro ang paa Padyak sa kanan.   Let pupils sing the song learned in the previous lesson.List at least three titles of songs for every level of dynamics such as soft. pictures c.

ask your pupils the following questions:    “Why did you group these instruments as loud? Moderately loud? Or Soft?” “Can you imitate the sound of the instruments?” “Present to the class the sound of the chosen instrument. Ask pupils. Activity I  Ask pupils to look at the pictures of instruments and group the instruments according to the sound they produced.” 114 . what they have learned about dynamics. Loud Moderate/ Medium Soft  After doing the task.

IV. Write down the sound produced and identify the level of sound in dynamics. Assessment Look and study the instruments.Activity II  Divide the class into three groups. 1. _____________ and ___________ . The levels of dynamics may vary. 2. Remember: Dynamics is the softness and loudness of music. _______________ _________________ _______________ _________________ _______________ _________________ _______________ 115 _________________ . The dynamics may vary in volume such as ______________. The softness and loudness of music is called ____________________. Guide your pupils while doing the activity. Ask them to create sound harmony using improvised instrument showing level of dynamics.  Let the children sum up the lesson by filling in the blanks.

_______________ _________________ V. 116 . Assignment Group the class into 5. Render a song that shows level of dynamics. Present your output in class.

Music 2 K to 12 Curriculum Guide b. Medium and Soft Music References: a. Procedure:  Greet pupils with the song “ Kumusta Ka” Kumusta ka halina‟t magsaya Pumalakpak. Ituro ang paa Padyak sa kanan. b. pictures c. DVD/CD Player .TEACHER’S GUIDE FOR MODULE 25 MUSIC 2 Time Allotment: Once a week for 40 minutes Title: “Umawit at Gumalaw” I. 117 . Pumalakpak. “Mga Alaga Kong Hayop. sol III. G. padyak sa kaliwa Umikot ng umikot at humanap ng iba.  Motivate the pupils to identify the different animals in the pictures and imitate the gesture and sound they produce. Song: 1. Subject Matter: Dynamics – Loud. II. Music Time Lower Primary Materials: a. improvised instruments. Objective:Interpret through body movements the dynamics of a song.

 Ask your pupils how they feel the dynamics of the music while singing.  Ask the pupils to sing “Mga Alaga Kong Hayop”. 118 . Let the pupils identify the sound produced by a running dog. walking goose and crawling worm. Guide and lead the pupils in singing the song.

lumakad ang pato Pabalik sa lawa Tumakbo. third and last part of the song as they sing with different level of dynamics. IV. Star for loud sounds. Remember: Dynamics is the softness and loudness of music. Circle for medium sound and Heart for soft sound produced of animals. tumakbo ang aso Sa loob ng bahay  Medium Dynamics  Loud Dynamics Ask the pupils the following question:  What level of dynamics was used in singing the song?  Compare the first. Heavy steps of Gorilla 119 . Gumapang ang uod sa mahabang sanga Moderately  Soft Dynamics  Lumakad. second. The level of dynamics may vary. ang ibon Lumipad lumipad ang ibon Sa magandang pugad Gumapang. “Mga Alaga Kong Hayop”  Lumipad lumipad ang ibon Ang ibon. It adds to the expressiveness of music. Color the symbols. 1. Ask the pupils to sing the song in different dynamics. Assessment Direction: Match the animal movement to the level of dynamics.

120 . Identify the sound produced and level of dynamics. Assignment Create an album of different instrument. Sound make of an Elephant 5. Tiny steps of Dwarf 3. Walking steps of an Ant 4. Quacking sound of duck V.2.

It sets the tone of music. Sometimes we need to be slow because we are not feeling well or we are passing a muddy road. Songs like Lullaby should be sung slowly while joyful songs should be fast. In singing or in playing music. There are times that we should move fast to avoid being late. Music needs appropriate movement and every movement needs appropriate music. 121 . Speed in music is called tempo.UNIT VI Tempo Tempo is part of our life. tempo varies.

Procedure Greet pupils with SO-LA. 122 .) Ask pupils to listen to the song “Tiririt ng Maya” and “StandUp”. II. . CDs) DVD/CD player I. So SoMi So Mi GoodMorning Children So SoMi So Mi Good MorningTeacher So SoMi So Mi Good MorningClassmates Teacher: Pupils: Activity:(Suggested Songs: Any song with 3 and 4 time signature. C. III. mi Song Chart Recorded music (DVDs.TEACHER’S GUIDE FOR MODULE 26 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title: Objective: Subject Matter: References: Materials: Umawit at Kumilos Responds to tempo variation with movements TEMPO –Speed of Music Music 2 K to 12 Curriculum Guide Music Time Lower Primary Songs: Tiririt ng Maya.SO -MI greeting.

After listening answer the questions. 123 .   Are beats group in 3‟s or 4 time signatures? What is the rhythmic pattern used throughout the song? Ask pupils to share their feelings after listening and ask pupils to listen and enjoy the music.

After singing. ask them the following questions:  Can you create different movements appropriate to the music?  Compare the songs “High and Low” and “Tiririt ng Maya”? Complete the table. “Tiririt ng Maya” Melody Mood Speed “High and Low” 124 .Guide your pupils in singing.

Demonstrate active performance with grace and confidence. In Music. Ask the pupils to group themselves into two and instructs them to create movements for the chosen song. Demonstrate changes and variety of movements in different tempos. rate pupils by putting a check in the box appropriate to their performance. 125 .Prepare your class for group activity. Remember: Tempo is the slowness and fastness of music. Slow music for slow movements and fast music for fast movements. Yes No IV. Fast music is appropriate for ___________ movement. Associate appropriate movements for fast tempo. 2. Assessment Direction: Answer the following questions based on the lesson learned. B. Present their output to the class. Direction: Based from the activity. 3. Skills Associate appropriate movements for slow tempo. Slow movement is appropriate for ___________ music. 4. ___________ is the slowness and fastness of music. The speed of Tempo are ______________ and _____________ . 1.

Magmartsa tayo c. Lupang Hinirang b. High and Low d. Leron-leron Sinta f. Bahay Kubo e. Ako ay Musikero 126 . Assignment Group the following song titles based on the tempo of Fast Music Slow Music a.V. music.

TEACHER’S GUIDE FOR MODULE 27 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title: Objective: Umawit at Maglaro Demonstrate tempo variation through movements.  Tiririt ng Maya – fast music  High and Low . III. Guide pupils in singing and ask pupils to do some movements while singing .) Activity Ask pupils to look at the pictures of animals and identify the set of animals according to the speed of their movements 127 . CDs) DVD/CD player II. . Subject Matter: References Materials: IV. Procedure:  Greeting Song: Good Morning. Let the teacher invite pupils to listen and sing the song learned in previous lesson. mi Song Chart Pictures of different animals Recorded music (DVDs. Moderate and Slow Music Music 2 K to 12 Curriculum Guide Song: “ Si Muning at ang Daga” . Mimic animal movements TEMPO – Fast. C. good morning I‟m fine thank you. good morning Good morning how are you Good morning.Slow music (Suggested song: Any song with 3 and 4 time signature.

“Si Muning at ang Daga” to pupils. and ask them if they could imitate the movements and have them show it to the class showing the element of fast and slow.Fast Moderate Slow Ask pupils. Introduce the song. how they grouped the animals. 128 .

 Sing the song ”Si Muning at ang Daga” three times in different tempo ( slow. motivate pupils to create some movements appropriate to the tempo of the music.  The pupils in the circle serve as guard of the mouse. Moderate and Fast) 129 .  Identify pupils who will imitate the movement of a cat and mouse. Have pupils to play a game “Si Muning at ang Daga”. Dramatize the song.  The goal of the game is to protect the mouse from the cat.  The guards may use their body to protect the mouse.Guide pupils in singing “Si Muning at ang Daga” in different speed. While singing. Guide and discuss with the pupils the rules of the game. Mechanics of the Game:  The pupils form a circle and hold each other‟s hand.

Star if the tempo is fast. Pagong __________ __________ 3. Suso(Kuhol)__________ 4. It may be slow. Example: Train – fast Cart . Baka 2. The speed of tempo vary. moderate and fast. heart if the tempo is moderate and circle if the tempo is slow. V. 1. Assignment Look within your community. identify and draw objects/ things that shows speed/tempo. Assessment Identify the speed of movement of the different animals.slow 130 . Aso 5. Movements may be associated with each tempo. Color the symbols.Remember: Tempo is the slowness and fastness of music. Ibon __________ __________ VI.

Moderate and Slow Music References Music 2 K to 12 Curriculum Guide Music Time Lower Primary Materials: Songs: AngAlaga Kong Hayop. Ituro ang paa Padyak sa kanan. Recorded music (DVDs. Motivate pupils to identify the different animals in the pictures and imitate the gesture they have.  Dog – jump  cat – run  duck – walk  Bird – fly 131 . padyak sa kaliwa Umikot ng umikot at humanap ng iba. Pumalakpak.TEACHER’S GUIDE FOR MODULE 28 MUSIC 2 Time Allotment: Once a week for 40 minutes  Title: Objective: Bilis ng Pag-awit Demonstrate tempo variation through Movements.143) Song Chart Pictures of Different Animals I. CDs) DVD/CD player III. II. Procedure Greet pupils with the song “Kumusta Ka” Kumusta ka halina‟t magsaya Pumalakpak. Ask pupil if they have pets at home and let the pupils share their experience in taking care of their pets and describe the characteristics and special habits of their pets. (Music Time LP p. Response to the correct tempo of a songs as guided by the hand signal Subject Matter: TEMPO – Fast.

Introduce and guide pupils in listening and singing “Mga Alaga Kong Hayop” (Suggested song: Any song with 3 and 4 time signature) Ask pupils how they feel the beats and pulses of the music while singing. “MgaAlaga Kong Hayop”  Lumipad lumipad ang ibon Ang ibon. Ask the pupils to observe the hand gesture of the teacher as he/she leads the singing. Let the pupils identify the movements of a jumping dog. Lead them to sing the music in different tempo. flying bird and running cat. walking duck. lumukso ang aso Sa mahabang sanga Fast Tempo  Slower Tempo 132 . ang ibon Lumipad lumipad ang ibon Sa magandang pugad Lumukso.

Color the symbols that correspond with the tempo. third and last hand gestures as the teacher leadsthe singing. The hand gesture in conducting affects the tempo of the music. CALABARZON Hymn 133 . tumakbo ang pusa Sa loob ng bahay Slow Tempo  Faster Tempo Ask the pupils:“How did the hand gesture lead to vary the tempo in singing the song?” Compare the first. How do hand gestures demonstrate the fastness and slowness of music? Direction: Identify the tempo of the following music. Fast movement of the hand indicates fast singing and slow gesture of the hand indicates slow tempo. heart for fast tempo and sun for faster tempo 6. Assessment Ask learners to answer the question and activity. lumakad ang pato Patungo sa lawa Tumakbo. How do teacher use his hand to change the tempo of the music? 2. Tiririt ng Maya Pretty Dove 8. second. 1. 7. Lumakad. Star for slow tempo. IV. Remember: Tempo is the fastness and slowness of music. circle for slower tempo.

Pandesal 134 . Magmartsa Tayo Si Muning at ang Daga VI. Assignment Tukuyin ang tem po ng mga sumusunod na awitin. 1. Magmartsa tayo 5.9. 10. Paruparung Bukid 4. Pretty Dove 2. Bahay Kubo 3.

There are also times that a singer is accompanied with a piano or a guitar. and sometimes even if many people sing the same song if they are singing in unison. This makes the texture of the sound thicker. There are songs sung by only one person. Like everything else around us. the sound produced is still thin.UNIT VII Texture The sounds that we hear differ in their thinness and thickness. Let us discover how texture of sounds are made. 135 . music also has texture.

TEACHER’S GUIDE FOR MODULE 29 MUSIC Time Allotment: Once a week for 40 minutes Grade 2  Title – Makapal o Manipis I. Objectives  Demonstrate understanding of the basic concepts of texture. a guitar or a piano III. II. Procedure  Greet with the usual greeting 136 . Subject Matter – Musical Layering Reference – K to 12 Curriculum Guide in Music 2 Materials: Recorded songs: “Sound of Music”.  Identify the texture of music heard. “Ang Guryon” “Handel: Messiah Hallelujah Chorus” Suggested songs: Any songs accompanied by an orchestra.

and “Handel: Messiah Hallelujah Chorus”. March from “Aida” by Verdi (”Graduation March”).Ask pupils what kind of music they love to listen to and why they like it. analyze and describe music. IV. 137 Fair 2 Poor 1 . Remember: More kinds of music played together makes the sound thicker. Ask: “Which of the two versions of Lupang Hinirang has thicker sound?” Let them listen to another piece of music. one by a choir and another by a brass band.  Let pupils listen to the “Sound of Music” and “Ang Guryon”. Demonstrated an ability to evaluate and compare music heard. Put a check on the appropriate box.   Let the pupils listen to the two versions of “Lupang Hinirang”. Demonstrated the ability to listen. 2. Excellent Good Knowledge/Skill 3 4 1.  Ask the pupils: “What can you say about the music you have just heard?” “Did you like it? Why?  Let the pupils compare the texture of the music they heard: “Sound of Music”. “Ang Guryon”. Assessment Give performance test using the rubrics.  Ask: “What can you say about the two songs?” “Did you like them?Why?”  Let the pupils listen to “Handel: Messiah Hallelujah Chorus”. and identify its texture whether thick or thin.

3. Assignment Identify the texture of the following whether thick or thin. Demonstrated an understanding of texture in music. a duet of Sarah Geronimo and Christian Bautista 3. a child singing alone on stage without accompaniment 4. V. Participated actively in all class activities. 5. children‟s choir singing during the program 2. 138 . a solo guitar performance Proceed to end the class by singing the goodbye song. 1. 4. Demonstrated knowledge of the concept by answering questions with explanations and elaboration. the drum and lyre band playing during the parade 5.

44) Suggested song: “Pilipinas Kong Mahal” III. Reference – K to 12 Curriculum Guide in Music 2 Materials: Song: “Paper Boats” . . Lower Primary.  Sing “rounds” and correlate visual images to music. p. musical layering. Objectives  Demonstrate understanding of the basic concepts of texture. II. Subject Matter –Distinction between thin and thick in music. la. (Music Time. Procedure  Greet with the usual greeting 139 . F.TEACHER’S GUIDE FOR MODULE 30 MUSIC Time Allotment: Once a week for 40 minutes Grade 2  Title – Ilarawan ang Narinig I.

Row. Ask them to find out how the notes are written on the staff. with the children then ask: .“Look at the two pictures.“What can you say about the pictures with regards to: a. volume of water b. Ask: “What did you notice with the sound of the song when sung in unison and when sung in round?” “Were you able to think of something that could represent the quality of each sound? “ “Which of the two pictures (children singing with the teacher and children singing with percussion instruments as accompaniment) is appropriate to represent the sound in unison?in round song?” 140 .  Let them compare the texture of the two versions of the song and ask: “Which of the two could be compared to a river?to the sea? “Why?” “Which of the two copies do you think has thinner sound? “Which has thicker sound? Why did you say so?"   Sing “Row.  Sing the song “Paper Boats” in unison.“What is the song about?” . sound each produces”  Tell the children to look at the second copy of the song “Paper Boats”.Ask the children the different bodies of water they know. depth c.”(Picture of a river and sea) . Your Boat” in unison. Then divide the class into three and sing it again in “round”.

4. Followed the rhythm of the song 3. Pictures could be used to correlate visual images to music. Fair 2 Poor 1 141 . Participated actively in all class activities. 5. Put a check ()on the appropriate box. Excellent Good Knowledge/Skill 3 4 1. Demonstrated the ability to sing in pitch the designated lines in a round song.Remember: A song has thin sound if sung in unison and has thick sound when two or more sounds are sung or played together. Demonstrated an understanding of the relationships between music and illustrations/pictures. Assignment Practice singing round song with classmates. V. 2. Assessment Give performance test using the rubrics. Demonstrated knowledge of the concept by answering questions with explanations and elaboration. IV.

Proceed to end the class by singing the goodbye song. 142 .

 Sing songs using the concept of texture by singing “rounds”. .TEACHER’S GUIDE FOR MODULE 31 MUSIC Time Allotment: Once a week for 40 minutes Grade 2  Title – Pagsasama-sama ng mga Himig I. Do .Eb. Lazy Juan?” Suggested songs: “Music Alone Shall Live” III. Procedure  Greet with the usual greeting 143 . G. Objectives  Demonstrate understanding of the basic concepts of texture. so “Are You Sleeping. II. Subject Matter – Musical Layering Reference – K to 12 Curriculum Guide in Music 2 Materials: Song: “Row Your Boat”.

The first group will sing first. -Let them notice that the sound became thick when sang in round because there were several musical lines sang together. Sing “Are You Sleeping. with the children. Ask: How did you sing the song the first time? Second time? Ask the pupils to compare the sound they heard when they sang the song in unison and when they sang it as a round song. Sing the song twice. Lazy Juan?” in unison. Sing the song again. this time.    Sing the song “Row Your Boat” in unison. The second group will only start singing when the first group reaches the second line. Divide the class into two groups.  144 . in 2-part round song.

145 . either at the unison or at some other pitch. An initial melody is imitated at a specified time interval by one or more parts. ____1. Sing the song in 4-part round. The thinness or thickness of a musical line is called texture. ____2. Ask: “How did you sing the song “Are You Sleeping. three or four voices follow each other around in a canon. Assessment Write SMLif the melodic lines has single musical line and MML if there are multiple lines. “Round” is a polyphonic vocal composition in which two. Lazy Juan?” “What did you notice with the texture of the song the first time you sang it and after singing it in 4-part round?” Remember: A musical line could be thin or thick depending on how it was sung or played. _____3. IV. Divide the class into four groups.a musical form that follows a strict imitation.

____4.

____5.
VI. Assignment Bring pictures that show thickness and thinness of sound. Example: Crowed in a Market place, Nun praying , etc. Proceed to end the class by singing the goodbye song.

146

TEACHER’S GUIDE FOR MODULE 32 MUSIC 2 Time Allotment: Once a week for 40 minutes

 Title: I. Objective:

Round Song at Iba pa Identify single and multiple musical lines simultaneously. TEXTURE-Thinness and Thickness of musical Music 2 K to 12 Curriculum Guide Music Time Lower Primary a. Songs: “Row Your Boat”, , Eb, Do Tiririt ng Maya. b. Pictures c. DVD/CD Player , C, mi

II. Subject Matter: sounds References:
Materials:

Suggested songs: “Bahay Kubo”, “Are You Sleeping Lazy John? III. Procedure Greet pupils with SO-LA- SO -MI greeting. Teacher: Pupils: So SoMi So Mi Good Morning Children So SoMi So Mi Good MorningTeacher So SoMi So Mi Good MorningClassmates Activity I Invite your pupils to sing the song “Tiririt ng Maya” in unison and let them feel the melodic sound in singing.

147

Activity II Ask your pupils to divide themselves into two groups. Instruct them to sing “Row Your Boat” as a round song .Ask them to feel the melodic sounds while singing. After listening asked your pupils the following questions:  How do you feel the first music? second music?  Can you distinguish the difference between the two songs?  How do they differ from each other?  Do they have the same characteristics in playing instruments?” 148

Activity III Provide pupils the following activity: Imagine the sounds of instruments in the box that play simultaneously. Ask pupils the the following question. Identify wether the instrument or group of instruments give thick and thin texture.   How do we identify the thickness and thinness of sound? How do you classify the thick and thin sounds of an instrument? Vocal? 149 .

IV. 150 . V.Remember: Texture is the thinness and thickness of music. Ask the pupils to listen carefully to each music or song then draw a picture of a heart ( ) if the texture of the song is thin and a ball ( ) if the texture is thick. The thickness of sound can be shown In round songs. The thinness of sound can be shown on unison and solo voice or instrument. ASSESSMENT Prepare 5 recorded music or songs with different texture. ASSIGNMENT Texture is the thickness and thinness of musical compositions and instruments. partner song. List three combinations of instruments that produce thick sound and five instruments that produce thin sound. choir with two or more voices and in group of instrument played simultaneously.