Ilokano Mapeh GR 2 TG

2
Patnubay ng Guro
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Kagawaran ng Edukasyon
Republika ng Pilipinas
i
Music, Art, Physical Education and Health – Ikalawang Baitang
Patnubay ng Guro sa Ilokano
Unang Edisyon, 2013
ISBN:
Paunawa hingil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng Bat as

Pambansa Bilang 8293: Hindi maaaring magkaroon ng karapatang sipi sa ano mang akda ng
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Inilat hala ng Kagawaran ng Edukasyon

Kalihim: Br. Armin A. Luistro, FSC
Pangalawang Kalihim: Yolanda S. Quijano, Ph.D.
Mga Bumuo ng Patnubay ng Guro
Konsul tant: Nene Astudilla C. Godoy (Music), Benita B. Eleponga, Ed.D. (Art),
Esther K. Litilit, Ed.D. (P.E.), Emilia M. Faustino(Health)
Mga Sumulat: Sylvia J. Rimban, Ed.D, Rafaela S. Gawigawen, Ed.D., Liza L. Peter,
Loida I. Carame(Music), Carlyn M. Bacasen, Anselma C. Cabatic,
Menchita A. Dacsig, Sylvestra B. Quiday(Art ), Warden A. Baltazar,
Minerva Joy O. Lanas Jenifer R. Concepcion, Teresita Fatima R.
Pulido(P.E.), Wilfred, C. B agsao, Teresita D. Sagamla, Adoracion T.
Simon(Health),
Tagaguhit: Julio B. Tatpiec(Music), Jas on P. Quinopez(A rt),
Victor U. Sotelo(P.E.), Tito C. Bestre(Health),
Patnugot: Jeane Claire Y. Piggangay(Music), Nenita B. Olairez, Ph.D.(Art),
Jacqueline C. Lunag(P.E.), Lourdes C. Mendoza(Health),
Layout Artist: Archie Russel T. Baluyo(Music), Marvin John G. Flores(Art),
Emmanuela M. Gabol(P.E.), Althea E. Ramos (Health),
Grace Ann P. Yungca, at Aileen Tumalip-Espinas (MAPEH)
Inilimbag sa Pilipinas ng
Department of Education- Instructional Materials Council Secretariat
(DepEd-IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippine 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
ii
Table of Contents
MUSIC
Unit 1: Rhythm
Lesson 1 Sounds and Silence…………………………………… 3

Lesson 2 Steady Beats…………………………………………… 8
Lesson 5 Simple Rhythmic Patterns…………………………….. 20
Lesson 7 Simple Rhythmic Patterns……………………………. 27
Lesson 9 Rhythmic Ostinato……………………………………... 31
Unit 2: Melody
Lesson 1 High and Higher Pitches………………………………. 36
Lesson 2 Low and Lower Pitches……………………………….. 41
Lesson 3 Responding to Pitch Range…………………………... 43
Lesson 4 Demonstrating High and Low Tones………………… 47
Lesson 5 Singing with Correct Pitch…………………………….. 50
Lesson 6 Singing with Correct Pitch Using Echo Songs……… 53
Lesson 7 Illustrating the Melodic Contour Through Hand 55
Movements……………………………………………..
Lesson 8 Illustrating the Melodic Contour through Writing the 59
Melodic Line “on the air”……………………………….
Unit 3: Form
Lesson 1 Identifying Musical Lines as Similar or Dissimilar…… 64

Lesson 2 Demonstrating the Beginning and
Ending of a Song……………………………………….. 67
Lesson 3 Indicating Repeated Musical Lines…………………… 71
Unit 4: Timbre
Lesson 1 Breath Control………………………………………....... 74

Lesson 2 Sources of Sounds……………………………………… 78
Lesson 3 Replicating Sounds …………………………………….. 82
Lesson 4 Musical Instruments…………………………………….. 87
iii
Unit 5: Dynamics
Lesson 1 Volume of Sounds………………………………………. 92

Lesson 4 Body Movements……………………………………….. 104
Lesson 5 Movements of Animals…………………………………. 110
Lesson 6 Volume Variations………………………………………. 115
Unit 6: Tempo
Lesson 1 Slow and Slower Sounds………………………………. 121

Lesson 2 Fast and Faste………………………………………….. 125
Lesson 3 Slow and Slower Vocally or 128
with Instruments…………………………………………
Lesson 4 Fast and Faster Vocally and with Instruments………. 132
Lesson 5 Slow and Slower Movements………………………….. 136
Lesson 6 Fast and Faster Movements…………………………… 139
Lesson 7 Slow Movement with Slow Music……………………... 142
Lesson 8 Fast Movements with Fast Music……………………... 145
Lesson 9 Animal Movements……………………………………... 148
Lesson 10 Hand Signal……………………………………………… 151
Unit 7: Texture
Lesson 1 Musical Layering………………………………………... 155

Lesson 2 Musical Layering………………………………………... 160
iv
ART
Unit 1: DRAWING
Lesson 1 Drawing a Portrait of

Two or More Persons of My Family…………………... 164
Lesson 2 A Portrait of Two or More Persons –
my Friends Showing the Differences
in the Shape of their Facial Features
like Eyes, Nose, Lips and Head……………………….. 168
Lesson 3 Motion or Action in the
Drawing of Human Bodies……………………………... 171
Lesson 4 Still Life of Fruits (Drawing from Life)…………………. 173
Lesson 5 Contrasting Colors of Different Plants………………... 175
Lesson 6 Drawing of an Actual Still
Life Arrangement of Fruits……………………………... 178
Lesson 7 Imaginary Landscape from a Dream…………………. 181
Lesson 8 Drawing of a Still Life from a Story……………………. 183
Lesson 9 Drawing/Creating an Imaginary
Landscape from a Story Read………………………… 185
Unit 2: PAINTING
Lesson 1 Pointing out the different shapes,

colors and textures of the skin
covering of the different fishes
and sea creatures………………………………………. 189
Lesson 2 Drawing with pencil or crayon
these sea creatures in their habitat
showing their unique shapes and
features…………………………………………………... 193
Lesson 3 Painting sea animals to show the variety
of colors and textures…………………………………... 197
Lesson 4 Pointing out the different shapes,
colors and textures of the skin
covering of different wild animals……………………... 201
Lesson 5 Drawing with pencil or crayon
these forest animals in their habitat
showing the unique shapes and feature……………… 204
Lesson 6 Painting the drawing of wild forest
animals to show the variety of colors
and textures found in the skin
covering of these animals……………………………… 208
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Lesson 7 Drawing the outline of a tricycle
on a big paper showing the design
of lines and shapes that show repetition,
contrast and rhythm…………………………………….. 212
Lesson 8 Painting the outline of a tricycle on
a big paper……………………………………………... 215
Lesson 9 Drawing the outline of a jeepney on
a big paper showing the design of
lines and shapes that show repetition,
contrast and rhythm…………………………………….. 218
Lesson 9 Painting the outline of a jeepney on a big paper…….. 221
Unit 3: PRINT MAKING
Lesson 1 Experimenting with natural

objects using leaves by dabbing
paint on the surface and presses
this on paper to create a print…………………….. 226
objects by dabbing paints on
the surface and presses this
on paper to create a print…………………………... 230
objects like sayote/papaya by
dabbing dyes or paints on
the surface and presses
this on paper or cloth or any
material to create a paint……………………………. 234
Lesson 4 Collecting man-made objects
with a flat surface using bottle
caps and dabbing dyes or paint
before pressing it on paper or
any cloth to create a print…………………………... 238
Lesson 5 Collecting man-made objects
with a flat surface and
dabbing dyes or paint before
pressing it on paper or any
cloth to create a print………………………………… 242
Lesson 6 Creating a print by repeating the
color of the prints………………………………………. 245
Lesson 7 Creating a print by alternating
the size of the prints…………………………………… 248
Lesson 8 Creating a print by contrasting
the texture of the prints………………………………... 251
Lesson 9 Creating prints for a card……………………………… 254
vi
Lesson 10 Creating several copies or editions
of the card so the cards can be
exchanged with other people………………………….. 257
Unit 4: SCULPTURE & 3D CRAFTS
Lesson 1 Creating an Imaginary Robot Out of Boxes………….. 261

Lesson 2 Creating an Imaginary Toy Animal
Using Different Sizes of
Boxes and Other Materials…………………………….. 263
Lesson 3 Creating Other Animal Creature/s
Out Boxes and Found Materials………………………. 269
Lesson 4 Constructing a Native Kite……………………………. 272
Lesson 5 Testing the Kite to Fly………………………………….. 276
Lesson 6 Molding an Animal Shape Using
Paper Mache (Crumpled Paper)………………………. 278
Lesson 7 Molding an Animal Using Paper Mache
(Paper Strips)……………………………………………. 281
Lesson 8 Painting a Molded Animal Paper Mach………………. 285
Lesson 9 Creating a Clay Human Figure………………………... 288
Lesson 10 Create a Clay Animal Figure…………………………... 291
vii
PHYSICAL EDUCATION
Unit 1: Body Shapes and Actions, Locomotor Skills, Territory Games

and Body Posture Assessment
Lesson 1 Don‟t Move………………………………………………. 295

Lesson 2 Balance Me……………………………………………… 299
Lesson 3 Let‟s Jog and Run………………………………………. 304
Lesson 4 Hopping and Jumping………………………………….. 310
Lesson 5 Let‟s Gallop and Slide………………………………….. 315
Lesson 6 Locomotor Skills to Even Music……………………….. 320
Lesson 7 Locomotor Skills to Uneven Music……………………. 323
Lesson 8 Circle Territory and Invasion…………………………... 325
Lesson 9 Line Territory and Invasion…………………………….. 332
Lesson 10 Proper Body Posture…………………………………… 336
Unit 2: Force, Simple Folk Dance and Rhythmic Routines, Correct

Posture
Lesson 1 Let‟s Hop, Hop, Hop……………………………………. 342

Lesson 2 Leap High………………………………………………... 345
Lesson 3 Jump, Skip and Leap…………………………………… 348
Lesson 4 Skipping and Leaping…………………………………... 351
Lesson 5 Gymnastics using a Ribbon, Hoop and Ball…………. 354
Lesson 6 Gymnastics using a Ball……………………………….. 358
Lesson 7 Gymnastics Using a Hoop……………………………... 362
Lesson 8 Gymnastics Using a ribbon, hoop, ball……………….. 366
Lesson 9 Partner and Group Relays……………………………... 368
Lesson 10 Sit Straight……………………………………………….. 372
Lesson 11 Walking and Standing………………………………….. 375
viii
Unit 3: Plays and Relays
Lesson 1 Walk Slow, Run Fast, Move Quick……………………. 381

Lesson 2 Let‟s go Buddy Buddy………………………………….. 384
Lesson 3 Ball Catching…………………………………………….. 387
Lesson 4 Throwing…………………………………………………. 392
Lesson 5 Simple Dance Mixes……………………………………. 396
Lesson 6 Simple Folk Dance……………………………………… 399
Lesson 7 Throw and Catch the Ball……………………………… 402
Lesson 8 Pick and Carry…………………………………………... 406
Lesson 9 Push and Pull……………………………………………. 409
Unit 4: Music and Environment, Throw Patterns, posture and body

Mechanics
Lesson 1 Grow Strong……………………………………………... 414

Lesson 2 Let‟s Go Rolling…………………………………………. 416
Lesson 3 Let Play and Beat a Drum……………………………… 418
Lesson 4 Safety First………………………………………………. 421
Lesson 5 Throw Patterns………………………………………….. 424
Lesson 6 Striking…………………………………………………… 427
Lesson 7 Learning the Dance Alitaptap…………………………. 431
Lesson 8 Let‟s Now Dance Alitaptap…………………………….. 435
Lesson 9 Dodge Ball……………………………………………….. 438
Lesson 10 Tagging Relays and Races……………………………. 441
Lesson 11 Improving Body Posture……………………………….. 445
ix
HEALTH
Unit 1: My Health is My Wealth
Lesson 1 Similarities and Differences in our Appearance……... 452

Lesson 2 The Things You and I Like to Do……………………… 457
Lesson 3 Knowing You in a New Environment…………………. 461
Lesson 4 I am in a New Environment……………………………. 466
Lesson 5 What Should I Do……………………………………….. 471
Lesson 6 Be Kind and Caring…………………………………….. 475
Lesson 7 Feel it…………………………………………………….. 482
Lesson 8 Respect Begets Respect………………………………. 486
Unit 2
Lesson 1 Germs Equals Illness…………………………………… 497

Lesson 2 Grow Tall, Never Get Sick……………………………... 500
Lesson 3 Getting Away from Diseases…………………………... 503
Lesson 4 Drive Them Away……………………………………….. 506
Lesson 5 Caution: Don‟t Get In-Touch…………………………… 509
Lesson 6 Prick for Life……………………………………………... 512
Lesson 7 Let‟s Prevent Communicable Disease……………….. 515
Lesson 8 Go to the Beat, Let‟s Play, Eat, Rest and Sleep…….. 518
Unit 3: Prevention is the Best
Lesson 1 Let‟s Learn………………………………………………. 526

Lesson 2 Practice Daily……………………………………………. 529
Lesson 3 Get Rid of It!................................................................ 532
Lesson 4 Beware…………………………………………………… 535
Lesson 5 Take Note………………………………………………... 538
Lesson 6 Let‟s Do It………………………………………………... 541
Lesson 7 I Can Do It……………………………………………….. 544
Lesson 8 Save Yourself…………………………………………… 547
Unit 4: Safety and Prevention of Injuries
Lesson 1 What Should I Remember……………………………... 555

Lesson 2 Watch Out!.................................................................. 558
Lesson 3 Think About It!............................................................. 563
Lesson 4 Rules To Remember…………………………………… 569
Lesson 5 Keep Out!.................................................................... 574
Lesson 6 Beware!....................................................................... 580
Lesson 7 Exercise But Be Wise…………………………………... 584
Lesson 8 School Rules…………………………………………….. 588
x
Music
1
This unit contains nine lessons to develop the learners‟ skills to
demonstrate understanding of fundamental processes through
performing, creating and responding to steady beats/rhythmic patterns
when chanting, walking, tapping, clapping and playing musical
instruments.
2
Unit 1 - Rhythm Lesson I - Sound and Silence
Learning Competency: Associates visual images with sound and silence

within a
rhythmic pattern.
Objective
Associates visual images with sound and silence within a rhythmic
pattern.
Subject Matter
Sound and Silence
Materials: clappers, drum, beaters, sticks (any ethnic percussion
instruments
available in the class), charted rhythmic patterns and song
Learning Activities:
A. Preliminary Activities:
1. Opening song: How are You? (Tune: Bagbagto)
(Note: Teach by rote.)
Teacher: How are you, how are you children?

Pupils: We are fine, we are fine teacher.
Teacher: How are you, how are you children?
Pupils: We are fine, we are fine teacher.
Kumusta Ubbing
Maestra: Kumusta, kumusta ubbing?
Ubbing: Nas‟yaat, nas‟yaat maestro/a.
Maestra: Kumusta, kumusta ubbing?
Ubbing: Nas‟yaat, nas‟yaat maestro/a.
2. Teacher claps the rhythm of the greeting song and lets the
pupils follow.
I I I I I I I I
How are you, how are you child-ren?
I I I I I I I I
We are fine, we are fine teach-er.
I I I I I I I I
How are you, how are you child-ren?
I I I I I I I I
We are fine, we are fine teach-er.
Ask: What did you do while chanting the greeting song? (clapped)
Why do we clap while chanting? (to get the correct rhythm)
3
B. Developmental Activities
1. Presentation and Analysis:
 Teacher presents and claps this rhythmic pattern (charted):
I I I I I I I I
clap clap clap clap clap clap clap clap
Ask: What did you do to represent the vertical lines? (Clapped)
 Teacher tells the pupils to clap the patterns below

repeatedly.
I I I I I
clap silence clap silence clap clap silence clap
 Teacher produces the sound and pupils tell the symbol

used.
Ex. Claps, taps the table, silence, knocks (l l l)
Ask: What symbol did we use to represent sounds?

(We used vertical lines to represent sound.)
Ask: What symbol did we use to represent silence? .

(We used to represent silence.)
● Use sticks /maracas or any percussion instrument following

the pattern below.
I I I I
Note: Each vertical line represents sound and represents silence.
We can also use the symbol ƺ for silence.
● Pupils perform the following rhythmic patterns using the following

percussion instruments or any ethnic instruments.
4
a. Drum/bamboo I ƺ I ƺ ƺ I ƺ l
b. Sticks I I ƺ I I I ƺ I
c. Coconut shells ƺ I I I ƺ I I I
d. Iron scraps/ I ƺ ƺ I I ƺ ƺ I
spoons
Ask: What symbol represents silence? (ƺ)
Did you enjoy doing the activity? Why?
3. Generalization:
What symbol represents sound? (l)
What symbols represent silence? ( or ƺ)
4. Application:
Sing the song Bagbagto while playing the rhythmic patterns previously
played with the musical instruments (drums/bamboo, sticks, coconut
shells, iron scraps/spoons)
“Bagbagto”
(Cordillera Song)
Bagbagto, bagbagto lambik Napunay, napunayagta

Tolambik, tolambawikan Nayagta, nayagtakumpa
Bawikan, bawikalanay Takumpa, takumpayaaw
Kalanay, kalanaypunay Payaaw, payaatimbaw
Evaluation
A.Teacher does the following rhythmic patterns and pupils write the
symbol used.
1. claps, silence, claps, claps ( l l l )
2. claps, silence, claps, silence ( l l )
3. claps, claps, claps, silence ( l l l )
4. claps, silence, silence, claps ( l l)
5. claps, claps, silence, clap (l l l)
B. Divide the class into 3 groups. Each group will associate visual
images of sound and silence by clapping or playing available
musical percussion instruments following the rhythmic patterns
below.
a. I I I ƺ I I I ƺ
b. I ƺ I ƺ I ƺ I ƺ
c. I I ƺ I l I ƺ I
5
 Rate the other groups using the rubrics to be assisted by the
teacher
RUBRICS
Levels of Proficiency
Performance 3 2 1
Standard
Associate with one or with two, with more than
visual images no error at all three or four four errors
with sound errors
and silence.
Assignment/Agreement
Use any of these rhythmic patterns in any song that you know?
a. I ƺ I ƺ
b. I I ƺ I
6
7
Unit 1 - Rhythm Lesson 2 - Steady Beats
Learning Competency: Claps, taps, chants, and walks and plays musical
instruments in response to sound with the correct
rhythm.
- In groups of 2s
- In groups of 3s
- In groups of 4s
Objective
Claps/taps/chants/walks or plays musical instruments in response to
sound with the correct rhythm in groups of 2s.
Subject Matter
Steady Beats (Ostinato)
Materials: Clappers, drum, sticks or any object that produces sound
and charted
song/rhythmic patterns
Learning Activities
 Teacher greets the pupils with the greeting song “How are You?”
while clapping the rhythmic patterns and pupils will answer
clapping the same rhythmic patterns.(Tune: Bagbagto)
I I I I I I I I ƺ
How are you, how are you child – ren
I I I I I I I I ƺ
We are fine, we are fine teacher
I I I I I I I I ƺ
How are you, how are you child - ren
I I I I I I I I ƺ
We are fine, we are fine teacher
8
● Have the pupils perform the following rhythmic patterns
with variations.
a. I I ƺ I
b. ƺ I ƺ I
c. I I ƺ I
●Teacher presents a chant with steady beat: Mary Had a Little

Lamb
Mary Had a Little Lamb
Mary had a little lamb

Little lamb, little lamb
Mary had a little lamb,
Its fleece as white as snow.
And everywhere that Mary went

Mary went, Mary went
Everywhere that Mary went
The lamb was sure to go.
Ask: What did we do while chanting?
● Teacher chants while clapping the rhythmic patterns. Have

the pupils follow until they mastered. Then have half of the class
clap the rhythmic pattern A, while the other half clap pattern B.
(l l - two claps, l - one clap)
Pattern A - l l l l Pattern B - l l l
9
l l l l l l l
2 2 2 1
l l l l l l
2 1 2 1
Little lamb little lamb
l l l l l ll
2 2 2 1
l l l l l l ƺ
2 2 2
Its fleece was white as snow
Ask: How many counts did we have in every measure as we

clap/tap/walk and
chant the rhythm? (2 counts)
2. Generalization:
What did you notice with the rhythmic pattern? (The rhythmic
patterns are
grouped in two‟s)
3. Application:
Let the pupils clap/tap/walk or play available musical

instruments while chanting Entako Man-iskwila/Linubian in
groups of 2s.
Entako Man-iskwila
Entako man-iskwila
Ta adi takon matangla
Tano sin-ay mabangon
Datako di makatulong.
Translation:
Let‟s go to school
So that we won‟t be ignorant
So that in the future
We can help others.
10
Evaluation
 Chant Entako Man-iskwila while performing the rhythm in groups

of 2s.
 Do the activities simultaneously.
.
Group 1 - clap their hands while marching in place
Group 2 - tap on the desk
Group 3 - use coconut shells while walking around the
classroom
Group 4 - use pair of sticks
● Rate other groups using the rubrics to be assisted by the

teacher
RUBRICS
Criteria 3 2 1
1. The group can chant with one or with two, three with more
and perform the rhythm no error at or four errors than four
simultaneously. all errors
2. The group can play with one or with two, three with more
assigned musical no error at or four errors than four
instrument. all errors
Bring any musical instrument to be used for the next lesson.
11
12
Unit 1 - Rhythm Lesson 3 – Steady Beats
Learning Competency: Claps/ taps/ chants/ walks or plays musical
instruments
in response to sound with the correct rhythm.
- In groups of 2s
- In groups of 3s
- In groups of 4s
Objective
Claps/taps/chants/walks or plays musical instruments in response to
sound with the correct rhythm in groups of 3s.
Subject Matter
Materials: Coconut shells, sticks, drum, maracas, charted rhythmic
patterns/chants
Learning Activities
Pupils chant Mary Had a Little Lamb as they beat their
instruments with the correct rhythm (in groups of 2s) walking
around room.
B. Developmental Activities:
●Teacher beats the drum using rhythmic patterns in

groups of 3s. Pupils follow by clapping, tapping their desks
and stamping.
A B
l l l l l l l
1 1 1 1 2 1
Using the same rhythmic patterns, pupils beat

instruments on hand.
Ask: How many counts are there in rhythmic patterns A and B? (3 counts)
● Teacher presents a chant using rhythmic pattern B in

groups of 3s.
13
Pupils clap/tap/and walk the rhythm while chanting.
l l l l
Work while you work
1 2 1
l l l l
Play while you play
1 2 1
l l l l
That is the way
1 2 1
l l l l l l
To be happy and gay.
2 2 2
Ask: What did we do to show the rhythmic pattern in

groups of 3s? (clap and walk the rhythm while
counting)
2. Generalization:
How many counts did we clap/tap/walk /chant the rhythm?
(There are 3 counts)
3. Application:
Pupils will beat their musical instruments assigned to their

group simultaneously while chanting with rhythmic pattern A
in groups of 3s.
Group 1 will use coconut shells

Group 2 will use maracas
Group 3 will use sticks
Evaluation
Pupils clap/tap the following rhythmic patterns by rows:
a) l l l l l c) l l l
2 2 1 1 1 1
b) l l l l
1 2 1
14
● Rate other groups using the rubrics to be assisted by the
teacher
RUBRICS
Criteria 3 2 1
The pupils can perform with one or with two, three with more
the rhythmic patterns in no error at all or four errors than four
groups of 3‟s with errors
accuracy.
a. clapping
b. tapping
Practice this rhythm using bamboo sticks, empty cans, or plastic

galloons.
 l l l l
1 2 1
 l l l l l
2 2 1
15
Unit 1 - Rhythm Lesson 4 - Steady Beats
Learning Competency: Claps, taps, chants, walks and plays musical

instruments
in response to sound with the correct rhythm.
- In groups of 2s
- In groups of 3s
- In groups of 4s
Objective
Claps/taps/chants/walks or plays musical instruments in
response to sound with the correct rhythm in groups of 4s.
Subject Matter
Materials: Drum, bamboo sticks, woodblocks, iron scrap, stones,
charted songs/chants, and rhythmic patterns
Learning Activities
● Teacher sings Tatang ken Nanang and have the pupils
follow while clapping the rhythm in groups of 3s.
“Tatang ken Nanang”
l l l l l l l l
1 2 1 1 2 1
Ni ta-tang ko ken nanang ko
Na - ga-get da nga ag-mu-la ti
Ti nat-na teng i - diay u - ma
Pa - nga-la - an ti ma - si - da
B.Developmental Activities:
●Teacher claps this rhythmic pattern in groups of 4s then

pupils clap/tap repeatedly until they master it.
A. l l l l ll lB. l l l l
2 2 2 1 1 1 1 1
Ask: How many counts did we clap/tap the rhythmic
patterns?
16
● Teacher chants “Mother, Mother I Am Sick” using the
rhythmic patterns presented earlier. Pupils will do the
same.
l l l l l l l
Mother, mother I am sick
l l l l l l l
Call a doctor very quick
l l l l l l l
Doctor, doctor shall I die?
l l l l l l l
No my darling do not cry
Ask: How many counts did you clap while chanting?
● Group I - play rhythmic pattern A with their

wood blocks/bamboo sticks
Group II - play rhythmic pattern B with their

scrap iron/spoons
Ask: How did you play with your wood blocks? Scrap irons?
(Note: As pupils play their instruments the teacher beats

the 4 time
signature counting 1, 2, 3, 4)
4
2. Generalization:
How many counts are there in groups of 4s? (There are 4

counts)
3. Application:
Perform simultaneously the following:

Group I - Chant “Mother, Mother I Am Sick”
Group II - Beat their bamboo /stone (using pattern A)
Group III - Play their iron scraps (using pattern B)
Group IV - March around the room.
(Note: Teacher assigns and guides a pupil to beat the drum on the first count
only.)
17
Evaluation
● The class will chant Ageskuela as they clap/ tap or walk using
any of the 2 rhythmic patterns of their choice.
●Let the pupils assist in rating other groups.
RUBRICS
Criteria 3 2 1
The group can perform the with one or with two, with more than
two rhythmic patterns in no error at three or four four errors
groups of 4‟s with all errors
accuracy.
a. clapping
b. tapping
c. walking
Practice the following rhythmic patterns in groups of 4s.
 l l l l
 l l l l l
18
19
Unit I - Rhythm Lesson 5 - Simple Rhythmic Patterns
Learning Competency: Imitates and replicates a simple series of rhythmic
sounds
Objective
Imitates and replicates a simple series of rhythmic sounds. (i.e. echo
clapping).
Subject Matter
Simple Rhythmic Patterns
Materials: Materials that produce sound like stones, woodblocks,
sticks, bamboo
sticks, charted songs and rhythmic patterns
Learning Activities
A. Preliminary Activity
Teacher presents a chant and pupils play with materials that produce
sounds.
(2s, 3s, 4s)
 Mary Had a Little Lamb/Bagbagto
 Work While You Work/Tatang Ken Nanang
 Mother, Mother I Am Sick ( ref: week 4)
●Teacher presents/demonstrates ostinato patterns for echo

clapping. Pupils follow repeatedly until they master the
patterns.
A B C
l l l l l l l l l
1 1 2 2 1 1 1
l l l l l l
2 2 2
20
Ask: How many counts are equivalent to l? (one)
How many counts are equivalent to l l? (two)
● Group pupils into two. Let them sing Mary Had a

Little Lamb while clapping or beating percussion
instruments with pattern A for group I and the
other group with pattern B.
Ask: How many counts are there in patterns A and B?

(2 counts)
How did you feel singing the song while clapping?
(we enjoyed)
● Let the pupils sing Work While You Work while

clapping or using percussion instruments with
pattern C for group I and pattern D for group II.
Ask: How many counts did you clap patterns C and D?

(3 counts)
Is it good to accompany songs with rhythmic
patterns? Why? (It makes the song more lively)
2. Generalization:
What do we call these patterns? (ostinato)
What ostinato pattern do you like best? Why?
3. Application:
The class will clap according to the following rhythmic

patterns.
(Note: Teacher presents the charted rhythmic patterns)
wood blocks/stones iron scraps/spoons drum/empty plastic

gallon
1 2 1 2 1 2 2 1 2 2 1 1 1 2
21
Evaluation:
●Pupils clap the following rhythmic patterns with echo clapping by
rows.
1. 2.
● Let the pupils assist in rating other groups.
RUBRICS
Criteria 3 2 1
The group can imitate and with one with two, with more
replicate series of rhythmic or no error three or four than four
sounds through: at all errors errors
a. Echo clapping
b. Other variations
The following rhythmic patterns should be practiced and mastered.
 l l
 l l l l l
 l l l l l
22
23
Unit 1 - Rhythm Lesson 6 - Simple Rhythmic Patterns
Learning Competency: Creates simple ostinato patterns in groupings of

2s, 3s, and 4s, through body movements.
Objective
Creates simple ostinato patterns in groupings of 2s through body
movements.
Subject Matter
Materials: Drums, clappers or any classroom ethnic instruments,
charted songs
and rhythmic patterns
Learning Activities
Recall the rhythmic patterns previously learned. Pupils clap/tap,

etc.
1 1 1 2 2 2 1 1 2 1
Ask: Which of the rhythmic patterns do you like best? Why?

● Teacher sings Kumusta Kayo Ubbing (Tune:

Planting Rice) and presents rhythmic patterns
groupings of 2s then have the pupils follow.
Kumusta Kayo Ubbing
Kumusta kayo ubbing?

Nas‟yaat kami maestra
Nas‟yaat kami maestra
Kumusta, kumusta,
Nas‟yaat, nas‟yaat,
Nas‟yaat kami maestra.
24
l l l l l l l l l l l l l
2 2 2 1 2 1 2 1
Pupils clap/tap until they master the pattern.
Ask: How many counts did we clap/tap while singing the

song?
( 2 counts)
● Pupils use sticks or any classroom instruments to beat the

ostinato pattern.
Ask: What did we do to show the rhythmic (ostinato) pattern in

groupings of 2s? (beat the rhythmic patterns using
sticks)
● Teacher demonstrates the polka steps while pupils beat the

rhythm in groups of 2s.
Pupils do the steps demonstrated by the teacher.
Ask: How many counts are there in the polka steps? (2 counts)
2. Generalization:
How many counts did we have for the rhythmic pattern?

3. Application:
Song: Mary Had a Little Lamb or How are You
Divide the class in two groups and perform the following:
Group I - Sing the song while clapping the ostinato pattern
Group II - Do the polka steps
(Note: vice versa)
25
Evaluation:
With the same groupings, pupils may choose any song and harmonize
with a rhythmic pattern learned earlier. Give them five minutes to
create body movements following ostinato pattern.
Examples:
l l l l l l l l
a. 2 1 2 1 b. 1 1
 Rate other groups using the rubrics to be assisted by the teacher.
RUBRICS
Criteria 3 2 1
1. The group can perform with one or with two, three with more than
body movement with no error at or four errors four errors
the ostinato pattern all
with accuracy
2. The group can perform with one or with two, three with more than
body movement no error at or four errors four errors
all
Practice other body movement using the ostinato patterns in

groupings of 2s.
26
Unit 1 - Rhythm Lesson 7- Simple Rhythmic Patterns
Learning Competency: Creates simple ostinato patterns in groupings of 2s,

3s, and 4s, through body movements.
Objective
movements.
Subject Matter
Materials: Classroom instruments that produces sound.
(e.g. clappers, triangles, drum, etc.)
Learning Activities
Sing the song Mary Had A Little Lamb/Karnero ni Maria using the
pattern below.
Adda karnero ni Maria
Ni Maria, ni Maria
2 2 2 1 Adda karnero ni Maria
Mary had a little lamb … Puraw ti dutdot na.
Let the pupils stand and perform the polka steps while singing.
B. Developmental Activities :
● Pupils chant Work While You Work as they clap the

rhythm repeatedly.
l l l l l l l l
1 2 1 1 2 1
Work while you work Play while you play
That is the way To be happy and gay.
Ask: What did we do while clapping the ostinato pattern?

(chanted)
● Pupils use any classroom instrument to beat the ostinato

pattern.
Ask: What did you use to beat the ostinato pattern?

(rhythmic instruments)
27
● Teacher demonstrates the waltz steps counting 1, 2, 3
while pupils tap their desks to the rhythm.
Ask: How many did we count for the waltz steps? (3 counts)
● Let the pupils perform the steps demonstrated by the

teacher as they count 1, 2, 3
Ask: What steps did you perform while counting 1, 2, 3? (waltz

steps)
2. Generalization:
How many counts did we have as we do the steps? (3 counts)
3. Application:
Group I - Play their instruments with the correct ostinato pattern

Group II - Performs the waltz steps
Group III- Raises their arms upward then downward
Evaluation
Pupils sing Tatang ken Nanang as they do the waltz steps swaying
their both arms upward – downward.
 Let the pupils assist in rating the other groups.
RUBRICS
Criteria 3 2 1
Pupils can perform the with one or with two, with more
waltz steps while swaying no error at three or four than four
both arms upward all errors errors
downward with accuracy
Practice other body movements using the ostinato pattern learned

such as body bending, raising of arms, etc.
28
Unit 1 - Rhythm Lesson 8 Simple Rhythmic Patterns
Learning Competency: Creates simple ostinato patterns in groupings of 2s,
3s, and 4s,
through body movements.
Objective
movements.
Subject Matter:
Materials: Classroom instruments that produce sound like bamboo
sticks, etc.
1. Opening Song - Bahay Kubo (charted)
Bahay Kubo
Bahay kubo kahit munti

Ang halaman doon ay sari-sari
Singkamas at talong
Sigarilyas at mani
Sitaw, bataw, patani
Kundol, patola, upo‟t kalabasa
At saka mayroon pa labanos,
mustasa
Sibuyas, kamatis, bawang at luya
Sa paligid-ligid ay puro linga
Pupils sing the song as they do the waltz steps.

Ask: How many counts did we have as we do the waltz steps?
(3 counts)
● Present these rhythmic patterns

A B
1 1 1 1 1 2 1 1 1 2 1 1
Let the pupils clap/tap until they master the pattern .

Have them use bamboo sticks or any classroom instruments to
beat the ostinato patterns.
Ask: How many counts did we clap/tap rhythmic patterns A
and B?
29
(4 counts)
● Teacher demonstrates marching/walking or ethnic dance steps
(sayedsed -
changed steps) while counting 1,2,3,4.
Pupils do the same while beating their instruments counting

1,2,3,4.
Ask: How many counts did we have while

marching/walking/dancing?
(4 counts)
Can we have other movements aside from

marching/walking?
2. Generalization:
How many counts did we have in marching? Dancing?
Can we use ostinato patterns A & B while walking, marching
etc. ? (Yes)
3. Application:
Divide the class in four groups and perform the following:
Group I - Walk in place while counting 1,2,3,4

Group II - Do hand exercise: arms forward, sideward,
upward then position.
Group III - Play any musical instruments available using
ostinato pattern B
Group IV - Beat bamboo sticks in the 1st and 3rd counts
Evaluation
 Pupils create one body movement using the groupings of 4s.

 Rate other groups using the rubrics to be assisted by the teacher.
RUBRICS
Criteria 3 2 1
Pupils can create body with one or with two, three with more than
movements in groupings no error at or four errors four errors
of 4‟s with accuracy. all
Practice any movement while counting 1,2,3,4
30
Unit 1- Rhythm Lesson 9 - Rhytmic Ostinato
Learning Competency: Plays simple ostinato patterns on classroom

instruments or other sound sources.
Objective
Plays simple ostinato patterns on classroom instruments or other
sound sources.
Subject Matter
Rhythmic Ostinato
Materials: Sticks, bamboos, woodblocks, empty gallon/plastic pail,
steel bar/nails,
coconut shells, etc.
Learning Activities
Class sings the song Mary Had a Little Lamb/Karnero ni Maria.
● Teacher presents the different instruments and guides the learners to be

able to identify the instruments.
Ask: What do we call these instruments? (Rhythmic instruments)
Activity 2
31
Teacher shows/demonstrates how to play the instruments
in different rhythmic patterns previously learned. Let the pupils
follow.
ƺ ƺ ƺ ƺ - Plastic gallon/drum
ƺ ƺ ƺ ƺ - Steel
bar/metal/nails
- Sticks/bamboos
Ask: How did you play your instruments? (follow the rhythmic
patterns)
● Group the pupils to play the rhythmic patterns with the

instruments while singing the song.
Ask: What did you do while singing the song? (play the
instruments
following the rhythmic patterns)
2. Generalization:
What else can we do to make the song/music better?

(accompany with
rhythmic instruments)
What other sound sources could you use to produce music?
(spoons, cans, wood and others.
3. Application:
Sing Itik ken Pato (Tune: Planting Rice) while playing the
instruments using the rhythmic patterns learned .
32
Evaluation
Sing the greeting song How are You? (Tune: Bagbagto) while playing
available instruments or other sound sources using the rhythmic
patterns learned in Activity 2.
 Rate the pupils using the rubrics
RUBRICS
Criteria 3 2 1
Pupils can sing and play with one or with two, three with more than
available instruments no error at all or four errors four errors
with the rhythmic
patterns with accuracy
Agreement/Assignment
Practice this ostinato patterns using any instruments.
 l ƺ l ƺ l ƺ l ƺ
 l l l l l l l l l l l l
33
34
This unit consists of eight (8) lessons on distinguishing high, higher, low and
lower pitches of tones; singing with correct pitch; and illustrating melodic
contour. The lessons are good for eight meetings.
35
Unit 2 - Melody Lesson 1 - High and Higher Pitches
Learning Competency: Identifies the pitch of tones as high and higher.
Objective
Identifies the pitch of tones as high and higher.
Subject Matter
Pitch
Materials: Charted lyrics of the song “Tenglawan”, gongs in different
sizes
or other instruments that produce high/higher sound
Learning Activities
Opening Song: Tenglawan (Ancient Ethnic Song)
Tenglawan- a name of a garden/farm/kaingin
Ay-ayew ed Tenglawan
Eyak ineska-eskan
Si ad-ado‟y pangdan
Si ad-ado‟y pangdan.
English Translation:
I have a Kaingin (Tenglawan)
planted with pineapples but it
turned into nothing.
 In what pitch did we sing? (We sang in a high
pitch.)
1. Presentation and Analysis
 The pupils sing the same song in a higher pitch after the
teacher has given the pitch.
 The pupils compare the pitch used in the first and second
singing of the song.
 In what pitch did we sing? (We sang in a higher pitch.)
 Which pitch is better for you? Why?
 A pupil produces sound from a big gong while another
pupil produces sound from a bigger one.
 The pupils identify the gong that produced a higher
sound.
36
 What can you say about sounds produced by these
musical instruments? (Sounds produced by those
musical instruments may be high or higher.)
2. Generalization
What pitches of song did you use?
(We used high and higher pitches.)
What kinds of sound did you produce from the two gongs in
different sizes? (They were high and higher sounds.)
C. Culminating Activity
Group Activity (2 Groups)
Directions:
Group 1 sings “Linubian” in a high pitch after the teacher
has given the pitch.
Group 2 identifies the pitch used by Group 1.
Evaluation
Write the pitch used by the teacher. (high, higher)
1. The teacher sings “Entako Masasacho” in a high pitch.
Entako Masasacho
(Ancient Kalinga Ethnic Song)
Enta‟o masasacho, enta‟o masasacho

Dong-dong-ay si dong-ilay
Insinalidummaay
2. The teacher sings the same song in a higher pitch.

3. The teacher sings “Linubian” in a high pitch.
4. The teacher sings the same song in a higher pitch.
Each assigned group will sing “Linubian” in a high or higher pitch next
meeting.
Group 1 – high pitch

Group 2 – higher pitch
37
38
39
40
Unit 2 - Melody Lesson 2 - Low and Lower Pitches
Learning Competency: Identifies the pitch of tones as low and lower.
Objective
Identifies the pitch of tones as low and lower.
Subject Matter
Pitch
Materials: pair of sticks, bass drum or any available percussion
instruments with low sound, lyrics of the song “Agriing Ka”
Learning Activities
A. Preliminary Activities
Assignment Check
 Children sing their songs in a high/ higher pitch.
In what other pitches can we sing? (Low/lower)
 The teacher sings “Agriing Ka” in a low pitch. The pupils
tell the pitch used.
“Agriing Ka”
(Tune: Are You Sleeping?)
Agriing ka (2x)
Ading ko (2x)
Nag-unit kampana (2x)
Maladaw ta (2x)
 The pupils sing the song in the same pitch.

 The teacher sings the song in a lower pitch. The pupils
tell the pitch used.
 The pupils sing in the same pitch.
Ask:
 What did you notice in the first singing of the song? in the
second singing?(We sang in a low pitch, then in a lower
pitch.)
 A pupil is called to produce sound from a pair of sticks,
then from a bass drum.
 The other pupils tell the instrument that produced a
low/lower sound.
41
Ask:
 What kinds of sound did we hear from the pair of
sticks/bass drum? (We heard low sound from the pair of
sticks and lower sound from
the bass drum.)
3. Generalization
In what pitches did you sing?
(We sang in low and lower pitches.)
What can you say about sounds produced by different
musical instruments? (Some musical instruments produce
low/lower sound.)
Directions: The first group sings “Leron, Leron, Sinta” in a low
pitch, then in a lower pitch after the teacher has given the pitch.
The second group describes the pitch used.
Evaluation
Write the pitch used (low, lower).

1. The teacher sings the song “Manang Biday” in a low pitch.
“Manang Biday”
Manang Biday, ilukat mo man

Ta bintana ikalumbabam
Ta kitaek tay kinayawam
Ay matayakon no di nak ka‟syan
2. The teacher sings the same song in a lower pitch.

3. The teacher sings “Bahay Kubo” in a low pitch.
4. The teacher sings the same song in a lower pitch.
Practice singing the song “Bahay Kubo” in a low pitch, then in a lower
pitch at home.
Note: Teacher calls for two or three pupils to do the activities before the
start of the next lesson.
42
Unit 2 - Melody Lesson 3 - Responding to Pitch Range
Learning Competency: Responds to pitch range of tones through body
movements, singing and playing sources of sounds.
Objective
Responds to pitch range of tones through body movements, singing,
and playing sources of sounds.
Subject Matter
Pitch
Materials: drum, pair of coconut shells, pair of 5” nails (metal), small
metal bell or other appropriate percussion instruments, charted lyrics of the
“Mother‟s Day Song”
Learning Activities
1. Opening Song: “Linubian” or any other song
(Tune: Tenglawan)
Innak diay eskwelaan

Balon ko ket linubian
Naimas nga linubian (2)
2. What are the pitches of tones?
1. Presentation
 The teacher demonstrates body movements while
singing the first line of the “Mother‟s Day Song” to be
followed by the pupils.
Mother dear, I love you

And you love me, too
You‟re the dearest playmate
That I ever know
 Sing the first line of the song in a low pitch while doing
a half-knee bend.
 Sing the same line in a lower pitch while doing a full-
knee bend.
 Sing the same line in a high pitch while standing.
 Sing the same line in a higher pitch while standing
with two hands upward.
 Group the pupils into four and assign each group the
pitch (low/lower/high/higher), body movement, and
43
instrument to use while singing the first line of the
“Mother‟s Day Song”.
Group Body Movement Pitch of Tone Instruments

1 half-knee bend low pair of coconut
shells
2 full-knee bend lower drum
3 standing position High pair of nails
4 standing with hands upward Higher bell
2. Analysis
 What did we do to show low/lower/high/higher pitch of
tone?
 How did the first group show pitch of tones? second
group? third group? fourth group?
 Which instrument has low/lower/high/higher sound?
 How did we show different pitches of tones?
3. Generalization
What did we do to show pitches of tones?
(We showed pitches of tones through singing, body
movements,
and playing sources of sounds.)
Group Activity (To be done simultaneously)
Group Directions
1 Sing the first line of the song (Tenglawan)
after the teacher has given the pitch.
2 Perform an appropriate body movement.
3 Play an appropriate source of sound.
Evaluation
Game: “Fishing”
Each group of pupils picks a rolled paper and does the instruction in it.
 Sing the first line (Greeting Song in the tune of Bagbagto) in a
high pitch while executing an appropriate body movement.
“Kumusta, kumusta ubbing

Nasiaat, nasiaat maestra
Kumusta, kumusta ubbing
Nasiaat, nasiaat maestro.”
44
 Sing the same line of the song in a low pitch while executing an
appropriate body movement.
 Sing the same line of the song in a high pitch while playing an
appropriate source of sound.
 Teacher rates the groups based on the rubrics.
Rubrics
Criteria Level of Proficiency
3 2 1
Singing with Sang in correct Sang in correct Sang in a wrong
correct pitch with pitch with pitch with
pitch/appropriate appropriate inappropriate inappropriate body
body body body movement/source
movements / movement/sou movement/sour of sound.
source of sound rce of sound. ce of sound.
Be ready to sing “Tenglawan” while doing appropriate movements by

groups (three groups). Present next meeting.
45
46
Unit 2 - Melody Lesson 4 - Demonstrating High and
Low Tones
Learning Competency: Demonstrates high and low tones through singing
or playing musical instruments.
Objective
Demonstrates high and low tones through singing or playing musical
instruments.
Subject Matter
Pitch
Materials: Charted first and second lines of “Salidummay”, drum, pair
of 5” metal nails, small bell, metal triangle
Learning Activities
Assignment Checkup
 Children sing their song accompanied by body
movements in groups.
1. Presentation
 Present the following first and second lines of
“Salidummay” ().
Note: Ancient Western Mt. Province Ethnic Song
“Ay! Ay! Salidummay
Salidummay diway”
 The teacher sings the lines in a low pitch. The pupils

follow.
 The teacher sings them in a high pitch. The pupils follow.
 Call a pupil to produce sound from the bass drum or from
a pair of coconut shell.
 Another pupil produces sound from a pair of nails / bell or
triangle.
2. Analysis
Ask:
 What did you notice in the first activity? (We used low
and high pitches in singing the first and second lines of a
song.)
 Which pitch is appropriate to the song? (It is the higher
pitch)
47
 What should we do if the pitch is very low/high?
 What did you notice with the sounds produced by the
bass drum/coconut shell? (They produced low sounds.)
 What did you notice with the sounds produced by a pair
of nails/triangle? (They produced high sounds.)
3. Generalization
 How do we show high and low tones?
(We show high and low tones through singing or
playing musical instruments.)
Group Activity (Groups 1 and 3; 2 and 4 at the same time)
Directions:
Sing “Enta‟o Masasacho”.
Group 1 – low pitch
Group 2 – high pitch
Play the musical instruments.
Group 3 – drum, pair of coconut shells
Group 4 – bell / triangle
Evaluation
Each group does the following:
Group 1 - Sing “Linubian” in a low pitch accompanied by a musical
instrument with low sound.
Group 2 - Sing the same song in a high pitch accompanied by a
musical
instrument with high sound.
 Teacher rates the groups based on the checklist.

Checklist
Number Put a
of check
Point mark if
per attained.
Item
1. Sang in a low pitch . 1
2. Sang in a low pitch accompanied by 1
an instrument with a low sound.
3. Sang in a high pitch. 1
4. Sang in a high pitch accompanied by 1
an instrument with a high sound.
Total
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Be ready to do the following next meeting:
 Sing “Mothers Day Song” in a high pitch accompanied by an
instrument with high sound by groups (3 groups).
 Sing the same song in a low pitch accompanied by an
instrument with low sound.
49
Unit 2 - Melody Lesson 5 - Singing with Correct Pitch
Learning Competency: Sings with correct pitch using rote songs and
simple children‟s melodies.
Objective
Sings with correct pitch using rote songs and simple children‟s
melodies.
Subject Matter
Simple Melodic Contour
Materials: Charted song of “Saka, Tumeng”
Learning Activities
Assignment Checkup
 Pupils in groups sing “Mother‟s Day Song” in a high/low pitch
accompanied by appropriate instruments.
1. Presentation
Note: Teacher teaches the song by rote.
“Saka, Tumeng”
(Tune: My Toes, My Knees)
Saka, tumeng, abaga, ulo
Nasalun-at tayo
 The teacher sings the whole song.

 The teacher sings the song by lines to be followed by the
pupils.
 The teacher gives the pitch based from a pitch pipe. The
pupils and the teacher sing the whole song while doing
the actions.
2. Analysis
Ask:
 Did we sing with the correct pitch?
 What did we do and we were able to sing with
the correct pitch?
 Did you enjoy singing with the correct pitch?
Why?
50
(Answers may vary.)
3. Generalization
How did we sing the song? (We sang the song with the
correct pitch.)
C. Culminating Activities
Sing the song while doing the actions after the teacher has
given the pitch.
Evaluation
Sing “Salidummay” with the pitch given by the teacher (4 groups).
Note: Teacher must use a pitch pipe.
Rubrics
3 2 1
Singing with Sang with Sang with Sang with
correct pitch correct pitch. correct pitch another pitch.
but one
member sang
in another
pitch.
Memorize the song learned and be ready to sing it in class next

meeting.
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Unit 2 – Melody Lesson 6 – Singing with Correct Pitch
Using Echo Songs
Learning Competency: Sings with correct pitch using echo songs and
simple children‟s melodies.
Objective
Sings with correct pitch using echo songs and simple children‟s
melodies.
Subject Matter
Reference: Children‟s Songs
Materials: Charted echo song “If You‟re Happy and You Know It”
Learning Activities
Opening Song: “Salidummay” or any other song learned
1. Presentation
“If You’re Happy and You Know It”
If you‟re happy and you know it

Clap your hands (Clap your hands)
Then your life will surely show it
Clap your hands
 The teacher gives the pitch and the pupils sing the song.
 The teacher calls a pupil to underline the repeated
phrases/lines.
 The teacher gives the pitch and the pupils sing the whole
song again giving emphasis to the echo lines through
singing the echo lines loudly while doing the action.
2. Analysis
Ask:
 How did we sing the song?
 What did you notice in the first line of the song?
(Some words are repeated.)
53
 What do we call this repetition? (echo)
 What other lines in the song have repetitions?
3. Generalization
How did we sing the echo song?
(We sang the song with the correct pitch.)
Each assigned group sings the song after the teacher has
given the pitch.
Evaluation
 Each group sings the song or any other echo song with the pitch
given by the teacher.
Rubrics
Criteria Levels of Proficiency
3 2 1
Singing an echo Sang an echo Sang an echo song Sang an echo
song with correct song with the with the pitch given song but not
pitch pitch given by by the teacher but with the pitch
the teacher. one member sang given by the
in another pitch. teacher.
 Ask your parents or any member of the family if they know of

any echo song.
 If there is, learn it and sing it in class next meeting.
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Unit 2 - Melody Lesson 7 - Illustrating the Melodic Contour
through Hand Movements
Learning Competency: Illustrates the melodic contour through body staff

(Hand Movements)
Objective
Illustrates the melodic contour through body staff (hand movements).
Subject Matter
Materials: Charted so-fa syllables with illustration of hand
movements
Learning Activities
Opening Song: “Good Morning To You” or any other song
1. Presentation
 The teacher demonstrates the so-fa syllables (do – do)
through hand movements, then sings the tone for each so-
fa syllable while doing the respective hand movement.
 The pupils sing the melody that the teacher demonstrates
through hand movements :
 do, re, do, re - do, mi, so, la
 do, re, mi - so, la, ti
 do, re, mi, fa - so, la, ti, do
 do, mi, so - do, do etc.
Legend:
do – lower do
do – higher do
 The pupils imitate the hand movements.
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 The pupils group by twos where one does the hand
movements while the other pupil sings and vice versa.
 The teacher guides the pupils sing the so-fa syllables in
ascending/descending scale while doing the hand
movements.
2. Analysis
Ask:
 What did we use to illustrate so-fa
syllables/melodic contour?
 Did you enjoy doing it?
3. Generalization
How can we illustrate so-fa syllables/melodic contour?
(We can illustrate so-fa syllables/melodic contour through
hand movements.)
Group Activity (4 groups)
Show the correct hand movements for the following sets

of so-fa syllables.
Group
1 do, re, mi
2 mi, re, do
3 mi, so, do
4 la, ti, do
Evaluation
Each assigned group of pupils illustrates the following so -fa syllables
through hand movements.
Group 1 - do, do
Group 2 - do, ti, la, so
Group 3 - fa mi, re, do
Rubrics
3 2 1
Correct illustration Illustrated the Illustrated the Illustrated the
of melodic melodic contour melodic contour melodic contour
contour through correct through correct with more than
hand hand movements one error.
movements. with one error.
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Practice doing the correct hand movements for the following so-fa
syllables at home.
do, re, mi, fa, so, la, ti, do
Note: Teacher calls on volunteer pupils to do the activity.
57
58
Unit 2 - Melody Lesson 8 - Illustrating the Melodic Contour
through Writing the Melodic Line “on the air”
Learning Competency: Illustrates the melodic contour through writing the
melodic line “on the air”.
Objective
Illustrates the melodic contour through writing the melodic line “on the
air”.
Subject Matter
Materials: Charted lines of a song (Salidummay)
Learning Activities
1. Opening Song: “Mother‟s Day Song”
2. Review:
 How do we illustrate tones of so-fa syllables?
 Demonstrate the hand movements for each of the so-
fa
syllables (do – do).
3. Motivation:
Do you think we can also illustrate tones on the air?
1. Presentation
 The teacher sings the first line of “Salidummay” while
illustrating the melodic contour through drawing on the
board/”on the air”.
Ay! Ay! Salidummay

Salidummay diway
Melodic Contour:
59
 The pupils sing the same line of the song while drawing
the melodic contour “on the air”, then on their paper.
(Repeat if needed.)
 The pupils are guided to demonstrate the melodic
contour of the following melody “on the air”.
 mi, do, so
 do, mi, re etc.
 A pupil is called to draw the melodic contour for the first
set of so-fa syllables on the board while the other pupils
do the same “on the air”. (Repeat if needed.)
 The pupils do the same steps for the second set of so-fa
syllables.
2. Analysis
Ask:
 What did we do to illustrate melodic contours?
(We drew the melodic contours on the board/”on
the air”.)
 What guided us draw the melodic lines on the
board/”on the air”? (The melody/tones guided us.)
3. Generalization
How can we show the melodic contour of a line of a
song? (We can draw the melodic contour of a line of a
song on the board/”on the air.)
Group Activity (To be done simultaneously by two groups)
 Group 1 sings the first line of the “Mother‟s Day Song”.

 Group 2 draws its melodic contour “on the air”.
Evaluation
Each pupil draws the melodic contours of the specified lines of the
song “Good Morning To You” on a whole sheet of paper.
“Good Morning To You”
Good morning to you

Good morning to you
We‟re all in our places
With sun shiny faces
Oh this is the way
To start a new day
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1. First line
2. Second line
3. Third line
 Draw the melodic contour for each of the following sets of so-fa
syllables on a whole sheet of paper.
-do, so, do
-mi, re, do
 Be ready to sing their tones while drawing their melodic
contours “on the air” next meeting.
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62
Lessons on distinguishing similar and dissimilar lines, demonstrating the
beginning and ending of a song, and recognizing repetitions within a
song are in this unit. Three lessons are under this unit.
63
Unit 3 - Form Lesson 1 - Identifying Musical
Lines as Similar or Dissimilar
Learning Competency: Identifies musical lines as similar or dissimilar

through movements and geometric shapes or objects.
Objective
Identifies musical lines as similar or dissimilar through movements and
geometric shapes or objects.
Subject Matter
Musical Lines
Materials: Charted song (Tenglawan)
Learning Activities
Assignment Checkup
 Pupils sing and draw the melodic contour for the
following sets of so-fa syllables “on the air”.
-do, so, do
-mi, re, do
1. Presentation
 The pupils sing each line of the song “Tenglawan” while
the teacher draws shapes/objects for each line on the
board.
“Tenglawan”
Ay-ayew ed Tenglawan
Eyak ineska-eskan
Si ad adu ay pangdan
Si ad adu ay pangdan
 The pupils identify the lines with the same shape/lines

with different shape/lines
 The pupils and the teacher sing the similar lines while
marching in place and marching forward for the dissimilar
lines.
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Game: “Light, Camera, Action”
Sing “Tenglawan” while performing the
following movements:
 Similar Lines: Movement:
Second and third Hands on waist and
move hip from left to
the right and right to
the left twice
 Dissimilar Lines:
First Turn around
(clockwise) in
place.
Fourth Turn around (counter-
clockwise) in place.
2. Analysis
Ask:
 What did we do to show similar/dissimilar lines of a
song?
(We identified similar/dissimilar lines by
assigning shapes.)
 What body movements did we do to show similar
lines/dissimilar lines of a song?
(We marched in place and moved our hips
from the left to the right to show similar lines. We
marched forward and turned around in place to show
dissimilar lines.)
3. Generalization
How do we identify similar and dissimilar lines of a song?
(We identify similar and dissimilar lines of a song through
body movements and shapes.)
Game: “Draw Me”
 The pupils draw a flower for the similar lines of the
“Mother‟s Day Song” as the teacher sings.
 The pupils draw an apple for the dissimilar lines of the
same song as the teacher sings.
Evaluation
Listen to the teacher as she sings two lines of the song “Leron, Leron
Sinta”
at a time.
65
“Leron, Leron Sinta”
Leron, leron sinta

Umakyat sa papaya
Dala-dala‟y buslo
Sisidlan ng bunga
Pagdating sa dulo
Nabali ang sanga
Kapos kapalaran
Humanap ng iba
 Draw a star ( ) if the two (2) lines are similar.

 Draw a heart ( ) if the lines are dissimilar.
Practice singing and showing the similar and dissimilar lines of the
song “Linubian” through body movements at home.
Note: Teacher lets three pupils do the assigned activities before the
start of the new lesson.
lesson.
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Unit 3 - Form Lesson 2 - Demonstrating the Beginning and
Ending of a Song
Learning Competency: Demonstrates the beginning and ending of a
song through movements and sounds (instrumental and vocal).
Objective
Demonstrates the beginning and ending of a song through movements
and sounds (instrumental and vocal).
Subject Matter
Beginnings and Endings in Music
Materials: Percussion instruments (drum, pair of wooden blocks,
nails, etc.), charted lyrics of the song (Itik, Itik)
Learning Activities
Assignment Checkup
 Pupils sing “Linubian” while doing body movements to
show its similar and dissimilar lines.
 Let the pupils enumerate the musical instruments that

they see inside their classroom.
1. Presentation
 The pupils and the teacher sing “Itik, Itik” with body
movements.
“Itik, Itik”
Itik, itik yannat nagapuam
Nagapuak idiay karayan
Dayta badom napisangpisang
Kinamat dak iti kawitan
 What‟s the first phrase of the song? last phrase?

 The teacher demonstrates rhythmic patterns such as
III with the
use of a drum before singing the first phrase and
beating the drum
(♪♪♪) after the last phrase.
 A pupil repeats the activity.
 Another pupil does the same activity using a pair of
wooden blocks.
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Ask: What did we do?
 The pupils do body movements before singing the first

phrase and
after singing the last phrase such as:
- Before the first phrase- racking (3x)
- After the last phrase- forward bending once
2. Analysis
Ask: What did we do before singing?
When we ended?
(We played some instruments and did
some body movements.)
3. Generalization
How can we show the beginning/ ending of a song? (We
can show the beginning and ending of a song through
the use of body movements or sounds.)
 The pupils sing “Here We Are Again”.
 The pupils show the beginning and ending of the song
through movements. (Group 1)
 The pupils produce sound from percussion instruments to
show the beginning and ending of the song . (Group 2)
Evaluation
Directions:
Each group signals the beginning/ending of the song “ Kung ang Ulan
ay Tsokolate” through given rhythmic patterns using body movements
or using any available percussion instrument.
Group 1 - II (beginning)
Group 2 - II (ending)
“Kung ang Ulan ay Tsokolate”
Kung ang ulan ay puro tsokolate

O kay sarap ng ulan
Ako‟y lalabas at ako‟y nganganga
A-a-a-a-a-a-a-a-a-a-a
O kay sarap ng ulan.
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Rubrics
3 2 1
Demonstrating the Demonstrated the Demonstrated Did not
beginning and beginning and the beginning demonstrate
ending of a song ending of a song and ending of a the
through movements through song through beginning
or sounds movements or movements or and ending
sounds. sounds with an of a song
error in the through
beginning or movements
ending signal. or
sounds.
Use other movements or other percussion instruments to signal the

beginning and ending of the song “Here We Are Again” and be ready
to do it in class next meeting.
Note: Teacher calls on two volunteer pupils to perform individually in

class before the start of the new lesson.
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70
Unit 3 - Form Lesson 3 - Indicating Repeated
Musical Lines
Learning Competencies: Indicates repeated musical passages through
movements movements. Echoes repetitions of musical lines.
Objective
A. Indicates repeated musical passages through movements.
B. Echoes repetitions of musical lines.
Subject Matter
Repeats in Music
Materials: Musical score of the song “If You‟re Happy and You Know
It” or any appropriate song
Learning Activities
1. Opening Song: “Here We Are Again” or any learned song
2. Assignment Checkup: Doing movements or producing
sound from a percussion instrument to signal the beginning
and ending of a song
1. Presentation
 The teacher presents the lyrics of the song.
“If You’re Happy and You Know It”

Then your life will surely show it
Clap your hands
 The pupils and the teacher sing the song.

 The pupils identify the repetitions with the help of the
teacher.
 The pupils sing and do an appropriate movement for
every line with a repetition. The same movement will be
done for the repetition/echo.
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2. Analysis
Ask:
 What did you notice in the lyrics of the song? (Some of
the lines are repeated.)
 What do we call those lines in a song? (They are called
repeated musical lines.)
3. Generalization
What did you do to show/indicate the repeated musical
lines?
(We performed the same movement to show/indicate
repeated musical lines.)
The pupils sing the song while doing some movements

(e.g. clapping, marching) to show the repeated lines.
Evaluation
Each assigned group changes the action word in the repeated lines of
the same song and do the appropriate movement to show repeated
musical lines.
Rubrics
3 2 1
Doing the same Did the same Did the same Did different
movement for movement for movement for movements for
repeated musical repeated repeated musical the repeated
lines musical lines. lines with a member musical lines.
who did another
movement.
Change the word clap to sway in the song. Sway your hands while
singing the repeated lines.
Note: Teacher lets the pupils do the activity at the same time in class.
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This unit contains four (4) lessons. It aims to help the learners use voices and
other sources of sound to produce a variety of timbres and responds to
differences in sound quality with appropriate movement. It also includes
associating common musical instruments by their sound and image.
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Unit 4 - Timbre Lesson 1 - Breath Control
Learning Competency: Sings a song using appropriate breath control
Objective
Sings a song using appropriate breath control.
Subject Matter
Using Appropriate Breath Control
Materials: Charted song, strip of papers
Learning Activities
1. Pupils inhale-exhale (breathing exercise)

2. Drill
 Teacher demonstrate and pupils follow for vocalization.
Do re mi fa so/
So fa mi re do/
Re re mi fa so fa so fa mi re do/
Note: The bar shows the time of breathing.
 Change so-fa syllables to the syllables.

Si hi hi hi yo
Si hi hi hi yo
Si hi hi hi hi hi hi hi hi hi yo.
 Repeat the exercise.
 Increase the pitch high to higher (pitch)

Example: Key of C to G
Precaution: Teacher should always consider the pitch of the children which
is normally high (Key of G)
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 Sing the song “Domingo ti Agsapa”
“Domingo ti Agsapa”
Domingo ti agsapa It‟s Sunday morning

Repolyo ti sida da The viand is cabbage
Miki pay tilaok na It is mixed with noodles
Familia ti agsida It‟s for the family to eat
Soldadoti Tatang da Their father is a soldier
Labandera’t Nanang da Their mother works in a laundry
Tinidor usaren da They use fork
Domingo ti agsapa Sunday is market day
Ha – ha – ha
 The teacher sings the phrase with broken

breathing and pupils follow.
Domingo / ti / agsapa /
Repolyo / ti / sida / da /
Ask: Did we sing the song until the end with breathing? (Yes)
Can we just stop and breath in any part of the song?
Why? (No, because we can‟t sing well.)
 The teacher sings the same phrase with

proper breath control. Pupils follow.
Domingo ti agsapa
Repolyo ti sida da /
Ask: What can you say about singing the song without broken
breathing? (The song is pleasing to hear)
 The teacher sings the whole song with

appropriate breath control then pupils follow.
Ask: What can you say about the way you sang the whole song?
(We sang with proper breath control)
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2. Generalization
Why is proper breath control important? (proper breath control is
important to sing better)
C. Application
Ask volunteer pupil to sing any song following appropriate

breath control.
Evaluation
 Pupils are grouped into five.
 Teacher presents the rubrics for the performance.
 Each group sings any song of their choice.
Instruction: Rate other groups using the rubrics.
Rubrics
Criteria 3 2 1
The group finishes the All members All members All members
song with appropriate have actively actively actively
breath control. participated participated participated
with one or no with two, three with more
error at all. or four errors. than four
errors.
Each group sings “Domingo ti Agsapa” with proper breath control for a
showdown next meeting.
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77
Unit 4 - Timbre Lesson 2 - Sources of Sounds
Learning Competency: Identifies the sources of sounds
Objective
Identifies the sources of sounds.
Subject Matter
Sources of Sounds
Materials: Chart, recorded sounds of objects and animals,
keyboard, ball, activity sheets
Learning Activities
1. Sing the song.
“Idiay Igidi ti Taltalon”
Idiay igid iti taltalon In a field, there is a pond

Adda maysa nalinis a ban – aw where some creatures live
Nagbalin a pagtaengan When the rain comes
Pinarsua a nakalallaaw They jump happily
Kokak, kokak, kokak, kokak
Nu dumteng iti tudo
Rumanumwar nga agsasaruno
Naragsak nga aglaglagto
Kokak, kokak, kokak, kokak
Ask: What sound does a frog make? (Kokak, kokak)

Why does the frog make the sound? (There is rain.)
What other sounds do we hear around us? (aw-aw-aw,
peep-peep, etc.)
 Ball – Passing Game
- Listen to sounds of objects and animals
from the tape recorder or keyboard.
- Pupils pass the ball from one another.
When the music stops, the one holding
the ball tells what object or animal
makesthe sound.
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Ask: What are the objects and animals that
make the sounds?(pig, bell, drum, etc.)
What were the sounds produce? (answers vary)
 Call and Tell

- Call a volunteer pupil to produce a sound
and calls a classmate to tell what object or
animal makes the sound.
Examples:
Splashing water (waves)
Frog croaking (frog)
Bell ringing (bell)
Ask: What sounds can we hear around? (tweet-tweet, broom-

broom, etc.
What produce these sounds? (birds, car, etc.)
2. Generalization
What produces sounds? (The wind, musical instruments, etc.
produce the sounds)
What do they make? (They make different sounds)
C. Application
Teacher names animals or objects. Pupils make the sounds.
(e.g. duck, dog, cat, bird)
Evaluation
Write the letter of the picture that produces the sound.
1. meow-meow -meow a.
________
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2. tang-tang-tang b.
________
3. prrrrrt c.
________
4. boom-boom-boom d.
________
5. kling – kling – kling e.
________
Listen to the sounds that can be heard tonight. Share them in class.
80
Key to correction:
1. c
2. d
3. e
4. b
5. a
81
Unit 4 - Timbre Lesson 3 - Replicating Sounds
Learning Competency: Replicates different sources of sounds and
associates them with body movements
Objective
Replicates different sources of sounds and associates them with body
movements.
Subject Matter
Replicating Sources of Sounds
Materials: Cutouts of animals, charted songs
Learning Activities
A. Preliminary activities
1. Sing an action song.
“Tokar Dagiti Instrumento
Nu agtokartay gitara When the guitar plays

Ting, ting, ting Ting, ting, ting
Ting, ting, ting Ting, ting, ting
Nu agtokartay gitara When the guitar plays
Ting, ting, ting, ting, ting Ting, ting, ting, ting, ting
 Substitute the following instruments and their sounds:

Gangsa (tang, tang, tang)
Solibao (bong, bong, bong)
Sagaypo (pit, pit, pit)
 Suggested actions:
Guitar (acting like playing guitar)
Gangsa (left hand holds a gangsa while the right hand
beats)
Solibao (acting like beating drum with two hands)
Sagaypo (acting like playing a flute)
Ask: What instruments are mentioned in the song? (guitar,

gangsa, solibao, sagaypo)
How does each instrument sound? (ting-ting, tang-tang, bong-bong,
pit-pit)
What actions did we do while singing?
 Let‟s try some actions with sounds.
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Let‟s Act Out
 Pupils form 5 groups.
 Each group chooses any object or animal sound to
represent.
 When the teacher calls the name, the group makes
the sound and creates a movement associated
with it.
Examples:
Teacher Pupils
Twit – twit – twit

Birds
(flapping arms)
Swoosh – swoosh – swoosh

Wind (swaying hands)
Ask:
What body movements did we associate with the
sounds? (we flap our arms, sway our hands, etc)
● What Am I?
- Pupils form five groups.

- Teacher shows cutouts of objects and animals
in the box.
- As the teacher calls the group, anymember gets
a cutout from the box and shows it to the group.
- The members create a movement associated
with the animal or object while giving the sound.
- Continue the activity until each group has
performed.
Ask:
What body movements did each group associate
with the sounds of objects and animals?
Examples:
car - broom-broom - driving car
duck - quack-quack - walking like a duck
cat - meow-meow - stretching cat
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2. Generalization
What did you associate with body movements?
(sounds of objects and animals)
What did you do with the sounds?
(associates with body movements)
C. Application – Work by Pairs
 Pupils work by pairs.

 Teacher names an object or an animal.
 One pupil produces the sound and the other shows the
movement.
Evaluation
• Group pupils into four.

• Each group sings an action song.
Uni iti Aglawlaw

Tune: Tumakbo, Tumakbo ang Aso
Group 1 Nagtaol, nagtaol diay aso

Diay aso, diay aso
Nagtaol, nagtaol diay aso
aw, aw, aw
Group 2 Nagtokar, nagtokar diay gangsa

Diay gangsa, diay gangsa
Nagtokar, nagtokar diay gangsa
tang, tang, tang
Group 3 Nagpuyot, nagpuyot diay angin

Diay angin, diay angin
Nagpuyot, nagpuyot diay angin
swoosh, swoosh, swoosh
Group 4 Naglangoy, naglangoy diay karpa

Diay karpa, diay karpa
Naglangoy, naglangoy diay karpa
splash, splash, splash
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Instruction: Rate the other groups using the rubrics.
Rubrics
Criteria 3 2 1
Replicate 5 sources All members All members All members
of have actively actively actively
sounds and participated participated participated
associated with one or no with two, with more
them with body error at all. three or four than four
movements. errors. errors.
Observe a thing or an animal and their sounds not mentioned in our

lessons today. Share them to the class tomorrow.
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86
Unit 4 - Timbre Lesson 4 - Musical Instruments
Learning Competency: Identifies common musical instruments by their
sounds and image
Objective
The learner identifies common musical instruments by their sounds
and images.
Subject Matter
Identifying Common Musical Instruments
Materials: Charted song, musical instruments, tape recorder,
keyboard
Learning Activities
1. Sing the action song, “Ni Kuryat Kenni Tokak” or any other
song.
“Ni Kuryat Kenni Tokak”
Ay gayyem ko denggennak
Adda maysa nga istoryak
Maipanggep kadagiti kaarubak
Ting, ting, ting

Ting, ting, ting, ting
Naggitara ni kuryat
Nagkanta, nagsala ni tokak
Listen to me my friend
I have a story about my neighbor
Ting, ting, ting
Ting, ting, ting, ting, ting
The cricket plays the guitar
The frog sings and dances
 Substitute the instruments and their sounds:

Solibao (bong, bong, bong)
Gangsa (tang, tang, tang)
Tiktik (tiktik, tiktik, tiktik)
Ask: What musical instruments are played by the cricket?

(The cricket plays the guitar, solibao, gangsa and tiktik)
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 Show and Tell
Teacher shows common musical instruments
available in the school. Pupils tell the names of the
instruments.
Examples:
Guitar Sticks
Xylophone Nails
Drum Clappers
Ukulele Bamboos
Triangles Empty galloons
Flute Pot cover
Tambourine Bottles filled with water
 Pupils play the instruments and describe the sounds.

 Pupils classify the instruments according to the
pitch they produce.
Examples:
High Tone Low Tone
Sticks Drum
Xylophone Empty galloon
Tambourine clappers
Ask: What sound does each musical instrument make? (They

make
high and low tones)
What musical instruments have a high tone / low tone? (Flute,
tambourine, xylophone give high tones. Clappers, big
bamboos, gallons give low tones
2. Generalization
How do musical instruments differ in sound?
(Some have high tone and some have low tone)
C. Application
Game: “Name that Instrument”
 Form four groups.
 The teacher plays recorded sounds of
instruments.
 The group name the instruments
 The group having the most number of correct
answer wins.
88
Evaluation:
Check the box of the instrument that can produce a high sound.
√
Bring any percussion instruments.
Key to correction:
1. √ 6. √
2. 7. √
3. √ 8. √
4. 9. √
5. √ 10. √
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90
This unit contains six (6) lessons. It aims to help the learners apply
dynamic levels to enhance poetry, chants, drama and musical stories. It
shows dynamic changes with movements and uses terminology to indicate
understanding of volume variations.
91
91
Unit 5 - Dynamics Lesson 1 - Volume of Sounds
Learning Competency: Distinguishes “loud”, “medium”, and “soft” in
Recorded Music
Objective
Distinguishes “loud”, “medium”, and “soft” in recorded music.
Subject Matter:
Distinguishing Volume of Sounds
Materials: cassette, charted songs
Learning Activities
A. Preliminary activities:
Sing the song in volume variations.
“Adda Bullilising Ko”
Adda bullilising ko
loud
Nalaing nga agsirko
Kayatna ti saba
soft
Ibusen na‟t maysa
Riku – rikusen na
medium
Diay kulungan na
Agpababa, agpangato
soft
Agingga‟t mauma
I have a bird
It moves up and down
It likes banana
Can able to eat one
It goes around the cage
Up and down to and fro
Until it gets tired
Ask: What can a “bullilising” do? (It moves up and down)

What does it like to eat? (It likes banana)
How did we sing the song? (We sang it with a loud, soft
and medium volume)
 Let‟s listen to songs with volume variations.
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 Pupils listen to the recorded song “Lupang
Hinirang” or any other recorded song.
Ask:
What have you noticed in the volume of the song?
(Some parts are sung in a soft/loud/medium volume)
 Pupils listen to the first and second stanzas of

the song.
Bayang magiliw
Perlas ng silanganan.
Alab ng puso
Sa dibdib mo‟y buhay.
Lupang hinirang
Duyan kang magiting.
Sa manlulupig
Dika pasisiil.
Ask:
What volume variations have you noticed in each
phrase of the song? (soft and medium volume)
 Pupils listen to the last stanza of the song.
Lupa ng araw
Nang luwalhati‟t pagsinta.
Buhay ay langit
Sa piling mo.
Aming ligaya
Na pag may mang - aapi.
Ang mamatay
Nang dahil sa ‟yo.
Ask: What volume is used in the last part of the song? (loud)
 The teacher plays the whole song “LupangHinirang”

and pupils sing along following the different
volume variations.
93
 Pupils do actions signaling for loud, medium and
soft volume of sounds.
Actions:
loud – pupils stand
medium – pupils bend
soft – pupils sit
Ask:
What volume variations are used in the song?
(loud, medium, soft)
Is it good to hear? Why? (Yes, because of the
different volume of sounds used in the song.)
1. Generalization
What are the different volumes of sounds? (Volume of sounds

are loud, medium, soft)
Why is volume variation important?
(It gives meaning and beauty to the song)
C. Application
 Listen to the song “Pilipinas Kong Mahal” or any recorded song.

 Pupils sing along following the volume variations.
Evaluation
 The teacher plays the song “Pilipinas Kong Mahal” or any

other recorded songs. (two lines at a time)
 When the teacher switches off the music, pupils write L if it is loud,
M if it is medium volume and S if it is soft.
Pilipinas Kong Mahal
Ang bayan ko‟y tanging ikaw 1

Pilipinas kong mahal 2
Ang puso ko at buhay man 3
Sa iyo‟y ibibigay 4
Tungkulin ko‟y gagampanan 5
Na lagi kang paglingkuran 6
Ang laya mo‟y babantayan 7
94
Bring sticks, stones, coconut shells or any musical instruments to be

used for next meeting‟s lesson.
Key to correction:
1. S 5. M
2. M 6. M
3. L 7. L
4. S 8. S
95
Unit 5 - Dynamics Lesson 2 - Volume of Sounds
Learning Competency: Replicates “loud, “medium” and soft vocally
Objective
Replicates “loud”, “medium”, and “soft” vocally.
Subject Matter
Replicating Volume of Sounds Vocally
Materials: charted songs, pictures
Learning Activities
1. Sing a song.
“Dandanin ti Pang – ani”
Dandanin ti panag – ani Harvest time is near

Amin tayo agsagana Let‟s all prepare
Pagpapagay naluom da Rice grains are ripe
Tiempo nan magapas da. It is time to harvest them.
Ask: What is the song telling us to prepare for? (harvest time)

How do farmers feel during harvest time? (happy)
Why do farmers feel happy during harvest time?
(They have something to eat.)
 Let‟s sing again about what farmers do.
1. Presentation / Analysis
 Whole class activity
Pupils sing the whole song with proper dynamics
as indicated in the song. (written on a chart)
Loud - Dandanin ti panag - ani

Medium - Amin tayo agsagana
Soft Pagpagay naluom dan
Tiempo nan magapas da
96
Ask:
How did we sing the first / second/ third line of the song?
Why did we sing the lines in different volumes?
(to give beauty to the song)
 Group Activity.
- Group pupils into 3.
- Group 1 represents “loud”, Group 2 represents
“medium”, and Group 3, “soft”.
- Pupils sing the lines of the song alternately with
applied dynamics.
Ask:
How did the first /second/third group sing their parts?
2. Generalization
How can we make a song beautiful?
(We use volume variations)
What are the volume variations?
(These are loud, medium, soft volume)
C. Application
 Sing the song “Bangon, Bangon Ka Ina” written on a chart.

 Follow the proper dynamics as indicated.
“Bangon, Bangon Ka Ina”

Bangon, bangon ka ina - soft
Ta inta agluto ti aba - medium
Balunek idiay eskwela - Loud
Bangon, bangon ka ina - medium
Mother wake up, wake up

Let us cook gabi
My food in going to school
Mother wake up, wake up.
97
Evaluation
 Group pupils into three (3).

 Each group sings “Bangon, Bangon Ka Ina” in volume variations.
Rubrics
Criteria 3 2 1
Replicate All members All members All members
loud, have actively actively actively
medium, soft participated with participated participated with
vocally one or no error with two, three more than four
at all. or four errors. errors.
Bring any musical instruments such as tambourine, guitar, gongs,

sagaypo, bamboos, metals scraps, woods scraps, etc. to use next
meeting.
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99
Unit 5 - Dynamics Lesson 3 - Volume of Musical
Instruments
Learning Competency: Replicates “loud, “medium” and soft with
instruments
Objective
The learners are able to replicate “loud”, “medium”, and “soft” with
instruments.
Subject Matter
Replicating Volume of Sounds
Materials: charted songs, musical instruments, fan
Learning Activities
Sing the song in volume variations.
“Adda Maysa A Bilog Ko”

Adda maysa a bilog ko - Medium
Ipatapaw, ipalangoy ko - Soft
Kitkitaen ni Mila - Medium
Kayat na met adda bilog na - loud
I have a toy boat

I let it float in the water
Little Mila is looking at it
She also wants to have one.
Ask: What is the song all about? (It is about a toy boat)
What volume variations are used in the song? (soft,
medium, loud)
We can also apply volume variations with instruments.
 Pupils beat the instruments they brought.
 Pupils group themselves according to the volume
of
sounds the instruments produce.
Example:
soft medium loud
nails blocks galloon
sticks coconut shells drum
stones xylophone big bamboos
100
Ask:
What instruments give soft sounds/ medium/loud sounds?
(Answers may vary)
 Folding Fan Approach
- The groups beat their instruments in loud volume
when the fan folding is wide – open. Medium
volume if it is half – open and soft volume when it
is closed.
Ask:
How did you play your instruments when the fan
was widely-opened/half-opened/closed?
2. Generalization
When do musical instruments produce volume variations?
(When we beat them soft, loud, medium)
Why are volume variations important with instruments?
(It gives beauty and meaning to the sound of instruments)
C. Application
 Group pupils according to the volume of instruments they have.
SOFT MEDIUM LOUD

Nails Blocks Galloon
Sticks Coconut shells Drum
stones Big bamboos
 The whole class sings the song “Dandanin ti Pang – ani” while
each group beats their instruments in volume variations as
indicated in the song.
“Dandanin ti Pang – ani”
Dandanin ti panag – ani - Loud

Amin tayo agsagana - Medium
Pagpapagay maluom da - Loud
Tiempo nan magapas da. - soft
101
Evaluation
 Assigned team to sing any song of their choice with their instruments in
volume variations.
Rubrics
Criteria 3 2 1
Replicate “loud”, All members All members All members
“medium”, “soft” have actively actively actively
with instrument participated participated participated
with one or no with two, three with more than
error at all. or four errors. four errors.
1. Practice using musical instrument while singing.

2. Bring some materials that produces sound such as bamboos, sticks,
gallons
and stones to be used next meeting.
102
Translated by:
LIZA L. PETER
103
Unit 5 - Dynamics Lesson 4 - Body Movements
Learning Competency: Interprets through body movements the dynamics

of the song
Objective
Interprets through body movements the dynamics of the song.
Subject Matter
Interpreting Dynamics through Body Movements
Materials: charted songs, musical instruments, tape recorder
Learning Activities
 Sing the song with instruments in volume variation.
“Tokar Dagiti Instrumento”
No agtokar taygitara - Soft

Ting, ting, ting - Medium
Ting, ting, ting - Medium
No agtokar tay gitara - Soft
Ting, ting, ting, ting, ting - Loud
Ask: What volume variations are used in the song?
(soft, medium, loud)
 Let‟s act the volume of the sound.
 Let the whole class sing the song with action
“Adda Manok Ko nga Upa”
Adda manok ko nga upa

Flying like
M Nalaing nga agkutak
a bird
Kutak, kutak, kutak
L Ay ket nakigtutak Jump high
Nagdardarasak nga immulog Running

S Ta kunak la nu banias in small
steps
Anian tinakitak Stamp
L
Itlog nga nakapinpintas feet
104
Ako ay may manok
putak, putak, putak
Ako ay nagulat
Dali – dali akong nanaog
Akala ko‟y bayawak
Anong nakita ko
Napakagandang itlog.
Ask:
What body movements did you do when you sang the lines?
of the song loud, medium and soft? (flying like a bird, jump high,
running in a small steps, stamp feet)
 Group activity
- Pupils are grouped into three (3).

- Name them Loud, Medium, Soft
- Pupils sing “Adda Manok Ko nga Upa” with the
applied dynamics and interprets through body
movements.
Ask:
What dynamics did we use with big/medium/small movement?
(jump- loud, fly- medium, run in small steps – soft)
2. Generalization
What movements did we do with loud music?

Soft music? Medium volume music?
(We make big movement with loud music, medium movement
with medium music and small movement with soft music.)
C. Application
Game: “Diay Susi”
 Pupils form a circle.

 The “It” will look for the key from any of the members in the
circle of which he doesn‟t know.
 The group will sing the song.
105
“Diay Susi”
Diay susi nakalemmeng

Sino ti nakaeggem
Nu adda kenka gayyem
Iyegmo ta innak usaren
Ang susi nakatago
Kung saan di ko piho
Kung sakaling na sa iyo
Akin na gagamitin ko.
 When the “It” is getting nearer the key, the song will be sung
louder.
 When the “It” goes farther, the song will be sung softer.
 Repeat the song until the “It” will find the key.
Evaluation
 Divide the class into 5.
 Each group is given 1 minute to prepare.
 Pupils sing and create any movements with the applied dynamics.
“Diay Urbon Ko”
S – Adda maysa nga urbon ko
M – Paboritok a taraken
M – Nu mabisin Actions may vary
L – Unga – a, unga – a
M – Diay maysa nga urbon

Rubrics
Criteria 3 2 1
Interpreted All members All members All members
through body have actively actively actively
movements the participated with participated with participated
dynamics of the one or no error two, three or with more than
song. at all. four errors. four errors.
List one (1) animal that shows small movement, medium
movement and big movement.
106
107
108
109
Unit 5 - Dynamics Lesson 5 - Movements of Animals
Learning Competency: Associates movements of animals to dynamics
Objective
Associates movements of animals to dynamics.
Subject Matter
Associating Movements of Animals to Dynamics
Materials: charted songs
Learning Activities
1. Sing the song.
“Manok Ko Nga Kawitan”
Manok ko nga kawitan

Nalabbasit tappingar
Manok ko nga kawitan
Isu‟t kalalaingan
Nu dumteng ti parbangon
Mangriing ti kaaduan
Bangon, bangon
Bumangonkay‟ „itan.
Kok – ko – kook
I have a rooster
It has a red crown
My rooster is the best
When the dawn comes
It was everybody
Wake up, wake up
Wake up now
Ask: What is the song all about? (It is about a rooster.)

What sound does a rooster make? (It says kok-ko-kook.)
How does a rooster move when it crows?
(it stretches its neck then flaps its wings)
110
 Pupils describe how a cat walks.

 Have them sing “Ni Pusa” in a soft volume
while walking like a cat.
“Ni Pusa”
(Tune: Three Blind Mice)
Ni pusa, ni pusa
Ur – urayenna, ur – urayen na
Marabutit ket kinamatna
Nagsuksok diay abot
Nagdulinanna
Ni pusa, ni pusa
Ang pusa, ang pusa

Nag-aabang, nag-aabang
Hinabol niya ang pobreng daga
At ito ay sumuot sa lungga
Iyan ang pusa, ang pusa.
Ask:
What animal movement did you associate with the song
sung in a soft volume ? (slow movement of a cat)
 Pupils sing another song “Intay Agsakay Ti

Kabalyo” while galloping like a horse in a loud
volume.
“Intay Agsakay Ti Kabalyo”

(Tune:Tayo Sumakay Sa Kabayo)
Intay Agsakay Ti Kabalyo

Napartak agtaray ti dingwen ko
Hiya, ay apo
Nagpartak ti dingwen ko.
Tayo‟y sumakay sa kabayo

Mabilis ang takbo ng kabayo ko
Hiya bilisan mo, bilisan mo ang takbo
111
Ask:
What animal movement did you associate with the
song sung in a loud volume?
(galloping like a horse – loud)
 Pupils sing “Naglagto, Naglagto Diay Aso” in

medium volume while moving like a dog.
“Naglagto, Naglagto Diay Aso”

(Tune: “Lumipad, Lumipad ang Ibon”)
Naglagto, naglagto diay aso

Diay aso, diay aso
Naglagto, naglagto diay aso
Aw – aw – aw
Tumalon, tumalon ang aso

Ang aso, ang aso
Tumalon, tumalon ang aso
Aw, aw, aw, aw.
Ask: What animal movement did you associate

the song sung in a medium volume?
(moving like a dog – medium volume)
2. Generalization
How do you associate loud, medium and soft volume with
movements of animals? (We associated loud with big
movement, medium with medium movement and soft with small
movement.)
What are the volume of sounds associated with the
movements of animals? (loud, medium, soft)
C. Application
 Divide the pupils in three (3) groups.
 Pupils do the following:
Group 1 – Sing “Ni Pusa” in a soft volume

while walking like a cat
Group 2 – Sing “Intay Agsakay Ti Kabalyo”
in a loud volume while galloping like a horse
Group 3 – Sing “Naglagto, Naglagto Diay Aso”
in a medium volume while walking like a dog.
112
Evaluation
 Each assigned group will sing the song “Old Mc Donald Has a
Farm” and do the following.
“Old Mc Donald”
Old Mc Donald had a farm

E-I-E-I-O
And on his farm he had some ducks
E-I-E-I-O
With a quack here and a quack, quack there
Here a quack, there a quack, everywhere a quack, quack.
Substitute the underlined animal and its sound with the ff:
cow – moo-moo
bird – tweet-tweet
Group 1 – Sing in a medium volume while walking like a duck

Group 2 – Sing in a loud volume while walking like a cow.
Group 3 – Sing in a soft volume while hopping like a bird.
Rubrics
Criteria 3 2 1
Associated All members All members All members
movements of have actively actively actively
animals to participated with participated with participated
dynamics. one or no error two, three or four with more
at all. errors. than four
errors.
Bring percussion instruments to be used in class next meeting.
113
Manok Ko nga Kawitan
Translated by:
LIZA L. PETER
114
Unit 5 - Dynamics Lesson 6 - Volume Variations
Learning Competency: Uses terms loud, louder, soft and softer to identify
volume variations
Objective
Uses terms loud, louder, soft and softer to identify volume variations.
Subject Matter
Using Volume Variations
Materials: tape recorder, charted song, percussion instruments
Learning Activities
Sing the song.
“Natnateng”
Amin a natnateng
Loud
Salun – at ti bagi makatulong
Naimas a kilawen
Louder
Kamatis, sili, bagoong
“Vegetables”
All vegetables when eaten

It makes the body healthy
It‟s yummy to eat them raw
Tomato, chili, fish sauce
Ask: What does the song tell us? (It is about

vegetables.)
How was the musical instrument played?
(It was played loud and louder.)
 Let‟s sing and play instruments in volume variations.
 Pupils sing the song “Natnateng” in a loud and
louder volume.
 Pupils sing the song “Adda Maysa A Bilog Ko” in
soft and softer volume.
115
“Adda Maysa A Bilog Ko”
Adda maysa a bilog ko

Soft
Ipatapaw, ipalangoy ko
Kitkitaen ni Mila
softer
Kayatna met adda bilog na.
Ask: How did we sing “Natnateng”? (loud, louder)

How did we sing “Adda Maysa A Bilog Ko”? (soft, softer)
 Group the class into two (2).

 Group 1 will beat coconut shells in a loud volume
while Group 2 will beat wood blocks in a loud
volume.
Ask: Which group had a loud volume? Louder volume?

(Group 1 played loud while group 2 played louder.)
 Using the same grouping. Group 1 will play sticks

in a soft volume and Group 2 in a softer volume.
Ask: Which group played soft volume? Softer volume?

(Group 1 played soft while group 2 played softer.)
2. Generalization
How do we increase or decrease the volume of sound?
(We beat louder to increase the volume of sound while we beat
softer to decrease the volume.)
C. Application
 Pupil sing “Diay Urbon” with coconut shells in loud and
louder volume.
“Diay Urbon”
Adda maysa ngaurbon

Loud
Paboritok nga taraken
Nu mabisin
Louder Unga - a, unga - a
Diay maysa nga urbon.
 Pupils sing the song with sticks in a soft and softer volume.
“Diay Urbon”
116
Adda maysa nga urbon
softer
Paboritok nga taraken
Nu mabisin
soft
Unga – a, unga – a
softer - Diay maysa nga urbon.
 Let each group sing the assigned lines indicated below.
- Group 1 will sing first line softly.

- Group 2 will sing second line softer.
- Group 3 will sing third line loud.
- Group 4 will sing the fourth line louder.
Evaluation
 Group pupils into two (2).

 Group 1 uses coconut shells and Group 2 uses sticks.
 When the teacher raises the flag, pupils beat their instruments.
Green flag (loud)

Red flag (louder)
Yellow flag (soft)
Blue flag (softer)
Rubrics
Criteria 3 2 1
Used volume All members All members All members
variations. have actively actively actively
participated participated participated
with one or no with two, three with more than
error at all. or four errors. four errors.
Listen to slow and fast music or songs. Write the title and share them to
class next meeting.
117
118
119
This unit contains ten (10) lessons. These will help the learners develop their
ability to distinguish which is fast, faster, slow and slower to be used in the
enhancement of poetry, chants, drama, and musical stories.
120
Unit 6 - Tempo Lesson 1- Slow and Slower
Learning Competency: Distinguishes “slow”, “slower”, “fast” and “faster”

in recorded music.
Objective
Distinguishes “slow” and “slower” tempo in recorded music.
Subject Matter
“Slow” and “Slower” Tempo in Recorded Music
Materials: recorded music, CD with music and CD player, cell phone
downloaded with varied music for instruction
Note: Teacher can use other folk music/songs.
Learning Activities
Opening Song
“Eency, Weency Spider” “Bassit a Lawa-Lawa”

(Tune: Eency, Weency Spider)
The eency, weency spider
Went out the water spout Bassit a lawa-lawa
Down came the rain Immuli diay sanga
And washed the spider out Inmay ti tudo
Out came the sun Natnag idiay daga
And dried up all the rain Inmay ti init
So the eency, weency spider Amin nagmaga
Went out the spout again. Diay bassit a lawa-lawa
Rimuar manen ita.
Ask:
• How did we sing the song? (We sang the song slow.)
• What music do you listen to? Why? (Answers vary)
121
• Teacher plays a part of recorded music such as

Olit ni Mengenop (Cordillera Song), and “Kuna ni
Nanang” (Ilokano Song) or use any available recorded
music in the school/place which are played slow and
slower.
Ask:
• Which music is played slow? (Olit ni Mengenop)
• Which music is played slower? (Kuna ni Nanang)
• How did you feel when you heard the recorded
music?
(I felt sad when I heard the song.)
• Why is it important to listen well? ( It is important to
listen well to understand the message of the song.)
Game: “ Pass the Ball”

• Pupils form four (4) groups.
• Each group forms a circle.
• Teacher distributes a ball to each group.
• When the teacher plays a slow music, pupils pass
the ball slowly.
• When a recorded slower music is played, the ball
will not be passed.
• Members of the group who can‟t follow will be out
from the group.
• Repeat the activity as needed.
Ask:
• How was the music played when you were pass
ball? (slow)
• How about when the ball was not passed? (slower)
• What did you feel while passing the ball/ listening to
slow and slower music ? (answers may vary)
2. Generalization
How were the recorded music played?
(Some recorded music were played slow. Some were played
slower.)
122
C. Application
• Teacher plays a part of recorded music such as O! Ilaw and

Silayan or any other recorded music.
• Pupils listen and clap three (3) times if the music is played slow
and two (2) claps if it is played slower.
Evaluation
Identify which of the recorded music is slow and slower.

1. Ti Ayat ti Maysa nga Ubing ___________
2. O Naraniag a Bulan ___________
3. Katuday ___________
4. Dungdungwen Kanto ___________
5. O Masetas ___________
Write two (2) titles of songs which are played slowly.
Key to Correction:
1. slower
2. slow
3. slow
4. slow
5. slower
123
Bassit a Lawa-lawa
(Tune: Eency, Weency Spider)
Translated by: Loida L. Carame
Adapted Song
Bas - sit a la - wa la - wa in - mu – li diay
sa - nga. In - may ti tu - do, nat - nag diay
da - ga. In - may ti I - nit a - min nag -
ma ga. Bas-sit a la - wa la - wa
rim - uar ma - nen i - ta.
124
Unit 6 - Tempo Lesson 2 - Fast and Faster
Learning Competencies: Distinguishes “slow”, “slower”, “fast” and “faster”
in recorded music.
Objective
Distinguishes “fast” and “faster” tempo in recorded music
Subject Matter
“Fast” and “Faster” Tempo in Recorded Music
Materials: recorded music, CD player, cell phone downloaded with
varied music for instruction, charted song
Note: Teacher can use other folk music /songs .
Learning Activities
Greeting Song
“Good Morning to You Boys and Girls”
Good morning to you boys and girls

boys and girls, boys and girls
Good morning to you boys and girls
How are you?
Answer: We‟re fine. Thank you.

(Can replace the underlined words
with teacher, classmates)
“Naimbag nga Agsapa Yo Ubbing”

(Tune: Good Morning to You)
Naimbag nga agsapa yo ubbing

ub-ubbing, u-ubbing
Naimbag nga agsapa yo ubbing
Kumusta kayo?
125
• Teacher plays recorded music such as Manang Biday and

Lupang Hinirang or any other recorded music available
in the school/place.
Ask:
• How was the first song played? (It was played fast.)
How about the second song? (It was played faster.)
• Which is faster? (Lupang Hinirang)
“Think-Pair Share”
• Pupils work with their seatmates.
• Teacher plays the music Pamulinawen.
• Each pair distinguishes and write the lines of the
song played faster.
• Each pair shares their answers to the class.
Ask:
• Which part of the song was played fast? faster?
2. Generalization
How are recorded music played?
(Some recorded music were played fast. Some we re played
faster.)
C. Application
Tell Me
• Teacher plays the music “Bagbagto” (Cordillera Song)
and Sitsiritsit (Filipino Folksong) or any available music.
• Pupils tell which song is played fast or faster.
• The pupil who can tell the correct answer calls for
another pupil who will tell what feeling is expressed
by the song.
Evaluation
Write the tempo of the music listened to whether it is played fast or faster.
. 1. Leron-Leron Sinta ____________ (faster)
2. Bahay Kubo ____________ (fast)
3. Ang Pipit ____________ (faster)
4. Paruparong Bukid ____________ (fast)
5. Ako ay may Lobo ____________ (faster)
Write two (2) lines of a song played fast.
126
Naimbag nga Agsapa yo Ubbing
(Tune: Good Morning to You Boys and Girls)
Adapted Song
Translated by: Loida L. Carame
Na - im - bag nga ag - sa - pa yo
ub - bing , ub - ub - bing, ub - ub - bing
Na - im - bag nga ag - sa - pa yo
ub - bing, Ku - mus - ta ka - yo
Na - sa - ya - at ka - mi .
127
Unit 6 - Tempo Lesson 3 - Slow and Slower Vocally
or with Instruments
Learning Competency : Replicates “slow”, “slower”, “fast”, and“ faster”

vocally or with instruments.
Objective
Replicates “slow” and “slower” tempo vocally or with instruments.
Subject Matter
“Slow” and “Slower” Tempo Vocally or with Instruments
Materials: ethnic or improvised musical instruments such as bamboos,
sticks, coconut shells, scrap irons etc.
Learning Activities
Opening Song
Note: Teach the song by rote.
Bangon, Bangon Ka Ina

(Tune: Olit ni Mengenop)
Bangon, bangon ka i na
Ta inta agluto‟t aba
Balunek idiay eskuelaan
Bangon, bangon ka ina.
Wake Up Mother
Wake up, mother wake up

Let‟s cook gabi
My food in going to school
Mother wake up, wake up.
Ask: How did we sing the song?

(We sang it in a slow tempo.)
128
• Teacher leads the class in singing the first two (2) lines
of the song, “Bangon, Bangon ka Ina” in a slow tempo
and the other two (2) lines in a slower tempo.
Ask:
• How did you sing the song? (slow)
• What did you feel while singing the song? (sad)
• Pupils are grouped into three (3).

Group 1 - Sings the first stanza of the song “Baa,
Baa, Black Sheep” while playing sticks replicating
slow tempo.
Group 2 - Sings the second stanza of the song “Baa,
Baa, Black Sheep” while playing stones
replicating slower tempo.
Group 3 - Sings the third stanza of the song “Baa,
Baa, Black Sheep” while playing bamboos
replicating slow tempo.
“Baa, Baa Black Sheep”
Baa, baa black sheep

Have you any wool?
Yes sir, yes sir
Three bags full
One for my master,
One for my dame,
One for the little boy
Who lives down the lane
Baa, baa black sheep
Have you any wool?
Yes sir, yes sir
Three bags full.
Ask:
• How did groups 1 and 3 sing their song? (slow)
How about group 2? (slower)
• How were the instruments played? (slow/slower)
• What did you feel while singing in a slower tempo?
(We felt sleepy and sad.)
129
2. Generalization
How did we sing the song?

(Some songs were sung slow. Some were sung slower.)
How about the instruments?
(Some instruments were played slow. Some were played
slower.)
C. Application
• Pupils use their improvised musical instrument while singing

the song “ Bassit a Lawa-Lawa ” or any slow song replicating
slow and slower tempo.
Evaluation
• Group the pupils into four (4).

• Each member of the group uses any musical instrument of their
choice to accompany the song learned earlier such as
“Bangon, Bangon Ka Ina”, “ Baa, Baa Black Sheep” and “Bassit
a Lawa-Lawa” or any song replicating “slow” and “slower”
tempo.
• Teacher rates the groups with the rubrics.
Rubrics
Criteria 3 2 1
Replicates slow and Replicates Replicates Replicates
slower tempo vocally slow and slow and slow and
and with instruments. slower tempo slower tempo slower tempo
vocally vocally vocally
and with and with and with
instruments instruments instruments.
with one or no with two, three with more
error at all. or four errors. than four
errors.
Bring one (1) musical instrument which you can play next meeting.
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131
Vocally and with Instruments
Learning Competency: Replicates “slow”, “slower”, “fast”, and “faster”
vocally or with instruments.
Objective
Replicates “fast” and “faster” tempo vocally or with instruments
Subject Matter
“Fast” and “Faster” Tempo Vocally or with Instruments
Materials: improvised musical instruments such as empty
cans/galloons, scrap irons, etc.
Learning Activities
Opening Song
“Bagbagto”
(Cordillera Song)
Bagbagto, babagto, bagbagto lambik

Tolambik, tolambik, tolambawikan
Bawikan, bawikan, bawikalanay
Kalanay, kalanay, kalanapunay
Napunay, napunay napunayagta

Nayagta, nayagta nayagtakumpa
Takumpa, takumpa, takumpayaaw
Payaaw, payaaw, paya atimbaw.
• Teacher plays/taps empty galloon as accompaniment

while the pupils sing the song.
Ask:
• How did we sing the song? (We sang the song fast.)
• What did you feel while singing? (We felt happy while
singing.)
• What instrument was played while singing the song?
(We played empty galloon while singing the song.)
• How was the instrument played?
(The instrument was played fast.)
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(Vocally)
• Teacher leads the class to sing the first stanza of the
song “Bagbagto”.
• The class sings the second stanza of the song
just like a very happy person does.
Ask:
• How did we sing the first stanza of the song?
“Bagbagto”? (We sang it in a fast tempo.)
• How about the second stanza of the song
“Bagbagto”? (We sang it in a faster tempo.)
(With Instruments)
• Teacher divides the class into two (2) groups.
• Each group selects an instrument to accompany the
selected part of the song “ No Agkaykaysa Tayo”.
Group 1: Sing the first stanza of “No Agkaykaysa Tayo”

in a “fast” tempo while tapping empty cans.
Group 2: Sing the second stanza of “No Agkaykaysa Tayo”
while beating scrap irons in a faster tempo.
Ask:
• How did you sing the first stanza of the song? (fast)
• How did you play your instruments in the second
stanza of the song?(faster)
• What did you feel while singing and playing the
instruments? (We felt happiness.)
“No Agkaykaysa Tayo”

(Tune: The More We Get Together)
No agkaykaysa tayo
Amin tayo, amin tayo
No agkaykaysa tayo
Naragragsak pay.
Gayyem mo, gayyem ko

Gayyem ko, gayyem mo
No agkaykaysa tayo
Naragragsak pay.
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2. Generalization
How did we play the instruments while singing the song?

(We played the different instruments in a fast and faster tempo.)
C. Application
“Flag Waving”
Note : Teacher prepares one (1) blue and one (1) red flags.
• Pupils are grouped into two (2).

• Teacher waves red or blue flag to any group. If he/she waves
the red flag to a certain group, the group sings any song in a
fast tempo. If he/she waves the blue flag, the group plays their
improvised musical instrument in a faster tempo while singing
any song.
• Repeat the activity as needed
Evaluation
• Each member of the group uses any musical instrument of
their choice to accompany any song learned earlier –
“Bagbagto” or “No Agkaykaysa Tayo” replicating “fast”
and “faster” tempo.
• Rate other groups using the rubrics to be assisted by the
teacher.
Rubrics
Criteria 3 2 1
Replicates fast and Replicates Replicates fast Replicates
faster tempo vocally fast and faster and faster fast and
or with instruments. tempo vocally tempo vocally faster tempo
and with and with vocally
instruments instruments and with
with one or no with two, three instruments.
error at all. or four errors. with more
than four
errors.
Prepare two movements that can be done “slow” and “slower”.
Present these to the class next meeting.
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135
Unit 6 - Tempo Lesson 5 - Slow and Slower
Movements
Learning Competency: Demonstrates tempo variations through

movements - “slow” and “slower” - “fast” and “faster”
Objective
Demonstrates tempo variations through movements – “slow” and
“slower”
Subject Matter
Tempo Variations through Movements – “Slow” and “Slower”
Materials: charted song/recorded music, activity sheet
Learning Activities
Opening Song
Note: Teach the action song by rote.
Saka, Tumeng, Abaga, Ulo

(Tune: Paa, Tuhod, Balikat,
Ulo)
Agpalakpak tayo.
Paa, Tuhod, Balikat, Ulo
Paa, tuhod, balikat, ulo

Magpalakpakan tayo.
Ask: What did we do while singing?

(We performed actions.)
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• Teacher demonstrates slow movements such as

walking, leaping, hopping, etc. and slower movements
such as head and trunk bending, hip rotation, etc.
Ask:
• What movements did we do? (We walked, leaped,
hopped, etc.)
• How did we move when we walk, leap and hop?
(We moved slow.)
• How about when we had head and trunk bending,
hip rotation? (We moved slower.)
• Why do we need to move slow or slower?
(We need to move slow or slower to prevent
accident/maintain good posture)

Group 1 - Demonstrate three (3) slow movements while
singing any slow song already learned.
Group 2 - Demonstrate three (3) slower movements
while singing any slow song already learned.
Ask:
• How did you move with a slow song? (We moved
slow.)
• How did you move with a slower song?
(We moved slower, too.)
2. Generalization
What movements were done with slow or slower music?

(Slow movements were done with a slow music and
slower movements were done with a slower music.)
C. Application
Follow the Leader
Note: Perform the activity while singing “Mag -isip-isip”
• Pupils select a class leader.
• The class leader goes in front of the class and
demonstrates a movement while other pupils follow.
• The pupil who can‟t follow acts as the next class leader.
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Mag-Isip-Isip
Mag-isip-isip ng isa, dalawa, tatlo

Sundan niyo ako.
Sundan, sundan, sundan niyo ako

Ikaw naman dito.
Evaluation

• Each group demonstrates two (2) slow and two (2) slower
movements learned while singing “Mag-isip-isip”.
• Rate other groups using the rubrics to be assisted by the teacher .
Rubrics
Criteria 3 2 1
Demonstrates Demonstrates 2 Demonstrates 2 Demonstrates 2
2 slow and slow and slow and slow and
2 slower 2 slower 2 slower 2 slower
movements. movements with movements with movements with
one or no error at two, three or four more than four
all. errors. errors.
Prepare one (1) fast body movement and one (1) faster body
movement.
Present these to class next meeting.
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Movements

movements- “slow” and “slower” - “fast” and “faster”
Objective
Demonstrates tempo variations through movements - “fast” and
“faster”
Subject Matter
Tempo Variations through Body Movements - “Fast” and “Faster”
Materials: charted song/recorded music
Learning Activities
Opening Song
Note: Teach the action song by
rote.
Tayo ay Mag-ehersisyo
(Tune: Mary Had a Little Lamb)
Tayo ay mag-ehersisyo Lumukso nang mataas
Ehersisyo, ehersisyo Isa, dalawa, tatlo
Tayo ay mag-ehersisyo Igiling ating balakang
Nang lumakas. Pa-ikot-ikot.
Paggising sa umaga Tayo ay mag-ehersisyo

Ipadyak ang paa Ehersisyo, ehersisyo
Igalaw ating kamay Tayo ay mag-ehersisyo
Taas at baba. Nang lumakas.
(Ulitin ang buong awitin)
Ask:
• How did we sing the song? (We sang the song in a fast
tempo.)
• What movements were mentioned in the song?
(stamp feet, arms forward and backward, jump
and hip rotation)
• How did we do the movements? (We moved in a fast
tempo.)
• Call volunteer pupils to demonstrate the movements.
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• Teacher demonstrates jogging in place, brisk walking,
marching, arms raising, etc. in a fast tempo and
running, skipping, galloping in a faster tempo.
• Pupils follow.
Ask:
• What movements did we do? (We jogged, marched,
brisk walked, ran, skipped, galloped, etc.)
• How did we move when we jog, march, brisk walk,
etc.?
(We moved fast.)
How did we move when we run, skip, gallop, etc.?
(We moved faster.)
• Each group sings a part of the song “Tayo ay Mag-
ehersisyo” while demonstrating the fast or faster
movements learned.
Ask:
• Were you able to do movements while singing the
song?
• What movements did you do? (answers may vary)
• How did you do it? (We did it fast or faster.)
2. Generalization
How did we move? (Some movements were done fast.
Some movements were done faster.)
C. Application
Flag Raising
Note: Teacher prepares green, red and yellow flags.
• Pupils are grouped into six (6) columns.
• The flag holder stands at the finish line. Players on the
starting line should wait for the signal.
• When the green flag is raised, players move forward
demonstrating a fast movement.
• When the yellow flag is raised, players move forward
demonstrating a faster movement to reach the finish
line.
• Once a player reaches the finish line, the next player
follows.
• Continue the game until a group is declared winner.
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Evaluation
• Pupils are grouped into three (3).

• Each group sings a part of the song “Tayo ay Mag -
ehersisyo” while performing assigned task.
Group 1 - Demonstrate marching and running in a circular
formation.
Group 2 - Demonstrate brisk walking and skipping in a line
formation.
Group 3 - Demonstrate jogging in place and galloping in
a square formation.

teacher.
Rubrics
Criteria 3 2 1
Demonstrates Demonstrates 1 Demonstrates 1 Demonstrates 1
1 fast and 1 fast and 1 faster fast and 1 faster fast and 1 faster
faster movements movements with movements with
movements. with one or no two, three or four more than four
error at all. errors. errors.
Prepare one (1) slow dance step that can be done with slow music.
Present it to the class next meeting.
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Unit 7 - Tempo Lesson 7- Slow Movement with
Slow Music
Learning Competency: Responds to tempo variations with movement or

dance
- slow movement with slow music
- fast movement with fast music
Objective
Responds to tempo variations with movement or dance
- slow movement with slow music
Subject Matter
Tempo Variations with Movement or Dance
- Slow Movement with Slow Music
Materials: charted song, recorded slow music, CD player
Note: Teacher can use other folk music/song.
Learning Activities
Opening Song
“Paruparong Bukid”
(Katutubong Awitin)
Paruparong bukid na lilipad-lipad

Sa gitna ng daan papagapagaspas
Isang bara ang tapis
Isang dangkal ang manggas
Ang sayang de kola
Isang piyesa ang sayad.
Ask:
• What actions/movements were mentioned in the song?
(The actions/movements mentioned in the song were
lilipad-lipad and papagapagaspas.)
• Call volunteer pupils to demonstrate the movements.
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• Teacher demonstrates slow dance steps/movements such as
waltz: step-close-step, native waltz: forward-backward etc.
• Pupils follow the steps repeatedly.
Ask:
• What dance steps were done? (We danced the waltz:
step-close-step, native waltz: forward-backward etc.)
• Teacher plays the first part of the song “Dungdungwen

Kanto” or any available music in the school/place
• Pupils get a partner and do the slow dance steps/
movements learned.
• Pupils move with slow music.
Ask:
• How did you do the movements accompanied with music?
(We moved in a slow tempo.)
• What did you feel while dancing with slow music?
(We felt at ease and followed the dance steps/ movements
better since the music is slow.)
2. Generalization
How did we move with slow music? (We moved slowly.)
C. Application
Follow Me
Note: Teacher plays any slow music available in the
school/place.
• Pupils select a class leader.
• The class leader demonstrates a dance step while others
follow.
• The pupil who can‟t follow acts as the next class leader to
demonstrate another dance step.
Evaluation
• Pupils select his/her partner to demonstrate two (2) slow dance

movements learned with a recorded music “O Naraniag
a Bulan”.
• Best pair will be selected.
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• Rate other pairs using the rubrics to be assisted by the teacher.
Rubrics
Criteria 3 2 1
Each pair Each pair Each pair Each pair
demonstrates demonstrates demonstrates two demonstrates two
two (2) slow two (2) slow (2) slow dance (2) slow dance
dance dance movements with movements with
movements with movements a recorded a recorded
a recorded with slow music with slow music with
slow music. a recorded two, three or four more than four
slow music errors. errors.
with one or
no error at all.
Practice one (1) fast dance movement.

Present it to the class next meeting.
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Unit 6 - Tempo Lesson 8 - Fast Movements
with Fast Music
movements - slow movements with slow music
- fast movements with fast music
Objective
Responds to correct tempo variations with movements or dance
- fast movement with fast music
Subject Matter
Correct Tempo Variations with Movements or Dance
- Fast Movement with Fast music
Materials: charted song, recorded fast music/songs, CD player
Note: Teacher can use other folk music/song.
Learning Activities
Opening Song
Manang Biday
(Ilokano Folksong)
(Lalaki) Manang Biday, ilukatmo man
Ta bentanam ikalumbabam
Ta kitaem toy kinayawan,
Ay! Matayakon no dinak kaasian.
(Babai) Asinoka nga aglabaslabas,

Ta hardinko pagayayamak
Ammom ngarud a balasangak,
Sabong ti lirio di pay nagukrad.
Sister Biday
(Boy) (Girl)
Sister Biday, I beg of you to open Who art thou is here praying
Thy window and look out In my ever flourishing garden?
And see a forlorn lover Don‟t you know that I‟m a lady
I think I shall die if you don‟t see me The pure rose of love that has
not yet bloomed?
Ask: How did we sing the song? (We sang it fast.)
.
145
• Teacher demonstrates fast movements such as change

steps, close steps, slide steps, Cordillera dance steps
such as Benguet Bendian Dance Steps - dimbaban,
salawasao, kinitangan, inushungan, pinadjosan and
innabaya, etc.
• Pupils follow.
Ask:
• What movements were done? (close steps, slide steps,
etc)
• How did you do the movements? (fast)
Class Activity
• Teacher plays the recorded “Manang Biday”
while demonstrating the dance steps learned.
• Pupils follow.
Ask:
• How did you move with the music? (We moved fast.)
• Why do we move fast? (shows alertness, happy,
being active?
• In what ways can we show alertness, happiness and
being active? (answers may vary)
2. Generalization
How did we move with fast music?

(We moved fast with fast music.)
C. Application
Game: Stop Dance

• Teacher plays recorded “Pamulinawen”.
• Pupils dance with pairs.
• If the music stops, the pupil who commits mistake
demonstrates a fast/faster movement while teacher
plays music.
146
Evaluation

Group 1 – Demonstrate three (3) fast dance movements with a
recorded music “Pamulinawen” or any available music.
Group 2 - Demonstrate three (3) Cordillera fast dance steps
with a recorded music “Bagbagto” or any available
ethnic music.

teacher.
Rubrics
Criteria 3 2 1
Demonstrates Demonstrates Demonstrates Demonstrates
three (3) fast three (3) fast three (3) fast three (3) fast
dance dance dance dance
movements movements with movements with movements with
with a fast a fast recorded a fast recorded a fast recorded
recorded music with one music with two, music with more
music. or no error at all. three or four than four errors.
errors.
Bring two (2) pictures of animals. Tell how each animal moves.
Share it to the class next meeting.
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Unit 6 - Tempo Lesson 9 - Animal Movements
Learning Competency: Mimics animal movements

- horse – fast
- man walking – moderate
- carabao– slow
Objective
Mimics animal movements
- horse – (fast)
- man walking - (moderate)
- carabao – (slow)
Subject Matter
Mimics Animal Movements
Materials: pictures of animals, charted song, bell
Learning Activities
Opening Song:
“Tayo‟y Sumakay sa Kabayo”
Tayo‟y sumakay sa kabayo
Mabilis tumakbo ang kabayo
Hiya bilisan mo
Bilisan mo ang takbo Fast
Takatakatak takatak hiya (3x)
Bilisan mo ang takbo.
Tayo‟y sumakay sa kalabaw ko
Mabagal tumakbo ang kalabaw ko
Tsk, tsk, tsk, tsk, tsk bilisan mo
Bilisan mo ang takbo. Slow
Tsk tsk tsk tsk tsk tsk tsk tsk ho ho (3x)
Tayo‟y sumakay sa baka ko
Katamtamang tumakbo ang baka ko
Tsk, tsk, tsk, tsk, tsk bilisan mo
Bilisan mo ang takbo. Moderate
Tsk tsk tsk tsk tsk tsk tsk tsk ho ho (3x)
148
Ask:
• What animals were mentioned? (The animals mentioned
were horse, carabao and cow.)
• How did each animal move? (The animals moved fast,
moderate and slow.)
• Call volunteer pupils to demonstrate the movements
of the animals.
• Teacher mimics an animal movement.

• Pupils identify the movements done.
• The pupils who answers correctly mimics an animal
movement and calls for a classmate to tell whose movement
is done.
Ask:
• What movements were done? (The movements done
were running, jumping, hopped etc.)
• How were the movements done? (These were done in
fast, slow, and moderate motion.)
•Pupils are grouped into three (3).

Group 1 - Demonstrate 1 animal movement (fast).
Group 2 - Demonstrate 1 animal movement (moderate).
Group 3 - Demonstrate 1 animal movement (slow).
Ask:
•What animals did you imitate the movements?
(answers may vary)
•How did each animal move? (fast, moderate, slow)
2. Generalization
What can you say about the movements of animals?

(Animals moved slow, moderate and fast.)
Can we do some animal movements? (Yes, we can.)
How? (We can do slow, moderate and fast movements
like some animals.)
149
C. Application
Game: Trip to Jerusalem
• Pupils play “Trip to Jerusalem” while singing the song

“Tayo‟y Sumakay sa Kabayo”
• If a bell rings pupils take a chair.
• The pupil who doesn‟t have a seat is the “IT”.
• The “IT” names an animal and imitates its movement.
•The game continues until one is declared as winner.
Evaluation
• Pupils are grouped into four (4).

• Each group sings any animal song (e.g. The Farmer in the Dell,
Three Little Ducks, etc.) already learned while performing
assigned task.
Group 1 - Imitate how a dog walks.
Group 2 - Imitate the turtle walk.
Group 3 - Imitate the frog jump.
Group 4 - Imitate the elephant walk.
• Rate other groups using the rubrics to be assisted by the teacher.
Rubrics
Criteria 3 2 1
Mimics an Mimics an animal Mimics an animal Mimics an animal
animal movement with movement with movement with
movement. one or no error at two, three or four more than four
all. errors. errors.
Assignment/ Agreement
Draw two (2) animals in your Music notebook. Write how does each
move.
Example: duck-slow
150
Unit 6 - Tempo Lesson 10 - Hand Signal
Learning Competency: Responds to the correct tempo of a song as

guided by the hand signal of the teacher.
Objective
Responds to the correct tempo of a song as guided by the
hand signal of the teacher.
Subject Matter
Correct Tempo of a Song as Guided by the Hand Signal
Materials: charted song, activity sheet, picture of a person conducting
Learning Activities
Opening Song
Note: Teach the song by rote.
Adda Bullilising Ko
Adda bullilising ko
Nalaing nga agsirko
Kayat na ti saba
Ibusen na‟t maysa
Riku – rikusen na diay
kulunganna
Agpababa, agpangato
Inggana‟t mauma.
Ask:
• How did we sing the song? (We sang it fast.)
• Teacher leads the national anthem “Lupang Hinirang”
while demonstrating 2 time.
4
• Pupils sing while beating.
Ask:
• How did we sing the song? (fast, slow, moderate)
• What was used to lead you sing the song correctly?
(We used hand signals.)
151
• Is it important to follow hand signals? Why? (answers vary)

Group 1 - Sings the song “Paruparong Bukid” following the
Group 2 - Sings the song “Leron-Leron Sinta” following the
Ask:
• How did you sing the song? (fast, slow)
• What did you follow while singing? (hand signal)
• Can we sing properly even we don‟t follow hand signals?
Why? (answers may vary)
2. Generalization
What guided you in singing the song?

(The hand signals guided us in singing the song.)
C. Application
• Pupils sing the song “Bayan Ko ” by Freddie Aguilar with 3 time

following the hand signal of the teacher. 4
Bayan Ko
Ang bayan kong Pilipinas Chorus:
Lupain ng ginto‟t bulaklak Ibon mang may layang lumipad
Pag-big ang sa kanyang palad Kulungin mo at umiiyak
Nag-alay ng ganda‟t dilag Bayan pa kayang sakdal-dilag
Ang di magnasang makaalpas
At sa kanyang yumi at ganda
Dayuhan ay nahalina Pilipinas kong minumutya
Bayan ko, binihag ka Pugad ng luha at dalita
Nasdalak sa dusa. Aking adhika
Makita kang sakdal laya.
(Repeat Chorus)
152
Evaluation
• Pupils form groups of four (4).

• Each group sings a song learned earlier – “Leron, Leron
Sinta” or “Paruparong Bukid” or any song.
• Teacher does the hand signal while pupils follow.
 Rate other groups using the rubrics to be assisted by the teacher.
Rubrics
Criteria 3 2 1
Responds to the Responds to the Responds to the Responds
correct tempo of a correct tempo of a correct tempo of a to the
song as guided song as guided song as guided correct
by the hand by the hand signal by the hand signal tempo of a
signal of the of the teacher with of the teacher song as
teacher. one or no error at with two, three or guided
all. four errors. by the hand
signal of the
teacher with
more than
four errors
Be ready to respond correctly to the hand signals for the songs already
learned to be sung next meeting.
153
`
This unit contains two (2) lessons to develop the learners‟ skills to distinguish
between single musical line and multiple musical lines which occur
simultaneously.
155
154
Unit 7 - TEXTURE Lesson 1 - Musical Layering
Learning Competency: Demonstrates the concept of texture singing
rounds.
Objective
Demonstrates the concept of texture by singing rounds.
Subject Matter
Musical Layering
Materials: Charted songs
A. Preliminary Activity:
Opening song: Ulo at Tainga/Ulo ken Tengnged
Ulo at Tainga Ulo ken Tengnged
Ulo at tainga Ulo ken tengnged

Balikat na maganda Abaga ken ti siket
Baywang na umiikot Tumeng ken ti saka
Tuhod, dalawang paa. Naglilinis da.
● Teacher teaches the song:
Are you Sleeping
Are you sleeping (2x)

Brother John (2x)
Morning bells are ringing (2x)
Ding, dong, ding (2X)
● Teacher claps the rhythm, reads the lyrics by phrase and pupils
follow.
I I I I I I I I
Are you sleeping, Are you sleeping
I I I I I I
Brother John, Brother John
155
I I I I I I
Morning bells are ringing
I I I I I I
Morning bells are ringing
I I I I I I
Ding dong ding, ding dong ding
Ask: What did we do with the rhythm of the song? (clap)
●The class is divided into 3 groups. Teacher guides/signals each

group on when to start singing Are You Sleeping until the pupils
are able to follow in singing rounds.
Ask: What can you say about the first group singing alone?
How about when the 2nd group joined? When the 3rd
group joined? Did you enjoy singing rounds?
2. Generalization:
When did you have a thicker sound?

What did you do to show singing rounds?
What happened to the song when the three groups sang
simultaneously?
3. Application:
Divide the class into three groups. Teacher guides/signal each
group on when to start singing. Sing Ulo ken Tengnged/Bilog
until the pupils are able to follow in singing rounds.
Bilog
(Tune: Row, Row Your Boat)
Ipatapaw ko dakkel nga bilog

Naragsak, naragsak, naragsak, naragsak
Kasta la ti biag.
156
Evaluation:
Let the pupils sing another round song Row, Row Your Boat
or Mariing Ka.
Row, Row Your Boat

Row, row, row, your boat
Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream.
Mariing Ka (Tune: Are You Sleeping)
Mariing ka, mariing ka

Kabsat ko, kabsat ko
Nag-unit kampana, nag-unit kampana
Maladaw ka, maladaw ka.
 Let the pupils assist in rating the other groups using the rubrics.
RUBRICS
Performance Standard 3 2 1
The group sings their part in with one or with two, three with more
a round song independently. no error at or four errors than four
all errors
Memorize the songs learned and be ready to sing in class tomorrow.
157
158
Notated by: Sylvia J. Rimban
159
Unit 7 - TEXTURE Lesson 2 - Musical Layering
Learning Competency: Identifies musical density using recorded music.
Objective
Identifies musical density using recorded music.
Subject Matter
Musical Layering
Materials: Pictures, recorded music, musical instruments
Learning Activities
1. Have the pupils sing round songs learned.

 Are You Sleeping
 Row, Row Your Boat
2. Recall the ostinato patterns in groupings of 2s, 3s and 4s.
 Let the pupils clap/ tap the patterns
1. Presentation and analysis:
● Teacher plays a recorded acapella song and the pupils

listen. (e.g. vocal solo with no accompaniment)
Ask: What did you hear? (solo voice)
● Teacher plays another recorded song with guitar

accompaniment only.
Ask: What did you hear? (song with guitar

accompaniment)
What happened with the song when
accompanied with a guitar? (song became
more beautiful)
● Play another recorded music piece with three or more

musical instruments used.
Ask: What are the instruments used in the music? (keyboard, guitar,
drum and others)
160
What is the difference between the first and second music
you have listened to? (first song is solo voice and second
song with guitar accompaniment)
2. Generalization
What happens with the music when two or more musical

instruments are used? (the texture of the song becomes
thick)
How about a solo acapella performer? Can he/she vary the
texture? (no)
Note: Let the pupils understand that the more voices or

instruments used, the thicker the texture of the music. The
lesser the number of voices or instruments used, the thinner the
texture.
3. Application
Pupils will sing Ulo ken Tengnged (Unison singing) while
beating their instruments using the indicated ostinato patterns.
1st row Sticks - l l l l l l
2 2 2
nd
2 row Maracas - l l
3rd row Iron Scrap - l l
Pupils sing the song 2-3 times for mastery.
Evaluation
Teacher plays two recorded music and let pupils identify if the
musical density is thin or thick.
1. Solo voice without accompaniment (thin)

2. Chorus in four voices (thick)
Be ready to identify thick and thin recorded musical sound tomorrow.
161
ART
162
UNIT 1
DRAWING
Unit Summary
This Unit contains 9 lessons aimed to develop the art skills in
drawing among Grade 2 pupils. Art elements like different lines,
natural shapes, colors are used in drawing portraits of people, body in
motion, still life of fruits, imaginary landscape and from a story read
with the application of art principles such as the use of a variety of
lines, contrasting shapes and colors are learned.
Content Standards Performance Standards
The learner: The learner:
 Sees that each person in this  Learns to observe distinction
world has a unique face ( between facial features of
some are round, oval, persons: like shape of the
square face) and each has a eyes, nose, lips, and head
different body shape ( some and texture of the hair and
are tall, fat, thin, small and can show these in a drawing.
big) – showing the variety of
human in this world.  Observes the position of the
 Realizes that artists have arms, legs and body when a
drawn or painted portraits of person is doing an action,
persons to capture their and portrays this in an
likeness, and their character. action-drawing.
 appreciates the variety of  Appreciates the different
shapes of Philippine plants, styles of Filipino artists when
leaves and fruits and their they create portraits.
contrasting colors.  Translates his imagination
into a drawing that others
can appreciate and see.
 Can point out the contrast
between shapes and colors
of different fruits or plants
and flowers on one‟s work
and in the work of others.
Time Allotment 40 minutes/week
163
Lesson 1
Objectives:
 Identify the differences of facial features of persons in one‟s family
 Draw a portrait of two or more persons in one‟s family showing the
differences in shapes of facial features like the eyes, nose, lips and
head
 Appreciate one‟s body features
Subject Matter
Drawing a Portrait of Two or More Persons of My/One‟s Family
Reference: Art 2 K to 12 Curriculum
Materials: Picture of a Family, drawing paper, pencil and
crayon
Learning Activities
Motivation
Let us sing the song. (Tune: Are You Sleeping?)
Square and circle Kuadrado ken nagbubukel

Square and circle Kuadrado ken nagbubukel
Triangle, triangle Trianggulo, Trianggulo
Rectangle and oblong Rektanggulo ken Mara- itlog
Rectangle and oblong Rektanggulo ken Mara- itlog
Diamond. Diamante Diamante.
 What is the song all about?

 What are the shapes mentioned in the song?
 Name an object that has a square shape? (circle,
rectangle, triangle and oblong shapes)
164
Presentation
Present this picture to the pupils and let them to observe.
Josie Glenda James John

s
Then the teacher will ask about each facial feature:

 FACE:
Who has a round face?
Who has an oval shape?
Who has a heart-shaped face?
Who has a square face?
 EYES
Who has big, round eyes?
Who has small eyes? etc
 NOSE
Who has a pointed nose?
Who has a flat nose?
 LIPS
Who has thick lips?
Who has thin lips?
Who has big lips?
Who has smiling lips?
 HEAD
Who has an oblong head?
Who has a round head?
Who has a big head?
Who has a small head?
Analysis
 What facial features do they have?
 Do they have the same shape of the eyes, nose,
lips, and head?
165
Generalization:
 How about in your family, tell something about the
facial features of your father? etc
 How are they similar/different from each other?
 Do you appreciate their facial features? Why?
 That each person in this world has a unique face
given by God.
C. Application:
 Draw a portrait of your family members showing the
different shapes of face, eyes, lips, nose and head.
 Place your drawing inside the box provided for.
 Introduce them using the sentence frame below.
 Write your answer/s on the blank provided.
Example:
My Father This is my Father.

The shape of his face is ____.
He has __________eyes.
His nose is __________.
His head is_________.
My Mother This is my Mother.

The shape of her face is_____.
She has _________eyes.
Her nose is ___________.
Her head shape is _______.
My Brother This is my brother.

The shape of his face is _____.
He has _________eyes.
His nose is ________.
The shape of his head is ____.
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D. Evaluation
Assess the pupils‟ work by using the sample rubrics.
Put a check (√) mark in the column that will show the points
earned by each pupil.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
1. Showed the different facial features
(eyes, nose, lips, face and head)
2. Showed the different shapes of the
eyes, nose, lips, face and head.
3.Used color/s to make the drawing
attractive and neat.
4. Finished the work on time
Legend:
E – Excellent; VG - Very Good; G – Good; F – Fair;
P – Poor
E. Assignment/Agreement
 By use of a clean coupon bond, draw a portrait of other
members of your family
 Put their unique facial features.
 Write simple sentence about each facial feature.
167
Lesson 2
Objectives:
 Draw a portrait of two or more of your friends showing the
differences in the shape of their facial features like the
eyes, nose, lips and head.
 Describe the facial features of each portrait.
 Appreciate the beauty of one‟s facial feature.
Subject Matter
A Portrait of Two or More Persons (One‟s Friends) Showing the
Differences in their Facial Features
Materials: Picture of faces, coupon bond, pencil, eraser crayola
Learning Activities
Review
 What are the different facial features? Tell their shapes.
Motivation
Singing of the song, “The More We Get Together”
The More We Get Together

The more we get together, together
The more we get together
The happier are we.
For your friends are my friends
And your friends are my friends
The more we get together
The happier are we.
The teacher asks:
 Why are the friends happy?
 Do you have friends too? Who are your friends?
 Are you also happy with friends?
 Why do we need to have friends?
Presentation
 Get your favorite friend/classmate. Look at his/her face,
nose, lips, and head. Observe the shape of his/her lips,
nose, eyes and head.
 Select any of the following to describe the shapes of
each facial feature: heart-shaped, oblong, square, big,
small, pointed, flat, thick, thin, round.
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Shape of the
Name of Lips Nose Eyes Head
friend/s
1.
2.
Analysis:
 Who are your friends?
 Describe your friend‟s lips, nose, eyes and head?
 Do they have the same shape of lips, eyes, nose and
head? Why?

Generalization
 Do you like their facial features? Why?

 Would you like to draw the facial features of your
friend/s?
 That each face is to be appreciated because it was
created beautifully by God.
C. Application
Try to do this:
 Draw a portrait of face two of your friends. Put your drawing
inside the box.
 Describe their facial features by completing the sentences
beside each the box.
 Use the following words to describe each part: heart
shape, oval shape,square, round shape, flat, pointed, thick,
thin, big and small.
Friend 1
This is my friend ______ .
His/Her eyes are ______ .
His/Her head is ______.
His/Her nose is ______ .
His/her lips are ______.
Friend 2
This is my friend ______ .
His/Her eyes are ______ .
His/Her head is ______.
His/Her nose is ______ .
His/her lips are ______.
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D. Evaluation
Assess the pupils‟ work by using the sample rubrics.
Put a check (√) mark in the column that will show the points
earned by each pupil.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
1. Showed the different facial features
(eyes, nose, lips, face and head)
2. Showed the different shapes of the
eyes, nose, lips, face and head.
3. Used color/s to make the drawing
attractive and neat.
4. Finished the work on time
Legend:
E – Excellent; VG - Very Good; G – Good; F – Fair;
P – Poor
E. Assignment:
Draw a portrait of the faces of your other friends. Color and
paste them on a piece of bond paper.
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Lesson 3
Objectives
 Draw a person‟s body in motion or action.
 Interpret one‟s drawing.
 Appreciate body movements.
Subject Matter:
Drawing Human Bodies in Motion or Action
Materials: Pictures of different body activities, coupon bond,
Pencil, crayons
Learning Activities
Motivation:
 Teacher and pupils do the following exercises : Marching,
Jumping Jack, Stationary Running, Walking, etc
 Teacher asks:
 What did we do? Did you enjoy the exercises?
 How did you feel after doing the exercises?
Presentation
Look at these pictures. What activity or body movement is
shown in each picture?
Analysis:
 What body action is shown in each picture?
 What makes you able to tell what they are
doing?
 What body parts move in swimming?
sweeping? reading?, writing?
 How does each body part move?
Generalization:
 Proper position of the arms, legs, head and
body portrays a body action or motion.
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 Body action or motion can be captured in a
drawing.
C. Application:
 The teacher divides the class into groups depending
upon the number of pupils in the class. Instruct them to
show the different body actions :
Group 1: Running; Group 2: Dancing; Group 3:
Playing badminton, etc
 Let the pupils draw a body in action/motion they like
most.
D. Evaluation
Assess the pupils‟ activities by using the sample
rubrics. Put a check (√) mark in the column that
shows the points earned.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
1. Clearly draws the body in action
or motion
2. The drawing is colorful, attractive
and neat.
Legend:
E – Excellent; VG - Very Good; G – Good;
F – Fair P – Poor
E. Assignment
Direction: Draw and color 1 or 2 activities you like most.
Use a coupon bond.
172
Lesson 4
Objectives:
 Composes different fruits to show overlapping of shapes and
the contrast of colors in one‟s colored drawing.
 Identify different fruits in the locality
 Appreciate shapes and contrast of colors of fruits.
Subject Matter
Still Life of Drawing Fruits
Materials: Pictures of fruits, coupon band, pencil and real fruits.
Learning Activities
Review
 What are your favorite fruits, can you name some?
 What is its color? What is its shape? What is its taste?
Motivation: Sing this song to the tune of “Are you
Sleeping?”
Fruit Salad
Watermelon, Watermelon
Papaya, papaya
Apple and banana, apple and banana (2x)
Fruit salad.
 What are the fruits mentioned in the song?

 What is the shape of a watermelon? A papaya? An
apple? A banana?
 Tell the color of each fruit?
 What is the taste of each fruit?
Presentation
 The teacher shows example of still life pictures of fruits
 The pupils observe the still life picture presented as to
their colors and shapes compared to real fruits.
Analysis
 The ask :
- What are these fruits? Will you name them?
173
- Do they have the same shape and color?
- Describe them each from the other.
- Do they look the same as the real fruit?
- Why do fruits differ?
- How can you compare a ripe fruit from the unripe in
terms of color?
Generalization:
 Still life drawing is a representation of inanimate objects.
 Fruits have different colors. Some are yellow, red, and
green. Others are orange and violet. Fruits differ in
shapes. Some are big, other are small, too.
 Contrasting colors and shapes of fruits make a still life
drawing beautiful.
C. Application
The teacher shows different kinds of real fruits like
banana, watermelon, oranges, jackfruits, guava, pine
apple, papaya, star apple, atis or any fruits that are
available in the locality.
What to do:
 Have the pupils select the fruits they like to draw.
 Let them draw the fruits inside the basket provided
below.
 Color and do it nicely and neatly.
D. Evaluation:
Evaluate the pupils‟ work by using the sample rubrics.
Put a check (√) mark in the column that shows the points
earned.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
1. Composes different fruits
according to color and shapes.
2. Classified the different fruits
according to color
3. Classified the different fruits
according to shapes.
174
Legend:
E – Excellent; VG - Very Good; G – Good
F – Fair P – Poor
E. Assignment:
Bring examples of still life pictures of fruits, or other objects.
Lesson 5
Objectives:
 Compose different plants to show overlapping of shapes
and the contrast of colors in his/her colored drawing.
 Describe the different shapes and colors of plants.
 Appreciate the contrasting shapes and colors of plants in
the still life drawing.
Subject Matter
Still Life Drawing of Plants
Reference : Art 2 K to 12 Curriculum
Materials: Different pictures of/or actual plants, coupon band,
pencil, crayon and actual kinds of plants.
Learning Activities
Review :
Name the fruits in your still like drawing. Tell their shapes and
colors.
Motivation:
The teacher will bring the pupils to the school‟s mini park, mini
forest, garden or any place within the school where plants are
found. While doing this activity, the pupils are instructed to
observe the shape and colors of the plants they see. They will
get some samples, too.
(Note: After the activity the class will go back inside their
classroom.)
The teacher asks the some questions like:

 What are the plants you saw?
 Do they have the same shapes and colors?
175
Presentation
The pupils will present their samples.
The teacher will asks:
 Name the sample plants you gathered?
Analysis:
 What can you say about their appearance?
 Are they the same?
 Do all plants have the same color and shapes?
Why do you think it so?
 What do plants give to us? How should we take
good care of them?
Generalization
 Plants have different colors and shapes. Their
leaves are green. Their flowers are yellow, red,
pink. Some are orange and violet, too. Their
contrasting colors and shapes make their still like
picture or drawing very beautiful.
 We must take care of our plants. They make the
environment green and beautiful.
C. Application: Try these activities:

Activity 1
 Select 5 different kinds of plants and draw. Use bond
paper for your drawing. Color properly.
 Below your drawing, write down some ways how to take
care the plants.
Activity 2
 The teacher divides the class into groups.
 Through a simple role play, the pupils will demonstrate
different ways how to care these plants.
176
D. Evaluation
 Draw a still life picture of your favorite plants inside the box
below. Show overlapping and contrast of colors and shapes. Be
sure to put all necessary details of your drawing.
 Evaluate the pupils‟ work by using the sample rubrics:

Put a check (√) mark in the column that shows the
points earned.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
1. Draw/Compose the different
plants creatively to shoe contrast
of shapes and colors.
2. Work is neatly and finished on
time.
Legend :
F – Fair; P – Poor
E. Assignment
Create a still life drawing of flowers and leaves on a clean coupon
bond. Color your work.
177
Lesson 6
Objectives:
 Draw from an actual still life arrangement.
 Translates his/her imagination into a drawing for others
to see and appreciate.
 Shows resourcefulness in ones‟ work.
Subject Matter
Drawing of an Actual Still Life Arrangement ( Flowers,
Toys and Other Objects of Choice)
Materials: Pictures of other Still Life Arrangements ( flowers,
plants, animals, toys, etc.),pencil, crayon/oil pastel, water color,
eraser, coupon bond
Learning Activities
Review
 What still life drawings you have done?
 What were your materials?
 Which one do you like most? Why?
Motivation:
 Singing of the “Bahay Kubo”.

Bahay Kubo
Bahay kubo kahit munti.
Ang halaman doon ay sari-sari.
Singkamas at talong sigarilyas at mani
Sitaw, bata w, patani.
Kundol patola, upo’t kalabasa
At saka mayroon pa labanos mustasa,
Sibuyas,kamatis, bawang at luya
Sa paligid-ligid ay puro linga.
The teacher asks:

 What are the vegetables in the song?
 Which one do you like most?
 What do vegetables give us?
 How often should we eat vegetables? Why?
178
Presentation:
Activity 1
The teacher shows pictures of other still life arrangements
(flowers, animals, toys, etc)
Activity 2
The teacher will ask questions about the pictures:
names of the objects in the still life, colors, shapes, etc
Analysis
 Does each picture looks real?
 What make them look real?
 How are still life objects arranged?
 How do we call this representation or picture?
Generalization
Still life is a representation of inanimate objects such as
fruits, flowers, and other objects in a setting, in a painting,
pictures or photographs.
C. Application
Try this :
 Have the pupils close their eyes and try to imagine a still
life picture of objects you want to draw
 After which let them draw it on a coupon bond.
 Give emphasis for them to be creative and resourceful in
their work.
 Allow enough time for the pupils to work.
179
D. Evaluation:
points earned.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
1. Draw complete details of
the objects in the still life .
2. Compose the still life
objects well.
3. Show contrast of shapes
and colors of the objects.
4. Work is neat and finished
on time.
Legend:
F – Fair ; P – Poor
E. Assignment
Write 4 to 5 sentences to describe your drawing.
180
Lesson 7
Objectives:
 Create/Draw an imaginary landscape from a dream.
 Relate clearly the details of ones‟ dream.
 Show appreciation to dreams.
Subject Matter
Drawing an Imaginary Landscape from a Dream
Materials: Charted Story of Jose‟s Dream, Coupon bond,
pencil, crayons or oil pastel
Learning Activities
Motivation
 Have you had a dream?
 What was your dream/s about?
 Relate other things that happened in your dream?
Presentation
 Read the story below
Jose, the Dreamer

One night, Jose had a dream. He dreamed he was
walking along the sea shore. Suddenly, he heard a voice.
“Please help me!”, said the voice. Jose ran very fast. He
looked where the voice came from.
Then, Jose jumped into the river. He saved the boy from
drowning. The boy was saved from death. The boy‟s parents
were very happy. They gave Jose a gift, a nice toy car. Jose
was very happy.
Analysis
 Who had a dream?
 What is his dream all about?
 Who did he save?
 What gift did he receive from the boy‟s
parents?
181
 What kind of a boy is Jose? Why?
 If you were Jose, can you draw the things
that happened in the dream?
Generalization
Other sources or materials for a drawing are our dreams.
Capture the details of the dream/s in a drawing for you
and others to see and appreciate.
C. Application
Do this:
 Let the pupils recall the dreams they had.
 Have them draw/create an imaginary landscape of
the dream they like most on a coupon bond. Color
them, too.
 Put a “title” of your work.
D. Evaluation
points earned.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
1. Show clear events that happened
in the dream.
2. Sketch neatly and well-organized.
3. Use color to add life to the work
Legend:
Write a3 to 5 sentences about your dream.
182
Lesson 8
Objectives
 Create/Draw an imaginary landscape from a story
read.
 Give meaning of the “imaginary landscape” made.
 Appreciate one‟s work.
Subject Matter
Drawing of an Imaginary Landscape from a Story Read
Materials: A simple story, Coupon bond, pencil,
crayons or oil pastel
Learning Activities
Motivation:
 Do you have a favorite story? What is it?
 Can you still remember the events that happened in that
story? Tell us about the story.
Presentation
Tell the story below.
Friends Forever
One day, the weather was fine. The plants and the flowers were
very happy. They laughed and sang joyfully. A beautiful butterfly said to
the flowers, “ What a beautiful color you have!” “How I wish to sit on your
petals and sip your sweet nectar!” The flowers answered, “ Yes, we will
let you stay and even sleep on our petals !”
“ What can I do for you too?”,the butterfly asked.“ Let the c louds
above give us rain. Let the wind blow so gently, too ”, the plants and
flowers said.
All the requests of the flowers were given. Since then, the
butterflies are free to go from flower to flower. This reminds us that the
Presentation
flowers andThe theteacher
butterflies
willas friends forever.
ask:
Analysis
Ask :
 Who are the friends in the story?
 What made the flowers and the butterflies friends?
 Why are they called “friends forever”?
 Do you have friends too? How do you show your
love to your friends?
183
 Can you create a drawing out this story?
Generalization
A drawing about a story read makes one better understand its
meaning. It also develops ones creativity and appreciation of
the stories read.
C. Application
Group work: Let the pupils recall some of the stories they
have read. Have them select one for them to draw an
“imaginary landscape” of the story. Encourage them to
color their “drawing”. After which, ask each group to tell
something about their drawing.
D. Evaluation
Read the story. Draw a “ landscape” of the events in the
story.
The Cat’s Hat

A fat Cat has a hat. The cat sat on a mat. One day, a rat passed
by the cat. “ Oh! my friend what a beautiful hat you have”, she said. “I will
have a show tonight. Can I borrow your hat? I will return it tomorrow”, she
added.
The fat cat gave her hat to the rat. The rat was very happy.
The next day the rat returned the hat to the cat. “Thank you my
friend. I had a good show last night because of your beautiful hat”, the rat
said happily.
Make a drawing about a story read.
184
Lesson 9
Objectives:
Create an imaginary drawing from a story read.
Describe the imaginary drawing made.
Show appreciation through drawing of story/ies read.
Subject Matter
Drawing/Creating an Imaginary Landscape from
a Story Read
Materials: Story books, Coupon bond, pencil, crayons
or oil pastel
Learning Activities
Show/Display the pupils‟ drawings about a story read. Call some
pupils to tell about their “drawings”.
B. DEVELOPMENTAL ACTIVITIES
Presentation:
With appropriate pictures, tell the story :
The King of The Jungle
The jungle is where wild animals live. Birds, tigers, lions,

tigers, snakes and many more. The lion is the king of the jungle.
One day the lion called for a meeting of all the animals in
the jungle. He was dressed red and gold colors. He wore his
crown, too.
Many animals attended the meeting. They offered him

showed full respect and love to their king. The king was very
happy to see all the animals.
Analysis
Ask:
 Where did the story happen?
 Who called a meeting of all animals in the jungle?
 How did the animals showed respect and love for
their king?
 Can you picture/imagine the events in the story?
 Can you put them in drawing?
185
Generalization
 A drawing can tell how a story happened.
Have the pupils draw the part of the story they like most.
D. Evaluation
Evaluate the pupil‟ work by using the sample rubrics
Put a check (√) mark in the column that shows the points earned.
E VG G F P
Criteria 5 4 3 2 1
pts pts pts pts pt
Draw the story clearly.
Place the correct details of the

story.
Work is neat and finished on time
Legend :
Read the story. Draw what happened in the story.
The Golden Bowl
One day Miko went to the forest. While walking, he heard a sweet
voice. He found that the voice is coming from a golden bowl. The voice
said, “ Bring me home. Promise me not to open the bowl until you arrived
home”.
Miko was surprised of what he heard. He did what the voice said.
When Miko arrived, he gently placed the bowl on table. Late in the
evening, he again heard the voice from the golden bowl. The voice said, “
Slowly open me up and get everything inside of me”.
Miko hurriedly went to the bowl. He opened the golden bowl. Miko
was surprised of what he saw. A bar of gold lay inside the bowl.
186
This Unit composed of 10 lessons where the learners obtain ideas,
concepts in painting. Painting is an art which sometimes it seems ridiculous
but it is interesting and very challenging.
Painting can be made as an everyday activity the requires a learner to

learn the techniques, but it is not hard to learn only it needs the learner to
practice and understand the basic steps in performing the tasks.
187
Teachers Guide
KEY STAGE OUTCOME:

The learner demonstrates understanding of fundamental
processes through performing, creating and responding, aimed
towards the development of appreciation of music and art, and
acquisition of basic knowledge and skills.
GRADE LEVEL STANDARD:

The learner demonstrates basic and fundamental processes in
music and art, through performing, creating, listening and
observing, and responding.
CONTENT STANDARD:
 The learner notes the variety of shapes, designs on the covering
and skin of fishes and sea creatures, colors and shapes are
repeated or contrasted.
 Observes the local manmade objects like tricycles and jeepneys
are painted with a variety of lines, shapes and designs that make
each one unique.
 Generalizes that each person can create his own design by using
two or more kinds of lines, colors and shapes and repeating or
contrasting them, so that there is rhythm.
PERFORMANCE STANDARD:
 The learner describes the lines, shapes and textures seen in the
different sea or forest animals using visual art words.
 Points out the contrasts in the colors, shapes, textures between two
or more animals.
 Can work harmoniously with a group in painting a design for a
tricycle or jeepney that shows unity while using a variety of lines,
shapes and colors.
 Displays control in the use of painting tools and materials to paint
the different lines, shapes and colors in his work or in a done with
others.
188
UNIT 2 PAINTING
Lesson 1
Objective
Point out the different shapes, sizes, colors and textures of the skin
covering of the different fishes and sea creatures from pictures or
memory.
Enumerate the different kinds of sea animals.
Develop appreciation for these animals.
Subject Matter
Pointing out the different shapes, colors and textures of the skin
covering of the different fishes and sea creatures.
Materials:
Pictures of sea creatures, improvised mi ni aquarium and
cutouts
Learning Activities
Motivation
 Do the Fishing Game ( Pupils will catch a fish cutouts in
the improvised mini aquarium)
189
Ask
 What are the different fishes that you get?
 Tell something about the fish that you get.
Presentation
The teacher shows cutouts/pictures of fishes /different sea
creatures to the pupils.
Bangus Tilapia
Shrimp Crab
Seaweeds Corals shell

Ask
 Which fish are you familiar with?
 Have you tried to eat these fishes/sea creatures? Which fish
have you eaten?
 What other fishes/sea creatures do you know?
Analysis
 What are the different kinds of fishes?
 What other sea creatures that you know?
 How are the fishes/sea creatures different from each other?
 Have you tried eating sea weeds?
 Tell some fishes that you know and describe it.
Generalization
 In what way are the fishes different from each other?
Fishes have a variety of shapes, colors, and textures of the skin

covering.
190
C .Application
CRAB
Dog
Corals
Seaweeds Tilapia
Point out the fishes/sea creatures in the group by placing a check (√) inside
the box
D. Evaluation The teacher and the pupils check their works after they
answered the activity.
191
E. Assignment/Agreement:
Bring actual photos of our various fishes and sea creatures and their
habitat.
Criteria Color Size Shape Texture of

the skin
covering
1. Dalagang
Bukid
2. Shell
3. Galunggong
4. Corals
5. Starfish
192
Lesson 2
Objective
Draw with pencil or crayon these sea creatures in their habitat
showing their unique shapes and features.
Express creative ideas through the use of pencil or crayon.
Develop skill in art through drawing.

Subject Matter
Drawing with pencil or crayon these sea creatures in
their habitat showing their unique shapes and
features.
Materials: Pencil, crayon, coupon band, Picture of sea
creatures, cutouts of sea creatures
Learning Activities
Motivation
Poem (Daniw): Igid ti Baybay
(To be written on a Manila paper)
Napanak nagpasyar diay igid ti baybay
Maawisak a mangbuya dalluyon a natalinaay
Nakakitaak ti tarukoy nga agtartaray
Mariknak pul-oy ti angin a kalalamiisan

Intugaw ko sadyay kadaratan
Ket buybuyaek ti taaw nga naglawaan
Seashore
I went to the beach one day
And I watched the beautiful waves along bay
Then I saw a crab running away
I felt the coolness of the air

As I sat down on the ground
And keep watching the beautiful ocean.
193
Ask:
 Where did the poet go one day?
 What did he see there?
 What did he feel?
Presentation
 Each group will come in front and tell something about

the drawing that they did.
 The teacher will divide the class into four groups the n
select a leader with each group then each leader will pick
one sea creature to be drawn later. Use crayon to draw
the sea creature. The first group who finish the drawing
wins the game.
Corals Dalagang Seaweeds Crab

Bukid
Ask:
 What can you say about the work of the first group?
Second group? Third group? And the last group?
Analysis
Ask
 How do these sea creatures differ from each other?

 Describe each sea creatures showing the unique shapes
and features.
194
Generalization
 What are the sea creatures that you have drawn?
 Do they have the same shapes and features?
C. Application
Draw a star fish using pencil or crayon.
D. Evaluation
The teacher and the pupils evaluate their work following the
rubrics below.
Rubrics
Criteria Excellent Very Good Fair Needs Total

(5 points) Good (3 (2 Improve-
(4 points) points) points) ment
(1 point)
1. Drew the
different
forest
animals
according to
the shapes.
2. Drew the
different
forest
animals
according to
the different
features.
3. Colored
the different
forest
animals
according to
their original
color.
4. Followed
all the
instructions
given by the
teacher
while
working.
195
Legend:
E – Excellent (Followed all the steps)
VG - Very Good; (Followed 4 steps)
G – Good (Followed 3 steps)
F – Fair (Followed 2 steps)
P – Poor (Followed only 1 step)
E. Assignment /Agreement
Make a drawing of other sea creatures that you know this
time try to use water color in coloring the drawing.
196
Lesson 3
Objectives
Paint the drawing of sea animals to show the variety of colors and
textures found in the skin covering of sea animals.
Create an eye catching painting of sea creatures to show the

variety of shapes, colors and textures.
Show appreciation as they paint the drawing of sea creatures.
Subject Matter
Painting sea animals to show the variety of colors and textures.
Materials: mini aquarium (The teacher will provide this material),
cutouts of different creatures, feely bag, paint or water color.
Learning Activities
1. Review
By use of Guessing Game, the teacher provides a feely bag for
the pupils to feel the animals inside the bag and then pupils
describe the shape and features of each animal. They bring out
also the animals from the feely bag to describe its color and
features.
2. Motivation
 Show a picture of a beach to the pupils.
Ask
 Who among you have gone to the beach?

 What are the things you saw there?
197
1. Presentation
 Present an improvised mini aquarium ( Cutouts with
painted fishes)
Ask
What are the things found in this mini aquarium?
 Name the sea creatures found in this aquarium.

 Where can we actually find these sea animals?
2. Analysis
Ask
 What are the colors of each sea animals?

 Describe the texture of the body covering?
3. Generalization
 What do you do to show the different colors and textures

of the different sea animals?
 Through painting the different colors and textures of these
sea animals are shown.
C. Application
 Paint the following sea creatures and cut each drawing

into different shapes, put a string and hang them from the
windows or ceiling of the classroom. Both side of the
paper are colored and painted and the artwork hangs and
moves with the winds.
 Follow the suggested reminders below:
1. Do your assigned task.
2. Work quietly and neatly.
3. Do not move to one place to the other.
4. Clean your work place.
5. Pass your work on time.
198
Turtle Crab Corals
Bangus Seaweeds
* Value Integration
 How can we protect sea animals?
D. Evaluation
The teacher and pupils evaluate their works by using the

suggested rubrics.
Rubrics
Criteria Excellent Very Good Fair Needs Total

(5 points) Good (3 points) (2 Improve-
(4 points) points ment
) (1 point)
1. Painted
the
different
sea
animals
according
to the
colors.
2. Painted
the
different
sea
animals
according
to the
199
textures
found in the
skin
covering.
3. Classify
the
different
sea
animals
according
to the
colors and
textures
found in the
skin
covering.
4. Followed
all the
instructions
given by
the teacher
while
working.
Legend:
Excellent – Followed all the steps, Very Good – Did not follow 1-2 steps,
Good – Did not follow 3-4 steps, Fair – Followed only 1 step.
Needs Improvement: (NI) – Did not follow any of the steps.
 Paint this drawing of seashore with the correct color.
200
Lesson 4
Objectives
Point out the different shapes, colors and textures of the skin
covering of different wild forest animals from pictures or memory in
their habitat showing their unique shapes and features.
Identify the animals according to the shapes, colors a nd textures of

the skin covering of different wild forest animals.
Show love and care for the forest animals properly.

Subject Matter
Pointing out the different shapes, colors and textures of the skin
covering of different wild animals.
Materials: Pictures of wild forest animals
Learning Activities
1. Review
 Name some sea animals that you have learned?
 Tell something about these sea animals.
2. Motivation
The teacher introduces the song to the pupils.
Sing the song: Banbantay Turturod Red River Valley
From this valley they say you are

(Tune: Red River Valley)
going,
Banbantay turturod ti ayan mi, We will miss your bright eyes and
Kabalyo ken baka ti kadua mi, sweet smile,
Atiddog a tali ti armas mi, For they say you are taking the
sunshine,
Bulbulong ti kaykayo ti linong mi That has brightened our path for a
No kayat mo gayyem ket umay ka, while.
Pasyarem banbantay a nalawa, Come and sit by my side if you
Uminum ka‟t gatas a sadiwa, love me,
Agsakay ka‟t kabalyo nga aglaglagto. Do not hasten to bid me adieu
(goodbye)
But remember the Red River
Valley,
And the cowboy who loved you so
true.
201
Ask
 What animals were mentioned in the song?

 Where do these animals live?
1. Presentation
 The teacher presents different pictures of wild forest
animals in class.
Monkey Deer Lion
Ask
 Name the animals in each picture?
 What do they eat?
 Where do they live?
 How do you show your love and care to these animals?
2. Analysis
Ask
 Name the animals that live in the forest?
 What are the colors of these animals? Shapes?
 Do they have the same color? Shape?
 How about the texture of body covering of each animal.
 Do they have the same body covering?
3. Generalization
 How do these wild forest animals differ from each other?

 Wild forest animals do not have the same color, shapes
and textures found in the skin covering of these animals.
 How do you show your love and care to these animals?
202
C. Application
Complete the Table
Animals Color Shape Texture of the skin

covering
1. snake
2. wild pig
3. Wild duck
4. deer
5. monkey
D. Evaluation
The teacher and the pupils check their works after they answered the
activity.
Point out the wild forest animals in the group by checking (/) them.
Snake
Eagle
Dog Deer
Duck
 Bring pictures of wild forest animals that live on water and

paste it on paper.
203
Lesson 5
Objectives
Draws with pencil or crayon these forest animals in their habitat
showing their unique shapes, colors and features.
Develop creativity and imagination through the use of pencil or

crayon in drawing the forest animals.
Appreciate the art of drawing.

Subject Matter
Drawing with pencil or crayon these forest animals in their habitat
showing the unique shapes and features.
Materials: Drawings of different forest animals pencil and crayon
Learning Activities
1. Review
Sing the song Banbantay Turturod (Tune: Red River
Valley).
Banbantay turturod ti ayan mi
Kabalyo ken baka ti kadua mi
Atiddog a tali ti armas mi
Bulbulong ti kaykayo ti linung mi
No kayat mo gayyem ti umay

Pasyarem banbantay a nalawa
Uminum ka‟t gatas a sadiwa
Agsakay ka‟t kabalyo nga aglaglagto
Red River Valley
From this valley they say you are going

We will miss your bright eyes and sweet smile
For they say you are taking the sunshine
That has brightened our path for a while
204
Come and sit by my side if you love me
Do not hasten to bid me adieu (goodbye)
But remember the Red River Valley
And the cowboy who loved you so true.
Ask
2. Motivation
The teacher will have a drawing of an animal that they love to
draw.
1. Presentation
The teacher shows a mural of land animals.
Ask
 Are you familiar with these animals?
2. Analysis
Ask
 Name the forest animals in the picture.
205
 Describe each forest animals by telling something about each
animal.
 How do you take good care of the animals
3. Generalization
 What do you think the teacher used in making this drawing?

 Forest animals do not have the same shapes and features.
Their size, shapes, colors and features can be shown by use
of pencil and crayons.
 Animals need care, love and respect in order to grow.
C. Application
 Draw a bird by use of crayon or pencil.

206
D. Evaluation
The teacher and the pupils evaluate their works by using the
sample rubrics provided.
Rubrics
Criteria Excelle Very Good Fair Needs Tota

nt Good (3 (2 Improveme l
(5 (4 points) points) points) nt
points) (1 point)
1. Drew the
different
forest
animals
according
to the
shapes.
2. Drew the
different
forest
animals
according
to the
different
features.
3. The work
was done
neatly and
crealy.
Legend:
Tell something about your pet.
207
Lesson 6
Objectives
Paint the drawing of wild forest animals to show the variety of
colors and textures found in the skin covering of these animals.
Use appropriate colors in painting the drawing of wild forest

animals.
Enjoy the experience in painting the drawing of wild forest

animals.
Subject Matter
Painting the drawing of wild forest animals to show the variety of
colors and textures found in the skin covering of these animals.
Materials: Pictures of animals, paint, paint brush or water color.
Learning Activities
1. Review
Present the pictures
Snake
Monkey Deer
Ask
 Name the different animals in the pictures.
 Describe each animal in the pictures as to shape,
design/texture of body covering.
2. Motivation
 Recite the Poem Colors
 The poem was translated by the teacher in Ilocano.
208
Colors
Blue is the color of the beautiful Whale

Red is the color of a strong Rooster
White is the color of a Dove that flies
Pink is the color of a Pig so fat
And gray is the color of an Elephant.
Kolor/Maris
Asul ti kolor iti napintas nga Balyena
Nalabbaga ti kolor iti napigsa nga Kawitan
Puraw iti kolor iti Kalapati nga agtaytayab
Mara rosas iti kolor iti Baboy nga nalukmeg
Ken Mara dapu iti kolor iti Elepante.
Ask
 What are the different colors mentioned in the poem?
 Name the animals mentioned in the poem.
1. Presentation
 The teacher shows drawing of different animals.
 Group the class into four, and
 Each group will paint the animals.
Bird Snake Wild Duck Monkey

Group 1 Group 2 Group 3 Group 4
Ask
 What can you say about each of the painted drawing?
 Describe the work of the other group.
 What do you observe with these animals?
2. Analysis
 How do these animals move from one place to the other?
 Do they have the same color? Why?
209
 Do they have the same textures and body covering? Why?
3. Generalization
 Based from your paintings a while ago, what did you do to
show the different colors and textures of forest animals?
C. Application
 Painting of the caterpillar.
 Steps to follow are (to be written on the board.)

5. Pass your work on time
D. Evaluation
The teacher and the pupils evaluate their work using the rubrics
below.
210
Rubrics
Criteria Excell Very Good Fair Needs Total

ent Good (3 (2 Improvement
(5 (4 points) points) points) (1 point)
points)
1. Painted
the
caterpillar
with the
correct
color.
2. The work
is neat and
clean.
3. Uses
correct
colors in
painting the
caterpillar..
Legend:
Bring actual photos of wild forest animals.
211
Lesson 7
Objectives
Draw the outline of a tricycle on a big paper showing the design of
lines and shapes that show repetition, contrast and rhythm.
Identify the different kinds of lines and shapes that show repetition,
contrast and rhythm.
Recognize the different kinds of lines and shapes that show

repetition, contrast and rhythm.
Subject Matter
Drawing the outline of a tricycle on a big paper showing the design
of lines and shapes that show repetition, contrast and rhythm.
Materials: Different pictures of vehicles
Learning Activities
1. Review
What kind of vehicle are you familiar with?
2. Motivation
 Show drawing of different vehicles like airplane, bus,
jeepney, motorcycle and tricycle.
 Through the different drawing of vehicles shown,
212
Ask
 What are the vehicles you see in the drawing?

 Which one have you tried riding on?
 What about in going to school?
 What kind of vehicle do you ride motorcycle, tricycle or jeepney?
1. Presentation
Look at the drawing.
Ask
 What kind of vehicle is this?

 Do you ride on it in going to school?
2. Analysis
 What are the different lines found in a tricycle?
 What are the different shapes found in a tricycle?
 What do you think did I use to come up with these drawing of
tricycle?
3. Generalization
 Through the use of different lines and shapes we can be able

to draw an outline of a tricycle.
C. Application
 Group the class into four.
 In a Manila paper draw an outline of a tricycle showing the
design of lines, and shapes that show repetition, contrast and
rhythm.

213
D. Evaluation
The teacher and the pupils evaluate their work following the rubrics
below.
Rubrics
Criteria Excel- Very Good Fair Needs Total

lent Good (3 points) (2 Improve-
(5 points) (4 points) points) ment
(1 point)
1.
Drawings
are neat
and clear.
2. Follows
the
standards
/reminders
given.
3.
Drawings
are created
to show the
design of
lines and
shapes that
show
repetition,
contrast
and
rhythm.
Legend:
E. Assignment/ Agreement:
Bring photos of another kind of vehicle that you like best and paste in
a coupon bond.
214
Lesson 8
Objective
Paint the outline of a tricycle on a big paper showing the design of
lines and shapes that show repetition, co ntrast and rhythm.
Recognize the lines and shapes in an artwork.
Show creativity in painting the outline of a tricycle to show repletion,

contrast and rhythm.
Subject Matter
Painting the outline of a tricycle on a big paper.
Materials: pictures of a tricycle, paint or water color, paint brush and
water
Learning Activities
1. Review
 What did we draw last meeting?
 What are the different lines found in the outline of a
tricycle?
 What are the different shapes found in the outline of a
tricycle?
2. Motivation
 I have here a two outline of a tricycle I will let you paint
the other one and the other don‟t. Then compare
 Show two pictures of tricycle again with color and without
color.
215
Ask:
 Which one is more beautiful to see?
 The one with colors or the one without color?
1. Presentation
 Today, we are going to paint the tricycle that you drew last
meeting.
2. Analysis
 Name the different lines found in the outline of a tricycle.
 Why do we need to put different shapes and lines in the
outline of a tricycle?
 Describe a tricycle with colors and without color.
3. Generalization
 Through painting the outline of this vehicle it enhances the
different lines and shapes of it.
C. Application
 The pupils will try to paint the model tricycle.


216
D. Evaluation
Evaluate the pupils work with them through the sample rubrics
provided.
Rubrics

lent Good (3 (2 Improve-
points) (1 point)
1. Painted
the tricycle
to show
repetition,
contrast
and
rhythm.
2. The work
is neat and
clean.
3. Created
the tricycle
attractively.
Legend:
Bring old shirt next meeting and we will try to paint it.
217
Lesson 9
Objective
Draw the outline of a jeepney on a big paper showing the design of
Develop the skills in drawing.
Show creativity in drawing a jeepney.

Subject Matter
Drawing the outline of a jeepney on a big paper showing the design
of lines and shapes that show repetition, contrast and rhythm.
Materials: picture of jeepney, dotted puzzle, painting materials
Learning Activities
1. Review
 Bring out your favorite toy car and tell something about
it.
 (Assignment is bringing their favorite toy car.)
2. Motivation
 I have here a puzzle, come in front and connect the dots
to form the puzzle.
 After connecting all the dots,
218
Ask
 What kind of vehicle did you come up?
1. Presentation:
Look at this picture,
Ask
 What is in the picture?
 Have you tried riding in a jeepney?
2. Analysis
 What kind of vehicle is this?
 Describe this vehicle and tell something about it.
 What did you come up with the drawing of this vehicle?
3. Generalization
 Through the use of different lines and shapes we can be
able to draw an outline of a jeepney.
C. Application
 In a cartolina draw the outline of a jeepney.

219
D. Evaluation
Evaluate the pupils work through the sample rubrics
Rubrics

lent Good (3 (2 Improvement
(5 points) (4 points) points) (1 point)
points)
1.
Drawings
are neat
and clear.
2. Follows
the
standards
/reminders
given.
3.
Drawings
are created
to show the
design of
lines and
shapes that
show
repetition,
contrast
and
rhythm.
Legend:
Bring your painting materials next meeting for the next activity.
220
Lesson 10
Objective
Paint the outline of a jeepney on a big paper showing the design of
Develop an artistic painting.

Show appreciation of the painting.
Subject Matter
Painting the outline of a jeepney on a big paper.
Materials: pictures of a jeepney
Learning Activities
1. Review
What did we draw last meeting?
2. Motivation
Recite the rhyme: Beep Beep the Small Jeep
Beep, beep the small jeep is running down the street
Now stop, look, and listen
Stop, look, and listen
Beep,beep the small jeep is running down the street
Peep, peep Bassit nga Jeep

Peep, peep bassit nga jeep diay kalsada agtartaray
Agsardeng, kumita, dumngeg ka
Agsardeng, kumita, dumngeg ka
Peep,peep bassit nga jeep diay kalsada agtartaray.
1. Presentation
 Show two pictures of jeepney with color and without color.
Ask
221
 Which is more beautiful to see?
 The one with color or the one without color?
2. Analysis
 What color of a jeepney do you like most? Why?
 Describe the jeepney you love best.
3. Generalization
 Through painting the outline of the jeepney it enhances the
different lines and shapes of it.
C. Application
 The pupils paint the model jeepney.

222
D. Evaluation
The teacher and the pupils evaluate their work following the rubrics
below.
Rubrics

lent Good (3 (2 Improve-
points) (1 point)
1. Painted
the jeepney
with that
show
repetition,
contrast
and
rhythm.
2. The work
is neat and
clean.
3. Created
the jeepney
attractively.
Legend:
 Bring any of the following materials next meeting: calamansi, okra,
and different kinds of leaves for our next lesson.
223
224
UNIT 3
PRINTMAKING
Unit Summary
This Unit contains 10 lessons that will help learners discover
different kinds of prints using a variety of natural and man-made
objects. Each lesson provides firsthand experiences for the learners to
develop creativeness and resourcefulness in coming up with their
artworks as an expression of their rich ideas and feelings.

 Realizes that designs for  Shows facility in making a
prints can be found in clear print from natural and
many natural objects: man-made objects.
leaves, cut trunk of  Is able to create a consistent
banana stalks, shape of patterns by making two or
twigs, grass, flat stones. three prints that are repeated
 Sees the patterns created for alternated in shape or
by man usually repeat a color.
line, shape or color to  Can print multiple copies of
create a harmonious his design so that he can
design. have several cards or papers
 Observes that any object that can be exchanged or
that has a surface and has given as gifts.
a specific shape can be  Carves a shape or letter on
painted and printed to an eraser or camote which
create ( an eraser, sides of can be painted and printed
a popsicle stick, a slice of several times.
a camote or potato, corn
cob, etc).
 Realizes that prints are
needed to multiply an
artist‟s design and make it
available to many people.
225
Lesson 1
Objectives
 Experiment with natural objects using leaves by

dabbing paints on the surface and presses this on
paper
 Enumerate the steps to create a print

 Appreciate the beauty of the prints created by the natural
objects.
Subject Matter
Experimenting with natural objects using leaves by

dabbing paints on the surface and presses this on
paper to create a print.
Materials: Real plants, different kinds of leaves,
paint/water color/dye/atsuete, paint brush, and short
coupon bond.
Learning Activities
Review
 Simple recall on the different lines and shapes
learned through the following directions. Group the
pupils by 5‟s, 6‟s, etc.
Teacher says: “Form a“
 straight line
 curved line
 circle
 triangle
(Teacher may give other shapes)
 Ask:
 Did you like the activity? Why?
 What are the lines that you have formed?
 What are the shapes that you have
formed?
226
Motivation
Ask:
 Can you see some natural plants inside the
classroom?
 Touch and smell the plants.
Presentation
 Let the class observe prints inside the classroom

from a book and from pictures. Ask: How were the
prints created?
 Can you also create your own print design?
 Show different kinds of natural leaves (Examples:
guava, gumamela, jackfruit and any other leaves
available in the locality).
 Say: Let us now use these leaves in Printmaking)
 Teacher demonstrates the steps in printmaking
using leaves. (The steps will be written on a Manila
paper or written on the board.)
1. Prepare all the materials needed. (Paper,

paint with brush, water, leaves laid on the
table )
2. Get one leaf, dab paint on the back surface

of the leaves.
3. Press on the painted part of the leaf on

the paper. Repeat more prints to make
the design more attractive.
3. Press the leaf on the paper to create print.
4. Allow your work
Add more printsget dry, then
to make the post it on
design the
more
attractive. board.
(Teacher shows sample of prints)
5. Let your artwork gets dry and post it on the
board.
227
Analysis
 Let the class observe the prints created

Ask the following:
 What are the natural objects/materials used in

the art work?
 What part of the leaf created the prints?

 What are the leaves that easily created prints?
 Which leaf do you think created the most

beautiful print?
 What other materials can we use as an alternative of

paint in print making? (atsuete, dye, coffee powder, etc)
Generalization
Ask:
 What did you experiment on?
 What is the name of the artwork?
 Print making is creating designs by use of natural objects
like leaves by dabbing paint on its surface, then press
this on clean bond paper.
Application
 Teacher and pupils go over the steps in doing the print
making, then
 Instruct pupils do individual print making by using the
leaves provided by the teacher (or the pupils brought
other leaves)
 Teacher present the Activity Rubrics in evaluating the
artwork and gives additional reminders like:
- Follow the steps properly
- Work neatly
- Be careful in the use of the materials
228
C. Evaluation
The teacher evaluates the pupils‟ work by using the
suggested rubrics.
Criteria E VG G F NI
5 pts 4 pts 3 pts 2 pts 1 pt
1. Prints and color

patterns are varied.
2. Used different leaves
to create the prints.
3. Followed the steps
properly.
4. Cleaned and fixed
materials after doing the
artwork.
5. Submitted work on
time.
Legend:

D. Assignment/Agreement
Bring a white plain cloth next meeting. (Old white shirts,
handkerchief, etc.)
229
Lesson 2
Objectives
 Experiments with natural objects by dabbing paints

on the surface and presses this on a cloth to create a
print.
 Appreciates the use vegetables and fruits in making
prints.
Subject Matter
Experimenting with natural objects by dabbing paints on

the surface and presses this on paper to create a print.
Reference K to 12 Curriculum Guide in Art 2

Materials: Fruit vegetablelike okra, ampalaya, calamansi ;
banana stalks, paint/water color and white cloth
Learning Activities
Review
 What natural leaves did we use yesterday in

printmaking?
 What did we do with the different leaves?
Motivation
 Guessing Game (Who Am I?)

 I am a vegetable. I am green with a pointed tail.
I am slippery with lots of seeds. Who am I?
(Okra)
Ilocano: Maysaak a bunga ti nateng, berde ti maris
ko. Natirad toy ipos ko. Nagalisak ken adu ti
bukel ko. Pugtuam no asinoak?
 I am a vegetable. I am green. My skin is
wrinkled. I taste bitter. Who am I? (Amplaya)
Ilocano: Maysaak a bunga ti nateng, berde ti maris
ko. Kuribetbet ti kudil ko. Napait pay ti raman
ko. Pugtuam no asinoak?
 I am a stalk of a leaf. My leaf is broad and used
in wrapping rice cakes. Who am I? ( Banana
Stalk)
230
Ilocano: Maysaak nga ungkay iti bulong. Ti bulong
ko ket akaba ken us-usarendak nga pagbungon
iti kankanen. Pugtuam no asinoak?
(Teacher may have other riddles) The vegetables/materials will be
shown as the pupils give the correct answer
Presentation
 Present the needed vegetables (okra and ampalaya) and the

other “guessed” materials like calamansi and banana stalks.
 Ask :
- Are these objects natural? Why do you say so?
- What do they give us?
- Can we make artwork out of these natural objects?
 Shows example of a finished print artwork.
 Present the steps in Print Making ( written on the board or on a
manila paper) as follows:
1. Prepare the needed materials (sliced okra,

ampalaya, calamansi and banana stalks ( or
other vegetables available in the area),
paint/water color and white cloth.
2. Dab the flat/cut surface of the material with
paint/water color.
3. Press the painted part of the materials on the
cloth.
4. Repeat step 2 and 3 to create more prints and
design. Use different colors to make the print
work colorful and attractive.
5. You can make other designs in another piece of
paper.
6. Allow the print paints to dry. Label it properly
before submitting.
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Analysis:
 What are the natural objects/materials that we used in print

making?
 What other materials needed for this artwork?
 Name the steps in print making according to their proper order.
 Are you ready to experiment using these materials in print
making?
Generalization
 What did we find out in our activity using these natural

objects/materials?
Natural objects like okra, ampalaya, calamansi, banana

stalk and other fruits and vegetables can be used in
creating prints and designs.
C. Application:
 Print making by Group.

 Each group may choose a combination of the following
materials in their print making: Okra ,Calamansi,
Ampalaya, Banana Stalk, etc.
 Give other reminders:
- Choose a group leader.
- Follow the steps in print making.
- Work cooperatively.
- Be careful with your materials.
- Clean up your place after working.
232
D. Evaluation
 The teacher with the pupils evaluates the pupils‟ work by
using the suggested rubrics.
1. Made clear and colorful

prints.
2. Clarity and neatness of
designs are evident.
3. Followed the steps properly.
4. Cleaned and fixed materials

after doing the artwork.
5. Submitted his work on time.
Legend: E- Excellent; VG – Very Good; G – Good; F – Fair;
NI – Needs Improvement
Bring a sliced sayote or papaya. Ask someone in your family to
carve/create a design on the cut surface of the fruit. (The teacher
may assign other vegetables/fruits available in the locality.)
 Examples of carving designs:
233
Lesson 3
Objectives
 Experiment with natural objects using sayote or papaya
by dabbing dyes or paints on the surface and
presses this on paper or cloth, sinamay and any
other material to create a print.
 Observe the steps in printmaking.
 Express creativity in printmaking
Subject Matter
Experimenting with natural objects like sayote/papaya
by dabbing dyes or paints on the surface and
presses this on paper or cloth or any material to
create a paint.
Reference: K to 12 Curriculum Guide in Art 2
Materials: Papaya/sayote, patola, camote
(Other paint/water color, culinary art tool/or any tool use
to make a design, old newspapers.
Learning Activities
Review:
 Viewing their previous print art works

 Pupils tell something about their work in 1-2 sentences.
 What did you do to come up with your own art work?
Motivation:
 Answer the riddle:
 I am a fruit. My shape is elongated, sometimes oval
or round. I am green when not ripe and turns to
yellow when ripe. I have plenty of seeds. I can make
your skin soft and white. Who am I?
Ilocano: Maysaak nga bunga. Maratiddog ti sukog
ko, maratimbukel no dadduma. Maris berde ti kolor ko
ko no naata. Amarillo met no naluomak, Aud ti bukel
ko. Palamuyotek and papudawek ta kudil mo.
Siasinnoak?
234
 Show a real papaya fruit once the correct answer is
given ( a ripe and unripe papaya)
 Do you love to eat papaya? Why?
 What other fruits that you like to eat?
Presentation
 Teacher presents cut papaya/sayote fruits with designs inside :
Heart shaped
Flower- shaped Star- shaped
 Ask:
- Describe the design in each fruit?
- Which design would you like in print making?
Why?
235
 Teacher presents the steps in print making ( The steps
below maybe written on the board or on a piece of Manila
paper)
a. Prepare your materials – sayote/papaya cut

into crosswise paint, and old newspaper.
b. Cover your work place with old newspaper.
c. Carve any shape on the surface of your natural

object using culinary tool/carving tool.
d. Paint your natural object on its surface with

the right amount of color.
e. Press the painted part on a paper. Do this

repeatedly.
f. You can use different colors.

 Call volunteers to experiment in making prints/ designs
g. Put your finished work in a corner to dry.
using the natural objects mentioned.
 Leth.theDisplay
other pupils observe thebulletin
activity.
your work in the board.
Analysis:
Ask:
 What can you say about prints made?
 What were the material/s used?
 What steps did you observe in making the prints?
Generalization:
 What is the art activity have we created?
We experimented prints by carving a shape before
pressing it on a paper to create prints. Repeated prints
and colors created unique designs.
C. Application:
 Have the pupils choose other carved designs in making

prints.
 Pupils‟ art activity. Proper teacher‟s guidance and
supervision is needed.
236
D. Evaluation:
 Pupils will make their own print design out of their carved
materials they created.
 Evaluate the pupil‟s work with them through the sample
rubric.
Made colorful and clear prints
Dabbed the prints neatly.
Print designs are unique and

original.
Submitted work on time.
Legend:
E- Excellent; VG – Very Good; G – Good;
F – Fair; NI – Needs Improvement
D. Agreement/ Assignment:
Bring bottle caps with different sizes and designs.
237
Lesson 4
Objectives
 Collect man-made objects with a flat surface using bottle
caps and dab dyes or paint before pressing it on paper or
any cloth to create a print.
 Create prints using man-made objects with flat surface.
 Develop creativity of art with the use of recycled materials.
Subject Matter
Collecting man-made objects with a flat surface using bottle
caps and dabbing dyes or paint before pressing it on paper
or any cloth to create a print.
Materials: Natural objects used, different bottle caps, paper,
paint /water color/dye, paper plates/or other similar materials
available
Review
 Shows some of their previous art activities, pupils tell

the natural material used to create the prints.
 Examples: Leaves, okra, sayote/ampalaya
238
2. Motivation:
 Game “Match Me “
 Name/Identify the bottles in the matching game (bottles

from soft drinks, medicines, etc.)
Presentation - Ask:
 What can we do with these used bottles and
caps?
 Are they still useful?
 Can we use the bottle caps in printmaking?
 Describe the designs each cap can create?
 Let the class bring out their own bottle caps and
painting materials and paper plate.
 Present the different steps on the board and have
the pupils read.
- Think of a design that you want
to make with your paper plate.
Ex: flowers, shapes, trees etc.
- Choose the caps you like. Dab

color on its rough edges.
- Press the cap on your paper
plate following your design.
- Repeat the prints until you
created the design you like.
- Allow the paint to dry.
239
 Give chance for the pupils to try it on any paper first.
Analysis
 Were you able to make prints?
 Do you think bottles and caps are useful? How?
 What are we going to do with the bottles and caps?
(Emphasize the importance of Recycling materials)
 What designs have you created?
Generalization:
 Recycled materials like bottle caps can be used in
printmaking
 Collected bottle caps are useful in making art works.
C. Application:
 Sharing session on the prints created

 Let the class take pride of their work.
Sample Design:
D. Evaluation:
The teacher and the pupils evaluate their works after the
sharing session.
240
E. Agreement/ Assignment:
Collect and bring to class other objects with a flat surface for our
next art activity.
Examples:
241
Lesson 5
Objectives
 Collect man-made objects with a flat surface using

coins and dab dyes or paint before pressing it on
paper or any cloth to create a print.
 Express creative ideas using man-made objects with
flat surface.
 Show teamwork and cooperation.
Subject Matter
Collecting man-made objects with a flat surface and

dabbing dyes or paint before pressing it on paper or
any cloth to create a print.

Materials: Different man-made objects, (examples:
popsicle sticks, paper clips, eraser, buttons, rings,
toys with flat surface, coins, thread spool etc. )
paint/water color/dye, paper
Learning Activities
Review
 What man-made object did we use last meeting in our

print making?
 How did we do the printmaking?
Motivation
 Game: “Bring Me”/ Who Am I? (From their assignment)
Example: Bring me a Popsicle stick (button, eraser, 3
coins etc.)
242
 Ask:
 What are the different objects you brought in front?
 Who made these objects? ( Bring out the answer man-
made)
 Where do these things come from? (recycled objects)
Presentation:
 Teacher shows the collection of objects from the “Bring
Me” Game
 Ask: Can we use these collected objects in printmaking?

How?
 Present the steps on the board/manila paper, let the
class read it and call volunteers to do each step in front.
1. Choose one object with a flat

surface
2. Put/dab paint on the surface of the
flat object
3. Press this on a paper.
4. Create any print that you like.
5. Observe cleanliness in one‟s
work.
Analysis: 6. Post the finished output in front.
 Were you able to make prints from these objects?
 How did you print? Is there a balance of colors?
 What are the characteristics of these man-made
objects that made the print making easy?
Generalization:
 What can you conclude/say from the activity done?
 Man-made objects with flat surface when dab with
paints and press on paper can create prints.
243
C. Application:
 Print making by pair
 Give the appropriate reminders before they work.
 Print making activity.
D. Evaluation:
 Display your work on the board.
 Teachers and groups evaluate the finished art work.
5 4 pts 3 2 pts 1 pt
pts pts
Made colorful and clear
prints
Followed the steps
properly.
Cleaned and fixed
materials properly after
working.
Legend:
Create other prints at home using other objects. Bring to class
next meeting.
244
Lesson 6
Objectives
 Create a print by repeating the color of the prints

 Express creative ideas through repeating or contrasting the
colors of the prints.
 Enjoy the experience of printing repeated or contrast colors.
Subject Matter
Creating a print by repeating the color of the prints
Materials: paints, Popsicle sticks, cut –outs of flowers with different
colors. (Orange, red, pink, yellow)
Checking of assignemts
Motivation: Sing this song: Tune: Are You Sleeping?
Primary Colors Umuna nga Maris
Red and yellow (2x) Nalabbaga( 2x )
Yellow and blue (2x) Amarilyo, ken asul ( 2x)
Primary colors (2X) Ding, Umuna nga maris (2x)

 Ask:
Dong, Ding (2X)
Ding, Dong, Ding ( 2X)
 What are the primary colors?
 Name objects that has color red/yellow/blue.
Presentation:
 Look at the birthday cake again, are there repeated colors of
the prints?
 Enumerate colors that were repeated in the design.
245
 Show a cut-out of a flower on the board, print the petals by
repeating the colors.
 Teacher demonstrates the printing then followed by the

pupils. The steps are :
1. Prepare your materials
2. Let the pupils draw an object.
3. Dab paint on the side of the popsicle
sticks
4. Press this on the drawing made.
5. Repeat the print until the drawing is
covered with prints. Add more drawings.
Then make prints on it. )
Analysis:
 How did you print the drawing?
 What colors are repeated in the design?
 Did the repetition of colors contribute in the
beauty/clarity of the print -making design?
Generalization:
 How did we create the prints?
 We created the prints by repeating the colors.
C. Application:
Print the fan with repeated colors using popsicle sticks
246
D. Evaluation:
Evaluate the finished art work by using the sample rubrics.
5 pts 4 pts 3 2 pts 1 pt
pts
Followed the steps properly.
Cleaned and fixed materials

properly after working.
Legend:
E. Agreement/Assignment
Bring a lengthwise- cut of a camote/potato or any similar

rootcrop.
247
Lesson 7
Objectives
 Create a print by alternating the size of the prints

 Identify the different sizes of the prints
 Show creativity of art by making prints with different
sizes
Subject Matter
Creating a print by alternating the size of the prints
Materials: dye/ paint, lengthwise- cut camote, potato, other
rootcrops, paper.
Learning Activities
Review
 Show previously made prints

 Name the colors repeated in your design
2. Motivation:
 Share the Story (Adapted)

A Dog Family
One day, a dog family went to the beach. Father

dog, mother dog and baby dog. While they were walking
along the beach, their footprints were left behind. Father
dog noticed that baby dog was missing. They stopped to
wait for baby dog. Surprisingly, baby dog was able to find
them by following their footprints on the sand.
248
 Ask: What was the story all about? How did baby
dog able to find Father and Mother dog?
Presentation:
 Bring out your cut camote or potato
 Tell the sizes of your cut camote/potato
 Can these create prints? How?
 Present the steps below and let the pupils do.
1. Prepare your materials

2. Dab paint on the side of the cut
material/s
3. Press it on paper.
4. Repeat the print until the you have
created the print design you like.
Analysis:
 What printing activity did we have today?

 How did you find making the prints?
 What design/s have you created?
 Do your prints have the same sizes and colors?
 Identify the different sizes and colors used?
Generalization:
Printmaking is a process of making artworks by using “prints”
of objects. Print designs are created by alternating different
sizes and colors of the print materials.
C. Application:
 Divide the class into three groups
 Group work: Leaders will pick one rolled paper; the group
will do the instruction written. ( written in a small piece of
paper )
 Group. 1 – Print the trunk of the two trees (tall and
short)
 Group. 2 – Print the two books (thick and thin)
 Group. 3 – Print the two sticks (long and short)
249
D. Evaluation:
Let the children present their work.
Teacher and pupils will evaluate their work by using the sample
rubrics below.
5 4 pts 3 2 pts 1 pt
pts pts
Followed the steps properly.
Cleaned and fixed materials

properly after working.
Legend:
 Bring 1 corn cob and a cotton ball.
250
Lesson 8
Objectives
 Creates a print by contrasting the texture of the prints
 Identify the contrasting texture of the prints.
 Appreciates the creativity of art in printing contrasting
texture.
Subject Matter
Creating a print by contrasting the texture of the prints
Materials: Corn cobs, cottons, paint/dye/or any
alternative paint
Review:
 Enumerate the steps of the printmaking activity.

 Here are examples of things with alternating sizes.
 Tell something about it.
Motivation:
 Guessing game: Feel and touch the object inside the
basket/bag.
 Bring out the object as the pupils name it.( corn

cobs and cotton )
 Ask:
 What can you say about the two objects when
you touched it?
 What sense/s did you use to find out what the
object is.
251
Presentation:
 Show the corn cobs and cotton, let the class observe
and tell something about its texture.
 Let the class enumerate some objects with smooth
and rough textures.
 Ask: Can these objects create prints when dab with
paints?
 Tell the activity for the day “Creati ng a print by
contrasting the prints.
 Remind the class of the importance of being patient
and the value of teamwork while working to come up
with a good output.
 Divide first the class into 2 groups
- Group 1- using corn cob
- Group 2- using cotton
 Teacher demonstrates and shows the steps.

 Put the sample design on the board for the pupils
to observe.
1. Prepare your working area and your
materials.
2. Make your design by drawing it.
3. Put paint/water color in the surface of
the corn cob/cotton
4. Dip it on your drawing /design in the
activity sheet
5. Dry your finished work and place it on
the bulletin board.
Analysis
Ask:
 Are the two prints the same? Which print was
created using a rough surface? Soft surface?
Generalization:
 What did the two objects created/showed?
Objects that have different textures like the corn
cobs and cotton can create prints that show
contrasting texture of prints.
252
C. Application:
 Draw /make your design in a paper.
 Following the steps demonstrated by the teacher,
make your own printmaking showing contrasting
texture.

D. Evaluation:
Have pupils display their work for evaluation. Use the sample
rubrics below:
Contrasting texture
prints are neat and
clear.
Used different
textures.
Applied all the

steps with complete
materials.
Cleaned up the
working place.
Submitted work on
time.
Legend:
E. Agreement/Agreement
Choose any two of the following print materials. Bring them next
meeting as your materials in print making.
Leaves Popsicle Sticks Caps

Ampalaya Banana Stalks
253
Lesson 9
Objectives
 Create prints for a card.

 Express creative ideas in making homemade cards
 Develop the skill of making homemade cards.
Subject Matter
Creating prints for a card
Reference: Art 2 K to 12 Curriculum Guide
Materials: Printing materials (leaves, ampalaya, banana stalks,
etc.) paint/dye/water color, ruler, scissors, paste and pencil.
Review:
 Recall the different objects used in the art activities

through naming the materials that we used.
 What are the natural objects and man-made objects that
we used?
Motivation:
 Guessing Game:
“A mailman carries me every day to reach your love ones, I can
be bought and you can create me as well. Because of me, you
can freely express your feelings. Who am I?
 What can you about the mailman?

 What does a mailman carries with him?
 What are the qualities of a mailman that we can also
have? (Honesty, industry, hardworking etc.)
Presentation:
 Teacher shows home-made cards and read some of its
messages to let the pupil identify what kind card is being
shown
 Ask: When do we give these kinds of cards? (Example:
Christmas card, Birthday cards, Valentine‟s cards etc.)
 What feelings are expressed in each card?
254
 Show the procedures/steps of the art activity for the day:
(To be put in a Manila paper/ board)
1. Prepare all your materials like printing materials

(leaves, ampalaya, banana stalks, etc.) paint/dye/water
color ruler, scissors, paste and pencil.
2. Apply the steps of printmaking
3. Print your card.
4. Print several times, you can exchange with your

classmates to have different prints.
5. Dry your finished card before passing.
 Demonstrate the printmaking on a sample card for the

pupils to have an idea.
 Remind the class to come up with own design or idea
Analysis:
 Ask:
 What do you notice from the designs of the cards?
 What materials were used?
 What kind of card was presented?
 How was the printing done?
 Did you use different colors?
 Is there a balance and proportion in your design?
Generalization:
 Ask: What is the use of the prints that we created
today?
 The prints created can be used as designs in making
different kinds of cards.
C. Application:
 Let the pupils make their own card and create prints
as their design.
255
D. Evaluation: Let the class display their works for evaluation.
 Evaluate the pupil‟s output using the sample rubric.
E VG G F NI
Criteria 5 pts 4 pts 3 pts 2 pts 1 pt
Prints are neat and

clear.
Created different
colorful cards.
Applied all the steps
with complete
materials.
Cleaned up the
working place.
Submitted work on
time.
Legend:
Make another card at home for your mother and father/any
members of the family.
256
Lesson 10
Objectives
 Creates several copies or editions of the prints for a card
that can be exchanged with other people.
 Make different cards to be exchanged with other people.
 Expresses one‟s positive feelings through the card making
activity
Subject Matter
Creating several copies or editions of the card so the cards can
be exchanged with other people
Materials: colorful papers/art paper, paint/dye/water color,

ruler, scissors, paste, pencil, other design of prints, different
cards.
Review
 Ask:
- What kind of card did you make yesterday?
- What are your print designs?
- What did you learn from this activity?
Motivation
 To whom are you going to give your cards?

 To your family members or to your friends?
Presentation
 Let the class the bring out their finished greeting cards
 Show some of the finished greeting cards
 Let the class describe the design by telling the prints
applied
 Let us prepare our art materials to make several copies
of your cards.
 Apply the different steps done yesterday.
 Write a simple message in your card.
 Present examples of messages on the board.
 All finished cards will be put in front.
257
Analysis
 How did the prints help you finish your card?
 To whom are you going to give your card/s?
 What occasion/s is/are your card/s for?
 Why are you going to give cards?
 What does giving of cards mean to you?
Generalization:
We created prints for cards and made several
copies/editions of the prints so that the card could be
exchanged with other people to express and show
that we care and love them.
C. Application:
Exchange cards with your classmates. Read the
messages some of your finished cards in class.
D. Evaluation
E VG G F NI
Prints are neat and clear.
Created several copies of cards

(2-3 cards).
Cleaned up the working place.
Submitted work on time
5.Exchanged his/her cards.
Legend:
Make some more cards. Invite your parents or family for the
gallery exhibit of your art works.
258
259
UNIT 4
SCULPTURE AND 3-D CRAFTS
Unit Summary
This Unit contains 10 lessons about sculpture and 3-D crafts making
like box figure sculpture (toy robot, toy animals etc), making kites, paper
mache of aminals and molding clay figures. The lessons aim to enhance the
creativity of the children in creating, designing objects out of discarded or
recycled materials allowing their mentors further discover their art potentials.
The combination of art elements such as shapes, texture and colors
add challenge for the learners to come up with their unique and original
designs.
 Realizes that all man-made  Is able to create a free-
objects and toys in this standing balance figure made
world were created by of boxes and found materials.
artists and craftsmen using  Discovers the traditional way
local or manufactures of making a saranggola which
materials. is an old iconic toy of the
 Sees the artistry of different Philippines and can make it
local craftsmen in creating - fly.
taka, paper mache horses  Learns the steps in making a
and other animals, paper mache animal figure
saranggola or kites. using an armature.
 Sees that 3-D human  Demonstrate beginning skill in
figures can be made out of the method of creating 3-
different materials like clay, dimensional free standing
wood, found materials, figures out of different
recycled objects, wire, metal materials.
and bamboo.
Time Allotment 40 min/week
260
Lesson 1
Objectives
 Create an imaginary robot using different sizes of
discarded boxes.
 Identify the different sizes and shapes of the boxes used
in creating a toy robot
 Appreciate the importance of recycling discarded boxes.
Subject Matter
Creating Imaginary Robot Out of Discarded Boxes
Materials: Discarded boxes (bathsoap boxes, toothpaste
boxes, floorwax boxes, milk boxes,other boxes), glue/scotch
tapes, a real robot or a picture of a robot, charted procedure of
steps in making a toy robot, real toys like balls,dolls, cars or
any available local toys)
Learning Activities
Motivation
(Teacher prepared and arranged earlier the toys like cars, dolls,
balls, other local toys available and toy robot inside the classroom).
Children will do a Gallery Walk in the classroom.Tell the children to
observe /look at the toys displayed inside the classroom.
 Ask questions as they are walking and observing.

What can you see in the display?
Which toy do you like best? Why?
Do you also like the robot?
What can you say about the robot?
Would you like to have a toy robot?
261
Presentation
 The teacher shows an example of a real robot or a
picture of a robot.
 Call volunteer pupils to hold on to the toy robot or the

picture and tell something about it.
 Ask:
Have you seen one real robot?
Why do kids make robots?
What can a robot do in this modern age?
Do you like to make your own toy robot using
discarded boxes?
 Teacher presents the steps on how to make a toy robot.

Pupils read orally the steps. (Note: Charted procedure of
steps in making a toy robot can be printed on a Manila
paper or can be written on the board)
1. Prepare all the needed materials.
2. Select appropriate box size for each

part of the robot.
262
3. Paste the parts like the head, body, arms and feet by
using glue or paste.
4. Allow the glue/paste to dry before playing the toy

robot.
 Call volunteer pupils to create a toy robot out of the

discarded boxes prepared by the teacher. Let them follow
the steps in making a toy robot
Analysis
 What toy was created?
 What were the materials used in creating the toy
robot?
 How many boxes were used?
 Name the different discarded boxes you used?
 What is the shape of each box?
 Which box did they use for the head? body? arms?
legs? etc? Why?
 Were the volunteer pupils able to follow the steps in
making the toy robot?
Generalization
 Suppose you have many old boxes at home, will you
throw or burn the boxes? Why? What importance do
they give us? How about to the environment?
C. Application
 Group activity (Pupils create/make their own toy robot out
of discarded boxes.)
 Set the sample standards in making the toy robot:
- Create a toy robot that can stand.
- Unique and original design.
- Use appropriate size and shape of boxes
- Parts are neatly pasted.
- All members help in making the toy.
- Finish the work on time.
 Other reminders to follow in the group activity like :
a. Work quietly.
b. Clean the area after doing the art activity.
c. Return unused materials/things to proper places.
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D. Evaluation
Each group will display their artwork. The leader of the group will tell
something about their created robot. Afterwards, the pupils together
with the teacher evaluate the artwork using the sample rubrics.
Check the level of performance in creating the toy robot.
Level of Performance
Toy robot can stand.
Has unique and original design.
Appropriate sizes and shapes of
boxes for each part of the robot
was used.
All parts were neatly pasted.
All members helped in creating
the toy robot.
Finished the work on time.
:
Legend:
Note: After the evaluation, the teacher can give praises /rewards to all
pupils based on their performance.
 Each pupil to bring more discarded boxes for the next
activity.
Examples: boxes of floorwax, bathsoap, toothpaste, milk
boxes and other boxes.
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Lesson 2
Objectives
 Create an imaginary toy animal using different sizes of
boxes, coils, wires, bottle caps and other found materials
putting them together with glue or tape.
 Show cooperation and teamwork in doing the art activity.
Subject Matter
Creating an Imaginary Toy Animal Using Different Sizes of
Boxes and Other Materials
Materials: Toy robots previously made by the pupils,
discarded boxes (toothpaste boxes, bathsoap
boxes, etc.), glue, other recycled materials like coils, wires,
bottle caps,charted rhyme about a dog and a cat,charted
procedure on how to create an imaginary toy animal, charted
standards/reminders to follow during the group activity
Learning Activities
Review
 Ask:
What toy did we make last week?
Would you like to see your toy robot?
 The leaders of each group will hold and show their
box toy robots made through a “Parade”. Each
leader will tell something about their box robot.
Example:
This is our box toy robot.
We used ______ materials.
We helped each other in making our toy robot.
 After the leaders talked about their robot, teacher will
ask other questions:
-Do you like your toy robots? Why?
-What other toys can we make out of different boxes?
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1. Motivation
 Before making another art activity, pupils guess the
riddles.
I have pet.
Its name is Jet-jet.
It says bow! wow! wow!
Bow! wow! wow!
What is my pet? _______________
Substitute “dog ” to cat, Meow! Meow! Meow!

Ask:
- What animals were in the riddles?
- Do you like cats and dogs? Why?
1. Presentation
 Teacher presents different discarded materials. Let

the pupils tell something about the boxes (name,
size, shape,color).
 Ask: What can we do with these boxes?
Who would like to create a figure out of these
materials?
 Pupils will create a figure out of the discarded
materials. (Discovery Method- through cooperative
learning, pupils will be able to create something out
of the discarded materials. Outcome will be a
surprised and also allow mistakes to happen )
2. Analysis
 What figure did your classmates create?
 What were the steps did you follow?
 How many boxes did they use?
 What other materials did they use aside from the
boxes?
 Is making/creating a toy out of these materials one
way of recycling? Why?
3. Generalization
 Did all your classmates helped in assembling the
materials?
 How did they do it?
 What did you learn from the activity?
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C. Application
 Group Activity (the materials to be used were brought by
the pupils‟ assignment)
- Divide the class into 4 groups or depends
upon the number of pupils in class.
- Each group will choose a leader. The
group will decide what toy animal will they
create/make. Set the rules to follow in doing the
group work activity.
 Sample steps/rules to follow.(note: to be printed on a

Manila paper or to be written on the board)
a. All members should help, participate and cooperate

actively.
b. Work quietly.
c. Clean the area after doing the art activity.
d. Return unused materials/things to proper places.
e. Shout the group yell 1,2,3 We are finished.
 Perform activity. Pupils will create/make their toy animal.
D. Evaluation
Each group will display their artwork. The leader of the
group will tell something about their created toy animal.
Afterwards, the pupils together with teacher will evaluate their
artwork using the sample rubrics.
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Check the level of performance by using the sample
rubrics.
E VG G F NI
Toy animal has complete
parts
Created a unique and original
artwork.
Used appropriate size of
boxes for each part of the toy
animal.
Pasted the parts neatly and
correctly.
Showed teamwork and
cooperation in the
creation/making of the toy
animal.
Legend:
E – Excellent; VG - Very Good ; G – Good
Note: After the evaluation, the teacher can give praises /rewards
to all pupils.
E. Assignment/ Agreement
Pupils bring recycled materials like coils, wires, boxes of
floorwax, bathsoap, milk boxes, etc, glue and tape for the next
activity.
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Lesson 3
Objectives
 Create other creatures using different sizes of boxes, coils,
wires, bottle caps and found materials putting them
together with glue and tape.
 Appreciate the importance of recycling discarded materials
or other found materials that can be used to create any
figure.
Subject Matter
Creating Other Creature/s Out of Boxes and Found Materials
Materials: Discarded boxes (toothpaste boxes, floorwax
boxes, bathsoap boxes, etc), coils, wires, glue, tape
plastic spoons, plastic cups, drinking straws and other
found materials, charted rules to follow in creating a creature
Learning Activities
Sharing Period
 Let the pupils share their experiences in creating a
toy animal as to materials used, steps followed,etc.
Presentation
 Would you like to make another toy?
Before we start, we will have a game. It is called
Guessing Game.
(The teacher prepares in advance a Treasure Box
containing objects like plastic cups, plastic spoons,
wires, coils, boxes of different sizes, drinking straws,
tape, bottle caps and other found materials)
 Ask the pupils to get hold of one object inside the box
without looking. Have him/her guess and describe
the object.
Example: This is a cup. It is made of plastic.
This is a floor wax box. It is rectangle in
shape.
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 Children place each object on top of the table after
describing.
What can you make out of these objects?
What would you like to make? Why?
 Teacher presents the sample steps to follow.Pupils
can follow the steps or they can have their own way of
creating a toy.
(note: Sample steps can be printed on a Manila paper
or to be written on the board)
1. Prepare all the the needed materials.
2. Select appropriate boxes for the head, body,
legs and other parts.
3. Assemble all the parts.
4. Use glue or tape to paste all the materials.
 Pupils create their own toy using the materials they
brought earlier.
 Set the rules and other reminders to do follow during
the art work activity.
 Perform activity. Pupils will create their toy animal by
group.
Analysis
Let the pupils display their created toy on top of their
desks and ask:
 What creature did you make?

 What kind of materials did you use?
 How many boxes/bottle caps/coils did you use?
 How did you make your toy?
 Are you happy with the toy you created? Why?
Generalization
 What value did you learn from the activity? Why?
(That discarded and other found materials are
considered “treasures” because we can make
something out of them.)
C. Evaluation
The pupils will display their artwork, afterwards, both pupils and the
teacher evaluate the artwork using the sample rubrics.
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Check the level of performance in creating a toy creature.
E VG G F NI
Toy animal has complete parts
Created a unique and original
artwork.
Used appropriate size of boxes
for each part of the toy animal.
Pasted the parts neatly and
correctly.
Showed teamwork and
cooperation in the
creation/making of the toy
animal.
Legend:
pupils.
E. Assignment/Agreement: (by group)

Bring the following materials for the next activity.
-bamboo sticks (1 foot in length and as thick as the barbecue stick
or coconut mid rib), rubber bands, straw or yarn or thread
271
Lesson 4
Objectives
 Construct a native kite from thin bamboo sticks,papel de
japon/old newspapers and other materials.
 Tell the steps in making a kite.
 Show patience in making a kite.
Subject Matter
Constructing a Native Kite
Materials: Real kites or pictures of different kites,bamboo/barbecue
sticks or coconut mid ribs, rubber bands, straw or thread or yarns
for tying, real, old newspapers, old plastic bags, papel de
japon,glue or paste, charted steps on how to make a framework of
a kite, charted rhyme about a kite
Learning Activities
Motivation
 Teacher introduces the rhyme about the kite
“Tumaytayab nga Ullaw”. Let the pupils recite/sing it
to any tune or can do it as jazz chant.
Tumaytayab nga Ullaw
Tumaytayab bassit nga ullaw

Idiay tangatang agpukawpukaw
Kasla billit a tumaytayab
Idiay tangatang kasla mang-aya-ayab
Ubbing nga aggay-ayam.
cmb
 Ask: What is the rhyme all about?
Where can you see the kite?
What is the kite doing?
The kite is like a __________. Why?
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Presentation
 Teacher shows different kinds of kites (Kites can be
real or pictures).
(Note: These pictures can be enlarged for better

illustration)
 Ask :
-Which of the three kites do you like best? Why?
- What materials did you bring to make a kite?
- Do you like to make your own kite , too?
 The teacher will be the one to demonstrate by

showing the charted steps to follow or teacher may
invite a resource person from the school or
community who has the knowledge in making a native
kite.
(Note: Charted steps can be printed on a Manila paper
1. Prepare all the needed materials.
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2. Put together the bamboo
sticks/barbecue sticks or
coconut midrib like a diamond.
3. Use the rubber bands, thread or yarn

to connect all the sticks together.
4. Trace the papel the Japon

following the framework.
5. Cut the measured papel de

japon following the size of the kite.
6. Paste the papel de japon in the

framework
7. Cut 3 strips of papel de japon about

2 inches width and 1 foot length. Paste
the strips of paper on both edge and
on the tail.
8. Tie a thread on the finished kite.
Analysis
 What are the materials used in making a kite?
 How many steps were followed in making a kite?
 What was the first step? second? etc.
 What are the materials used for the frame?
 What shape is formed in the kite‟s framework?
 What material/s used in covering the kite?
274
Generalization
 What other materials can you use in making your
kite?
 What value/ attitude did you gain in this activity?
(That patience is needed because kite can be made
nicely but cannot fly)
C. Application
 Would you like to make your own kite?
 Form the pupils into groups depending on their
number in the class.
 Present the rules to follow in performing the group
activity.
 Perform activity. Pupils will construct a simple
kite.
D. Evaluation
 Each group will display their finished kite and then, tell
something about their finished artwork. Afterwards, the
pupils with the teacher evaluate the artwork using the
sample rubrics.
 Check the level of performance in constructing a simple kite.
E VG G F NI
Criteria 5 pts 4 pts 3 pts 2 pts 1pt
Followed correctly the
steps in constructing a
kite.
Constructed the kite
independently.(group)
Used recycled materials
in constructing a kite.
Assembled the parts
correctly and neatly.
All members helped in
construction of the kite.
Legend: E – Excellent; VG - Very Good; G – Good

Note: The teacher can give praises /rewards to all pupils based on
their performance.
E. Assignment/ Agreement
Try to make your own kite at home. Bring in school for the next art
activity.
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Lesson 5
Objectives
 Test the constructed native kite design(proportion and

balance) by flying it.
 Show enjoyment in flying kites.
Subject Matter
Testing the kite by Flying it
Materials: real kites made by the pupils, picture of a kite, charted
steps to follow, yarns or thread, activity sheets
Learning Activities
1. Review
 The teacher let the pupils answer the activity Connect Me .
(Note: The activity can be enlarged on a Manila paper or can be
answered in the learning material)
Connect the dots following the numbers. Start from number 1.
 Ask
What did you form?
What did you do to form the kite?
Would you like to fly a kite, too?
When is the best time to play kites? Why?
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1. Presentation
Teacher calls for each leader of the group to present their
kite made previously by the pupils. Call pupils to tell
something about the kites presented.
2. Analysis
 What was the first step you followed in making a kite?
 What was the second step?
 What were the materials used? Group 1?
 Were you able to finish your work?
 How did you do it?
 Would you like to test your kites if it can fly?
3. Generalization
Balance and proportion is important to make the kite fly.
C. Application
 Group activity (Follow the same grouping in constructing
the kite)
 Pupils will fly their kite outside. (This depends on the
weather so teacher can make adjustments in this activity)
 Set the rules to follow in performing the activity.
1. Go out quietly.
2. Prepare your kites by group. Members wil be
assigned on what task they will do.
3. Test the kite by letting it fly.
4. Be ready to answer the questions after the activity.
(note: Back to the classroom after the activity.)
D. Evaluation
Answer the questions orally. (by group)
1. Did you observe the rules in performing the activity?
2. Did you enjoy the activity? Why? Why not?
3. Did your kites fly high or low?
4. Why did it not fly?
5. What lesson did you learn from the activity?
Pupils bring (by group) old newspapers for the next activity.
277
Lesson 6
Objectives
 Mold an animal shape using paper mache on wire bamboo
armature or framework, showing the animal in action.
 Show patience in performing the art activity.
Subject Matter
Molding an Animal Shape Using Paper Mache
(Using Crumpled Papers)
Materials: old newspapers, glue or gawgaw, wire, charted steps
on how to mold an animal paper mache, scissors, string, rugs,
water container, water, actual molded paper mache, sample of
toys
Learning Activities
Checking of assignments
(Materials brought for today‟s activity)
Motivation
 The pupils play the game “Form Me”
 Distribute crumpled paper newspaper to some pupils.
 Let the pupils form animals out of the crumpled
newspapers.
 Ask:
- What animals did you form out of the crumpled
newspapers?
-Can we also make a toy animal out of newspapers?
Presentation
 The teacher shows sample of toys.
(Note: One toy is made out of molded paper mache
like the sample below.)
278
 Ask:
What toy animal can you see?
What materias do you think were used in this toy?
Do you like to see how to make this toy animal?
 Teacher can invite a resource person from the school or

community who is knowledgeable in molding a paper
mache and demonstrate the steps. If there is no
resource person available then the teacher will be the
one to demonstrate.
Note: The steps can be charted and enlarged on a
Manila paper or to be written on the board.)
Steps on How to Make a Paper Mache

1. Prepare the materials like paper, water, glue,
containers and rugs or towels.
2. Crumple the newspapers.
3. Wet the crumpled paper using water.
4. Shape the crumpled papers into an animal form.
5. Repeat activity 3 and 4 until the body parts of the
animal will be completed.
6. Put glue or gawgaw around the molded shaped
animal.
7. Let the molded shaped animal dry to become hard.
8. Paint with base of white acrylic tempera or colored
acrylic.
Analysis
 What materials were used in molding the toy animal?
 What was the first step we followed?
 Why do we need to put paste on the paper?
Generalization
 What animal did we use in molding?
 Aside from dog, what other animals can we mold using
paper mache?
 What will you do if you have collected old newspapers at
home? Why?
279
C. Application
 Group the class into 3 groups.
 Pupils will prepare their materials by group. Each group
will mold an animal following the steps.
 Teacher set the rules in performing the activity.
D. Evaluation
Each group will display their artwork. The leaders per group will
tell something about their work. Afterwards, the teacher
together with the pupils will evaluate the artwork using the
rubrics.
(note: The lesson may not be finished,thus pupils may continue
during their vacant period or it can be an assignment to finish
their art work.)
Check the level of performance in molding an animal paper

mache.
E VG G F NI
Molded an animal paper mache
showing the animal in action
Followed the steps correctly.
Used appropriate materials in
molding a paper mache.
Molded/ pasted the paper and
other parts correctly and neatly.
All members in the group helped
in molding the animal paper
mache.
Worked independently.
Legend:
Bring the following materials per group:
-old newspapers, glue or gawgaw, balloon shaped into animals,
string, scissors
280
Lesson 7
Objectives
 Mold an animal shape using paper mache on wire or
bamboo armature, showing the animal in action.
 Learn the value of teamwork and cooperation.
Subject Matter
Molding an Animal Using Paper Mache
(Using Paper Strips)
Materials: actual paper mache project, balloons or animal
shape figures, old newspapers, glue or gawgaw, scissors,
string, charted steps on how to make a paper mache, steps
written on paper strips, pin, cutter
Review
Recall the steps in molding a paper mache by letting the
pupils play the game “Arrange Me”.
The teacher distributes the paper strips indicating the steps
to follow in molding a paper mache. Pupils will arrange in
order the correct steps.
Crumple the newspapers
Let the molded figure

becomes hard and dry
Paint the paper mache with tempera or

acrylic paint.
Shape the crumpled paper into an animal
shape.
Dip the crumpled paper in the water.
Put glue or gawgaw around the molded figure.
281
Motivation
Which of these materials are needed in making a molded
paper mache?
Put a check (/) if the material is needed and cross-out (X) if it
is not needed.
-Are you ready to make your own paper mache?
-Bring out the materials needed in making an

 Ask:
Are you ready to make another technique in making a
paper mache?
 Let‟s bring out the materials needed in making an animal
paper mache.The teacher checks the assignment per
group.
Presentation
 Teacher shows a real paper mache. Let the pupils tell
something about the molded figure.
 Teacher presents another technique/steps in molding a

paper mache.
Paper Mache (Using Paper Strips)

1. Prepare all the materials.
282
2. Form the balloon into an animal form. If there is
no balloon available, teacher can make use of any
available animal figure in the locality.
3. Cut the old newspapers into strips.
4. Put glue or “gewgaw” in the paper strips and
paste on the molded balloon or animal figure.
5. Repeat activity until all balloons are covered.
6. Let it dry and become hard.
7. Use pin to make the balloon burst or cutter to
remove the paper on the animal figure.
8. Paint the paper mache with tempera or acrylic
paint.
Analysis
 How many steps should we follow?
 What materials should be used in molding?
 If you compare the method we used last time, are
they the same? Why?
 Why do we need to put paste/glue on both sides of
the paper?
Generalization
 What technique did we use in molding?
 How did we do it?
C. Application
 Group activity.( Group depends on the number of pupils)
 Pupils prepare the materials to be used.
 Each group will mold the animal (depends on what
animal they will form using the balloon or any animal
figure)
 Present the sample rules to follow in performing the art
activity.
(Note: The sample rules can be printed on a Manila paper
 All members should help, participate and cooperate actively.

 Work quietly.
 Clean the area after doing the art activity.
 Return unused materials/things to proper places.
 Shout the group yell 1, 2, 3 We are finished.
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D. Evaluation
Each group will display their artwork. The leaders per group will
tell something about their work. Afterwards, the teacher and pupils
will evaluate the art activity using the sample rubrics.
Check the level of performance in molding an animal paper

mache.
E VG G F NI
Molded an animal paper mache
showing the animal in action
Followed the steps correctly.
molding a paper mache.
Molded/ pasted the paper and
other parts correctly and neatly.
in molding the animal paper
mache.
Worked independently.
Legend:
Assign by group
Bring any tempera or enamel paint (any color) for the next activity.
284
Lesson 8
Objectives
 Paint a molded animal paper mache shape using tempera or
enamel paint.
 Show positive emotions as the pupils paint their molded
paper mache.
Subject Matter
Painting a Molded Animal Paper Mache
Materials: paper mache made previously by the pupils, enamel
paint or any available paint brought by the pupils, paintbrush
Learning Activities
Review
 Pupils share their experiences in molding an animal
paper mache.
 Ask:
What materials were they made of?
What did you do with the papers?
Did all of you help in molding the animal paper
mache?
How did you help?
Is your artwork finished? Why?
Motivation
 Let the pupils answer the Maze: Find the Treasure
Note: (in the Learning Material)
Let us help the boy find the materials needed to be used
to make our work more beautiful.
Ask:
 Were you able to help the boy in finding the
material?
 What did you do to help the boy?
 What were the materials found?
285
Presentation
Teacher shows an example of a painted animal paper mache
and unpainted animal paper mache.
A. Painted Paper Mache B. Unpainted Paper Mache
Analysis
What can you say about paper mache A?
What is missing in paper mache B?
What shall we do to make it like letter A?
Teacher demonstrates how to paint the animal paper mache.

Volunteer pupils can help teacher while the others will
observe.
Generalization
What materials did we use to make our paper mache more
beautiful?
How did we make it more beautiful?
C. Application
Teacher group the pupils. (same grouping in molding the paper
mache). The pupils will help each other in painting their molded
animal paper mache.
Note: Precautions will be given to pupils especially while they
are painting.
286
 Present the some reminders during the group activity.
- All members should help, participate and cooperate
in the activity.
- Work quietly.
- Clean the area after doing the art activity.
- Return unused materials/things to proper places.
- Shout the group yell 1, 2, 3 We are finished.
 Perform activity.
D. Evaluation
 Pupils will display their output. The leader of the group
will tell something about their artwork. Afterwards, the
pupils and teacher will evaluate the artwor
 Check the level of performance in painting the molded
animal paper mache.
E VG G F NI
Painted the animal paper
mache with good texture. .
painting the animal paper
mache.
Painted neatly the animal paper
mache.
in painting the animal paper
mache.
Finished the artwork on time.
Legend:
Answer “Let’s Think and Do” in the learning material.
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Lesson 9
Objectives
 Create a clay human figure that is balanced and can stand
on its own.
 Complete assigned task/s on time.
Subject Matter
Creating a Clay Human Figure
Materials Real clay or native clay or soil add water to it, charted
steps on how to create a clay human figure, previous art work
(paper mache)
Learning Activities
 Viewing of pupils’ previous artwork (animal paper
mache). Leaders of the group will tell something about
their artwork.
 Ask :
- What can you say about your artwork?
- How did you mold your animal paper mache?
- Do you like work? Why?
- What lesson did you learn in molding a paper
mache?
 Checking of today’s assignment.
Motivation:
Let the pupils guess the material in the riddle.

It seems I am dry Kaslaak nga namaga
But I am wet Ngem siak ket nabasa
You can touch me Arikapen, riknaennak
You can play me Mabalinnak nga ay-ayamen
You can hold me Mabalinnak nga iggaman
You can mold me Mabalinnak nga pormaen
Who am I? Asinnoak kadi?
288
Presentation
Reading the letter of Ana to Lina
Note: the letter can be printed on a Manila paper or
can be written on the board
Dear Lina,
Hello my friend! How are you? On my last

birthday, I received a gift from my godmother. It is a set of
colorful modeling clay. It‟s hard but it‟s also soft. It‟s dry
but it‟s also wet. I can mold it to all forms that I like. I can
make a human figure out of it. I can press it. I can roll it.
Please come to our house if you have time. I want to
show and lend you some of the clay.
Your friend,
Ana
Ask: What did Ana‟s Godmother give her?
Why did lola give Ana a modeling clay?
What kind of girl is Ana? Why?
What can she do with the modeling clay?
Do you like to play with clay?
The teacher presents and demonstrates the steps in creating a
clay human figure as follows:
1. Roll the clay to form a round shape.
2. Divide the clay into smaller pieces/parts.
3. Get one part and form it into a head. Form the eyes,
nose, ears and mouth.
4. Get another part to form the body. Attach it to the
head.
5. The remaining parts will be formed into two hands
and legs of the human clay figure.
 Sample of formed clay figures:
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Analysis
What did we do with the clay?
How many steps did we follow?
What shape did we mold first?
How many circles did we mold?
Generalization
What figure did we mold?
How did we mold the clay human figure?
Why do we need to play and roll the clay first before molding
a figure?
C. Application
Individual activity
Teacher distributes the modeling clay to the pupils.
Each pupil will create their own clay human figure.
D. Evaluation
 Pupils will display their output. The teacher and the pupils
use the sample rubrics in evaluating their artwork.
 Check the level of performance in molding a clay figure.
E VG G F NI
Molded an original and presentable
clay figure that can stand on it‟s
own
Used all the clay in molding the
figure.
Molded neatly and correctly all the
parts of the clay figure.
Cleaned his/her mess after

molding.
Legend: E – Excellent; VG - Very Good ; G – Good

Note: After the evaluation, the teacher can give praises /rewards
to all pupils basing on their performance.
Create your own clay figure. Write 2 to 3 sentences about your
clay figure. Write it on you paper. Submit it together with your
clay figure next art class.
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Lesson 10
Objectives
 Create a different clay figure that is balanced and can stand
on its own.
 Enjoy his/her work as he/she thinks to complete his/her
activity.
Subject Matter
Creating a Different Clay Figure
Materials: Any available clay (natural, play dough or plastic clay),
pictures of community helpers like teachers, farmer, engineer, an
actual clay figure, charted steps to follow in creating a clay figure
Learning Activities
1. Review
Teacher checks the assignment of the children. Pupils tell
something about their created artwork.
Example: This is my clay figure.
This is the head part. This is the body part, legs and
hands.
2. Motivation
Teacher introduces the game Scrambled Words.
What do you think about these words?
Were the letters arranged correctly?
Teacher gives a clue about the words to be formed.
Pupils form the words as fast as they can.
1. CYAL – clay 4.TAKPI- pitak
2. OTA-tao 5. MAPOR-porma
2. GUREFI- figure
What were the words formed?
Do you like to make another clay figure?
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Presentation
 Teacher shows pictures of a nurse, teacher, gardener
or other community helpers.
Teacher Gardener
Nurse
 Ask: Who are they?

What does each one do?
Are they important to us? Why?
Would you like to mold a community helper?
 Teacher presents the steps to mold a clay figure.
Note: The steps can be printed on a Manila paper or
to be written on the board:
1. Think of a community helper that you can mold out

of clay.
2. Roll the clay using your hands.
3. Form the clay into a shape.
4. Form the clay into any figures you like.

Show details in the figure to look like a community
helper.
Analysis
 What part of your body did you use in molding the

figure?
 What other materials can we use if we have no clay?
 How?
Generalization
 What art activity did we create today?
 What other figures can we form out of clay?
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C. Application
 Individual activity
 Pupils bring out their assignment. (modeling clay or
native clay or soil and add water to make it sticky)
 Pupils will create their own clay figure.
D. Evaluation
 Pupils will display their output. Teacher and pupils will
evaluate the artwork using the sample rubrics.
 Check the level of performance in molding a clay figure.
E VG G F NI
Molded an original and
presentable clay figure that can
stand on it‟s own
Used all the clay in molding the
Figure.
Molded neatly and correctly all
the parts of the clay figure.
Cleaned his/her mess after
molding.
Legend:
pupils based on their performance.
Prepare your Group‟s Art Gallery in
a designated corner in the classroom. Display your artwork.
A winner Gallery will be cosen and will receive “surprise” prizes.
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PHYSICAL EDUCATION
Unit 1
Body Shapes and Actions, Locomotor Skills,
Territory Games and Body Posture
Assessment.
This unit helps the learner to demonstrates the understanding of the

body and its parts, movement skills, locomotor and non-locomotor skills, basic
games, rhythmic and gymnastic skills for active participation in various
physical activities.
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Lesson 1
Don’t Move
Learning Competency
Demonstrate momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as a base of
support.
Objectives:
A. Demonstrate momentary stillness in symmetrical shapes using

body parts.
B. Identify body parts other than the feet as the base of support.
Subject Matter:
Body Shapes and Body Actions: Symmetrical shapes

Materials: Cut outs of different shape, Samples pictures of
symmetrical shapes using body parts, illustrations,
whistle.
Shape Game: Shape-Shape (Sukog-Sukog)
Divide the class into groups
Using body parts, each group will form the shape mentioned by
the teacher as she/he says;
Shape-Shape... Circle Sukog-sukog . . Nagbukkel

Triangle Tryanggulo
Rectangle Rektanggulo
Square Kuadrado
Star-Shape Mara-itlog
The teacher substitutes the first word/shape with the next

following words/shapes.
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Analysis:
What are the shapes that you formed?
What parts of your body did you use in forming the shapes?
Can you form all the shapes mentioned?
How about star-shapes? Why/why not?
B) Development Activities:
Activity 1: Game: Shape in the Box
Inside the box are pieces of papers written with different shapes
Let pupils draw a paper inside the box drawn with shape and
Let them fold to show a shape
Analysis:
What shape did you Form?
How many folds did you do?
After folding, what did you notice, are they exact/equal?
Activity 2: Sing: My Toes, My Knees
(My toes, my knees, (Saka, tumeng, abaga, ulo)3x

my shoulders my head)3x Agpalakpak tayo
We all clap hands together
Analysis:
What body parts are mentioned in the song?
Can we form shapes using our body parts?
How is it done?
Ask pupils to demonstrate some.
Activity 3: Symmetrical Shapes using body parts
Show pictures of samples of symmetrical shapes using body parts.

(Attached are big pictures for reproduction or to be drawn in a wider
paper/cartolina/manila paper)
Ask all pupils to follow the teacher as he/she demonstrates
the positions and forms. (Give some precautionary/safety measures
before performing the different actions)
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Straddle Dog stand Long sitting Inch worm
Analysis:
What parts of the body are used in doing the different
positions?
What shape is formed in performing the body positions?
Do you feel comfortable with the different positions?
Why? Why not?
Activity 4: Body Actions in Symmetry
Ask the pupils to maintain body shapes while performing

the body movements/ actions;
a. Straddle with Hand roll and Hip rotation

b. Inch worm walk
c. Long sitting position with;
Leg raising, right and left
Trunk bending, twisting
Analysis:
Do you like the activity? Did you enjoy? Why?
What did you feel doing the body movement?
Did you fall while doing the movements/action? Why?
What body parts supported you from falling?
Generalization:
What shapes are associated in the different positions

that we just learned/performed?
Why do we position ourselves in those ways/manner?
(to balance weight and maintain momentary stillness)
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Application/Evaluation:
Symmetrical Relay: in 3 different walks using 3 body shapes

The dog stand, an Inch worm walk, and a side step walk”
1. Group the Class into 2, 3, or 4 with equal number of pupils (Number
of Groups depends on the number of pupils in the class)
2. All groups form in column facing a stool/chair or flag let positioned 3-
4m in front. (see illustration below)
3. The three different walks shall be assigned each member to
perform.
4. As the “GO” signal starts, the first person starts with the Dog
walk moving forward and goes around the chair counter clockwise and
goes back to proper place. As soon as he touches the starting line the
next member of the group will start and do the same with an Inchworm
walk then the next person follow with the side step walk.
5. The first group to finish will be declared winner.
Assignment / Agreement:
Perform body shapes with movement at home.
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Lesson 2
Balance Me
Learning Competencies
Demonstrates momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as a base of
support.
Objectives:
A. Demonstrate momentary stillness in asymmetrical shapes using
body parts other than both feet as a base of support.
B. Identify Symmetrical and Asymmetrical shapes
Subject Matter:
Body Shapes and Body Actions: Asymmetrical Shapes
Materials:
Sample pictures showing asymmetrical body shapes,
illustrations, Old Newspaper or pieces of papers of equal size,
Audio-Music Player
Learning Activities
A) Preliminary activities
Review:
What did you do yesterday?
Who among you performed those at home as
their exercises?
Can you do it yourselves without falling? Why?
Do you like to do it again?
As a warm-up, ask the pupils to perform maintain

symmetrical shapes while performing the body movements/
actions;
a. Straddle with Hand roll and Hip rotation
b. Inch worm walk with knees straight towards the
hands then walk with hands forward
c. Long Sitting position with Leg raising and Bicycle
walk right and left Trunk bending, twisting
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B) Development Activities
Activity 1
Game: Newspaper Dance
Divide the class into groups and ask each members of the group to be
in pairs to represent their group in the game. The first pair from each shall
start the game followed by the next pair until all pairs shall have played.
However for small classes, the games maybe played at one time.
Game mechanics:
The pair of players stand beside the newspaper and as the music
plays, they dance while moving around the newspaper counter clockwise. As
the music stops, each pair steps on the newspaper and stops momentary
until the judges/teacher finished checking foot/feet position. Only those pairs
whose feet are within the newspaper are qualified to proceed in the next
rounds. Players with part of their feet/foot stepping outside the newspaper will
be disqualified to continue playing. The same procedure is done with the next
rounds except that the newspaper will be folded ones per round until it gets
smaller and smaller(see illustration below).The pair who succeeds and
remains until the last fold will be declared winner.
Round 1 Round 2 Round 3 Round 4 Round 5

Whole 1/2 1/4 1/
1/1
6
sheet of paper 8
The number of rounds may continue as the paper is folded until a pair
of players are declared winner.
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Activity 2: Asymmetrical Body Shapes
Show sample pictures of Asymmetrical Shapes using body

parts.(see attached big pictures)
Arabesque-improve Passé-
change to grade level illustration
Cradle
Front and Back Scales Lame Dog
What do you see in the picture?

Can you do the body positions?
The Teacher demonstrates and leads in performing the
Asymmetrical Shapes using body parts
Analysis:
What part/s of the body is/are used in doing the different

positions?
Are they the same with what you did yesterday
(Symmetrical)? Why? Why not?
301
Activity 3: Body Actions in Asymmetry
Ask the pupils to follow the teacher in executing/performing the body shapes
with hand and body movements/ actions;
a. Arabesque with hand movements

b. Cradle with body actions/movements
c. Dog lame with body actions/movements
d. Passe‟ with feet/hand movements
Analysis:
1. How did you feel in doing the body movement?

2. Where you able to do it well? Why? Why not?
3. Which is more difficult to execute? Symmetrical or
Asymmetrical? why?
Generalization:
What are samples of Symmetrical or Asymmetrical shapes using
body parts?
… (Symmetrical: V-Sit, Dog Stand, Straddle, Crab stand, long
sitting....Asymmetrical; Arabesque, Passe’, Lame Dog, Scale,
front & back)
What differs symmetrical from asymmetrical body shape
in performing movements?
….(Symmetrical body shape are regular shapes that are balance/
equal that firmly carries body weight while asymmetrical shapes
are irregular that carries or balances body weight momentary
with one body parts)
How can we be able to demonstrate momentary stillness with the
different body shapes?
Application/Evaluation:
Ask the pupils to identify whether the following body shapes belong to
Symmetrical or Asymmetrical body shapes. Write S if the Body Shape
is Symmetrical and A for Asymmetrical.
Ask the pupils to write answers in a ¼ sheet of pad paper/exercise
notebook.
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Body Shapes
Identify weather the following shapes are Symmetrical or

Asymmetrical. In the last column, write S_ for Symmetrical and A
for Asymmetrical.
English Ilocano S/A

(Body Shapes) (Sukog ti bagi)
1 Arabesque Takder a nakangato ti saka ti likod
2 Straddle Pasakang a panagtakder
3 V-Sit Panagtugaw a kasla “V”
4 Long sitting Panagtugaw a nakaunnat ti saka
5 Dog stand Takder ti aso
6 Dog lame Takder ti aso nga nakangato ti maysa
a saka palikod
Assignment/Agreement:
List at least 3 examples of possible symmetrical and asymmetrical

positions while seated or lying down.
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Lesson 3
Let’s Jog and Run
Learning Competency:
Movement Skills: Differentiates a jog from a run
Objectives:
A. Demonstrate the correct mechanics of a jog and a run
B. Differentiate a jog from a run
Subject Matter:
A Jog and A Run
Materials: pictures
Learning Activities
Energizer: Follow after me.
(In marching tempo)
Let‟s walk, walk, walk, walk
Let‟s jog, jog, jog, jog
Let‟s jump, jump, jump, jump
Let‟s turn, turn, turn, turn
Sit down, down, down, down
Motivation
Game: Bring me something
Form a circle. The teacher will stay at the center and tell the
pupils; bring me....... a red flower, etc. The first one to bring the
item becomes the leader.
Ask:
What did you bring?
How did you bring it to the teacher/leader?
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Activity 1
Call two pupils (e.g. Miko and Kiko). Whisper to Miko and tell
him to jog in place and tell Kiko to run around.
Analysis:
What did Miko do?
How about Kiko?
Can you also do what they did?
Activity 2
Divide the class into two groups.
Tell the first group to jog in place.
Analysis
What did you do?
How do you feel after jogging?
When do you jog?
Why do you jog?
Tell also the second group to run from the starting line to the
finish line.
Analysis
What did you do?
How do you feel after running?
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When do you run?
Why do you need to run?
Activity 3
Altogether, let‟s jog 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.....
Activity 4
All of you go to the starting line.
I will give the signal.
At the count of three, you run from the starting line to the
finish line.
Activity 5
Show two different pictures. A photo of a boy running
wearing an athletic uniform (t-shirt and shorts). And a photo of a
girl jogging along a Park wearing a shirt and jogging pants.
Analysis:
In the first picture, what do you think is the boy doing?
Why do you say so?
How about the second picture, what do you think is the girl
doing? Why do you say so?
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C. Generalization/Abstraction
What is jogging?
What is running?
What is the difference between jogging and running?
What is the advantage of running over jogging?
What is the advantage of jogging over running?
Expected Answers:
-Jogging is moving by rapid steps faster than walking.
Jogging is an exercise.
-Running is moving by rapid steps faster than jogging.
Running is a form of athletic competition.
-Jogging is slower than running, while, running is faster than
jogging.
-You reach a certain place so quick if you run compared when
you jog.
-Jogging is an exercise, so it is a healthy activity.
D. Culminating Activities/Application
Execute the command.

Run...............
Freeze..........
Jog...............
Freeze.........
What is the first command? Second command? Third command?

Fourth command? Were you able to follow the commands?
Evaluation
“Jog-Touch-Run Relay”.
Directions/Mechanics/ Rules:
1. Divide the class into four equal groups.
2. Tell them to form a straight horizontal line.
3. Place a chair about 5 meters away in front of each group.
4. On a given signal, the first member of each group jogs towards the
chair. He touches the chair and runs back to the starting line and
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touches the hand of the next pupil/player, then, goes to the back of
the line.
5. The other members follow. The first group to finish will be the
winner. (Play any song fitted for this game)
Rubrics:
Group Performance Points
1. Winning
a. The group who will finish first 4
b. The group who will finish second 3
c. The group who will finish third 2
d. The group who will finish fourth 1
2. Participation
a. All members of the group participated in the game.
b. One member of the group did not participate in the 4
game. 3
c. Two members of the group did not participate in the
game. 2
d. Three or more members of the group did not
participate in the game. 1
1. 3. Followed the rules/mechanics of the game
2. a.No error made 4
3. b.One error made 3
4. c.Two errors made 2
5. d.Three or more errors made 1
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What do you do during these situations? Write J if you are going to jog
and R if you run.
1. You are inside the house. Suddenly, your house is burning._________

2. When you wake up in the morning and you want to go outside and
exercise. ________
3. You heard the school bell ringing. What will you do if you‟re still away
from the school gate? ________
4. There is a big dog barking at you and it looks like it‟s going to bite you.
________
5. You want to chase a cute rabbit and put it back on the cage. ________
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Lesson 4
Hopping and Jumping
Movement Skills: Differentiate a hop from a jump
Objectives:
A. Demonstrate a hop and a jump

B. Differentiate a hop and a jump
Subject Matter:
A Hop and A Jump
Materials : pictures, cd/dvd player
Learning Activities
Review
Execute the command.
1. Run...............
2. Freeze..........
3. Jog...............
4. Freeze.........
What is the first command? Second command? Third command? Fourth

command? Were you able to follow the commands?
Motivation
Game: Sack Race

Direction:
3. Place a chair about 5 meters away in front of each group.
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Mechanics:
1. On a given signal, the first member gets into the sack, moves toward
the chair, go around the chair, moves back to the starting line and
gets out from the sack. Passes the sack to the next member/player,
then, goes to the back of the line.
2. The other members follow. The first group to finish will be the winner.
- What did you do?

- How did you do it?
- What group won the game?
- Why did they win?
Activity 1
Call two pupils (e.g. Eza and Tyra). Whisper to Eza and tell her
to hop and Tyra to jump.
What did Eza do? How about Tyra?
Can you also do what they did?
Activity 2
Divide the class into two groups.
Tell the first group to hop. 1, 2, 3, 4, 5, 6,......
Ask them:
What did you do?
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How do you feel after hopping?
When do you hop?
Why do you need to hop?
Tell also the second group to jump. 1, 2, 3, 4, 5, 6, ....

Ask them:
What did you do?
How do you feel after jumping?
When do you jump?
Why do you need to jump?
What is hopping?
What is jumping?
What is the difference between hopping and jumping?
Expected answers:
-Hopping is taking off from right (left) foot and landing on left (right)
foot.
-Jumping is taking off from both feet and land on both feet.
-In hopping you take off on single foot or only one foot is used and
you land on the same foot. While, in jumping, you used both feet to
take off and you also land on both feet.
Are you familiar with the game “Piko”?
Here‟s how to play it.
Mechanics :
A flat stone on shell is used for pamato (object to be thrown). The first
player is determined as follows:
 The players stand on the corners of the playground
 Each one throw his or her stone
 Whoever succeeds in putting the pamato at the intersection of the
diagonals has the first play
 The next nearest is second and so on
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Directions:
1. Put your pamato on the first base/box.

2. Leaving the stone there, you have to hop on the second
base/box, third base/box, land on both feet apart occupying the
fourth and fifth bases/boxes.
3. Hop to the sixth base/box and land on both feet apart occupying
on the seventh and eight bases/boxes.
4. Jump on same boxes/bases, turning and facing the starting
point
5. Put your pamato on the first base/box. Leaving the stone there,
you have to hop on the second base/box, third base/box, land
.
on both feet apart occupying the fourth and fifth bases/boxes.
6. Hop to the sixth base/box and land on both feet apart occupying
on the seventh and eight bases/boxes. Jump on same
boxes/bases, turning and facing the starting point
7. Hop to the sixth base/box and land on both feet apart
occupying on the fourth and fifth bases/boxes. Hop to the third
base, then to the second base, reaching and picking your
pamato on the first base then hop into the base until you move
out of the boxes.
I need three volunteers to try it. (follow illustration)
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Evaluation
Teacher: Let us see if you played the game properly
Rubrics:
1. Winning
2. Participation
game. 3
game. 2
a.No error made 4
b.One error made 3
c.Two errors made 2
d.Three or more errors made 1
Name or draw three animals that hop and three animals that jump.
Write or draw it in your notebook.
Animals that hop Animals that jump
1. 1.
2. 2.
3. 3.
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Lesson 5
Let’s Gallop and Slide
Movement Skills: Differentiates a gallop from a slide
Objectives:
A. Demonstrate the correct mechanics of gallop and a slide
B. Differentiate a gallop from a slide
Subject Matter:
A Gallop and A Slide
Materials: pictures, cd/dvd player
Learning Activities
Warm up
Game: “Hop, Jump and Shop!”
Directions:
3. Place a chair about 5 meters away in front of each group. Put
a pile of books numbered according to the number of
members/players in each group.
Mechanics:
1. At a given signal, the first member of each group jumps like a
kangaroo towards the chair, gets a book, and returns hopping
holding the book.
2. The next player follows as soon as the first player reaches
the starting line. The first group to finish first wins the relay.
(Play a song fitted to the game)
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Rubrics:
1. Winning
2. Participation
game. 3
game. 2

a.No error made 4
b.One error made 3
c.Two errors made 2
d.Three or more errors made 1
Motivation
Play a cd/dvd/mp3/cp. Dance: “Oppa Gangnam Style”
Did you enjoy dancing?

Do you like the dance steps?
What animal is portrayed in the dance “Oppa Gangnam Style?
316
Presentation and Analysis
Call two pupils in front (e.g. Coleen and Kim). Whisper and tell
Coleen to imitate the movement of a running horse and Kim to
scrub the floor in one direction.
- What did Coleen do? What animal moves that way? What do
you call that movement? Can you also gallop like a horse?
Everybody let‟s gallop like a horse.
Follow me, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.....
How about Kim, what did he do? Can you also slide/glide?
Let‟s slide this way;
Slide to the right 1, 2, 3, 4

Slide to the left 1, 2, 3, 4
Slide forward 1, 2, 3, 4
Slide backward 1, 2, 3, 4
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What is galloping?
What is sliding?
What is the difference between galloping and sliding?
Expected Answers:
-Galloping is making a step and a cut with one foot always
leading.
-Sliding is gliding one foot along a surface.
-Galloping is like running with one foot always leading while
sliding is gliding one foot along a surface.
Direction:
1. Group the class into two.
2. Call the leaders of each group.
3. Tell the leader of the first group to make a presentation o f a
“gallop” while singing “Old McDonald in a Shoe”.
Song:
Old McDonald had a farm
E-I-E-I-O
And in his farm he had some dogs
E-I-E-I-O
And an aw-aw here, and an a w-aw there
Aw-aw everywhere
Old McDonald had a farm
E-I-E-I-O
4. Tell the second group to perform sliding/gliding to the tune of

“Row, Row, Row Your Boat”. Substitute “row” into “slide”, and
change the word “ boat” with “ball”.
Slide, slide, slide your ball

Merrily, merrily, merrily
Life is but a dream
(Repeat twice)
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Evaluation
Direction:
Dance with any appropriate music or song following the
Step 1
 Gallop forward 4x
 Gallop backward 4x
 Gallop sideward right 4x
 Gallop sideward left 4x
Step 2
 Slide forward 4x
 Slide backward 4x
Do the activities as a morning exercise.
Activity 1
 Gallop forward 2x
 Gallop backward 2x
Activity 2
 Slide forward 2x
 Slide backward 2x
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Lesson 6
Locomotor Skills to Even Music
Demonstrates
At the end of thelocomotor skills
lesson the in response
pupils are abletoto:
even music
Objective:
Demonstrate locomotor skills in response to even Music
Subject Matter:
Locomotor skills in response to even Music
Materials: Drum, stick, recorded music
Do you exercise when you wake-up in the morning? Why?
What parts of your body are used when you exercise?
How do you feel after doing the exercises in the morning?
Activity 1: Let the pupils walk from the classroom to the
Playground.
What did you do?
How did you go out from the classroom?
Activity 2:
1. The pupils form a circle.
2. The teacher stays at the center and tells the pupils to
do locomotor movements like jog, leap and etc. What
did you do? How do you feel after jogging? Leaping?
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Activity 3: Race
1. Run to the flagpole/umbrella tree etc.
2. The first one to reach the place wins.
Analysis
What did you do? Where did you run?
Activity 4: The teacher demonstrates the following:

Walking, Jogging, Leaping & Running .
Analysis:
What movements did you do?
How many movements did you perform?
How many counts did you use in performing the different
movements?
C. Generalization
What are some examples of locomotor movements?
What music can go with the locomotor movements?
(e.g. marching)
D. Application
Perform the locomotor movements (Walking, Jogging, Leaping

& Running) with music (example; Magtanim ay di Biro). Play
CD/Tape or sing the song.
Magtanim ay Di Biro
Magtanim ay di Biro, Maghapong nakayuko

Di naman makatayo, Di naman makaupo
Magtanim ay di Biro, Maghapong nakayuko
Di naman makatayo, Di naman makaupo
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Evaluation
a. Match the picture in column A to the correct word in
column B.
Column A Column B
Jogging
Running
Walking
Leaping
b. The pupils will be grouped into four (4). They will be given
cultural music per group (example: gong music) and they create
two (2) locomotor movement using the given music.
Agreements/Assignments
Create locomotor movements while singing the song “Leron-
leron Sinta” or other local songs. .
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Lesson 7
Locomotor Skills to Uneven Music
Demonstrates locomotor skills in response to uneven music
Objective:
Demonstrate locomotor skills in response to uneven Music
Subject Matter:
Locomotor Skills in response to uneven music
Materials: drum, stick
Warm-up exercises
The teacher and the pupils will follow the exercises in the video
presentation or the teacher models & pupils follow.
What did you perform? What were the locomotor movements

that you performed?
Activity 1.-The teacher demonstrates the following activities &
the pupils follow:
1. March at the count of 1, 2 then 1, 2, 3
2. Right foot slide sideward right counting 1, 2 then 1, 2, 3.
Do it with the left.
3. Right foot slide forward counting 1, 2 then 1, 2, 3. Do it
with the left.
Activity 2. The pupils the do activities with the teacher‟s

guidance and supervision:
1. Perform Activity numbers 1, 2 & 3 with the beating of the

drum.
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2. Perform Activity numbers 1, 2 & 3 with an appropriate or
sing an appropriate song.
What did you do? Is the counting the same?
What are the locomotor movements that you did?
How many counts did you use in performing the different?
D. Application:
The teacher play another music and the pupils do some locomotor
movements in tune with the music or the teacher sings while the pupils
perform locomotor movements.
Evaluation
Group Presentation
1. Each group will choose atleast 2 movements that they will perform.
2. Each group will perform with any music produced by the members of
the same group (example: clapping, beating a drum, tapping the
table)
Rubrics
Excellent No mistakes ( 5 points )
Very Good committed 1 mistake ( 4 points )
Good committed 2 mistakes ( 3 points )
Fair committed 3 mistakes ( 2 points )
Poor committed 4 & more mistakes ( 1 point )
Agreements/ Assignment
Do three (3) locomotor movements when you wake-up as your
exercise in the morning.
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Lesson 8
Circle Territory and Invasion
Participates in simple territory/invasion games in circle races.
Objective:
Participate in simple territory/invasion games in circle races.
Subject Matter:
Participating in Simple Territory/Invasion Games in Circle Races
Game: Cat and Dog”
Reference: K to 12 Curriculum for Grade 2
Materials: chart, handkerchief
Do warm-up exercise to the song “Para Lumakas” (tune: Your Rocking
the Boat)
Upo (2x) Ikanta ken aramiden ti

Para lumakas ibagbagana ti kanta
Upo (2x)
Para lumakas Agtugaw (2X)
Upo (2x) Tapno napigsa
Para lumakas Agtugaw (2X)
Upo, para lumakas Tapno napigsa
Agtugaw (2X)
Replace upo to takbo, Tapno napigsa
sayaw, talon Agtugaw, tapno napigsa.
Sukatan diay agtugaw ti agtaray,

agsala, aglagto
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Motivation:
Let pupils arrange the puzzle of a dog chasing a cat.
Ask:
 What does the picture tell us?
 What are they doing?
 Why are they chasing at each other?
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Today, we‟re going to play “Cat and Dog ”.
Activity 1: Game, “Cat and Dog”

Mechanics:
a. Group the pupils with ten members in each group.
b. Choose one pupil that will act as “cat” and another pupil
“dog” .
c. The eight pupils will form a circle. They will act as the
protector of the cat.
d. To start the game, the cat and the dog are outside the
circle.
e. The dog runs after the cat.
f. To be safe the cat goes inside the circle.
g. The group protector will allow the cat to go inside but not the
dog to protect the cat.
h. The dog outside the circle will try its best to enter and catch
the cat.
i. If the dog victoriously enters the circle, the cat should run fast
out of the circle.
j. They race again until the dog catches the cat.
Then another pair of pupils will act as cat and dog until all
had participated.
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(Pagannurutan iti ay-ayam “ Aso Ken Pusa”
a. Agrupo dagiti ubbing nga adda sangapulo nga miembro kada

grupo.
b. Agpili iti maysa ubing nga agbalin nga pusa ken maysa nga
ubing nga agbalin nga aso
c. Diay walo nga ubbing ket agaramid da ti nagbubukel. Isuda ti
agserbi nga mangisalakan diay pusa.
d. No mangrugi ti ay-ayam, agyan dagiti aso ken pusa diay ruar
ti timbukkel.
e. Kamaten diay aso diay pusa.
f. Tapno maisalakan mapan diay pusa diay uneg ti timbukkel.
g. Dagiti mangisalakan nga grupo diay pusa ket paunegen da
ngem haan diay aso.
h. Diay aso nga daddiay ruar ti timbukkel ket aramiden na ti
kabaelan na nga sumrek tapno matiliw na diay pusa.
i. Nu kaspangarigan ken makasirrik diay aso diay timbukkel ket
paspasan na nga tumaray diay pusa nga rumuar
j. Agkennamat da agingana matiliw diay aso diay pusa tapno
sabali manin iti agay-ayam.
Analysis:
 Did you enjoy the game?
 How did you feel while playing the game? after playing?
 How did you play with your classmates?
 How were you able to catch the player?
 What did you observe in the game?
 Where is the cat? dog?
 Why did the dog runs after the cat?
C. Generalization:
 What did the players do?
 Why did the dog chase the cat?
 How did the dog catches the cat?
D. Culminating Activity
Pupils will play another game “Hulugang Panyo”
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Activity 2: “Hulugang Panyo”
Direction:
1. Form a circle in a sitting position.
2. An “it” moves around the circle holding a handkerchief at his/her
back.
3. The sitters sing a song while the “it” goes around.
4. The “it chooses one of his playmates to be the next “it” by dropping
the handkerchief at his/her back.
5. If the chosen one didn‟t realize he/she has the handkerchief and the
“it” reaches his place, he/she is the next “it” and replace him.
6. But if the chosen pupil got the handkerchief faster, he will chase the
“it” to return the handkerchief.
7. If he is able to catch him, the “it” still remains the “it”, however if the
“it” is able to sit down in his place before he/she is caught, he/she will
be the next “it”.
Pagannurutan iti ay-ayam nga “Tinninnag ti Panyo”
1. Agaramid ti dakkel nga timbukel nga nakatugaw ti posisyon.

2. Iti agal-ala ket magna o agtaray nga aglikmot diay timbukel
nga nakaawit ti panyo nga nakalemmeng diay likod na
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3. Dagiti nakatugaw ket agkanta da nga madama nga
agliklikmot diay agal-ala.
4. Agpili diay agal-ala iti tinnaganna nga kaeskwelaan ti panyo
nga agbalin nga sumaruno nga agal-ala.
5. Nu haan nga madlaw diaykaeskwelaan na nga natinnagan ti
panyo ket nu makadanun diay agal-ala ket isuna na iti
sumarunno nga agal-ala.
6. Ngem nu makita na nga natinnagan iti panyo diay
kaeskwelaan na napardas na alaen diay panyo sadanto
agkinnamat tapno maisubli diay panyo.
7. Nu matiliw agbalin met nga sumarunno nga agal-ala, ngem
nu diay agal-ala ket nakatugaw diay lugar sakbay matiliw, isuna
ti agbalin nga agal-ala.
Evaluation: (Teacher - Evaluation)
Rubrics for the game: Teacher will rate the pupil‟s performance.
Yes No
1. The pupils played very well in the game.
2. They followed the rules of the game accurately and

correctly.
3. They raced very fast.
4.They tapped their classmates‟ shoulder fast
5. They learned the values of sportsmanship.
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Graduan dagiti ubbing nu inaramid da dagiti sumaganad nga
pangibasaran. Kur-itam diay kahon.
Wen Haan
1. Nagay-ayamak da met nga nasayaat.
2. Sinurot da met la iti usto ti pagannurutan iti

ay-ayam
3 Nagtarayak da met la napaspas
4. Tinapek da met la iti kaeskwela da nga

napaspas.
5. Nasursuro da met la ti nasayaat nga adal iti

panagay-ayam
Agreement/Assignment:
Play the games learned during your free time.
Bring any ball tomorrow for the next activity.
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Lesson 9
Line Territory and Invasion
Participates in simple territory/invasion games in line relays.
Objective
Participate in simple territory/invasion games in line relays.
Subject Matter
Participating in simple territory/invasion games in Line Relays
Materials: rolled folder
The pupils do simple warm up exercises with music
- Head bending with arm support
- neck twisting
- arm circling
Motivation:
- Let pupils play a game.
- Form a line by three‟s (3‟S)
Pupils form their line with 3 members.
Repeat the activity but change the number given
The teacher presents the game “Message Relay”.
Mechanics and rules:
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a. Group the pupils into 5 with10 members in each group.
b. Messages to be relayed are written on paper strips and
placed in a box.
c. The leader of each group will draw a piece of paper strip
from the box upon the go signal of the teacher.
d. The leader reads the message and memorize it.
 He runs to the next player, whispers the message and

returns back to his place.
 The second player will run to the third player, whispers
the message and returns back to his place.
 The others do the same .The last player will write the
message and give to the judge.
f. The group who gives the correct message wins.
Analysis:
 How did you play the game?

 How many participants were involved in the game?
 How did you relay the message?
 Did the last person receive and tell the correct message?
Why? Why not?
 What should you remember when passing messages?
C. Generalization:
What kind of game did you play?

Did you enjoy the game? Why?
D. Application:
Play the Game Passing A Rolled Folder
Direction:
 Look for a spacious area.

 Form 3-4 equal groups, each forming a straight line.
 Draw an end line or place a marker where the player
turns back
 Starter from each group holds a rolled /used folder.
 At a given signal, starter runs fast to the end line and
back to the starting area passing the rolled folder to the
next player.
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 The group that finishes first wins the game.
Ask:
 Did you enjoy playing the game?

 What traits did you show while playing with your
classmates?
 How many players are there in a line relay?
 How do you play a line relay?
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Evaluation:
Rubrics for the game:
Criteria Points
1. a The first group who finishes the game 5
b. The second group who finishes the game 4
c. The third group who finishes the game 3
d. The fourth group who finishes the game 2
2. a. All the members of the group participated in the game 5

actively
b. One of the members did not participate actively 4
c. Two of the members did not participate actively 3
d. Three or more members did not participate actively 2
Assignment/ Agreement:
Think of a line relay which you had played before. Introduce this to the
class tomorrow.
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Lesson 10
Proper Body Posture
Learning Competency
Assess body posture
Objective
Assess body posture.
Subject Matter:
Assessing Body Posture
Materials: book, picture showing good posture, chart of the song
Action Song: This is the way we sta nd straight (Tune: This is the Way I
Brush My Teeth)
This is the way we stand straight

Stand straight, stand tall
This is the way we stand straight
Like a soldier.
This is the way we sit erect

Sit erect, sit erect
This is the way we sit erect
Like a model.
Motivation:
Ask: In our song, whom would you like to follow, a soldier or a
model?
Why do you like him/her?
How do they stand/ sit?
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1. Presentation/Discussion
Teacher tells the class that the lesson for the day is on good
posture.
2. Show the picture of the following:
Ask:
Does she stand correctly? Why?
What will happen if she does not stand erect?
Call a pupil to show the correct standing position.
Ask:
What‟s wrong with this boy? Does he walk properly?
What will happen if he does not walk properly?
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Call another pupil to show the correct posture in walking.
3. Teacher explains or unlocks the word posture through the

earlier shown pictures
C. Generalization:
When do you say that a person has a good posture?
 In standing you should:
a. Stand tall.
b. Your back should be straight and your shoulders
relaxed.
c. Your head should be held up with the chin parallel to
the floor.
d. Your ears should be above the middle of the
shoulders.
e. The rib cage should be lifted and stomach held in.
f. Your arms should be at the sides, feet parallel and toes
pointing forward.
 In walking you should:

a. Keep your body erect.
b. Walk with your body weight on the heel of your foot.
c. Swing your lower leg.
d. Move your arms and legs freely,
 In sitting you should:
a. Sit straight.
b. Back should be straight.
c. Shoulders relaxed but not hunched.
d. Head held up and stomach held in.
What should you do in order to have a good posture?

Why?
Does good posture make you feel healthy? handsome /
beautiful? Why?
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D. Application:
Let the pupils demonstrate good posture for the following:
a. walking
b. standing
c. sitting
d. silent & oral reading
Evaluation:
Put a check (/) if the picture shows a good body posture and X if
not. Write the answer on your paper.
1. ____
2. ____
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3. ____
4. ____
Draw a picture that shows correct body posture.
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UNIT 2
Force, Simple Folk Dance and
Rhythmic Routines, Correct Posture
Unit II develops in the learner, demonstration and understanding of location,

directions, levels, pathways and planes; understanding and performance of
movement skills; demonstration Simple folkdance and rhythmic routines; playing with
partner and group and demonstration and understanding of good posture and body
mechanics.
This require 11 lessons delivered in 11 days to attain the standards.
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LESSON 1
“Let’s Hop, Hop, Hop”
 Hops consecutively on the right and on the left foot
 Leap sideward low and high forward
Objectives
1. Identify right and left foot and directions sideward right/left, forward and
backward.
2. Hop consecutively on the right and on the left foot.
Subject Matter: Location, Directions, Pathways, Levels: “HOP”

Reference: k to12Curriculum Guide for Grade2
Materials: Audio tape, Music in the 2/4 Time signature
Procedure/Learning Activities
a. Preliminary Activity
1. Ask pupils to raise their right hand and shake and do the same with the
left hand, right foot and left foot
2. March in place starting with the right foot counting 1, 2, 1,2,1,2........
3. Do simple drill exercises by stepping forward, backward, sideward
right/left.
Asks:
What did you do?
Can you identify your right and left hand and foot?
How about forward, backward and sideward direction?
b. Developmental Activities
Activity 1: “Follow Me”
Introduce/demonstrate Hop using the right and left foot, forward and
sideward.
Ask the class to follow the teacher as he/she demonstrates the
following:
Foot Movement
I. Starting with the right foot, hop in place 4x right/ 4x left
2. Repeat 1 4x forward right and 4x backward left
3. Repeat 1 4x sideward right and 4x sideward left
4. Repeat 1 to 3
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What did you do?
What foot did you use first? and second?
To what directions did you go using your Right/Left foot?
Activity 2: “Hopping Drill”

The teacher leads a hop drills with counting (1, 2 to a Measure)
Sequence Foot Movement Count/Measure

I Starting with the right foot perform 4 1,2 ....8M
hop steps on right to left
II Repeat 1 forward and backward 1,2.....8M
III Repeat 1 sideward right/left 1,2.....8M
IV Repeat all 1 to 3 1,2.....24M
N
Note: The figure may be repeated if necessary and
Number of Measures may also be varied or increased
1. Do you like the activity? Did you enjoy? Why?

2. How is hop performed? What foot is used?
3. To what directions can you perform the hop?
4. Can you do the hop yourself? 4X?, 6X?....as many repetitions?
5. What does hopping gives us when done regularly and properly?
Generalization
1. What is hopping?
(Hopping is springing on one foot and landing on the same foot)
2. What foot can perform a hop?
3. How do you execute hopping?
2
With a partner, perform the activity 2 with music in the 4 time signature, e.g.
“Achy Breaky Heart” or perform the activity while singing any appropriate
song like the song below tuned to “Planting Rice”
“Pusa at Aso”
Ang pusa at aso koRef: Ang pusa at aso ko

Sa loob ng kubo ko Masiglang naglalaro
Minsan ay nagtatalo Di ako makakibo
Minsan ay naglalaro Naglaro kaming tatlo
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IV. Evaluation: Group Performance
1. Ask and guide the pupil/s to perform the following combination;

a. Starting with the right foot, hop alternately, sideward right and
left.....4M
b. Starting with the right foot, hop alternately, forward and
backward .......4M
or let the pupils perform in their own pathways/direction
and style.
Focus points: Rubrics
Criteria 5 Points 4 Points 3 points Total

Accuracy No error With 1-2 errors 3 or more errors
made made made
Coordination All actions 1-2 instances of 3 or more
done at the actions not done at instances of
same time same time actions not done
at same time
Posture All members 1-2 members 3 or more
demonstrate observed not in their members
d proper proper posture observed not in
posture their proper
posture
Grand Total
1. Ask the pupils to name and give examples of some of our cultural
dances that include hopping.
V. Agreement:
Tell the pupils to do the activity as their morning exercises
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Lesson 2
“Leap High”
 Hops consecutively on the right and on the left foot.
 Leaps sideward low and forward high.
Objectives
1. Leaps sideward low and forward high.
Subject Matter: Location, Directions, Pathways, Levels: “Leap”

Reference: k to12Curriculum Guide for Grade2
Materials: Illustrations, audio tape/music
a. Priming Activities
1. What did we do in the previous activities?
2. Who did exercises in the morning as we agreed? How did
you do it and why is there a need of morni ng exercises?
3. Aside from Hopping, do you know other movements
similar to hopping? How is it done?
Show a picture of a Ballerina
What do i have?
What is it doing? How?
Who can you demonstrate Ballerina?
Can you imitate a leaping Ballerina?
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Activity 1: Leaping drill (Whole class participation)
Sequence Foot Movement Frequency

count
Starting Position: Feet together
1 Starting with the right foot 4M
leap right
2 Starting with the left foot 4M
leap left
3 Repeat 1&2 8M
Analysis:
Do you like the activity? Why?
What did you do? What foot did you use?
Can we do it with either right or left foot?
How did you do it? To what directions?
Activity 2: Combination of leaping sideward and forward
Sequence Foot Movement Frequency

Count
Starting Position: Feet together
1 Starting with the right foot 4M
Leap alternately sideward right and left
Leap sideward right(2x) and left(2x) 4M
2 Leap with the right foot forward 2x,face 4M
back leap with Left ft. to proper place
3 Repeat 1&2 starting with the left foot 12M
Generalization
1. How did you feel doing the leaping?
2. How do you execute it?
3. What is leaping?
4. What do you get from leaping?
5. Is it the same with hopping? Why?
- Leaping is springing one foot and landing on the other foot. It is an
important skill when we want to avoid something or gain distance.
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C. Culminating/Application:
Whole class participation:
1. Leap in any direction with music
2. Create a picture or design while leaping.
Evaluation: Small group performance. Each group will perform the

combination of activities 1&2 with an appropriate music.
Rubrics:
Criteria 5 Points 4 Points 3 points Total
Accuracy No error With 1-2 errors 3 or more errors
made made made
All actions 1-2 instances 3 or more instances
Coordina- done at the of actions not of actions not done
tion same time done at same at same time
time
All members 1-2 members 3 or more members
Posture demonstrate observed not in observed not in
d proper their proper their proper posture
posture posture
Grand Total
Ilokano
Pagbasaran 5 Puntos 4 Puntos 3 puntos Dagup

Umno/Maiya Awan kamali 1-2 ti kamali Tallo ken
n-natop nasurok ti kamali
Panaggigid- Aggigiddan 1-2 a beses 3 ken nasurok a
dan amin a garaw nga saan beses nga saan
naggigiddan naggigiddan
Pustora Nagpakita Ada maysa Tallo ken
amin ti wenno duwa nasurok ti madi
meyembro ti nga madi pustora na.
usto a pustora na
pustora
Kadagupan
Practice all locomotor skills that you learned and be able to

demonstrate to the class.
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Lesson 3
Jump, Skip and Leap
Movement Skills: Jumps for a distance, landing on both feet and

bending the hips, knees, and ankles to reduce the impact of force.
Objective:
To jump, skip and leap with correct body mechanics.
Subject Matter:
Jumping, Skipping, and Leaping
References: Developing Mind and Body through MAPEH 1
by: Carmelita A. Orose and Zenaida C. Serrano
Materials: pictures
Learning Activities
1. Review/Warm up
Hopping and Leaping Exercise
(play a song fitted for the activity)
2. Motivation
(Present a picture of a boy playing long jump)
 What can you see in the picture?

 What do you think the boy is doing?
 Do you want to try it?
 We will also do that later.
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Listen to me carefully and attentively. Do and follow what I‟ll tell
you.
-Teacher demonstrates how to jump properly.
 Bend the knees, position your hips and ankles for
force.
 Swing the arms backward.
 Spring the legs forward.
 Land on same foot or both feet.
- Demonstrate how to skip properly.
 Assume a standing position.
 Step on one foot.
 Hop on the same foot in quick pace.
 Bend the other knee while springing the other foot.
- Demonstrate the proper position in leaping.
 Spring on one foot and push the body upward and
forward
 Land on the other foot with the knees bent for safe
and easy landing.
What skill did we do first?

What did we do next?
What‟s the last?
Let‟s try again. I‟ll tell the skill and you demonstrate it.
-jumping, 1, 2, 3, 4, ..............................
-skipping, 1, 2, 3, 4, ..............................
-leaping, 1, 2, 3, 4, ..............................
What is jumping?
What is skipping?
What is leaping?
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Pupils‟ answer:
 To spring on both feet & land on one or both feet
 Step and hop with the same foot in one count
 To spring on one foot and land on the other foot
Execute the commands.

a. Jump forward, backward, to the left, to the right
b. Imaginary : as if you are playing skipping rope
c. I will count three and then you leap. LEAP! (Repeat)
Evaluation
Do the action in the following situations.

1. You want to reach something high.
2. Children playing jumping rope.
3. Children leaping on the playground.
Name daily activities where you use your skill in jumping, skipping
and leaping.
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Lesson 4
Skipping and Leaping
Learning Competencies:
Movement Skills: Skips and Leaps Using Proper Form.
Objective:
Skips and Leaps Using Proper Form
Subject Matter: Skipping and Leaping Using Proper Form

Materials: pictures
Learning Activities
1. Review/Warm up
Play a cellphone / cassette/ CD for a “dancercise”. (Pupils follow
the action of the teacher.
2. Motivation
Present a picture of children playing “Luksong Tinik”
- What are the children doing in the picture?

- Do you want to play it also?

Activity1. Game: “Luksong Tinik”
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Direction:
1. Ask two volunteer pupils to serve as references for jumping
or they will serve as obstacles.
2. The two pupils will sit on the ground in a long sitting L -
position facing each other with opposite toes attached. (Left
over Right)
3. Let all the remaining pupils try to pass along in the middle of
the two pupils.
4. After passing the first obstacle, let them add 1 “dali” to add
the height. If the jumpers pass through it, add another 1 dali
until the maximum height for jumping is reached and players
fail to pass through it.
- Did you enjoy the game?
- What is the name of game?
- What skills were applied in the game?
- We‟ll have more games.
What is skipping? Leaping?

Skipping – stepping & hopping with the same foot in one count.
Leaping – springing one foot & landing on the other foot.
Demonstrate correctly the skills in your places
Activity 1.
Jump-rope activity.
1. Group the class into three equal groups.
2. Let them do the activity individually, by twos, by threes
Activity 2.
Skipping Activity.
Sing the song “Skinny Marie kidding-kiddie” while doing it.
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Evaluation
Direction: Skip (4x) properly if the situation or statement tells you to do

Skipping and Leap (4x) properly if the situation tells you to do Leaping.
1. Playing jumping rope.
2. Passing to a door with a barricade of about one foot high.
3. You are running and suddenly you saw a hurdle.
4. Dancing the Tinikling.

5. Playing Piko.
Bring a five (5) meter ribbon tied in a one (1) meter stick.
353
Lesson 5
Gymnastics using a Ribbon, Hoop and Ball
Performs rhythmic sequences with a partner using a ribbon, hoop, ball,

etc.
Objectives:
Perform rhythmic sequences with a partner using a ribbon.
Subject Matter:
Rhythmic Sequence with a Partner Using a Ribbon
Reference: Gymnastic Book
Materials: Ribbon
2
Warm up exercise, Use the 4 time signature
Lets‟ walk, walk, walk, walk
Lets‟ jog, jog, jog, jog
Lets‟ run, run, run, run
And turn around
Lets‟ walk, walk, walk, walk
Lets, hop, hop, hop, hop
And sit down, sit down
Pupils do the exercises with the teacher
Who among you watched the gymnastic computation during our

sports festival /district meet.
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Activity 1. Show a picture of a gymnast on gymnastic activities.
1st girl 2nd girl 3rd girl
What is the 1st girl doing? 2nd? 3rd?

What is the 1st girl holding? 2nd?
Activity 2. Teacher shows a sample gymnastic sticks with

ribbon.
Stick
ribbon
The teacher explains the use of the equipment in sequence

using the ribbon.
The teacher demonstrates the three (3) basic routines.
Routine 1:
Starting position: Feet together: Hold Ribbon.
355
a. Step Right foot forward. Raise and circle the arm in counter-
clockwise direction 4 time ------------ 4 counts.
b. Repeat (a). Transfer ribbon to L hand. Step L foot (4 counts)
forward and circle the arm clockwise 4 times (4 counts)
c. Repeat (a) and (b) ----------------------------- (8 counts)
Routine 2: Starting Position: Feet together. Hold Ribbon with right

hand
a. Step R foot forward. Swing ribbon forward-upward (count 1)
b. Step L foot backward. Swing backward-upward
c. Repeat (a) and (b) 6 more times ---------------(6 counts)
d. Repeat (a) to (c) with the L hand -------------- (8 counts)
C. Generalization
1. What did you perform today?

2. What equipment did you use in the activity?
3. How did you perform the activity?
D. Application
Practice the routines with a partner facing front or each
other while counting or in tune with the beating of the
drum.
356
Evaluation:
Group performance
(Each group will perform the two (2 ) routines with music)
R
Group All the The group The group The group
u
members committed committed committed
b
performed one two three or
r
well mistake. mistakes more
i
mistakes
c
( 10) (8) (6) (4)
s
1
:
2
3
4 R
ubrics: Ilokan0
Groupo Amin nga Maysa ti Dua ti Tallo ken
miyembro ti kamali iti kamali iti nasuyok
grupo ket grupo grupo pay ti
inyaramid da kamali iti
nga nalaing grupo
( 10) (8) (6) (4)
1
2
3
4
Agreement /Asssignment
Practice doing the activity during your free time for better
performance especially the routine which you did not master.
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Lesson 6
Gymnastics using a Ball
a. Perform rhythmic sequences with a partner using a ball.
Objectives:
Perform rhythmic sequences with a partner using a ball.
Subject Matter:
Rhythmic Sequence with a Partner Using a ball
Materials: Music, ball,
Learning Activities
Pupils perform the two (2) basic routines using a ribbon.
What equipment did you use? Were you able to do the routine
correctly in the time with the beat?
B. Development Activities
1. Presentation
Do you have toys at home?
What toys do you have?
What is your favorite toy? Why?
Activity 1.a. Video Presentation of a gymnastics or picture of a

gymnast.
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-Tell something about the video presentation or
pictures.
- Can you follow the routines in the video/Pictures
Activity 2: Demonstration by teacher. The pupils follow.
First routine:
a. Pause (count1-2) Position (3-4) hold the ball with the
right hand, balance (5,6,7,8) (Repeat the 1 st routine)
Right with the Left hand (8 counts)
Pause
b. Hold the ball with both hands in front. Hop on right ft.
4 times while bringing the ball upward in front (4
counts)
Throw
c. Repeat with the Left foot (4 counts)

d. Repeat (a) to (c) 6 counts
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Second routine:
Starting position: Feet apart. Hold the ball with both hand.
Dribble the ball with right hand and transfer it to the left
(alternately) (Count 1, 2, 3, 4) balance (count 5, 6, 7) and pause
(count 8) (Repeat routine)
a. Bounce (count 1) and catch (count 2) the ball – 2

counts
b. Repeat (a) (2 counts)
c. Hold the ball with Right hand while raising Left leg at
the back. Balance for (4 counts)
d. Repeat (a); (b) – 4 counts
e. Repeat (c) with Left hand and Right Leg raised at the
back – 4 counts
f. Repeat all (a-f) 16 counts.
Dribble Balance
- What equipment did you use in this activity?

- What are the two (2) basic routines which you performed?
- How did you perform the activity?
- Did you enjoy? Why?
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D. Application
The pupils perform the routines with a partner..
Evaluation
Partner Performance. Each partner will perform the routines
with the music.
Rubrics:

members committed committed committed
performed one two three or
well mistake. mistakes more
mistakes
( 10) (8) (6) (4)
1
2
3
4
Bring a hoop tomorrow for the next activity.
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Lesson 7
Gymnastics Using a Hoop
a. Perform rhythmic sequences with a partner using a hoop
Objectives:
Perform rhythmic sequences with a partner using a hoop.
Subject Matter:
Rhythmic Sequence with a Partner Using a hoop
Reference: Gymnastic book
Materials: Music and hoop
1. Review
Let pupils perform the ribbon sequence with a partner.
2. Motivation
Did you experience playing a game using a hoop?
Who have hola hoops at home?
1. Presentation
Activity 1. Show a real hoop to the pupils (it could be a plastic
or rubber).
Tell the pupils that they are going to have an activity using a
hoop.
- What is this?
- Where do you usually see hoops?
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Activity 2. Let the pupils watch a slide show/teacher
demonstration (using a hoop)
- What did you observe?
- Can you do the same?
Activity 3. The teacher will demonstrate first the three (3) basic
routines using a hoop, as the pupil observe.
First routine:
Starting position: Feet apart – Hold hoop let both hands
infront of chest.
a. Position.Stand straight and hold the hoop w/ both hands

infront and on chest level.
b. Step right foot forward,as you raise the hoop up (count 1)-
bring Right ft. to starting position as you bring down the
hoop(count 2)repeat with the left foot.(count 3& 4)repeat all
over (count 1,2,3,& 4) – 4 counts
c. Repeat (b) 3 times more - 12 counts
Second routine
Starting Position: Feet Apart
a. Step right foot sideward right, place the hoop sideward right
(count 1) then back to position (count 2)
b. Step left foot sideward left, place the hoop sideward left
(count 1) then position (count 2) – 2 counts
e. Repeat (a) 3 times more – 12 counts
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Third routine:
Starting position: Feet Apart. Hold hoop with both hands
a. Skip 4x forward starting with Right foot and slowly raise hoop
upward ----------- 4 counts
b. Skip 4x backward & bring hoop down to starting position – 4

counts
c. Repeat (a) and (b) ------------------------ 8 counts
Pupils will follow after the teacher.

- What did you do?
- How many routines did you perform?
Activity 4. Divide the class into three (3) groups. Each group will
perform a rhythmic sequence activity using a hoop individually
then with a partner.
2. Analysis
- What equipment did you use in the activity?
- What are the basic routines that you performed?
- How did you perform the activity?
- Did you enjoy? Why?
1. What did we perform today?
2. What equipment did we use in the activity?
3. How did you perform the activity?
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D. Application
The teacher will play a music and ask the pupils to
perform the learned rhythmic sequence activities with a hoop
and with a partner.
Evaluation
Each group will perform using a hoop with a partner
Rubrics(for the teacher)

Points
1. 1. All the members of the group performed the routine 5
properly
2. One of the members did not performed a routine 4
properly
3. Two of the members did not perform a routine 3
properly
4. Three or more members did not perform or routine 2
Agreement: Bring a ball tomorrow for the next activity.
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Lesson 8
Gymnastics Using a ribbon, hoop, ball
Perform rhythmic sequences with a partner using a ribbon, hoop & a
ball
Objectives:
a. Performs rhythmic sequences with a partner using a ribbon,
hoop & a ball.
Subject Matter:
a. Rhythmic Sequence with a Partner Using a ribbon, hoop & a
ball
Materials: Music, hoop, ribbon, ball
a. Stand straight, step right/left forward, step right/left
backward hop right to left in place
b. Stand straight, raise both hands, arms forward,
sideward, arms up/down.
B. Developmental Activity
* Present the activity for the day on rhythmic sequences
using ribbon, hoop and ball with partner.
*Teacher gives/presents the standards or criteria to be

followed when performing:
1. Perform with at least 2 equipment.
2. Observe the correct routines
3. Maintain good posture of the body during
performance
*Pupils perform with a partner
Group 1: Perform rhythmic activities using a hoop with
partner
Group 2. Perform rhythmic activities using a ribbon
with partner
Group 3. Perform rhythmic activities using a ball with
partner
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Evaluation:
Each partner will perform their assigned rhythmic sequences
 What equipment did you used within your partner.
 Did you enjoy the activities? Why?
 How did you perform the activities?
 Who performed the best? Why?
Rubrics(for the teacher)

members of did not did not did not
the group perform perform two perform
performed all one routine routines the three
the routines correctly. correctly. routines
correctly. correctly.
(10) (8) (6) (4)
Practice doing the other routines at home or during free time in school.
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Lesson 9
Partner and Group Relays
Participate in partner and group relays
Objective:
Participate in partner and group relays
Subject Matter:
Participating in partner and group relays
Materials: handkerchief or garter, stone
Pupils do the activity.
 Arms forward raise
 Arms upward raise
 Arms sideward raise
 Arms down to the side
Pupils sing Leron-Leron Sinta while doing the activity.
Song: Leron-leron sinta,

Buko ng papaya
Dala-dala‟y buslo,
Sisidlan ng bunga
Pagdating sa dulo,
Nabali ang sanga
Kapos kapalaran,
Humanap ng iba.
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Motivation:
Teacher teaches the rhyme with the actions to the pupil
“ Moshi, Moshi” (Kumusta Ka) with a partner

Moshi, Moshi
Ola, Ola
Hello, Hello
Kumusta, Ka.
Ask: Do you like the activity?
1.Teacher presents the game “Three Legged Race/Relay”
Mechanics of the game.

a. Group the pupils . Each group has 10-15 members.
b. Place a chair infront of each group to serve as a post.
c. Pupils form their line by 2‟s (pairs/partner)
d. To start the game, the first partner will bind their inside foot together
using a handkerchief or garter.
e. After binding together, partners walk at the same time until they
reached the post. They go around the post and returned back to their starting
line.
f. Upon reaching in the line, partners unbind /untie the handkerchief or
garter and pass it to the next partner in line.
g. Do the same activity until all pairs in each group participated.
2. Call some pupils to demonstrate how to play the game with the
guidance of the teacher.
a. Teacher reminds the safety precautions to be observed.
b. Pupils do the relay but this time players will just hold hands together.
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C. Generalization
How many members are there in a partner relay? Group
relay?
How do you play a partner/Group relay?
What should you observe when playing relays with a partner or
a group?
D. Application
Pupils will play Stone Relay by groups
1. Group pupils with 12 members in each group .
2. The first four players from each group will put a stone in a sack
and place it in a circle opposite their line.
3. The group goes back to the line and tap the next group who
will do the same activity and continue until the last group finishes
the game.
4. The group who finishes the task first wins the game.
After playing the game,

Ask: Did you enjoy the game?
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How do you feel when you won the game? Lost the game?
Which is easier, a partner relay or a group relay? Why?
Evaluation:
Rubrics/Activity Guidelines:
Criteria Points
1. a The first group who finishes the game 5
b. The second group who finishes the game 4
c. The third group who finishes the game 3
d. The fourth group who finishes the game 2
2. a. All the members of the group participated in the game 5

actively
b. One of the members did not participate actively 4
c. Two of the members did not participate actively 3
d. Three or more members did not participate actively 2
Rubrics para ti maestra/maestro
Rubrics iti ay-ayam

Pangibasaran Puntos
1. a. Iti grupo nga umuna nga makalpas 5
b. Iti maikaddua nga makalpas 4
c. Iti maikatallo nga makalpas 3
d. Iti maikauppat nga makalpas 2
2. a. Amin nga miembro ket simmale amin iti ay-ayam 5

b. Maysa nga miembro iti haan nga simmale iti ay-ayam 4
c. Dua nga miembro iti haan nga simmale iti ay-ayam 3
d. Tallo ken nasurok pay nga miembro iti haan nga 2
simmale iti ay- ayam
Play the game with your classmates and friends during your free time.
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Lesson 10
Sit Straight
Practice correct posture while sitting, walking & standing.
Objective
Practice correct posture while sitting.
Subject Matter
Practicing correct posture while sitting
Materials: picture of a boy/girl sitting
Learning Activities
Do the activity in a sitting position and sing Lubi- lubi while doing
the exercise.
 Bend body/ arms forward/ hands reaching toes
 Hands touching knees
 Swing arms and body to the right
 Swing arms and body to the left
Motivation:
Let the children execute the following.
Play the game “Simon Says”.
- Sit erect
- Stand straight
- Hands up
- Hands down
Song: Enero, Pebrero

Marso, Abril, Mayo,
Hunyo, Hulyo, Agosto,
Setyembre, Oktubre,
Nobyembre, Disyembre
Lubi – Lubi.
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Ask:
What did you do?
If your teacher or parents ask you to do something,
will you follow it? Why?
What will you do so that you can follow directions/
commands correctly?
1. Teacher asks all pupils to sit and observe how they sit on
their chair/ desk.
2. Teacher shows/ demonstrates the correct posture in sitting.
Ask: Can you follow the correct sitting position shown?

Is it good to have good sitting posture? Why?
3. Teacher shows different pictures showing sitting posture.

Let pupils study the picture.
Ask: What can you say about the first picture? second?
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4. Teacher discusses the mechanics/ standards in good sitting
posture.
a. Sit straight
b. Back should be straight
c. Shoulders relaxed but no hunched
d. Head held up and stomach held in.
e. Sit straight as if there is a string pulling at your
back.
C. Generalization:
How do you practice good posture in sitting?
D. Culminating Activity
The pupils will sit in pairs and they take turns in checking the
sitting position of each one.
Evaluation
Put a check in the box if the statement describes the proper

posture in sitting and x if not. Write your answers on your paper.
Back should be straight
Arms are held away from the body
Shoulders are relaxed
Stomach held in
Legs crossed, extended forward
Head held up, chin parallel to the floor
Agreement:
Always observe proper and correct sitting posture at home, in
school and anywhere.
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Lesson 11
Walking and Standing
Learning Competency
Show some practices on correct posture while walking and standing.
Objective:
Show some practices on correct posture while walking and standing.
Subject Matter:
Practices correct posture while walking and standing

Reference: Sunshine A Journey through the Wold of Music, Arts and
P.E. 2, p. 218
Materials: pictures of a boy/girl walking and standing
Let pupils execute the following activity.
 Raise right leg sideward/ arms in slanting position
 Arms sideward
 Raise left leg sideward/ Arms in slanting direction
 Arms sideward
Pupils can sing Paru-parong Bukid while doing the activity.

Song:
Paruparong bukid
Na lilipad-lipad
Sa gitna ng daan papaga-pagaspas
„Sang bara ang tapis,
„Sang dangkal ang manggas
Ang saya de kola‟y
„Sang piyesa ang sayad.
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Motivation:
Sing the song Stand Straight (Tune: Hello 3x How Do you Do?)
Stand straight, Stand tall Tumakder 3X

Stand straight my dear classmates Tumakder amin klasmeyt
Stand straight, Stand tall Tumakder 3X
Stand straight my dear classmates Tumakder amin klasmeyt
Tralalalalalalalalala 4x Tralalalalalalalalala
Walk straight, w alk tall Magna 3X

Walk straight my dear classmates Magna amin klasmeyt
Walk straight, w alk tall Magna 3X
Walk straight my dear classmates Magna amin klasmeyt
Tralalalalalalalala 4x Tralalalalalalalalala 4X
Ask: In our song, how do you stand? Walk?
1. Teacher shows a picture of a child with bad stand/walking

posture
Ask:
 How does the boy walk?
 How does the girl stand?
 Do you stand like him\her? Why?
 What will happen if don‟t walk / stand properly?
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2. Teacher shows another picture of a healthy child with good
Standing / walking posture.
Ask:
 How about this picture, how does he stand?
 Do you like to follow how he stand? Why?
 How should he walk?
 Which among the two pictures will you imitate when
walking and standing? Why? Why not?
3. Teacher discusses and demonstrates the standards in proper
posture in standing/walking.
In standing we should:
a. Stand tall
b. Your back should be straight and your shoulders
relaxed
c. Your head should be held up with the chin parallel to
the floor
d. Your ears should be above the middle of the shoulders
e. The rib cage should be lifted and stomach held in.
f. Your arms should be at the sides, feet parallel and toes
pointing forward.
In walking we should:
a. Keep your body erect.
b. Walk with your body weight on the heel of your foot.
c. Swing your lower leg
d. Move your arms and legs freely.
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4.Teacher lets the pupils line up and lets them demonstrate the
proper and correct way in walking and standing with his\her
guidance and supervision.
C. Generalization:
Is it good to practice good posture while walking?
Standing? Why? Why not? Why is it important to observe proper
and correct way in walking and standing?
D.Application
Pupils do the following activity by groups
Stand straight on your place then step right foot first to:
1. Walk forward 8 counts

2. Walk backward 8 counts
3. Walk sidewalk right 8 counts
4. Walk sideward left 8 counts
Use a background music to make the activity lively and interesting
Evaluation:
Pupils will play the game March Like Soldier
Direction:
1. Form 4 – 6 equal groups, each on a straight line.
2. Each group must have a long stick and a chair placed 5-8 meters in
front.
3. At a given signal, the starter marches to the front carrying a stick
rifle placed on his/her right shoulder and walks around the chair.
4. The starter goes back to the group. Then he/she passes the stick to
the next member and goes to the back of the line.
5. The group that finishes first wins the relay.
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Teacher can play any marching song to make the activity lively
Draw or cut a picture of a boy or a girl from any magazine showing the
correct posture/position in standing and walking. Paste these on a bond
paper. Pass this next meeting.
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UNIT 3
Plays and Relays
The following are the content standards of the unit that the learner
shall be able to demonstrate and understand at the end of the second
quarter:
- Movement in relation to time, force and flow,
- Movement skills in catching movement and throwing action or
movement,
- Simple rhythmic routines,
- Concept of play and competitions, and
- In the practice of correct posture.
To be able to meet the standards 9 daily lessons is prepared ready for
execution in 9 days.
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LESSON 1
“Walk Slow, Run Fast, Move Quick”
Describe how changing speed and direction can allow one
person to move away from one other
Objective: Do/Perform locomotor movements with different speed
Subject Matter: Time, Force and Flow:

Doing locomotor movements with different speed
Reference: K to 12 Curriculum Guide for Grade 2
Music, Arts and P.E: Made Simple for Young Adults 3
Materials: Drums, Whistle, Chairs
Sing the action song, “Heel and Toe”
Heel and Toe and Heel and Toe

(Do re mi so la so mi)
Sli...de, Slide, Sli...de, Slide
(Sol fa re la so mi)
Heel and Toe and Heel and Toe

(Do re mi so la so me
Sli...de, Sli...de, Slide.
(Sol fa, re ti, do)
1. What locomotor movement is mentioned in the song?

2. Name other locomotor skills you can recall aside from sliding?
(Ex. Walking, running, jumping)
3. Can you perform all that you mentioned?
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B. Developmental activities
Activity 1
Call 2 pairs (a boy and a girl) of pupils to do the following while the others
will observe.
Ex. Walk fast---slow---run---walk slow---run
Analysis
What did they do?

How did they walk? run?
As they were walking fast then slow, and slow then fast,
What did you notice? What happened with the pairs?
(.... As they were doing the activity, the pairs started to separate or
move away from pair when asked to walk fast and run. One moves
quicker and runs faster than the other.)
Activity 2
Have all the pupils form dyads and let them perform the different
locomotor skills according to the beat of the drum(slow, fast, moderate
in any sequence)
Ex. Jump with a fast – moderate- slow
Hop with a slow- fast- moderate
Walk fast - slow
Analysis
When did you jumped fast?, slow?, hop slow? fast?
What happened as you were jumping and hopping fast then
slow? Why?
(...We do not jump and hop at the same time when we do it fast, unlike
when we do slow that we can do it at the time. Some can move fast
while others cannot.)
What are the precautionary measures to avoid harm and injury while
doing such activities?
(Inculcate the value of discipline, listening, carefulness, alertness, etc.)
C. Generalization:
Can we do slow, moderate and fast in all the loco motor
Skills? ........ Yes
What happens when you shift from a slow to fast in walking/
hopping? Why?
...Coordination and synchronization is disrupted. Some move faster
while others are slower that causes parting ways.
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D. Application
Ask the pupils to do the following according to the beat of the
drum
a. Jump b. Hop c. Walk d. Leap
Evaluation:
Perform “Run-Walk-Tag Relay Race”. (Groups in columns formation)
Game standards and mechanics
1. Groups of pupils form column formation at the starting line facing

a chair in front at a distance of at least 5m)
2. Teacher stands at the side of the pupils facing the starting line.
3. As the teacher blows 1 long (______) and 1 short (_) whistle, the
first member of the group shall start the “Run-Walk-Tag” relay by
running from the starting line to the back of the chair and
walking going back to place and tag hands with the next player)
4. The next players do the same but start the race only when
tagged.
5. The group to finish first will be declared the winner.
Agreement:
Perform slow and fast movements with a pair or group at home.
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Lesson 2
“Let’s go Buddy Buddy”
Describe how changing speed and direction can allow one
person to move away from one other.
Objective:
Describe how change in direction can allow one person to move
away from the other
Subject Matter: Time, Force & Flow

Describing how changing direction can allow one person to
move away from the other
Reference: K to 12 Curriculum Guide for Grade 2
Materials: Realia, whistle, drums
A. Preliminary Activity: Familiarize pupils with the right, left, forward,

backward. And sideward directions.
Drill pupils by raising their right/left hand
Face to the right then to the left then back to front
Step to the right, left, forward then backward
Activity 1
1. Divide the class into 4 groups
2. Let them do the following:
Starting with the right foot, walk 4 steps forward
and staring with the left foot walk 4 steps backward
4 side steps to the right and 4 side steps to the left
4 hops with the right foot and 4 hops to the left,
4 leaps to the right, and 4 leaps to the left.
Analysis: (To be answered orally)

In what direction did you walk? hop? leap?
What are the different directions where you could possibly
move?
(right, left, forward, backward, sideward right/left,)
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Activity 2
“The Pair Game” (To be done in 3- 5 minutes)
Teacher uses her hands to point to the right, left, front and
back. As he/she blows his/her whistle, simultaneously he
points to a direction where the pupils should move.
Analysis:
Did you enjoy the game? Why?
In playing such game, what should you put in mind?
As you follow my direction by pair, what did you notice?
Why did one of you moved away from your partner while
doing the activity?
What made one of you moved away from your partner?
Generalization:
What makes one to move away from the other?
Why does one move away from the other when we change speed?
How does change in speed allow one person to move away
from the other?
Culminating Activity
Doing a hip walk in different directions:

1. Let the pupils be in long sitting position
2. Let them walk with their buttocks and move to the directions
pointed/directed by the teacher (e.g. forward, backward, left,
right.)
Perform a Line Dance with music in the 2/2 or 2/4 time

signature, e.g. “Estudyante Blues” or any appropriate music with
the teacher as the mode. The teacher will observe how the pupils
do shifting of directions as they dance)
The teacher demonstrates while the pupils follow by counting 1,

2 to a measure. The pupils perform with music as soon as they
are ready.
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Pupils stand with feet together in column formation
1. 2 steps sideward right and 2 steps 1. 2 leaps sideward right and 2
sideward left ............................4m leaps sideward left
2. 4 hops with the right and 4 hops 2. 2 leaps right forward high and
with the left ..............................4m II step backward to proper place
I 3. Repeat 1&2 but turn right/left 3. Repeat 1&2 starting left
about while doing the hops ....16m
4. repeat 1-4 until facing the original 4. Repeat 1-4
position
Evaluation:
A. Ask the following questions:
Who among you moved away from the group or pair while doing
the different drills/activities? (I ma‟am/sir)
When did it happen?
(when hopping, and during turn about, when moving right and
left, etc.)
What caused one to move away from the other? Why
(when not paying attention, not going with the counting, not with
the music tempo)
What must be done in order to master directions/maintain
coordination?
(Listen, Pay attention, be smart, follow the tempo/counting, etc)
Assignment:
With your friend, practice any dance where directions may vary.
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Lesson 3
Ball Catching
Movement Skills: Demonstrate the correct hand position when

catching a ball above the head, below the waist near the middle of the
body, and away from the body.
Objectives:
Demonstrate the correct hand position when catching a ball above the
head, below the waist, near the middle of the body, and away from the
body.
Subject Matter:
Correct position when catching a ball above the head, below the waist,
near the middle of the body, and away from the body.
Materials: ball, pictures
Learning Activities
Warm up
Body parts exercise with eight counts each.
a. Right leg swinging forward and backward.
b. Left leg swinging forward and backward.
c. Put your right foot forward while in a circling/ turning motion.
d. Put your left foot forward while in a circling/ turning motion.
e. Circling of both arms inward.
f. Circling of both arms outward.
g. Head-neck turning to the right with arm support.
h. Head-neck turning to the left with.
i. Hands up shaking.
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Motivation
Game: “Passing the Ball” (Just like the idea of Trip to Jerusalem)
Directions:
1. Form a small group of 10.
2. A music/song fitted to the game is played while passing the
ball to the right.
3. When the music stops the pupil handling the ball will move out
from the group of players.
4. Continue the game until there‟s only one left and be declared
as the winner.
5. The winners of each group compete afterwards doing the same
procedure.
388
Demonstrate the Ball Catching
 These are the proper ways on how to catch a ball
1. Above the head
2. Below the waist
3. Near the Middle of the body
4. Away from the body
389
 Ask a pupil to go in front. The pupil faces the teacher and
catches the ball that will be thrown.
- Catching ball above the head
- Catching ball below the waist
- Near the middle of the body
- Catching ball away from the body
 Ask several pupils to serve as catcher using the
recommended positions in catching a ball.
C. Application
Let‟s play Ball catching (Pagsalo ng Bola).
Directions:
1. Form a circle.
2. The teacher stays at the center and serves as the “It” (Taya)!
The person at the center will throw the ball. Then says
“HEAD”, catch the ball above the head. If he says “WAIST”
catch the ball below the waist ,”NEAR” catch the ball near
the middle of the body and if he says “AWAY”, catch the ball
away from the body.
3. Do the catching properly. If you fail to catch the ball, you will
be the next “It”. Do these procedures until everyone takes
his/her turn.
D. Generalization/Abstraction
What is the proper position when catching a ball above the
head? below the waist? near the middle of the body? away from
the body?
E. Culminating Activities/Application
Execute the command or demonstrate
(As if you are catching a real ball)
1. Above the head
2. Below the waist
4. Above the head
5. Below the waist
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Evaluation
All pupils will form four columns starting from Area 1. Do what is ask
then, go to Area 2, 3, & 4
Area 1
Catching a ball above the head.
Area 2
Catching a ball below the waist.
Area 3
Catching a ball near the middle of the body
Area 4
Catching a ball away from the body.
List down in your notebook five games that involve ball catching.
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Lesson 4
Throwing
Movement Skills: Explains the difference between throwing to

a stationary partner and throwing to a moving partner.
Objective:
Perform correct skills in throwing to a stationary partner and throwing
to a moving partner.
Subject Matter:
Throwing to a stationary partner and throwing to a moving
partner.
Materials: ball, pictures
Learning Activities
Review/Warm up
Sing “Row, Row, Row Your Boat”. Substitute row with throw,
then catch. Change also boat with ball.
Throw, throw, throw your ball

Catch, catch, catch your ball

Activity 1. The teacher demonstrate throwing the ball to a
stationary person then to a moving person .All the pupils try
throwing the ball.
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 This is the position in throwing a ball to a stationary person.
 This would be the position in throwing a ball to a person moving
Activity 2. The pupils will be divided into two (2) groups.. Group 1 &
group 2. Group 1 will form 2 lines facing each other with a distance of
five ( 5 ) meters away. Group 2 will stay at the center. The teacher will
give a ball to be used by group 1 to hit the members of group 2. If all of
the members of group 2 are hit by the ball then group 1 will also stay at
the center while group 2 will form 2 lines and start throwing the ball to
hit the members of group 1.
How do we throw a ball to a stationary partner?
How do we throw a ball to a moving partner?
393
D. Application
1. Form two vertical lines with about 2.5 meters distance facing each
other‟s line.
Throw the ball in a zigzag manner towards the opposite line.
Whoever drops the ball will recover it and continue passing to the
next pupil.
2. Same position, throw the ball to the partner while students stand
behind the starting line while moving to the end line and back.
Pass the ball to the next pair and stay at the end of the line for
the second drill.
INSERT DRAWING
394
Evaluation
The teacher & pupils evaluate the activity using the rubrics.
Rubrics: Self Evaluation
Performance Points
1. a. No error 5
b. Dropped the ball ones. 3
c. Dropped the ball two or more times. 1
2. a. Followed the correct/proper throwing position 5
b.Committed one error 3
c. Committed more than 2 errors 1
Bring anything that can produce sound tomorrow. (Example: playdrum

tambourine ,etc. )
395
Lesson 5
Simple Dance Mixes
Apply movement concepts when alone in simple dance mixes.
Objective:
Apply movement concepts when alone in simple dance mixes.
Subject Matter
Applies movement concepts when alone in simple dance with counting
Materials: Drum, stick
Learning Activities
Do simple warm-up exercises. Let the pupils stand. The teacher
demonstrates simple movements as she/he counts.1, 2, 3, 4 . . .
Hands on waist 4 counts 1,2,3,4. . .

Hands on shoulders 4 counts 1,2,3,4. . .
Arms forward/sideward 4 counts 1,2,3,4. . .
Foot slide-left/right 4 counts 1,2,3,4. . .
Arms up/down 4 counts 1,2,3,4. . .
Arms in lateral position(left/right) 4 counts 1,2,3,4. . .
The movements will be accompanied by the music produced by

the different materials that the pupils brought. (Example: drum, stick,
wood, etc.)
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Activity 1. The teacher gives some hand position in dancing.
Activity 2. The teacher dances while singing
(bahay kubo or any song)

Ask the pupils; What did I do?
Do you also know how to dance?
Activity 3. Let pupils go outside the classroom and find enough place for
them to perform.
The teacher demonstrates the basic steps in dancing.
Dance Step in 2 time only

4
a. Change Step-
Step, close, step
1 and 2
R L R
b. Heel and toe Change Step

Heel – Place – toe point
1 2
R R
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Step, close, Step
1 & 2
R L R
The pupils will follow the teacher after every step by counting 1,
2, 3, 4
Analysis
What arm position did you learn today?
How about the dance steps?
Can you do it well?
C. Generalization
What are the steps that you learned today?
What arm positions did you learned today?
D. Application
Pupils practice learned are movements and dance steps in time
with music.
Evaluation
Each pupil will perform the movements that he/she learned with
music (Leron-Leron Sinta)
Agreements
1. Practice the basic dance steps you learned today.
2. Do the dance steps at home or during free time in school.
398
Lesson 6
Simple Folk Dance
Learning Competence:
Simple Folk dance and rhythmic routines
Demonstrates movement concepts with others in simple dance
Objective:
Apply movement concepts with others in simple dance.
Subject Matter:
Movement concepts with others in Simple Dance
Materials: CD Player, CD (Audio)
Learning Activities
- The pupils perform the simple basic dance steps with music
altogether
B. Development Activities
1. Review the basic steps in folk dance.
What are the basic steps that you learned in the previous week?
Dance Step in 2 time only

4
c. Change Step-
Step, close, step
1 and 2
R L R
d. Heel and toe Change Step

Heel – Place – toe point
2 2
R R
Step, close, Step

1 & 2
R L R
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The pupils will follow the teacher after every step by counting 1,
2, 3, 4
2. What are the standards to be followed:

 Listen attentively to the teacher
 Avoid unnecessary movements
 Follow the correct steps while dancing.
3. Demonstration of the Dance Apat-Apat by the teacher

1-7 No action.
The Dance
1-2 Beg R for both M and W, walk 4 steps CCW
around dance area;
Releasing hands, turn individually ½ CW and
joining other hand at shoulder height with elbows
bent in “W” position, walk 4 steps CW around the
dance area:
5-6 Releasing hands and turning to face ptr. Walk 4 steps
backward away from each other;
7-8 Walk 4 steps forward towards partner.
9-10 Facing R so that L shoulder is adjacent with partner, walk
4 steps forward (M CW and W CCW) around the dance
area;
11-12 Without turning, each dancer walk 4 steps backward to
end next to partner with L shoulder adjacent again;
4. Pupils do the steps after the teacher

5. Pupils do the steps by partner
400
C. Application
Group Performance
Each group will present by pairs using the following rubrics.
Criteria Points
1. All the members of the group danced 5 points
gracefully
2. One of the members did not danced 4 points
gracefully
3. Two of the members did not danced 3 points
gracefully
4. Three or more members did not danced 2 points
gracefully
Practice doing the steps during your vacant time (for mastery)
401
Lesson 7
Throw and Catch the Ball
Competes in throw and catch relays and races
Objective
Competes in throw and catch relays and races
Subject Matter
Competing in throwing and catching relays and races
Reference: Sunshine A Journey through the World of Music , Arts and
P.E. 2 p. 230 – 232
Materials: chart, ball
Let pupils do the activities.
Walking, jogging and running
Motivation:
Ask: What games do you play?
Do you know how to play basketball? Softball?
Do you know of any popular basketball player?
Unlock the words through the picture of a two boys doing the
throw and the catch
Throw catch
A B
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Ask: Which of the boys throw the ball? Which of the boys catch the
ball?
1. Teacher tells the class that the lesson for the day is
how to compete in throwing and catching a ball in relays
and races.
2. Teacher demonstrates how to throw and catch without
/ with a ball. Pupils imitate to throw and catch without a
ball.
Asks: What did you do?

How did you throw the ball?
How did you catch the ball?
4. Teacher discusses the proper way to throw and catch

a ball
 When throwing a ball, you should always:

a. stand with your left foot in front and your right foot behind
b. hold the ball with your fingers apart.
c. with your body weight on the right foot, swing your right arm
backward which holds the ball.
d. with your body weight on the left foot, continue swinging arm
upward and throw forward with full force.
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 When catching a ball, you should always:
a. stand with your both feet apart.
b. raise both hands in front of your chest.
c. open both hands with thumbs close together.
d. you are now ready to catch the ball.
Call pupils to demonstrate throwing and catching the

ball.
C. Generalization
How do you throw a ball? catch a ball?
D. Application:
Pupils practice throwing and catching the ba ll by pairs.
Evaluation:
The pupils will play the game “Throw…. Then Catch Me”
Mechanics of the game
1. Divide the class in four equal groups, each on a straight line 2-3
meters apart.
2. Form two main groups by letting group 1 face group 2 and group 3
face group 4.
3. Each group will take turns to throw and catch the ball.
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4. At a given signal, the starter from each group throws the ball to
/her partner in front.
 His/ Her partner catches the ball and throws it to the next
person.
 When the ball reaches the last member, it is thrown back
until it reaches the front member/starter.
5. If the ball falls, the member who loses it must pick it up, and
go back to his / her place to throw the ball again.
6. The group that finishes first wins the game.
 Another catch and throw game will be played but as a race

already.
Practice throwing and catching balls correctly with friends during break
time in preparation for a catching and throwing competition in relays and
races next meeting..
405
Lesson 8
Pick and Carry
Practice correct posture while picking up things.
Objective:
Practice correct posture while picking up things.
Subject Matter:
Practices correct posture while picking up things
Materials: picture of a boy/girl picking up things
Review the correct posture while standing, sitting and walking .
Motivation
If you see pieces of paper scattered on the ground, what should
you do? Why?
How do you pick up things / scattered trashes?
Ask some pupils to demonstrate how they normally pick up
things scattered on the floor/ ground.
B. Developmental Activity:
1. Let pupils observe a pupil pick up things on the floor. Several
pupils will be asked to pick up something on the floor.
Ask: How did he\ she pick up the things on the floor?
How was it different from Pedro and the others?
2. Teacher lets pupils pick up things the right way by group

then individually.
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3. Teacher discusses some disadvantages or effects of
improper posture while picking up things.
o Picking up things with improper posture will lead to back

pains and will affect of one‟s bones and nerves leading to
poor physical look.
C. Generalization
What is the correct posture in picking up things?
 The correct posture while picking up things is to lower the
whole body, bend one knee slightly higher than the other.
 Extend one of the arms and pick the thing with one or
both hands.
D. Application:
Answer the following situation.
1. You and your family goes to Burnham Park on a Sunday

and you saw your brother throwing wrappers of candies along
the way. What will you do? How will you pick the wrappers?
2. When you see pieces of papers and plastic wrappers

scattered in your school ground. What should you do?
Show how you will pick up the pieces of papers in the correct
posture.
407
Evaluation:
Graded individual performance.
Each pupil will demonstrate the correct posture in picking up things
Good posture Posture Posture

(5 points) needs a little definitely
improvement needs
(3 points) improvement
(1 point)
1. Correct lowering of the
body.
2. Correct bending. (one
knee slightly higher than
the other)
3. One of the arms
properly extended to pick
up the objects or both
arms extended to pick up
object\s on the floor\
ground.
Always observe correct posture in picking up things on the floor,
grounds, roads and other places.
408
Lesson 9
Push and Pull
Learning Competency
Practice correct posture while pulling and pushing objects.
Objective:
Practice correct posture while pulling and pushing objects.
Subject Matter:
Practicing correct posture while pulling and pushing objects.
Reference: Sunshine A Journey through the World of Music, Arts and
P.E. 2 p. 178
Materials: chart, pictures of a boy/ girl pushing/ pulling an object
Learning Activities
Motivation
Recite the poem “Push and Pull”
Push a chair, Iduron ti tugaw,

Push a table‟ Iduron ti lamisaan ‟
Push your partner, Iduron ti kapareham,
Push with force! Iduron mo iti amin nga pigsam!
Pull a wagon,
Guyuden ti bagon,
Pull a cart,
Guyuden ti kariton,
Pull your bag,
Guyudem diay bag mo
And miss a tag!
Tapno haan nga malipatan
In the poem, name the objects that you pushed? Pulled?

What other objects do you push? Pull?
Ask: Have you ever tried pushing and pulling trolley cart in a
supermarket?
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Unlocking of the words through gesture
Push
Pull
Actual demonstration by the teacher on how to pull and
push the table (e.g. door, desk, chair)
Ask: What did I do?

What part of my body did I use when I pushed and pulled the
table?
Did I exert effort in doing it?
Developmental of the Lesson

Discuss/ explain the correct posture in pushing/pulling
 When pushing or pulling objects be sure to use good body

posture
o Tighten your stomach muscles
o Bend your knees
o Lean in slightly toward the object you are pushing
o Lean slightly away from the object when pulling
o Keep your back and wrists straight
o Use your legs and weight of your body to move the
object
Pupils perform pulling and pushing of their chairs or

tables observing the correct posture with the teacher‟s
guidance.
410
C. Generalization:
What is the difference of push from pull?
How should you push/ pull a thing? Why?
(Push / Pull by observing the correct standards.)
Why do you need to have a good posture when pulling or
pushing something?
D. Application
Let pupils do the following activities observing correct
posture.
Push/ pull the chair
Push /pull the table
Evaluation:
Game.
“ Hop… Then Push\ Pull a Cart”
Direction:
1. Form four equal groups, each on a straight line.
2. Each group draws two circle (use a chalk) in front at the
starting line 6-7 meters apart. Put a small chair inside the last
circle.
3. At a given signal, starter from each group walks towards the
last circle.
4. Upon reaching the circle, each player pushes the chair and
places it inside the first circle, then walks back and taps the
hand of the next player.
5. The next player pulls and places the chair back to the last
circle then walks back to the starting line. Other players follow
and do the same.
6. The group that finishes first wins the game.

 Ask the pupils how they felt while playing the game? after
playing?
 Remind the pupils to clean and fix the area after the
game by returning back the used chairs and tables to
their proper arrangement.
411
Assignment:
Put a check on the blank if the picture shows the correct posture in
pushing\ pulling and x if not. Write it in your notebook.
1. ____
2. ____
3. _____
412
Unit 4
Music and Environment, Throw Patterns,
posture and body Mechanics
This unit culminates the application of standards from unit to unit III. It
includes demonstration and understanding of: Self-testing activities and how
to manage the body in various movement activities; underhand and overhead
throws; movement skills emplo ying throw patterns and striking skills; simple
folk dance; relays and races, how to tag and dodge in relays and races;
posture check; and of improving posture and related activities.
It takes 11 lessons executed in 11 days to attain the above standards .
413
LESSON 1
“Grow Strong”
Participates in self-testing activities e.g. Chinese Get Up, roll with
a ball, beat a drum or tambourines, dramatize weather conditions
Objectives:
Participates in self testing activities such as Chinese get up.
Subject-matter: Self-Testing Activities / Chinese Get Up.

K-12 Curriculum Guide page 17
Picture of a dual stunt Chinese Get Up
LEARNING ACTIVITIES
A. Pre-activity
Show the picture of the Chinese Get Up.
1. What do you see in the picture?

2. Do you want to try this?
3. Do a warm up activity like jogging in place or bending and
stretching.
1. Show again the picture of the Chinese get up and ask the following
questions.
a. What is the body position of the two persons in the picture?
b. How are their hands positioned?
2. Teacher calls a pair of pupils to demonstrate how the Chinese get
up is done.
3. Teacher asks pupils to find a partner of similar height to practice
doing the activity. Give enough time for children to try.
414
4. What stunt did you learn today? How is it done?
What should both partners do to avoid falling?
Application:
Chinese Get Up Relay:
Group the pupils into 2, 3 or 4.
Each group shall have at least 4 pairs.
Relay mechanics:
1. All groups lined in column formation with 1 arm distance from each
pair.
2. All pairs in the groups shall be positioned in their starting position for
the Chinese Get Up
3. With the teacher‟s signal of “GO”, the first pairs of each group
performs the Chinese Get Up.
4. As soon as they successfully finished, they unlock both hands and
tag with their hand the next pair.
5. This is done until the last pair.
6. The last pair in a group who finishes first, win the game.
Evaluation
Self evaluation: Answer the following questions;
a. Did I do the Chinese get up properly?
b. During the relay did I participate well?
c. Did I contribute to the winning of my team?
d. Where did I find difficulty in doing the Chinese get up?
e. What will I do to improve my participation with my teammates?
f. Did I enjoy doing the activity?
Assignment
Ask pupils to bring a soft rubber ball (at least 6 -8 inches,
circumference) tomorrow for our next activity.(Teacher/school may provide to
ensure availability)
415
Lesson 2
Let’s Go Rolling
Participates in self-testing activities e.g. Chinese Get Up, roll with a
ball, beat a drum or tambourines, dramatize weather conditions
Objective: Participates in self-testing activities like Roll with a ball.
Subject Matter: Roll with a ball

K-12 Curriculum Guide page 17.
Soft rubber ball. Mats if necessary.
Learning Activities
A. Pre activity
What stunt did we do yesterday?
How did u do it?
Did you enjoy the relay? Why?
Sing this song. To the tune of “Mary Had A little Lamb”

Me –rri- ly we roll a-long
mi re do re mi mi mi
Roll a-long, roll al-ong
re re-re mi sol-sol
Me - rri-ly we roll-a-long
mi re do re mi mi mi
Along the cherry lane.
re re re mi re do
What is the action in the song? How do we roll?

1. Show the picture of a stunt roll with a ball.
What do you see in the pictures?
416
Where are the two feet lying?
Will the boy fall doing that? Why?
What is needed so that the they will not fall?
2. Show another picture?
This is the stunt called the roll with a ball.

Teacher demonstrates step by step how to roll with a ball.
1. Let pupils bring out their ball and try to practice as the teacher
assists in the activity.
C. How do you roll with a ball ?

Were you hard up in doing the activity?
Why do you think so?
What should you do to be able to perform the activity well?
Evaluation:
Group pupils and have them do the roll with a ball. Give
special attention to their participation in the group. Focus
observation on the following;
a. Proper coordination
b. Teamwork
c. Cooperation.
Agreement:
Ask pupils to bring any available drum at home if available. The
school/teacher may also produce the instruments
417
Lesson 3
Let Play and Beat a Drum
Participates in self-testing activities e.g. Chinese Get Up, roll
with a ball, beat a drum or tambourines, dramatize weather conditions
Objective: Participates in self-testing activities in beating a drum.
Subject Matter: Self Activities: Beating a Drum

K-12 Curriculum page 17 Persons, Objects, Music and Environment
Drums, Picture of a boy beating the d rum.
Learning Activities
1. Simple warm up exercise
2. Play a music or song that includes beating of drums/snare drums
or the like. (e.g. Little Drummer Boy, Marches, indigenous musical
instrument like Solibao and Libbit of the Cordilleras)
Ask the pupils what instruments were used in the music played.
B. Developmental Activities.
Activity 1:
1. Show a drum (Snare Drum, Solibao, Libbit, or any handy
improvised/self made drums)
2. Show the picture to the class.
SOLIBAO (Benguet) LIBBIT (Ifugao)
418
SNARE DRUM
What is the boy doing? Can you do it yourself?

What is the sound of the drum?
When are drums usually used? In school/community?
Activity 2: Clapping and counting Drill

1. Clap in the 2/4 time signature, counting 1, 2, 1, 2 . . .
2. Clap in the ¾ time signature, counting 1, 2, 3, 1, 2, 3 . . .
3. Teacher demonstrates the correct way of beating the drum as
the pupils follow softly beating their desks/instruments
C. How do you beat the drum?

D. Sing the song „Ako ay may Lobo” while you beat the drum.
Evaluation:
Group Pupils into 3 and assign each group a song.
Let them beat the drum singing the songs;
Leron Leron Sinta, (2/4)
Bahay Kubo, (¾ )
Give them time for practice
Evaluate performance using the rubrics.

Criteria 5 4 3 Total
All members 1 member did not 2 or more did
Participation of the group participate not participate
participated
Precision of Consistent 1-2 times 3 or times
Rhythm in from start to observed with observed with
the 2/4 & finish inconsistencies inconsistencies
3/4
Grand Total
419
Assignment: Listen/inquire about the weather news tonight or tomorrow
morning.
Rubrics
Criteria 5 4 3 Dagup
Nakiraman Ada maysa a di 2 ken
Panakiraman amin a kameng sinmali naursurok ti
di sinmali
Kinapag-isu Kinapag-isu ti 1-2 a kamali 3 ken
Iti kumpas ti kumpas nasursurok
2/3 ken 3/4 maipud rugi nga kamali
enggana
nalpas
Kadagupan
420
Lesson 4
Safety First
Participates in self-testing activities e.g. Chinese Get Up,
roll with a ball, beat a drum or tambourines, dramatize weather
conditions
Objective: Self-testing activities: Dramatize weather conditions.
Subject Matter: Weather Conditions

Materials: Pictures of the different weather conditions.
Reference: K-12 Curriculum Guide
Learning Activities
A. Pre Activities
1. What are the different kinds of weather?
2. Sing the song
What is the wea-ther

do do re mi - mi
The wea-ther to-day

mi mi re do-re
What is the wea-ther, the wea-ther to-day (2x)

do do do re - re , mi re - re do - do
To - day is a SUNNY day.

do-sol fa fa mi - re do
Change the underlined word sunny with, cloudy, windy and rainy
until the song is over.
What are the different weather conditions mentioned in the song?
421
B. Developmental Activities.
Activity 1:
1. Show the different pictures of weather conditions.
2. Ask the pupils the following;
What do the pictures tell us?

What do they give us?
Is there anything we can do during these times?
What can we do in times of this weather conditions?
Activity 2: Drill on “Bring me” in group of 4

As the teacher flashes the picture of the weather condition, ask
each group to bring any item needed in times of the weather
condition.
 Activities and precautionary measures

 Ask the pupils to identify possible activities that they can
do in the different types of weather conditions.
 Ask precautionary measure and preparation to do during
those weather conditions
422
C. Why do people observe the weather condition? Give three reasons.
What shall we do during the different weather conditions?
What actions shall we do? Why?
Evaluation:
Dramatize a weather condition:
Group I – Sunny Day
Group II - Windy Day
Group III – Rainy Day
Group IV – Cloudy Day
Guide questions to consider:
What preparatory/precautionary measures do you consider
with the kinds of weather?
What shall we do during those weather conditions?
What actions shall we do? Why?
Rubrics:
Excellent V. Satisfactory Poor Total
Satisfactory
5 pts. 4 pts. 3 pts. 2 pts.
Precautionary/
Preparatory
measures
Actions Taken
Members
Participation
Grand Total
Kalaingan Napintas Napnek Kurang

5 pts. unay 3 pts. pay Dagup
4 pts. 2 pts.
Panangisagana/
Panag-alwad
Tignay
Pakaraman dagiti
kameng
Kadagupan
Listen to the news tonight and draw the weather condition tomorrow.
423
Lesson 5
Throw Patterns
Movement Skills: Identifies opportunities to use underhand and

overhand movement (throw patterns)
Objectives:
1. Demonstrates underhand and overhand movement skills.
2. Identifies opportunities to use underhand and overhand movement
(throw patterns)
Subject Matter:
Underhand and Overhand Throw Patterns
Materials: pictures
Learning Activities
1. Warm up
Sing the song “Rock My Soul”
a. Rock my Soul from the bossom of Abraham (3x)
Oh rock my soul
Ref.: Rock my Soul (3)
Oh rock my soul
b. Too high I can‟t go over it
Too low I can‟t go under it
Too wide I can‟t go round of it
Oh rock my soul
(repeat refrain)
2. Motivation
“Ball catching-throwing” (Play a song fitted for the game)
Form a circle.
The teacher will stay at the center and serves as an “it”.
She throws the ball to any pupil, so they would have to catch it.
Whoever drops the ball in catching and throwing the ball will
replace the person at the center.
424
1. First throw – overhand
2. Second throw - underhand
Call two pupils.
Instruct the pupils to catch the ball thrown.
a. The teacher throws the ball underhand
b. Throws the ball overhand
- What did I do?
- Did you notice or observe what I did?
- How did I throw the ball
- Do you want to try?
c. Let all the pupils try underhand and overhand throwing.
1. Underhand throwing
CHANGE DRAWING
2. Overhand throwing
Generalization/Abstraction
How should we throw a ball?
What is underhand throwing?
What is overhand throwing?
Show me how to do it
425
Application
Form a circle.
The teacher stays at the center. Instruct the pupils to throw the ball
underhand or overhand to the teacher.
Evaluation
How do you throw the ball in the following situations:
Choose & demonstrate what you will do.
1. 1. You are surrounded by tall I will throw the ball

players during a basketball game overhand
and you wanted to pass the ball to I will throw the ball
your team mate underhand
2. You are going to pass the ball to your I will throw the ball
team who is very near you. overhand
I will throw the ball
underhand
3.During a softball game you would like to I will throw the ball
pass the ball to your team mate who is far overhand
from you. I will throw the ball
underhand
In what particular game is underhand and overhand throwing is

applied?
Bring a picture of a game tomorrow.
426
Lesson 6
Striking
Movement Skills: Identifies opportunities to use striking skills.
Objective:
Demonstrates understanding of striking skills.
Subject Matter:
Throw Patterns and Striking Skills
Materials: pictures
Learning Activities
1. Warm up
Pupils sing the song “You‟re rocking the Boat” with action
a. Sit down, sit down you‟re rocking the boat 4x
b. Jump out, jump out, you‟re rocking the boat 4x
c. Slide right, slide left, you‟re rocking the boat 4x
2. Motivation
Game, “Hitting the Pot”
A pot full of candies is tied up between two poles (earlier
prepared). The pupils form a straight line. Each will be blind folded,
given a stick and take turns to hit the pot. The one who will be able
to hit the pot will be given a prize.
427
Teacher asks the following questions regarding the hitting the
pot game.
Did you enjoy the game?

What did you do with the pot?
What did you use in hitting the pot?
Why were you not able to hit the pot successfully?
Picture Study
Teacher shows a picture of a boy trying to strike/hit a softball
with a bat.
What is the boy trying to hit?

What is he holding to hit the ball?
Can you do the hitting also?
What other games can we apply striking?

(Expected answers: volleyball, badminton, tennis) Teacher could
show pictures of enumerated games:
Volleyball Badminton Table Tennis
428
What is striking?
Striking means hitting the ball or an object with bare hand or a bat.
1. Application
Let pupils do the activity striking through an improvised

golf game (outdoor activity)
1. Form 2-3 equal groups, each on a column, with about 1

meter away
2. Each group must have one small plastic ball. Each

member holds a wooden stick or ruler on his/her hand
3. At a given signal the starter from each from each group

places, the ball on the floor and strikes it hard towards
the hole with his/her stick, when the ball acts into the
hole, the next member strikes it again towards the hole.
He/she also moves to the back of the line. This
procedure is repeated to the last member.
4. The group that finishes first wins the game
429
Evaluation
(Mimetics) At the sound of the whistle the pupils will do striking
 during a volleyball game.
 softball game.
 tennis game.
Do this activity at home with your brother or sister.
430
Lesson 7
Learning the Dance Alitaptap
Learning Competence:
Simple folk dance and rhythmic routines.

Perform the dance Alitaptap
Objective:
Perform the dance “Alitaptap” by counting simple 1, 2, 3, 1, 2, 3
Subject Matter: Dance Alitaptap

Materials: CD, pictures, DVD player
Learning activities
1. Show a picture of a boy and a girl dancing.
Ask: what are they doing?
1. Have you heard of the word “Alitaptap” or “firefly”?

How does a firefly looks?
How does a firefly moves? Can you imitate how it fly?
What is the meaning of Alitaptap?
2. Introduce the dance by counting first simple 1,2,1,2
3. Teacher demonstrates the steps as the pupils observe.
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The pupils will follow the teacher as she/he demonstrates the steps
by counting.
ALITAPTAP
Measure FIG. 1 FIG 2
1-2 Waltz R & L in place 1-2 Waltz FWD R/L (arms

in lateral position with
flutters)
3-4 Stand in place & lean 3-4 Point R foot and then
R & L on each across L, no
measure, arms weight(arms;
Kumintang R/L* waist/skirt)
5-8 REPEAT measure 1 & 5-6 Waltz backward to

2 with reverse place-arms lateral with
footwork & direction flutters
9-16 REPEAT all of 7-8 3- step turn R in place

measures 1-8 and close
9-16 REPEAT measures 1-8

FIG 2
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Measure FIG. 3 Measure FIG.4
1-2 2-side-close steps 1-2 Step sideward R & tap L

sideward R(arms foot twice in front
lateral R – Kumintang
Step on L sideward, tap
of both hands)
R foot twice (arms;
waist/skirt)
3-4 REPEAT measures 3 Take 3 step FWD.

1-2 FIG. 3 with (R/L/R)meeting L to L
reverse footwork and shoulders(waist/skirt)
direction.
7-8 Dos-si-do (arms; 4 Brush L foot FWD(arms-

waist/skirt) R raised, L across
chest)
9-16 REPEAT measures 5-8 REPEAT measures 1-4

1-8 FIG. 3 reverse footwork and
direction moving back to
place

FIG 4
13-14 2 waltz steps back in

place(arms; laterals)
15-16 3-steps turn in place and

close facing audience
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C. Analysis: Ask the following questions
 What do you gain/get from dancing?
D. Generalization/application
What is the title of the dance? Why is it entitled “Alitaptap”?
How many dancers are needed to perform the dance?
What are the steps that you learned today?
Evaluation
Perform the dance Alitaptap by counting simple 1, 2, 1, 2
Master the dance steps at home or teach the dance to your
younger brothers/sisters/friends at home
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Lesson 8
Let’s Now Dance Alitaptap
Simple Folk Dance and Rhythmic routines

Perform the Dance Alitaptap
Objective:
Performing the dance alitaptap per group
Subject Matter: Dance Alitaptap

Materials: CD, pictures, DVD player
Learning activities
A. Review
The pupils perform the Alitaptap while the teacher beats the
drum counting 1, 2, 1,2
ALITAPTAP
Measure FIG. 1 FIG 2
1-2 Waltz R & L in place 1-2 Waltz FWD R/L (arms
in lateral position with
flutters)
3-4 Stand in place & lean 3-4 Point R foot and then
R & L on each across L, no
measure, arms weight(arms;
Kumintang R/L* waist/skirt)
5-8 REPEAT measure 1 & 5-6 Waltz backward to
2 with reverse place-arms lateral with
footwork & direction flutters
9-16 REPEAT all of 7-8 3- step turn R in place
measures 1-8 and close
FIG 2
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Measure FIG. 3 Measure FIG.4
1-2 2-side-close steps 1-2 Step sideward R & tap L
sideward R(arms foot twice in front
lateral R – Kumintang Step on L (arms;
of both hands) waist/skirt)
3-4 REPEAT measures 3 Take 3 step FWD.
1-2 FIG. 3 with (R/L/R)meeting L to L
reverse footwork and shoulders(waist/skirt)
direction.
7-8 Dos-si-dos (arms; 4 Brush L foot FWD(arms-
waist/skirt) R raised, L across
chest)
9-16 REPEAT measures 5-8 REPEAT measures 1-4
1-8 FIG. 3 reverse footwork and
direction moving back to
place
FIG 4
13-14 2 waltz steps back in
place(arms; laterals)
15-16 3-steps turn in place and
close facing audience
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B. Giving of the Criteria for the Group Dance
1. Mastery
2. Gracefulness
3. Coordination
C. Group Performance
Each Group will be given time to present the Dance
Evaluation
Perform the dance Alitaptap with music by group using the rubrics.
Criteria
95% 85% 75%
Mastery All the 1-2 members of 3-4 members of

members of the the group not the group not
group mastered mastered the mastered the
the danced dance dance
Alitaptap. Alitaptap. Alitaptap.
Gracefulness All the 1-2 members of 3-4 members of

members of the the grouped did the group did
group danced not dance not dance
gracefully. gracefully. gracefully.
Coordination All the 1-2 members of 3-4 members of

members of the the group did the group did
group followed not follow the not follow the
the correct correct steps. correct steps.
steps.
Ask the pupils to do the dance as morning exercises
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Lesson 9
Dodge Ball
Performs dodging relays and races.
Objective:
Performs dodging relays and races.
Subject Matter:
Topic: Dodging
Reference: K to 12 Curriculum for Grade 2 in P.E. p 17
Materials: ball(soft)
- running in place
- jogging
- jumping
Motivation
Arrange the letters to form a word:
EGDOD LLAB EMAG
Say:
 Read the sentence you formed. (Dodge Ball Game)
 Do you like to play the game?
Teacher calls three (3) pupils to illustrate dodging.
Pupils will play “Dodge Ball Game”

1. Group pupils into 2. Number of members of each
group depends upon the number of pupils in the class.
2. The group decides who will be the “it” by tossing a coin
or bato - bato pik
3. The “it” group form 2 parallel lines on opposite sides.
4. The other group will stay at the center.
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5. The “it” group will hit the player at the center by throwing the
ball . Whoever is touched by the ball will be out.
6. Do this until all the players will be hit or out to get a chance to
play.
7. Nonetheless the last player tries to save his member by
counting 1-10 hits. If he/she would be out the game goes on.
Ask: Did you enjoy the game?

Why were you not hit by the ball?
Why did you win the game?
What will you do next to win the game?
C. Generalization
What is dodging?
Dodging is to move suddenly aside to avoid hitting by
anything thrown toward the player.
D. Application
Act the following situation.
1. Carlo will cross the street. What should he do to avoid an

accident?
2. During the school intramural you were walking when

suddenly you saw the ball coming along your way, what will
you do so that you will not be hit by the ball?
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Evaluation:
Group Game: Kick and Touch the Ball
Mechanics:
1. Group pupils into 2. Number of members of each group
depends upon the number of pupils in the class.
2. The group decides who will be the “it” by tossing a coin or
bato - bato pik
3. The “it” group form 2 parallel lines on opposite sides.
4. The other group will stay at the center.
5. The “it” group will hit the player at the center by kicking the
ball. Whoever is touched by the ball will be out.
6. Do this until all the players will be hit or out to get a chance to
play.
7. Nonetheless the last player tries to save his member by
counting 1-10 hits. If he/she would be out the game goes on.
Play “Dodge Ball Game” with your friends at home during weekends or
classmates in the school during break time.
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Lesson 10
Tagging Relays and Races
Perform tagging relays and races
Objectives
Perform tagging relays and races
Subject Matter
Performing Tagging relays and races
P.E. 2 p. 254-255
Materials: chart, empty can, slipper, pair of shoes
Jogging and running
Motivation:
Ask: Have you tried playing with a ball?
What games use balls? (ex. Volleyball, softball, basketball)
How do you play the game?
Unlock the words through actions / gestures / actual

demonstration -Tag, relay, race
Activity 1:
1. Present the game “Ball Relay and Races”
Teacher tells\ explains the Mechanics of the game.
a. Form 3 - 5 equal groups, each forming a straight line.

b. Draw an end line or place a marker where the player turns
back
c. The starter player from each group will hold a ball.
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d. At a given signal, starter runs fast to the chair and back to the
starting line area passing the ball and taps\ tags the shoulder of
the next player.
e. The next player follows as soon as the starter reaches
the line.
f. The group that finishes first wins the game.
2. Let pupils play the game by groups with the guidance

of the teacher.
3. Post evaluation of the game
Ask:

 How did you play with your classmates?
 How were you able to tap\ tag the next player?
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C. Generalization:
What did the players do?
How did they race? tag?
D. Application
Introduce the game “Agawan Base”
Rules of the game

1. There are two bases, each base has equal number of
members.
2. There will be one person assigned to guard the base.
 The others may leave the base to run and try to catch
another member of the other team or to try to steal the
opponent's base.
 If you touch the base of your opponent first, before
members of that team tag you, you steal their base and
your team wins.
3. Another goal is to catch as many of the opponents as your
team can.
 A captive opponent becomes a prisoner and stands on
the captor‟s base until a member of his own team saves
him by touching/tagging him.
 Once he is tagged and “saved”, the prisoner is freed and
goes back to his base.
4. Let pupils play the game.
Ask: What did you learn from this game?
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Evaluation:
Rubrics for the game: Put a check in the proper column to show your
answer. Do activity on your paper.
Yes with Yes with

Yes one or 3 or
without two more
mistake mistakes mistakes No
(5 pts.) (4 pts.) (3 pts.) (2 pt.)
1. I played very well during the

game.
2. I followed the rules of the

game accurately and correctly.
3. I raced very fast
4. I tapped my classmates‟
shoulder fast
5. I learned the values of

sportsmanship.
Agreement:
Think of other tagging relays/races Introduce and play this with your
classmates next meeting.
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Lesson 11
Improving Body Posture
Performs activities that improve posture.

(E.g. book relay/ line walk.)
Objective:
Performs activities that improve posture (E.g. book relay/ line walk.)
Subject Matter:
Performing activities that improve posture
(E.g. book relay/ line walk.)
P.E.2 p, 205
Materials: book, picture
1. Review the correct posture in sitting, standing and walking
2. Motivation
Sing Mag- isip- isip with actions in a form of game
Mag-isip-isip ng 1, 2, 3 (3x) Agpanunot ka 1, 2, 3 (3x)

Sundan nyo ako. Sumurot kayo amin
Sundan, sundan, Sumurot, sumurot, sumurot
sundan nyo ako (3x) kayo (3x)
Ikaw naman dito. Sika met ditoy
Note: Suggested actions to be done while singing: robot

movement, marching soldier, model walk
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Teacher presents the game “Book Relay”
a. Form four groups. Each group form a straight line.

b. Place a chair about five meters in front of each group.
c. At a given go signal of the teacher, the starter player
from each group, places a book on his/her head.
d. Then he/she walks straight following the line towards the
chair with hands on his/her side.
e. If the book falls, the player stops and places it back on
his/her head and continues the relay.
f. Upon reaching the chair, the player goes around ones,
returns to his/her line and gives the book to the next
player. The players will do the same until everyone is
finished.
g. The group that finishes first wins the relay.
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Analysis:

 How do you feel while playing? After playing?
 How did you play the game?
 How did you walk while playing the game
 What traits did you show in playing the game?
 Name other activities that can improve posture.
C. Generalization:
How should you stand/walk?
What activity can you do to improve your body posture?
D. Application/ Culminating Activity:
Pupils put a book on their head and walk like models following a
straight line on the floor/ground. Do it again,
- Whole class
- Group
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Evaluation:
Guided individual walk with a book on the head and following a

straight line.
Rubrics for the game

Put a check in the proper column to show your answer.
Do this on your paper.
Very
Much Not Much Not at All
much
1. I performed all the activity

well.
2. I followed the rules of the

activity accurately and
correctly.
3. I maintained good posture

and correct alignment of the
body during the activity.
4. I cooperated with my
classmates during the
activity.
5. I learned the values of

sportsmanship.
Assignment:
Do your morning exercises with a book on your head while you

walk around for 10 minutes.
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HEALTH
UNIT 1
This unit focuses on individual differences and managing feelings in

helpful ways. Learners will demonstrate their skills in adapting to new
environment and relate to other people. It talks about the similarities and
difference among people; about adjusting to new environment; healthy
expression of feelings and the development of skills in managing feeling.
This is also an avenue for pupils to display a helping attitude for other
people and recognize situation that are appropriate or inappropriate.
449
Unit 1-Pretest
DIRECTIONS: Select the BEST answer from the given choices.
1. Which of the following statement is correct?
a. It is good to accept our similarities and differences with

other people.
b. It is good to accept our difference but not our similarities
with other people.
c. It is good not to accept differences because he could find
our weakness.
d. Sometimes, it is good to compare one‟s differences and
similarities.
2. Encircle the picture that illustrates appropriate action to do.
a. b.
c. d.
3. Which of the following states the best thing to do in dealing with differently-
abled and mentally challenged individuals.
a. Introduce games if the child is not in the mood.

b. Treat the child with mental disability as a normal child.
c. Don‟t be friendly to an autistic child , he might hurt you.
d. Be mad to a child if he/she hurts you.
4. Which statement/s is/are true in demonstrating respect for

the feelings of others.
a. Shout at your classmates when you are angry at them.
b. Do not touch their personal things without asking
permission.
c. Do not disturb your classmate while she is busy reading a book.
a. a, b b. b, c c. b d. a
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5. Your classmate suddenly shouted at you when you entered the
room. What would you do?
a. Scold him/her in a loud voice.

b. Close the door angrily.
c. Talk to him nicely.
d. Don‟t mind him/her.
6. Which situation represents skill in adapting to a new environment and
relating to other people.
a. Relative from the province came to visit your family. You know that
they are around you did not meet them.
b. You meet a new neighbor, you introduced yourself and handshake
with them.
c. Your family went on vacation in a nearby town, you and your brother
were left and a new neighbor came asking for help. You ignored it.
d. None of the above
7. You celebrated your 8th birthday. You invited your relatives and
friends. It so happened that one of your visitors is a moderate
mentally challenged individual named Jason. What should you do?
a. Don‟t be friendly to him.

b. Let him be with his mother always.
c. Invite him to play with other children
d. Let him stay in one corner to avoid disturbance.
8. A new classmate joined the school club organization.
What should he/she do?
a. Just be quite and observe the group.
b. Show that you are the best.
c. Be boastful and will not follow what they say.
d. Introduce yourself to the group in a friendly manner.
9. Encircle the picture represents good environment?
a. b.
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c. d.
10. What good gesture demonstrates good in proper ways in relating to other
people?
a. Greet with smile.

b. Choose the people whom you want to greet.
c. Just pass by if you meet your classmates.
d. Do nothing.
Lesson 1
Similarities and Differences in our Appearance
Objective
Accept individual differences and similarities based on physical
features
Subject Matter
Similarities and Differences on Physical Features
Materials
Cassette with DVD/CD stories and chart
No of Days: 1 day
Learning Activities
A. Preparatory Activities
1. Review: Dance with the music of Ay Ay Salidumay or any
songs
The teacher will demonstrate the native dance showing

movement of feet, hands, head, while holding the hips and in
knee position. The children will follow.
452
 Identify the parts of the body based on the
movement as demonstrated by the teacher.
 Use the pupils as models in identifying other body
parts
2. Motivation: Call pupil/s:
 Look at your classmates and tell something about

their appearance.
 Do they have differences in the way they look?
 How are the children similar?
Activity 1: Presentation and Analysis
Read the story: (with Iloko translation)
Rosa Rosario
Inang Remy has 2 children named Rosa and Rosario. Rosa is tall, dark-
skinned and with long and curly hair. Rosario is also tall, fair skinned, with
short straight hair. Rosario has chinky eyes while Rosa‟s eyes big and round.
Despite their differences and similarities, Inang Remy loves her children so
much. The two children are happy together and do not mind their similarities
and differences in physical appearance.
Ask:
 What is the story about?

 What do Rosa and Rosario have in common? (write on a
pink meta card and post theme on the board)
 Do Rosa and Rosario have physical differences?
(Use yellow meta card for the older child and white meta
card for the younger child)
 If you were Rosa or Rosario having this description ,
(differences and or similarities) would you accept? Why?
453
Activity 2
Call two volunteers or pupils with same sex and or opposite sex. Let
them stand in front of the class and instruct pupils to observe their
similarities and differences. (Caution to teachers to stop any incidence
of teasing)
Make a Venn diagram showing their differences and similarities. Write

on circles the differences and on the intersection of the two circles the
similarities. Let the pupils write the responses on the board.
similarities
Differences Differences
Ask:
 What are the similarities between the two pupils?

 What are their differences?
 What would you feel when you discover that you have
similarities and differences?
 Would you accept these differences/ similarities?
Why?
Activity 3
Select another partner and share / tell something about yourself
in relation to the similarities and differences you have with your
classmates.
454
Compare yourself with your seatmate and fill up the table
Put a on the appropriate box.
Physical traits/ Appearance Similar Different

1. Hair color
2. Shape of the eyes
3. Color of the skin
4. Height
5. Body size
Do you accept these similarities and differences? Why?
Ask:
 Have you seen differences and similarities with your classmates?

Are you happy to accept those differences and similarities?
Give instruction to clap three times as sign of acceptance.
3. Generalization
 Are you happy with the qualities you have? Are there
similarities and differences you find with your
classmates?
 Why should we accept individual differences?
It is good to accept our similarities and differences with other people.
C. Application
Group the pupils into five and pick the situation/s they will answer and
demonstrate any gestures or body movement as a sign of acceptance.
1. You met a new neighbor who has ugly dark skin. Will you play with
him/her.
2. You have notice that your friend is taller than you by 5

inches. Will you still be friendly with him/her?
3. In the field trip you are to join with, your group mates are
all boys. Will you still join them?
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4. A new classmates of yours come with long and shiny hair,
tall and with smiling face like you. Will you welcome her?
5. Your auntie introduces you to her neighbor who is a boy

with curly hair, short and limping. Will you accept him?
Evaluation
Using their notebook or pad paper let the pupils draw if the
child accepts his/her appearance and if not, draw
________1. Ana is a dark skinned girl, but she is happy about it.
________2. Lisa likes to go to school because her classmates enjoy

her company even if she thinks her eyes are big.
_______3. Lito goes to school everyday. He doesn‟t mind the scar

on his face .
_______4. Susan is happy with her classmates even if she is bigger in

size and others .
_______5. Teresa has a kinky hair and shesmiles back when her
classmates notice her hair .
Assignment / Agreement: Let the pupils copy and answer this in their
notebook:
Finish the following statements:

1. I am happy because I am____________ ( like others)
2. I am happy because I am _____________(difference like others)
Key to Correction
Evaluation:
_______1. _______ 2. _______ 3. _______ 4. _______5.
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Lesson 2
The Things You and I Like to Do
Objective
Accept individual differences and similarities based on likes
and dislikes
Subject Matter
Similarities and Differences on likes and dislikes
Materials
Puzzle, stories and chart
No of Days: 1 day
Learning Activities
1. Review:
a) Group Activity
Group the class into 2 identifying similarities and difference on
appearance. The first group will identify similarities and the other
group on differences. Write in white meta cards the differences and
pink meta stripss
cards the similarities.
Ask:
 What can you say about the similarities and differences?

 With this similarities and differences are you willing to accept it?
Why?
Activity 1: Read the story:
The two Friends Dua a Aggayyem
Let us get to know, tw o friends named Jimmy and Intay am-ammoen, dua nga aggayyem nagan da
Francis.They have both differences and similarities. ket Jimmy ken Francis. Nadumma-duma ti kayat
Jimmy likes to eat chicken and fis h. da a makan ken aramiden.
Francis likes bread, vegetables and fruits. Jimmy Ni Jimmy ket kayat na a kanen ti manok ken ikan.
enjoys doing household chores while Francis likes Tumultulong isuna iti aramiden idiay balay.
using gardening tools . Ni Francis ket tinapay, nateng ken prutas.
The tw o friends like to play basketball; soccer and Agtrabaho diay minoyungan.
reading short stories. Both respect each other‟s choice. Dua da kayat da nga agayayam ti basketbol,
The friendship of Jimmy and Francis is strong steady soccer ken agbasa ti babasit nga storya.
inspite of unique qualities. Agpadada a mannakaawat.
Ti pinaggayem da a dua ket saan a narigat ken
naprolema. Natibker a makuna.
Nasinged ken nalagda.
457
Ask:
 Describe the qualities of Jimmy and Francis.
 What made their friendship strong?
Activity 2: Group activity
Form group with 3 pupils.
1. In a manila paper draw three columns.

2. Write the name of the members above each column. Write 4 fruits
and vegetables you like on the upper part while you dislike on the
lower part
3. Find similarities between your likes and draw a star opposite it.
4. Do the same with the ones you dislike but this time put check
mark.
Ask:
 What can you say about the activity?
 Have you discover some similarities and differences based on
your like and dislikes?
 Would you accept this differences you have? Why?
Activity 3: By Pair: Let pupils choose their partner
On a clean sheet of pad paper, write down your favorite and check (√) if
you discover similarities and differences with your partner:
Likes/dislike You classmate same different

a) likes
Food
Colors
Cartoon
character
TV Program
Singer
b) dislikes
Subject
Animals
song
Toy
Hero
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2. Generalization
 Are you happy with the qualities you have?

 Are there similarities and differences you find with your
classmates, friends and or sisters and brothers?
 Why should we accept individual differences?
We should be happy and accept whatever differences a nd

similarities that we have, our likes, dislikes and other qualities
we have. Every person is unique in God‟s eyes.
C. Application
Game: The boat is sinking
The teacher will do this game for 5 to 7 minutes such that

every similarities and differences mentioned by each
group should be written on the board.
 As the teacher say the boat is sinking group yourself into

____(chose any number from 2 to 6)
Check if the group is complete. If not they will take their

seats.
 The pupils will share / tell something about what they dislike and
like and identify one difference they have and write it on the board.
(Alternate with similarities)
Ask:
 How about the similarities and differences you wrote on the

board? Are you willing to accept these similarities and
differences?
As a sign of acceptance all pupils will stand and lift their

hands up and wave to the right and to the left twice.
459
Evaluation
In your pad paper divide it into two. The first column is for similar and the
second column is for difference. Write three statement that fall as similar and
difference of your like and dislike.
1. Eating fresh vegetables
2. Playing basketball
3. Dancing the tune of Gangnam style
5. Playing with boys only
6. Going out with parents
7. Playing with classmates
8. Reading books
9. Watching cartoons
10. Listening to gospel songs
Assignment / Agreement: Finish the following based on the lesson:
 I learned that ………….

 I accept myself for what I am so I ………
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Lesson 3
Knowing You in a New Environment
Objectives
A. Demonstrate skills in adapting to a new environment ;
B. Manifest friendly atmosphere in relating to other people.
Subject Matter
Adjusting to a new Environment and relating to other people
Materials
Pictures, story
No. of Days: 2 days
Learning Activities
1. Motivation: Sing the Song to the tune of “Are You Sleeping”
Let us meet friends (2x) Agagayem (2x)

Here I am (2x) Tayo amin (2x)
Let us clap together (2x) Agtipat tayo ngarud (2x)
We are fine (2x) Nasayaat tayo amin.
Let the pupils stand, form a circle and sing the song make New
Friends as they shake each other‟s hands one after the other in a
circular motion. Once the song is finished, they will stop, and shake
hand with the person they are facing and tell their name and age. They
repeat the song and move again until they meet 4 new friends.
Questions:
 What have you done when you meet new friends?
 How about when you are in a new environment?
1. Presentation/Analysis
Tell the story about a new pupil who transferred to a new
school due to the effect of a strong typhoon.
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“New Pupil”
Mario‟s family lives in one of the areas affected by a strong

typhoon. This forced them to transfer to nearby municipality with the
help of their relatives. Mario felt so shy during his first day in your
school. Mrs. Nina de Leon, your teacher, introduced him to his new
classmates.
Ask:
 How will you welcome Mario?
 What should Mario do to know more about his new
classmates?
 How will you help Mario adjust to his new environment?
Activity 2. Find a Partner:

Let them sing a song in the tune of “London Bridge”
Here I am a good friend Adtoyyak a gayyem mo

Here I am (2x) Adtoyyak (2x)
Here I am a good friend Adtoyyak a gayyem mo
Hello (3x) Kumusta ka
Let us smile when Agisim iti gayyem
meet new friends(2x) iti gayyem (2x)
Let us smile when Agisim iti gayyem
meet new friends Agisim
let us smile Aglamano
Shake
1. The children finds a new partner and ask questions like:

 Do you have a friend?
(Take turns in asking questions)
2. Sing the song again till they meet at least 4 new friends.
462
Ask:
 What did you do when you sing the song?
 What did you ask? How did you answer your classmate?
 How did your classmate answer you back?
 Is it nice to have a friend? Why?
 Do you have your own friend?
 What do you do together?
Activity (Role Play)

The teacher will instruct the pupils to
a. Divide themselves into 3 groups
b. Assign a situation per group.
c. Ask each group to show how they are going behave in
the given situation through dramatization.
Situation A: Your friend invited you to accompany him to his friend‟s

birthday. How will you relate to the new environment?
Situation B: You are qualified to represent your school and district in

Division Math & Science Festival. How will you
demonstrate adapting to a new environment?
Situation C: Your family visited your mother/father for the first time. How
will you relate to your relatives in the province?
Ask:
 How did you feel when you were doing the activity?
 What did you observe in the different presentations on how
the participants adjusted to their new environment?
2. Generalization
 How can one feel belongingness to a new environment and
relate to other people?
 Is there a need to adapt ourselves to others in a new
 environment and to other people? Why?
One can feel belongingness to a new environment when he is
comfortable or at ease when dealing with other residents in that place. (also,
when he/she does not feel fear)
Yes, there is a need to adapt ourselves to others in the new environment
dealing with other people. This is for us to survive.
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Cooperation promotes a sense of belonging ness because all
members of the classroom work together to achieve a common
purpose. The sense of belongings in a classroom and school
community is considered necessary to the successful learning
experience.
Give yourself room to expand your friends and acquaintance by

showing good gestures smiling, shaking hands, introducing yourself,
talking to them, greeting and other that makes everyone happy.
C. Application
Group the pupils into three. Write situations on a piece of paper
then ask each group to pick one that they will sketch (situation draw
lots). Call each group to show their presentation before the class.
Group 1 You have a new classmate who is always sitting quietly inside the
classroom because she is shy. Show that you want her to join you
and your friends in playing your favorite game.
 Do you also invite children to play with you?
 Is it good to make everybody your friends? Why?
Group 2 You are invited to a birthday party. You met some children of your
age. You want them to be your friends. Show how you make friends
with them.
 How would you behave in a party?
 Do you enjoy talking with other peop le when you are in a
party? Why?
Group 3 You are alone at home. Suddenly, you heard a knock at the door.
When you opened it, you saw your new neighbor paying a visit to
your family. Show how you will entertain them. (Group
Presentation)
 How do you act when you are in front of your family?

 What kind of attitude will you show them?
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Evaluation
Let the pupil answer this in their notebook. Number your paper from
1-5. Encircle the numbers that demonstrate skills in relating to other
people and in a new environment.
1. Handshake 2. Stay in your room3. Unruly during discussion
4. Say “hello” and introduce 4. Greet with smile

your name
Agreements/ Assignments
Ask pupils to read and analyze each item. Let the put a check (√)
before the number if the activity demonstrates good attitude in a new
environment and relating to other people, if it doesn‟t put a cross
mark (X).
______ 1. Kiss the hands of elders.
______ 2. Greet only your relatives.
______ 3. Make negative facial expression.
_____ 4. Stay in a corner and cry.
______ 5. Introduce yourself and smile.
Key to Correction
Assignment:
___/__1. ___X__ 2. ___X__ 3. ___ X _ 4. ___/__ 5.
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Lesson 4
I am in a New Environment
Objectives
A. Share one‟s feelings when in a new environment;
B. Demonstrate openness and sincerity in dealing with other
people.
Subject Matter
Sharing feelings in a New Environment
Materials
Songs, Stories
No of Days: 1 day
Learning Activities
1. Share how you felt on the first day of school.
2. Sing the song, Jolly Good Fellow, as pupils move around
shaking hands with their classmates .
For his a jolly good fellow (3x)

which nobody can deny (3x)
For his a jolly good fellow (3x)
which nobody can deny
3. What did you feel when shaking hands with your classmates?
4. How do you feel when you receive something special from your
parents or somebody?
5. What do you say to him/her?
Show the picture. Why do you think this girl is lonely? Let
us find out. (Show picture of a lonely girl))
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Read the story in class
A New Friend
It was Laura‟s first day in her new school. Her family just moved to the big city a
few weeks ago.
Laura felt nervous and afraid. The school‟s atmosphere seems cold and
unfriendly. She did not know anyone. She sat quietly during the break time.
Suddenly a young girl came to her. She greeted Laura and the girl greeted back.
“May I sit beside you” the girl asked. “Yes” Laura replied. “My name is Agnes”, the
girl said. “Are you a new pupil?”, she asked. “Yes, I am”, Laura ans wered.
“Welcome t o our school. I hope you and I can become friends ”, she said. “Thank
you” Laura replied. The friendly smile of Agnes made Laura comfortable and feels
accepted to the new environment.
Ask:
 Who is the new girl?

 How do you feel if you are in a new place?
 Why did Laura sit alone in the corner?
 Who approached her?
 Did they become friends? Why?
 If you were Agnes, would you have done the same? Why?
 What should we do to new pupil in our class?
Group the pupils into 5 and the first two group will work on activity 1 and
the other groups will work on activity 2.
Activity 1: Sharing
Let pupils share their experiences for the feelings they felt when
they were in a new environment (like at seashore, in your province,
parks or other places).
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Activity 2: The pupil will write on a pad paper the letter of the following
expressions on to show how you feel in the following situations. To be
written on a manila paper.
(H)Happy (S)Sad (M) Mad (A)Afraid
______ 1. It is your first time to see a snake.
______ 2. You transferred to a new school and met new friends.
______ 3. You are in the park and you were lost.
_______4. You are alone in the dark room because somebody

switched off the light..
______ 5. You went with your parents to meet your relatives, whom you
have not seen for a long time.
Ask:
 What were your feelings when you were doing the activities?
 Have you felt being open and sincere to your classmates in sharing
ones feelings when in a new environment? in what way?
2. Generalization
 What should we do when we are in a new environment?
 Why is there a need to share your feelings?
 What will happen if you share your feelings?
Be yourself, show the feelings you have by knowing others, talking

with other children, playing with them, be friendly and be polite in that
way you feel happy and gain more friends.
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C. Application
Group pupils and let them dramatize the following situations when in a
new environment.
Group I - when in a new in school

Group II - when in a new neighborhood
Group III - when new in an organization/club
Evaluation
Let the pupil choose the letter of the correct answer and write their answers
in their notebook:
1. Lita is new in school. She does not know anyone. What will she
do?
a. Sit alone a corner.
b. Talk to the principal.
c. Sit and watch the children play.
d. Make friends with schoolmates.
2. You are a new member of a school club. You were chosen to lead a
song. What will you do?
a. Lead happily.
b. Be shy and just keep quiet.
c. Show that you are the best singer.
d. Be boastful and will not follow what they say.
3. You are sad because your mother got angry with you. You are new
in the neighborhood. You went out and saw children playing
patintero, what will you do?
a. Be angry at them.
b. Shout at the children in the neighborhood.
c. Join the children and make friends with them.
d. Show that you are better in playing patentero than
them.
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Direction: Put a check (/) on the column that corresponds to your feeling
in the following situations. Copy this in your notebook.
Situation Happy Sad Angry Afraid

1. You got a perfect score in the
math test.
2. You received your card and
you have low grades.
3. You are elected as class
president.
4. You crossed a hanging bridge.
5. It is your first time on a
caterpillar ride in the carnival.
Key to Correction:
Evaluation:
1. B
2. A
3. C
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Lesson 5
What Should I Do
Objectives:
a. Recognize situations that are appropriate and inappropriate for

children;
b. Demonstrate proper behavior in any situation
Subject Matter: Appropriate and Inappropriate for children.
Materials: Song, Story, Chart
No. of Days: 2 days
Learning Activities
1. Activity 1: Pick and demo (may be done popcorn)
Teacher writes situations on strips of paper. (Example: this is how I seat,

this is how I read, this how I write on my paper, this is how I eat my food
and etc). to place in a small basket.
Play the music and if it stops a child who is holding the basket will pick
one and demonstrate the action written on the paper and so on.
Ask the following questions:
1. What is the proper way to read my book? Write

on my paper? Sit on my chair? Eat my food?
2. Why is it that there is a need to follow
appropriate ways like reading a book? Writing
on a paper? Sitting on a chair? eating our food?
1. Present pictures of orphans. (Street children or tambay)

(Note: you may look for other pictures that are within your locality).
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Ask:
Who are in the pictures?

Where do you find them?
Why are they found in the streets?
What are they doing?
Activity 1 Story (read it first, then the class will read orally)
Jay is an orphan. His parents died during typhoon Peping at La

Trinidad, Benguet. No one among his relatives wanted to adopt him
because he is very lazy, impolite and quarrelsome. He and other
orphans live in the streets. In order to survive from hunger, Jay steals
from stores and houses. One day a policeman saw what he is doing and
turned him over to the Department of Social Welfare and Development
(DSWD) where children like him are taken cared of.
Ask:
 What happened to Jay after his parents died?
 What are the characteristics of Jay?
 Why does Jay steal from stores and houses?
 Is it appropriate for a child to steal? Why?
 What kind of environment does Jay and his friends lived in?
 Is that a good environment? Why?
Activity 2 Group work

The pupils will be group with 4 members. Classify the
statements or situation written in a meta strips if it is appropriate or
inappropriate. Paste it in a manila paper.
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1. Asking permission when going out.
2. Telling responsible adult about a health problem.
3. Taking to strangers.
4. Bullying classmates
5. Eating junk foods
6. Visiting doctors when sick
7. Talking while others talk
Ask:
 Why are these classified as appropriate and inappropriate?
 Are these inappropriate actions good for children? Why?
 What is the advantage why we perform these appropriate
actions?
2. Generalization
Why is it very important that a child must grow in a good and healthy
environment like a home with a happy and caring family? Do you live with
a happy family? Why are you happy with the members of your family?
 Yes, because having a healthy environment affects

positively the Childs growth and development.
 Yes and I am happy with them because I receive love and
respect from them.
Remember that children should be provided with their needs

and be aware of their rights & privileges as members of the
family, community, church and the school.
C. Application
Pick a situation written on a cartolina to be posted on the board.

Post it under a good or bad environment as the case maybe.
Good Environment Bad Environment
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 A five year old selling plastic bags on the street
 A boy smoking a cigarette
 A family eating together
 A child going to school
 Children playing jumping rope
 A very noisy environment
 Parents quarrelling
 A family going to the church togethe r
Evaluation: Do this in your note book, number it from 1-6. Put a check (√)
opposite the number if the picture shows an appropriate
situation for children and (X) if it is inappropriate.
1. 2. 3.
4. 5. 6.
Cut out a picture from old magazines/newspapers that show appropriate

environment for a child.
Key to Correction
1. X 2. / 3. X 4. / 5. / 6. X
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Lesson 6
Be Kind and Caring
Objective
Demonstrate ways to be of help to differently-abled and mentally-
challenged individuals
Subject Matter
A helping attitude to differently-abled and mentally-challeged
individuals
Materials
Song, pictures/video clips/diorama
No of Days: 2 day
Learning Activities
1. Song: (tune: Mary had a Little Lamb)
1. Mary cannot hear me well 1. Ni Mary sannak mangngeg

Hear me well, hear me well Sannak mangngeg (2x)
Mary cannot hear me well, Ni Mary sannak mangngeg
But I love her so Ngem kaykayat ko suna
2. substitute “hear” to “see” 2. makita

 What does the song tell about Mary?
 Why do you think she cannot hear well?
 Will you love her even if she cannot hear well? Why?
 Will you love her even if she cannot see well? Why?
Ask
 Have you seen a person with disability?
 How did you treat him/her?
1. Show pictures of differently – abled and mentally challenged
individuals being assisted or helped by another person/child.
475
A. Differently-abled individual
 What is the child doing?

 Why did the child help the
blind man?
 Tell something about the

picture.
 How are they talking with
each other?(using sign
language)
 Why do you think they are
using their hands while
talking/ using sign language?
 What is the boy doing?

 Why is the boy helping
the man?
 If you were the boy, are
you going to do the
same?
 What problems do these people encounter? (blind man,

deaf man, lame man)
 How do you feel about them?
 If you see a person with disability in your neighborhood,
what will you do?
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B. Mentally challenged individual. (Note: pictures of people with mental
disabilities)
Mental Retardation Multiple Disabilities
Specific Learning Disability

Autistic Child
Down syndrome
With ADHD (Attention Deficit Hyperactivity
Disorder)
 Describe the pictures.

 What problems do they encounter?
 How do you feel about them?
 Do you think you can help them? How?
(Enumerate 1 -2 ways you can be of help to one of them)
The teacher unlock the meaning of mentally – challenged individuals, its

developmental characteristics and other mentally challenged individual
like, mental retardation, down syndrome, autistic, ADHD and multiple
disabilities.
477
The teacher may give other individuals with disabilities like:
1. Deafness/ blindness – Concomitant hearing and visual
impairments.
2. Hearing impairment – an encompassing or general term which
covers all children with hearing disorders or difficulties.
3. Orthopedic impairment – severe orthopedic impairment that
affects a child‟s educational performance.
4. Speech or Language impairments – Communication disorder
such as stuttering, impaired articulation, language impairment
or voice impairment that adversely affects a child‟s educational
performance.
5. Visual impairment – an important in vision that even with
correction, adversely affects a child‟s educational and other to
give …
Activity 1: Jumping Jeopardy

Divide the class into 4 or 5 groups. Assign the first second and
so on as player in each group. Provide 2 choices: Do and Don’t.
Teacher reads the situations. Example laughs at a blind person.
The first player jump from the starting line to where his answer is.
The first to reach the correct answer gets the point.
Situations:
1. Assist the blind in crossing the street.
2. Let the lame stand while watching the program.
3. In the hospital, talk and share good stories to a person who
meet an accident along the high-way.
4. Shout at the blind man who accidentally stepped on your foot.
5. Help a child in a wheel chair on the side walk.
(Note you may add other situations until the pupils fully understand the
lesson)
Ask:
 What can you say about the activity? Why?
 What does the situation implies for us to do?
 Give some do‟s in helping differently-abled and mentally
individuals.
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Activity 2
Group the pupils into four and let them role play how they can be of
help to the persons with mental disabilities.
Group 1: You have a neighbor with severe mental disabilities what

help can you give?
Group 2: You have a classmate with a brother who is deaf what

help can you offer him/her?
Group 3: You are walking with your mother along the corner of the
road on your way to market and you have a bag of bread
with you what will you do if you meet a lame girl
extending her hand to you?
Group 4: You are seated while waiting for your older brother when
suddenly a child with mild mental disability came to you
pulling your hand. What should you do? Why?
a. pushed him away
b. shout at him/her
c. hold him gently and talk with him like a
playmate.
Questions:
 What did you feel when doing the activity?
 Enumerate what help you did in the activity.
 If you have a classmate, a friend or neighbor who is
mentally challenged, how could you be of help to
him/her?
2. Generalization
How will you help and show your love and care to a person who is
blind, deaf, lame and with mental disorder? Write your pledge on a sheet
of paper and read this to the class:
Example:
I will show love and care to persons who are blind, deaf, lame and
other children who are differently abled and mentally challenged
individual by treating them as normal people , playing and talk with
them, and assist them as they grow up.
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C. Application
Game similar to Sa Pula sa Puti
This game focus on the do‟s and don‟ts in dealing with differently-abled
and mentally- challenged individuals.
1. The statement is read and the pupils will identify if it is a do’s and
don’ts by moving to the designated place.
2. At the count of three the pupils will stay where they are.
3. If it is wrong then they will be eliminated to the game.
4. The winner/s will be given a perfect points or a token.
5. The game is good for 5 minutes.
(Note: the point/s received by the other will depend on the number
they got.)
Do’s
a. Appreciate the work of the child.
b. Understand their situation.
c. Treat them as a normal child.
d. Show love, care and compassion to every child
e. Enhance their skill/talents.
Don’ts
a. Don‟t leave the child alone.
b. Don‟t get mad to the child.
c. Don‟t introduce games if the child is not in the mood.
Evaluation
A. Read the situation to the children. Tell them to write their
reactions in 2 to 3 sentences.
Susan is a Grade2 pupil. One day, Susan met an accident. Her face
was wounded and created a big scar on her cheeks. Her hearing
was affected that she cannot hear very well now. Her classmates
and teacher have to shout to her ears when talki ng to her.
B. Encircle the letter of what you should do or tell Susan to help

her in her situation.
a. Visit Susan in her house.
b. Laugh at Susan
c. Comfort her through good stories.
d. Pray for her fast recovery
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e. Tell Susan‟s friend that she looks ugly because of what
happened to her.
f. Encourage her through songs or words.
g. Don‟t be friendly with Susan because she has a scar.
Bring a picture showing ways of helping differently-abled and mentally
challenged individuals.
Key to Correction
Evaluation:
A.
1. Susan is very great because she was given a second life.
2. The physical attributes is not the thing that matter most, it is the
inner beauty (attitude).
3. Susan should not weary of her physical disability because there
were other children who meet an accident and there was worst
rather keep on praying for God‟s grace and mercy.
B. Encircle the letter of what you should do or tell Susan to help her in her
situation.
a Visit Susan in her house.
b. Laugh at Susan
Comfort her through good stories.
c
Pray for her fast recovery

d
e. Tell Susan that she looks ugly because of what happened to

her.
f Encourage her through songs or words.
g. Don‟t be friendly to Susan because she has a scar
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Lesson 7
Feel it
Objective
Express feelings in appropriate ways.
Subject Matter
Expressing Feelings in Appropriate Ways
Materials
pictures, charted activities
No of Days: 1 day
Learning Activities
Sing the song to the tune of “Salidumay”
Ay ay salidumay salidumay diway Ay ay salidumay salidumay diway

Clap your hands if you are happy to No sika ket naragsak
make everyone great and good agpalakpak maninduwa
Ay ay salidumay salidumay diway Ay ay salidumay salidumay diway

If you show a happy feeling then your No sika ket naragsak ti pusom
heart is very healthy nasalun-at
Ay ay salidumay salidumay diway
Ay ay salidumay salidumay diway no sika ket nasaktan ibagam iti
If you are very sad express your feeling mariknam
to someone else Ay ay salidumay salidumay diway
Ay ay salidumay salidumay diway (2x)
Ask:
 What is the song all about? What do you do when you are happy?
When you are sad?
1. Presentation
Activity 1:
Present the following pictures, Let pupils describe the
expressions/feelings shown in the pictures.
482
Birthday Boy A girl crying because A boy seeing a snake
she lost her money
Ask:
 Why do you think the boy is happy?

 How about the girl, why is she crying? Is she sad? Why do think is she
sad?
 What did the boy see in the third picture?
 How did he feel when he saw the snake?
Activity 2: Group Work: (to be written in a manila paper)

Group the pupils into 3 and discuss the activity.
Put a check (/) if the following feeling is appropriate and a cross (X) if not.
_______1. You felt happy when electricity was cut while your brother is
watching his favorite TV program.
_______2. You are angry when your sister creating noise while your baby
brother is sleeping.
_______3. You are thankful of the gift you received from your God mother
even if it is not expensive.
_______4. Your friend introduced you to his classmate and you ignored him.
_______5. You feel happy for your classmate because she won in the
Mathematics contest.
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Ask:
 What was your feeling when you answered appropriate in the

first situation? … Inappropriate? (do the same with the other
situations)
 How did you feel when you were working with your activity?
2. Generalization
Why is it important to express our feelings in an appropriate

way?
Expressing feelings in an appropriate way exemplifies good conduct

and attitude in dealing other people. This is one way of not hurting
other people but rather showing them the right thing to do. It makes
us happy and gain more friends.
C. Application: Group Game
Group the pupils into five. The pupils will express happy
feeling by jumping, show sad feelings by sad facial expression,
show pouting face when angry and show cross arm with afraid
expression.
The situations to be given are the following:
1. The grade two pupils will have a field trip.

2. Other pupils stepped on the plants of grade 2 pupils.
3. When the electric current was cut (Brown out).
4. The trip was postponed due to a typhoon.
5. Your classmate does not like you to join the game and
you got angry.
484
Evaluation
Do this in your note book. How do you express your feelings? Write A
opposite of the number if it demonstrate feelings in appropriate N if not .
_______ 1. You informed your teacher that one of your classmates is

bullying you.
_______ 2. You got a low score in Math, you crumpled your paper and
moved out from the class.
_______ 3. Rolling on the floor when angry.
_______ 4. One of your classmates pushed you without
any reason and you shouted at her.
_______5. You ask permission to your teacher to go out from your
classroom when you feel urinating .
_____ _ 6. Fighting with classmate is a way of expressing your anger.
_______7. You cried while informing your friend that you lose your
money.
_______8. Ask permission when you barrow something from your
classmates.
_______9. You throw your pen to someone if they broke it.
______10. Father announced that you are going to the beach for
swimming the children jump out of happiness
Assignment/ Agreement: Always remember to be good to the other people

and treat each one properly.
485
Lesson 8
Respect Begets Respect
Objective
Demonstrate respect for the feelings of others
Subject Matter
Respecting the feelings of others.
Materials
Pictures or Video Clip, Manila Paper
Learning Activities
A. Preparatory Activities:
Poem: “Thy Loving Kindness”
English: Be kind, respectful and gentle

To those who are old and young
Differently-abled and mentally
challenged individual
Man, women and youth
For these are the things
That bind us as one,
Ilocano: Agbalin tayo koma nga nasengpet

ken narespeto kadagiti nataengan ken
ub-ubbing man, adda diperensya na,
wenno na awan. Pada-pada adda
kapian ken panagmaymaysa.
Ask:
 What is the poem all about?

 Do you show respect to your parents or older sisters or
brothers, classmates? How?
1. Share to the class about your happiest experience.

2. What‟s your most embarrassing experience? How did you
overcome it?
486
B. Presentation/Analysis: (Note to the Teacher: choose one activity
only.)
Activity 1: Show picture of a child offering a seat to an elder lady.
 What can you see in the

picture?
 Why did the child offer his/ her
seat?
 If you were the child, how
would you feel when you are
offered your seat?
Show another picture of an aged person carrying a heavy load
 What did the child do?

 Is the child showing respect?
Why?
 If you were the child, do you
also do what the child did to
the aged person in the picture?
Activity 2: Direction: Play music and pass around the box with strips of
paper when the music stops, the pupil who is holding the box will pick a strip
of paper, read and give her/his comments on what is written on the paper.
Your seatmate got low in the test in Math, your classmate

laugh at her. Does this show respect?
Mario is a transferee in your school and good in drama,

he prefers to go to the library and read books. How will
you convinced him to join you in your theater play
because you need one participant.
Your classmate is very quiet because she is busy reading

a book. You wanted to play with her what would you do?
487
Your mother is very busy cooking for your dinner. You
need her help for assignment in health. What is the
besting for you to do?
You have a skill in drawing, your teacher asked you to

draw for her but you ignored her and went home
immediately. Then you realized your action. What do you
say to your teacher?
James noticed that his classmate doesn‟t have a snack

so he shares his sandwich. If you were James would you
do the same?
 What can you say about the activity?

 Have you observed some ways on how we respect
others feelings?
2. Generalization
 Do you experience the same feelings when you performed

some of the activities? Why?
 How can you show/demonstrate respect to the feelings of
(a) your parents? (b) siblings?
(c) classmates? (d) other children?
Yes, because while doing the activity I put myself in the

classmate‟s shoes.
 Using polite words
 Not touching their personal things without
asking permission.
 By not answering back.
C. Application
(By Group)
Identify how the person in the following situations feels and role
play how to you demonstrate your respect for her/his feelings?
(2 minutes each)
488
Group 1
Yancy is a Grade II pupil. He is new in your school and he knows

no one.
Group 2
It‟s recess time. Aries was very hungry.
He ran to the canteen and ordered food. When he was about to
pay he discovered that his wallet was missing.
Group 3
Tomorrow is Justine‟s birthday. He‟s expecting for a party when

suddenly a bad news came. His grandfather passed away.
Group 4
Wednesday morning, Frehya couldn‟t go to school. Their house

Group 5was burned the night before.
Your classmates won first place in a math quiz show in the Regional
Math and Science Festival
Group 6
It‟s Saturday morning. Lucille received a surprise gift from her

ninang. It‟s her dream doll.
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Evaluation
Answer the following: Draw if the situation shows respect for the
feelings of others and if it does not show respect for the feeling
of others.
________1. Say “excuse me” when passing between two persons talking.
________2. Tease a classmate every time he/she tells a wrong answer.
________3. Be a friend to your classmate whatever he/she belongs.
________4. Do good things to your friends only.
________5. You laughed at a classmate who cannot answer your

teacher‟s questions.
List down 1-3 ways to show respect for feelings of your classmates or
a neighbor.
490
Unit 1-Post
Test
DIRECTIONS: Select one BEST answer from the given choices.
1. Which of the statements is correct?

a. Sometimes, it is good to compare one‟s differences and
similarities.
b. it is good not to accept differences because he could find
our weakness.
c. it is good to accept our difference but not our similarities
with other people.
d. it is good to accept our similarities and differences with
other people.
2. Which picture illustrate appropriate situation for children.
a. b.
c. d.
3. Which of the following states the Do‟s in dea ling with differently-abled
and mentally challenged individuals.
a. Introduce games if the child is not in the mood.
b. Treat the child with mental disability as a normal child.
c. Don‟t be friendly to an autistic child he might hurt you.
d. Be mad to a child if they hurt you.
4. Which statement/s is/are true in demonstrating respect for

the feelings of others.
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a. shout at your classmates when you are angry to them.
b. Not touching their personal things without asking

permission.
c. disturb your classmate while busy reading a book.
a. a,b b. b,c c. b d. c
5. Your classmate suddenly shouts at you when you enter the
room. What would you do?
a. Scold him/her in a loud voice.
b. Close the door angrily.
c. Talk to him nicely.
c. Don‟t mind him/her.
6. Which situation represent skill in adapting to a new environment and

relating to other people.
a. Your family visited your father province. You‟ve notice that your
relatives are around and you just stayed at your fathers room doing
nothing.
b. You meet a new neighbor, you introduce yourself and handshake
with them.
c. Your family went on vacation nearb y town. You and your brother
were left and a new neighbor came asking for help. You ignored it.
7. You celebrate your 8 th birthday. You invited your relatives and

friends. It so happened that one of your visitors is a moderate
mentally challenged individual named Jason. What should you do?
a. Let him stay in one corner to avoid disturbance.
b. Don‟t be friendly to him.
c. Invite him to play with other children.
d. let him be with his mother always.
8. A new classmate joined the school club organization. What should

he/she do?
a. Just be quite and observe the group.
b. Introduce yourself to the group in a friendly manner.
c. Be boastful and will not follow what they say.
d. Show that you are the best.
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9. Which picture represent good environment?
a. b.
c. d.
10. What good gesture demonstrates in relating to other people?
a. Greet with smile.

b. Chooses the people whom you want to greet.
c. Just pass by if you meet your classmates.
d. Do nothing.
493
UNIT 2
This unit presents lessons on the effects of illnesses on the

growth and development of children. It gives focus on the importance of
immunization in preventing common childhood diseases.
There are eight lessons in this unit. Pupils are expected to
demonstrate understanding on personal health, and disease prevention
and control.
494
Unit 2-Pretest
Encircle the letter of the correct answer.
1. Which of the following causes mumps and measles?

a. virus c. chemicals
b. worms d. bacteria
2. Lita feels tired and weak most of the time. Which of the following could be
the reason?
a. She is unhappy. c. She has no money.
b. She has poor health. d. She is away from home.
3. One day Lito complains of pain at his lower jaw. His mother also noticed
that it is inflamed. What could be the illness of Lito?
a. Mumps c. Chicken Pox
b. Measles d. Poliomyelitis
4. The following are common childhood diseases except one.

a. Mumps c. Chicken Pox
b. Measles d. Peptic Ulcer
5. Which will show that you are growing physically?

a. Weight increasing
b. Height and weight increasing
c. Height and weight decreasing
d. Height and weight not changing
6. Frauline is always active in school because she sleeps ____hours every

night.
a. 2-3
b. 4-6
c. 5-7
d. 8-10
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7. Which food helps you to have soft and smooth ski n
a. rice
b.. Papaya
c. Fried Chicken
d. Chocolate cake
8. Which of the following help prevent common childhood diseases

a. Making our surroundings clean. c. Listening to good music
b. Burning our garbage. d. All of the above.
9. Which of the following is a healthy eating habit?

a. Eating hurriedly. c. Eating while talking
b. Chewing food properly d. Swallowing big pieces of food
10. Your mother takes your little sister for immunization because it help
a. prevent common childhood diseases.
b. make children feel comfortable
c. protect children from injuries
d. make children have smoother skin.
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Lesson 1
Germs Equals Illness
Objectives
Tell that germs can cause illness.
Tell ways of how germs can cause illness.
Subject Matter
Germs Equal Illness
Materials
Picture of garbage, uncovered left-over food, meta strips
No. of Days: 1 day
Learning Activities
1. Motivation: Let the children sing the action song below:
I Have Two Hands
I have two hands

The left and the right
Hold them up high
So clean and bright
Clap them softly one, two, three
Clean little hands are good to see .
1. Presentation/Analysis:
a. Show to the pupils the picture of scattered garbage with
flies and other insects crawling on it.
Ask:
 What do you see in the picture?
 Do you like to play near scattered
garbage?
 Why is it not good to play when
garbage is all around?
 What is in the garbage that can
make us sick?
497
b. Show another picture of food with flies flying around it.
Ask:
 What can you say about the picture?

 What may happen to us if we eat foods that have attacked by
flies and cockroaches?
 Why do we get sick if we eat food attacked by flies or
cockroaches.
 When do germs make us sick? ( When they get into our
body)
 In what other ways do germs get into our body?
Possible answers: If…

 we do not wash our hands before eating
 there are scattered garbage around
 we eat food that were attacked by flies, ants, rats,
and cockroaches
 We have long dirty fingernails

2. Generalization
 We have long dirty fingernails
 What are present in the garbage, dirty surroundings and

exposed to insects that cause illness? (Germs)
 Why are germs harmful?(They cause illness)
 When do germs cause illness?
(If they get into our body through our mouth,
nose, skin, ears, eyes and other body openings.
498
C. Application:
Let the pupils mark X before the number if the statement suggests
the presence of germs and ✓ if it does not.
_______1. A plate of rice with cockroaches crawling

_______2. A dirty comfort room
_______3. A clean lavatory
______ 4. A clean dishcloth
_______5. A covered plate of food
Evaluation
Key to Correction
1. Maala ti mikrobrobyo babaen ti ngiwat manipud idiay narugit
nga imam.
2. Umuneg ti mikrobyo iti ngiwat no kanen tayo ti ngilaw a makan.
3. Maala ti mikrobyo makalang-ab tayo ti angin ti aglawlaw, adu
narugit nga ti ti nakarawa nga basura.
4. Maala ti mikrobyo no kanen tayo ti prutas nga nabugguan.
5. Umuneg ti mikrobyo iti saka no adda sugat.
List two (2) ways to prevent germs from getting into the body.
499
Lesson 2
Grow Tall, Never Get Sick
Objective
Recognize that illness can affect a child‟s growth and development
Subject Matter
Illness Affects a Child‟s Growth and Development
Materials
Illustrations of a healthy boy and a sickly girl, meta strips
No. of days: 1 day
Learning Activities
1. Motivation: If a person is sickly, do you think he can grow fast?
1. Presentation/ Analysis
Activity 1: Show picture of a healthy boy
Tell a story about Lito.
This is Lito. He is a healthy boy. He is growing taller and bigger than his
classmates of his age. He can walk and run fast. He can play well. He can
do his work well in school.
Ask:
1. How will you describe Lito?
2. Why is Lito growing fast
3. Why can Lito do his works well in school?
4. What else can Lito do? Why?
5. If Lito is sickly, can he grow fast? Can he do his
work well in school?
500
Activity 2: Show a picture of a sickly girl. Tell a story about Lita .
This is Lita. She is sickly. She looks pale and thin. She is too weak to play.
She is shorter and smaller than her classmates of her age. She is growing
too slowly. She cannot do her work well in school. She is always sleepy in
class. She cannot easily understand her lessons and she gets low grades.
Her illness made her body weak so she was not able to grow fast like her
classmates of her age. Her illness affected her growth and development.
Ask:
1. What can you say about Lita in the story?

2. Why is Lita too weak to play?
3. Does she have the same height with her classmates of
her age? Why?
4. Does Lita have the same weight with her classmates of
her age? Why?
5. Lita cannot do her work well in school. Why?
6. How did the illness of Lita affect her growth and
development?
7. If you don‟t grow tall with your age, are you growing
normally?
2. Generalization
1. What are the things that you cannot do if you are always
sick?
2. What are the things you can do if you are strong and
healthy?
3. Is it important to become strong and healthy? Why?
501
C. Application: (Oral)
Call a pupil one after the other. Let each get a strip of paper from a
box. He / She will read what is written and the class will shout yes if it
tells about avoiding illness and no if it is not.
1. I eat lots of vegetables.
2. My sister goes jogging every morning around the plaza.
3. Fiona loves to drink soft drinks during recess.
4. Rene always washes his hands before eating.
5. Nora and Heidi loves to play boat race along the water in
the canal.
Evaluation
Key to Correction
5
Mario was sick with polio when he was four years old. Now, Mario is
shorter than Willy who is of the same age with him. What could have been the
reason for this? Give two reasons and writer this in your notebook and report
to the class next meeting
502
Lesson 3
Getting Away from Diseases
Objective
Discuss basic information on common childhood diseases like
mumps, measles, and chicken pox.
Subject Matter
Common Childhood Diseases- Mumps, Measles, Chicken pox
Materials
Picture of a sick boy in bed, meta strips
No. of Days: 1-3 Days( if all diseases are taken up)
Learning Activities
1. Review
Why is it important to be always strong and healthy?
2. Motivation:
Have you ever been sick? What did you feel? What was
your illness?
Show a picture of a sick with mumps boy.
Courtesy of fly instyledaily.blogspot.com
Ask :
 What is the boy doing in the picture?

 Why do you think his face get inflamed?
 How do you call this disease?
 Who among you had mumps before?
 What did your mother or teacher tell you to do?
503
2. Group the pupils into three. Each group will talk about their experiences
or any information that they know about the following diseases.
Group I- Mumps
Group II- Measles
Group III- Chicken Pox
Ask:
 How do you know that you have measles? ( Red, tiny rashes on
the skin)
 How do you know that you have Mumps? (Pain, lump at the
lower jaw below the ears)
 How do you know that you have Chicken pox? ( Red bumps,
blisters, sores)
 What will the teacher tell to those pupils who are sick any of
these diseases?
 Why does the teacher have to send home those who are sick
with common childhood diseases?
 What can the doctor advice us do to prevent common childhood
diseases?
 If you are sick with mumps, measles, and chicken pox, what
should you do?
2. Generalization
 What are the common childhood diseases?
 What cause these diseases? (virus/ bacteria)
 What can we do to avoid common childhood diseases?
 What should we do if we are sick especially with common
childhood diseases?
504
C. Application: (Oral)
Tell what you can do in the following situations.
1. Your school nurse will give immunization in school. Are you
going to get absent? Why?
2. Your seatmate is crying. There are rashes on her face.
How will you help her? Why?
3. If your neighbor has chicken pox, are you going to play with
him/her/ Why?
Evaluation
Answer Key: 1. T 3. T 5. T
2. F 4. T
Agreement/ Assignment
Ask your parents if what immunization you have had and find out
what disease have you already experienced. Relate to class how you
were cured of that disease.
505
Lesson 4
Drive Them Away
Objective
Discuss basic information on common childhood diseases like
Primary Complex and Poliomyelitis.
Subject Matter
Common Childhood Diseases-Primary Complex and Poliomyelitis
Materials
picture of a girl coughing, picture of a lame boy
No. of Days: 1 day
Learning Activities
1. Review: Look for the common childhood diseases in the
group of letters. (To be written on manila paper) and
tell something you have learned about them:
A B C D E M F G H I J
C H I C K E N K P O X
L M N O P A Q R S T U
V M U M P S W X Y Z A
B C D E F L H I J K L
M N O P Q E R S T U V
W X Y Z A S B C D E F
2. Motivation: Let the pupils face their seatmates. Let them
locate one another‟s lymph node at the back of
the ear and just below the ear.
 Have you felt somewhat rounded mass at the
back of the ears?
 Do you know what are these?( Lymph
Nodes)
 Swollen lymph nodes suggest that a person
could be sick with Primary Complex.
506
1. Show picture of a girl coughing

 Have you ever been coughing for a long time?
 What should you do?
Teacher’s Input
 What do we call the tuberculosis infection in children? (primary

Complex)
 How is Primary Complex spread ? ( bacterial infection when one

is sneezing, coughing, talking)
 How do we know that we are sick with Primary Complex?
(Weight loss, sweating at during Night time)
 What should we do to avoid getting with sick with Primary
Complex? (Keep away from crowded places, good nutrition,
clean surroundings)
 How to prevent Primary Complex? (Immunization)
2. Show picture of a boy with one leg shorter than the other.
(Teacher will relate this story to the pupils)

507
This is Jose. He is a Grade II pupil. He is growing up just like his
classmates but he is limping when he walks. According to his mother, he got
sick of Poliomyelitis when he was two years old. This affected his one of his
legs which became shorter than the othe r.
Ask:
 What happened to Jose when he was still a small
boy?
 How did his illness affect him?
Teacher’s Input: How does Poliomyelitis affect children like Jose?
(viral infection that affect the nerves which may lead to full
paralysis or stunted growth. How can we prevent Polio?
(Immunization)
2. Generalization:
 How do you describe a person with Primary Complex?
Poliomyelitis?
 What should we do to avoid getting sick with Primary
Complex and polio?
C. Application: Primary Complex and Poliomyelitis are caused by viral and

Bacterial infections. Put a __ ✓ __if it is one way to avoid
Infection and ___X_ if it is not.
___1.Taking a bath everyday
___2.brushing your teeth after each meal
___ 3.playing in crowded places
___4. buying cooked foods anywhere
___5. using clean handkerchief or underwear
___6. Covering the mouth when sneezing/coughing
Evaluation
Answer Key: 1. PC 3. PC 5. PM
2. PM 4.PC
Write five (5) things you find at home that will help maintain
cleanliness to avoid getting sick.
508
Lesson 5
Caution: Don’t Get In-Touch
Objective
Discuss basic information on common childhood diseases
Diphtheria and Tetanus
Subject Matter
Common Childhood Diseases –Diphtheria and Tetanus
Materials
picture of child showing a tissue/mass at his/her throat, metastrips,
Samples of sharp and pointed objects (nails, knife, blade, pins, etc)
Learning Activities
1. Motivation:
Ask:
Did you experience having difficulty in swallowing?
1. Let the children face each other with their seatmate. Instruct
them to bring out their tongue and try to see one another‟s
throat or the opening at the base of their tongue. Ask them
to swallow noting what they feel while swallowing.
Ask:
 What did you see in the throat of your seatmate?
 When you tried to swallow, what did you feel?
 Why do you think it is painful or difficult to swallow
sometimes?
509
Teacher’s Input:
 What is the illness that is caused by bacteria which
affects the throat and air passages?(Diphtheria)
 How is it spread? ( sneezing or coughing and by
contaminated food)
2. Show to the pupils some pointed objects that are already

like nails, knife, and blade, pin.
Ask:
 Can you tell what are these?
 What may happen if you will accidentally step one on these
things?
 Are these very dangerous? Why?(May get hurt and develop
infection)
Teacher’s input:
 What illness is an infection caused by bacteria which
enters the body through an injury o wound.?(Tetanus)
 When do we meet injuries? ( when we are not
careful
while playing and working,)
2. Generalization
 How do we know that we are sick with
Diphtheria?
 Tetanus?
 How is diphtheria germs acquired?
 How do tetanus germs enter the body?
510
C. Application
Teacher will prepare strips of paper where situations
about diphtheria and tetanus are written. Let the pupils
get one strip to be read by the teacher and the pupils
will paste the strip of paper under the disease that may
be acquired.
Diphtheria Tetanus
1. Maria woke up crying. Her throat is aching

2. If we eat contaminated food, we get sick of this.
3. Julie went with her mother in the market. She said she
bought her rubber band from a lady who keeps on sneezing
and coughing so she also got sick.
4. Wilma keeps on playing with a rusty safety pin which
accidentally pricked her fingers.
5. The left foot of Kurt was painful because he stumbled on a
debris so he was bruised.
Evaluation: (Oral)
Answer Key:
1. Yes 3.Yes 5. Yes
2. Yes 4. No
Agreement/ Assignment
Ask your parents what medicinal plants can we use to wash
wounds to avoid infection. List them in your notebbok and report to
the class next meeting.
511
Lesson 6
Prick for Life
Objective
Recognize/ realize the importance of immunization in protecting
oneself from childhood diseases
Subject Matter
Importance of Immunization
Materials
Picture of a boy being injected by a doctor, Picture of a Health Center
No. of Days: 1 day
Learning Activities
What are the illnesses suffered by children like you? Name one or
two illnesses.
1. Bring the children to the Health Center if it is possible or
show a picture of a health center.
Ask:
 Have you gone to health center already?
 Who are the people you met at the Health Center?
 What do these people do to small children who go to them?
 Why did you go to the Health Center?
512
Show a picture of a boy or girl being injected by a doctor.
 What is the doctor doing? (injecting)

 What do you think he is giving to the boy/
girl?(immunization)
 What can immunization do to the boy/ girl?(for
protection from diseases)
 Do you like to be immunized? Why?
 How does immunization protect you from illness?
2. Who has been injected already? Will you tell us why you were
injected? Did you like to be injected? Why?
2. Generalization
 Why is immunization important to all children?
C. Application
Select two pupils to hold their two hands together. Have the other
pupils form a line. While singing “London Bridge” they will pass in
between the two pupils holding their hands together. If the song is
done, they will be asked: Do you like to be immunized? If their answer
is yes, they will also answer why- I like to be healthy
513
Evaluation: Write a letter to your doctor. Tell him if you want to have
immunization and tell your reason.
Dear Doctor,
I want already to have ______________________ because
I like to become ___________________.
Your patient,
____________________
Copy this table in your notebook. Ask your Mother what kinds of
immunizations were already given to you. Put a ✓ beside the kind of
immunization given to you.
Immunization Received Not Yet Taken

1. BCG
2. Polio
3. DPT 1
4. DPT 2
5. Anti- Measles
514
Lesson 7
Let’s Prevent Communicable Disease
Objective
Discuss the effect of exercise, good nutrition, rest and sleep on disease
Subject Matter
Effect of Exercise, Good Nutrition, Rest and Sleep on Disease
Materials
Picture of a boy sleeping, picture of taking rest after playing
No of Days: 1 day
Learning Activities
1. Motivation: Let the pupils sing and do an exercise.
Mag-exercise tayo tuwing umaga, Ag-ehersisyo tayo ti agsapa

tuwing umaga, tuwing umaga iti agsapa, iti agsapa
Mag-exercise tayo tuwing umaga, Ag-ehersisyo tayo ti agsapa
Upang ang katawan natin ay sumigla. Tapno bagi tayo ket pumigsa
Isa, dalawa, tatlo, apat Maysa, dua, tallo, uppat
Apat, tatlo, dalawa, isa Uppat, tallo, dua, maysa
(ulitin) (uliten)
 Do we need to exercise regularly? Why?
1. Show picture of a boy sleeping.
 What is the boy doing? (sleeping)

What time do you sleep in the evening?
 What time do you wake up in the morning?
515
 How many hours do you sleep? (10 Hours)
 Do you think this is important? Why?
(Grow strong and healthy, not sleepy in the class)
2. Play any music that can go with any exercise. Teacher leads the
class.
Ask:
 What did we do?
 Do you like to have exercise everyday? Why?
3. Let the children sit in a way that they feel relaxed.
Ask:
 After you play or work, do you take a rest?
 Is sleeping resting also?
 Why do we need to rest?
4. Show some fruits in the locality or pictures of three (3) basic food
groups.
Ask:
 What are the basic food groups?
 Do you like to eat fruits and vegetables?
 Do these food make us healthy?
 If we are healthy, do we easily get sick?
 If we eat correct amount and kind of food, do we call
it good nutrition?
 Why is good nutrition important to us?
Generalization
 What should we do to keep us away from disease?
 How will enough rest, sleep, good nutrition and
exercise keep us away from disease?
C. Application
Group the pupils by five. Each group will do the following:
1. Create 3 actions by 16 counts
2. I will sleep tonight at ________and wake up at ______
3. I will wake up tomorrow at________
4. I will rest for _____ minutes after playing
5. I will eat the proper kind and amount of food
breakfast ________________________________
lunch ________________________________
supper _______________________________
516
Evaluation
Grade the performance of each group using the following criteria:
Criteria Points Score

Exercise
3 actions 5
2 actions 3
1 action 1
Sleep
2 Correct answers 5
1 Correct answers 3
Rest after Playing
Correct answers 3
Wrong answer 1
Good Nutrition
3 correct answers 5
2 correct answers 3
1 correct answer 1
Tell the pupils to do an exercise at home and check themselves
using the given checklist to be followed up or monitored by parents
by affixing their signature.
Checklist/ Self-check
Activities Monday Tuesday Wednesd Thursday Friday Saturday Sunday
ay
Yes No Yes No Yes No Yes No Yes No yes No Yes No
Did I
exercise
today?
Did I have
enough
sleep ?
Did I have
enough
rest after
exercising/
playing?
Signature
of parents
517
Lesson 8
Go to the Beat, Let’s Play, Eat, Rest and Sleep
Objective
Demonstrate measures to prevent and control common childhood
diseases.
Subject Matter
Prevention and Control of Common Childhood Diseases.
Materials
pictures of go, grow, glow foods, picture of a boy/ girl sleeping,
taking a bath, having exercise
No of Days: 1 day
Learning Activities
1. Review: What are the common childhood diseases that we
already learned?
2. Motivation: Let the children do the following:

- run around the room
- walk around the room
- jump in place
1. Show picture of children having an exercise.

 What is one way to avoid getting
sick? (Have enough exercise)
518
Show picture of a child sleeping.
 What is the boy doing?

 Can this help you avoid getting sick?
(have enough sleep and rest)
Show picture of a boy/girl taking a bath.

 What should we do to avoid illness? (keep yourself clean
and neat)
 How do you make yourself clean? (take a bath everyday,
wear clean clothes
Show picture of go, grow and glow foods
Go Foods Grow Foods Glow Foods
519
 Can these foods help you avoid getting sick? How
 How should you eat these foods? (Balanced Diet)
 What are some other ways to avoid getting sick?
2. Generalization
What are the ways we can do to prevent and control
common childhood diseases?(Good Nutrition, enough exercise,
enough sleep and rest, making oneself clean, making our
surroundings clean)
C. Application
Color the box green if it tells about good practice and black if not.
1. Watch TV until the last teleserye.
2. Wear clean clothes everyday.
3. Drink soft drinks after meal.
4. Take a rest after playing.
5. Eat vegetables and fruits everyday.
6. Take a bath daily
7. Drink at least eight (8) glasses of water
8. Always eat noodles soup

Evaluation: Group activity-Role Play
Show to your classmates one of the ways how to prevent and
control childhood diseases through: (Choose one and role play)
- good nutrition
- enough exercise
- enough sleep and rest
- making one‟s self clean
- making our surroundings clean
Agreement/Assignment: List down 1-3 things to do at home in order to

prevent / avoid getting sick. Write it in your
notebook.
520
Unit 2-Posttest
1. Which of the following shows that a person is sick with chicken pox?
a. red bumps, blisters and sores

b. Pain below the ears
c. tiny red rashes on the skin
d. inflammation below the ears
2. Germs cause illness in us when __________________
a. we cook our food well

b. we eat food hurriedly
c. they enter into our body
d. we make our house clean
3. Mumps is caused by _______
a. virus c. bacteria
b. chemicals d. worms
4. John is our neighbor who was sick with _______ when he was 4 years
old that‟s why his left foot is shorter than the other.
a. mumps c. chicken Pox

b. Poliomyelitis d. Primary Complex
5. Camote, gabi and corn are _______ food.
a. go c. grow
b. glow d. mineral
6. Fely has mumps. She feels pain__________.

a. below her ears.
b. below the chin.
c. at her forehead.
d. at the lower back.
521
7. We should wash our hands before and after eating to
a. keep them strong
b. easily carry things
b. keep away from diseases
c. make our hands beautiful
8. Which of the following groups of foods has the most nutritional value?
a. Juice, adobo,steak
b. Cola, fried chicken, ice cream
c. Juice, fried chicken, chopsuey
d. Juice fried chicken, adobo ng baboy
9. Immunization is important because
a.it makes children eat much food.

b. it prevents children from injuries.
c. it prevents common childhood diseases
d. it makes children become easily hungry.
10. Which practices will help prevent diseases?
a. Keeping yourself clean. c. Playing long hours

b. Eating in- between meals d. All of the above
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UNIT 3
There will be eight sessions to teach the prescribed competencies in

this unit. Pupils are expected to prevent oneself from diseases and infections.
Furthermore, pupils will practice personal hygiene, good health habits
and self-monitoring skills. Protect themselves from food-borne diseases and
parasitic infections.
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Unit 3-Pretest
Direction: Choose the letter of the correct answer. Write the letter of your
answer on your paper.
1. There was a birthday party and all the children who attended suffered
diarrhea and vomiting. Why? They ___
a. were tired
b. were hungry
c. were happy
d. might have eaten spoiled food
2. Why is it unsafe to eat uncovered left-over food on the table?

Because____
a. it is no longer delicious
b. it is a left-over food.
c. you do not like left-overs
d. flies and cockroaches might have contaminated the food.
3. What do we call the disease taken from contaminated food?

a. mumps c. skin disease
b. measles d. food-borne disease
4. Which among these health habits prevent food-borne disease?

a. Eat expired food.
b. Buy food in dirty sidewalks.
c. Eat spoiled foods on the table.
d. Wash fresh fruits before eating.
5. How will you know that the food is expired?

a. read the label
b. taste the food
c. smell the food
d. put it in the refrigerator
6. What wil you do if you have head lice?

a. Cut the hair.
b. Put kerosene in the head.
c. take a bath once a week only.
d. comb hair with louse comb daily.
7. Head lice is________.
a. a big animal.
b. good for the hair.
c. Found in dirty food.
d. a parasite that sips blood in the head.
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8. Which among these parasitic worms enter your body through the skin?
a. pinworm b. hookworm
c. tapeworm d. ringworm
9. These are good practices to prevent parasitic infection, except one.

a. Brushing your teeth
b. Wearing shoes or slippers.
c. Washig hands thoroughly before eating.
d. Using your own comb, towel, toothbrush and beddings.
10. You feel that you have an itchy anus. What will you do?
a. scratch it
b. tell my parents
c. rub with ointment
d. will not go to school
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Lesson 1
Let’s Learn
Objective
Identify the common signs and symptoms of food-borne
diseases such as diarrhea and vomiting
Subject Matter
Signs and Symptoms of Food-borne Diseases
Materials
pictures, story written in Manila paper, real objects
No. of Days: 1 day
Learning Activities
1. Motivation: Teacher shows actual spoiled and expired foods such
as spoiled rice or viand and expired bread with molds.
Call on volunteer pupils to tell something about the
foods presented.
Ask:
How do these foods smell?
Do you like to eat them? Why?
What happens if you will eat this foods?
Activity 1: Let‟s read the story written in the Manila
paper. (See appendix for the translation in Iloco.)
“Dindo Got Sick”

In a village, lived a boy named Dindo. One Saturday Dindo played
with his neighbors. They played until he felt hungry. He went home
hurriedly. He ate the uncovered pancit on the table.
After several hours, Dindo‟s stomach ached. He vomited, and had
loose bowel movement. His parents brought him to the hospital. The
food he ate caused his illness.
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Ask:
 What did Dindo do when he was hungry?
 What happened to him after some time?
 What kind of food did he eat?
 Why do you think he got sick?( food was uncovered
maybe germs thru flies, cockroach land on and
affected the food)
Activity 2: Match the signs and symptoms in Column A to the characteristics

in Column B by connecting it with a line. To be printed in Manila
paper or written on the board for the class to answer
collaboratively.
Column A Column B
1. stomachache a. head and body are hot
2. fever b. food and water comes out
of the mouth and the nose
3. vomiting c. goes back and forth to the
comfort room
4. diarrhea d. pain in the abdomen
Ask:
 When do we feel these signs and symptoms?
 Is it safe to eat spoiled and contaminated food? Why?
 What do we call these signs and symptoms?
2. Generalization:
a. How do you know that you have a food borne or water-borne
disease?
b. What do we do to avoid food-borne or water-borne diseases?
c. What do we do in case, we got sick due to food-borne
diseases?
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C. Application: Group the pupils into 3 groups.
1st Group – act out the signs and symptoms of food-borne

diseases, such as diarrhea and vomiting.
2nd Group – color the signs and symptoms of food-borne

diseases written on paper cut-outs (diarrhea,
vomiting, toothache, stomachache, measles, mumps, and
fever).
3rd Group – answer the riddles written on paper cut-out.

1. Food and water comes out of my mouth. What signs
and symptoms do I feel?
2. I go back and forth to the comfort room. What signs and
symptoms do I feel?
3. I feel warm and my head aches. What signs and symptoms
do I feel?
Evaluation: Pick out the letter of the correct statement about the picture.
(see learning material)
Key to Correction:
1. a 2. c 3. c 4. a
Assignment/Agreement: Copy and answer the following checklist in your

notebook. Have you experienced any of the
following? Check YES or NO. If your answer is
YES, tell the cause why and tell how will you avoid
getting sick again.
YES NO CAUSE PREVENTION

1. Did I have diarrhea?
2. Did I have stomach ache?

3. Did I have fever?
4. Did I vomit?
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Lesson 2
Practice Daily
Objective
Practice good health habits to prevent food-borne diseases
Subject Matter
Good Health Habits to Prevent Food-borne Diseases.
Materials
pictures, real objects
No of Days:
Learning Activities
1. Motivation: Tell pupils to pantomime the following good health
habits to prevent food-borne diseases:
 washing the hands before eating and after using the
toilet,
 covering the food on the table,
 cooking food properly,
 washing utensils, such as knife, spoon and chopping
board before using them.
 Do you really do these too, at home? Why?
Activity 1: Group the pupils into four groups and let them pick one
question written on meta strips to answer. Group will
discuss, after which, a member from each group will
read to the class their answer and post it on the board.
The teacher will give inputs if the answers of the pupils
are not completely stated.
These are the questions:
- Why is washing the hands very important?
- What should you do to your food on the table so that flies
and cockroaches will not land on it?
- Are you going to eat spoiled or expired foods? Why?
- What should you do first with the utensils like knife,
chopping board, spoon before using them?
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Ask:
Which question was answered by group 1? What are their
answers? (Do this with the other groups.)
- Why do we need to wash our hands?

(Check the group answers written on the board)
- Why do we need to cover our food on the table?
- Why is it not good to eat spoiled food?
- Why is it important to wash the utensils like knife
before using it?
Activity 2: Display several pictures on the board about good health

habits to prevent food-borne or water-borne diseases.
Ask some pupils to pick one picture at a time. If the
pupil called picked up the correct picture, the class will
say “Yes.” If the pupil picked the wrong picture, the
class will say “No.” Post on the board the correct
pictures.
Pictures of the following:
2. Generalization
a. What are the good habits to prevent you from food-borne diseases?
Ask:
What are those pictures being picked?
What do those pictures tell you?
Why are the other pictures not picked? Why?
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C. Application
Group the pupils into 3 groups and give them differentiated
activities. Then let each group present to the class.
Group 1 – act out the good health habits to prevent you from food-
borne diseases.
Group 2 – select from the cut-outs in the box the good health habits
and post them on the board. (Include also some practices
that lead you to food-borne diseases.)
Group 3 – write a letter to your teacher that you will practice all the
good health habits to prevent you from food-borne
diseases.
(Note: The teacher can use captions if there are no pictures available)
Evaluation: Put a check (✓) before the number if it tells about the good
health
habits to prevent food-borne diseases and (X) if it does not tell
about good habits.( see learning materials)
Key to Correction:
1. ✓ 3 ✓ 5. X 7. X 9. X
2. ✓ 4. ✓ 6. ✓ 8. ✓ 10 ✓
I will remember and practice this everyday wash my hands before
and after eating and after using the toilet, and I will eat foods which are
clean and safe.
531
Lesson 3
Get Rid of It!
Objective
Explains the nature of parasitic infections caused by pediculosis.
Subject Matter
Pediculosis Infestation
Materials
pictures of the head louse.
No of Days: 1 day
Learning Activities
1. Review: Play the game “Passing Ball.” Pass the ball around
while playing music. Stop the music and the pupil
holding the ball will give a good health habit to prevent
food or water-borne diseases.
2. Motivation: Show a picture of a girl scratching her head.
 Why is the girl scratching her head?

 Do you also scratch your head?
 When do you scratch your head?
 What do you think makes your head
itchy?
Activity 1: Teacher will read a story and ask the pupils to listen
carefully. The teacher will show the picture of the
head louse when he/she reached the part where it
talks about head lice. (Note: See appendix for the
translation i n Iloco)
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Miss Santos, a Grade 2 teacher observed that some of her pupils
are often scratching their heads. They are busy scratching their heads that
sometimes they are not listening to the teacher. They don‟t finish their work
on time. They keep scratching their head
One morning during health inspection, Miss Santos inspected their
hair. Those pupils who kept scratching their heads have many head lice and
nits. She explained that these lice and the nits get their food by sipping
blood from the scalp of the head. They bite the scalp in order to sip the
blood. These small insects are called parasites. They feed themselves from
the blood of animals and humans. Their bites cause itchiness on the scalp.
Scratching the scalp too much can result in wounds and infection.
(The teacher can show real head lice in a microscope if available)
Ask:
- What did Miss Santos observe in her class?
- What do you call the eggs of the head lice attached
to the hair?
- Where do the head lice get their food?
- How do they get their food?
- What happens to the scalp that the head lice bit?
- Is it good to scratch the scalp too much if it is itchy?
Why?
- How will your scalp be infected?
- Why are they called parasites?
Activity 2: Let the pupils pick from the pocket chart flash cards with
the nature of head ice written on it (include words that
does not tell about head lice), put them in the
appropriate box:
A. Box about head lice B. Box that does not tell about
and their nits head lice head lice and their
nits
big sip blood parasite itchy
stay in nails small bite wound
can fly infect the scalp Attach to hairy feet

the hair
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Ask:
How does a head lice look like?
What does it do to our scalp?
Why are they called parasites?
If you scratch too much, what happens to your scalp?
2. Generalization: a. What do head lice do to our head?

b. How will these lice cause infection on your head?
c. How can one be infected by these parasites?
C. Application: Set standard in your group work. Group the pupils into 4
and give them differentiated activities. Then after that, a
member from each group will explain their work.
Group 1 – How will you know that a person has head lice? Show it by
drawing.
Group 2 – Pick up the nature of parasitic infections written in the cut-
outs placed in the box and tack it in the Manila paper.
Group 3 – Draw a face to show the feeling of a person with infected
scalp.
Group 4 – Pantomime how a person acts when he/she have many
head lice and the scalp is infected.
 Did you enjoy the activity?

 What are the learning that you have gain from each
group?
Evaluation
Pick out the letter of the correct answer and write it on your paper.(see
Learning material)
Key to correction
1. a 2. c 3. b 4. c 5. d
Assignment /Agreement
1. Do you have a family member that has head lice?

2. What will you do to help him/her? If you too have head lice,
what will you do? Write your answer in your notebook.
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Lesson 4
Beware
Objective
Explains the nature of parasitic worm infestation particularly pinworm,
hookworm and tapeworm.
Subject Matter
Parasitic Worm Infestation
Material
pictures of pinworm, hookworm and tapeworm
No. of Days: 1 day
Learning Activities
1. Review: What did you do to remove the lice in your head? Did you
ask your mother or someone to remove them?
2. Motivation: Train pupils in advance to dramatize the following

situations:
a. two boys playing marbles on the ground then without
washing their hands, eat their lunch
b. a girl walking in dirty surroundings barefoot
c. a boy eating half-cooked meat
Ask:
what do you think will happen to these children in the
dramatization?
Activity 1: Present pictures of the parasitic worms and teacher will
give the input
a. Pinworm infections are extremely common
especially to school children between the ages 5 to
10. It is commonly spread among family members.
Pinworms are big enough to be seen with the naked
eye. They are yellow-white and look like a fine
pieces of thread usually less than one-half inch long.
Pinworms are most active at night. The most
common symptom is an itchy anus. When someone
with pinworms scratches their anus eggs may stay
under their fingernails and spread to anything
he/she touches. When others accidentally swallow
these eggs they also become infected.
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 How does a pinworm look like?
 What symptom do you feel if you have pinworms?
 How does it enter the body?
b. Hookworm is an extremely dangerous infection

because we do not know immediately the effect and
cause of the sickness. The worms are about ½ inch
long. One gets infected when one does not wear
slippers, shoes or other feet protection and stepped
on places where there are human and animal feces
with hookworms. The larvae penet rate the skin of
the feet and move around the body until they reach
the small intestines. They attached themselves with
their hooked mouths and they feed by puncturing
the blood vessels with their sharp teet h. Eggs are
released in the feces of infected animals or humans
but adult worms will only be removed through
deworming.
 How long is a hookworm?

 How do you get infected with hookworms?
 Why is hookworm so dangerous?
c. Tapeworm or cestodes are intestinal parasites; these

worms are flat-shaped like a tape measure. A
tapeworm cannot live freely on its own. It survives
within the int estine of animals including humans.
Tapeworm eggs generally enter the human body
through ingested food, especially raw or uncooked
meat. A person can also be infected if he/she comes in
contact with animals‟ stool or contaminated water
without using protection like gloves. This parasitic
worm is dangerous. Once it enters the body, it can
weak en it and m ay cause deat h.
 How does a tapeworm look like?

 How does it enter the human body?
 What happens to our body if we have
tapeworms?
536
Activity 2: Group the pupils into three groups. Set standards to follow.
Assign them the 3 parasitic worms. Let them talk about the
worm assigned to them. After which they will share their
answers by writing the characteristics/nature of the parasites in
the table below.
Pinworm Hookworm Tapeworm
Ask:
 Who were the first group to finish? Why?
 How do you feel if you have pinworms?
 How will you get tapeworms?
 How does the hookworm enters the body?
2. Generalization
a. What are some parasitic worms that may get
into our bodies? Tell something about each worm.
b. What happens to us if we have parasitic worms
in our body?
C. Application
Have the pupils select one parasitic worm and tell 2 or more
sentences about the nature of that worm he/she chooses.
Evaluation: Write P if it tells about Pinworm, H if it is a Hookworm and T if it is a

Tapeworm. (see Learning Material)
Key to Correction:
1. T 2. H 3. P 4. H 5. P
How will you know that a person has parasitic worm in his/her body?
Draw how it looks. Below the drawing, write 2 to 3 sente nces about your
drawing. Do it on a piece of paper.
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Lesson 5
Take Note
Objective
Practice personal hygiene to prevent and control parasitic infestations
Subject Matter
Personal Hygiene Practices
Materials
Real objects like comb, toothbrush, towel, nailcutter, etc)
No . of Days: 1 day
Learning Activities
1.Review: What are the signs and symptoms that a person will feel
if he has parasites in his body?
2. Motivation: Sing or recite the song “This is the Way”
Actions to do are the following:
This is the way I trim my nails Kastoy ti panagputed ti kuko, ti

I trim my nails (2x) kuko, ti kuko
This is the way Kastoy ti panagputed ti kuko
I trim my nails No ag agsapa
So early in the morning.
 Substitute I trim my nails with Sukatan ti aramiden kadagiti

the following: sumaganad:
- I wear my slippers - panagusar ti sinelas
- I comb my hair - panagsagaysay
- I wash my hands - umno nga panagbuggo ti ima
Ask:
What are the actions that we did while singing?
Do you do these actions every morning before coming to
school?
538
Activity 1: The teacher will distribute cut-outs with directions
written on it. Provide actual materials on the table for
the pupils to use in this activity. As they are called, the
leader will pick up the appropriate materials to use in
performing the activity. (Actual materials are: comb, nail
cutter, towel, soap, louse comb, toothbrush)
Written directions are the following:

- wash your hands
- trim your nails
- take a bath
- wear shoes or slippers
- change your clothes
- comb your hair
Ask:
- Why is it important to wash our hands properly?
- What will happen if you will eat with long fingernails?
- Why will you use your own towel?
- What will happen if you share comb with others?
- Do you need to change your clothes everyday? Why?
- What comb will you use if you have head lice?
- Why do you need to always wear slippers or shoes?
Activity 2: Set standards for group work. Group the pupils into 4
groups and give them differentiated activities.
Group 1 – Role-play the personal hygiene in order to prevent head

lice
infection.
Group 2 – Role-play the personal hygiene to do in order to prevent
parasitic worm infection.
Group 3 – Draw the personal hygiene to prevent head lice infection.
Group 4 – Draw the personal hygiene to prevent parasitic worm
infection.
Ask:
- What are the personal hygiene to prevent head lice
infection shown by group 1?
- What are the personal hygiene to prevent parasitic
worm infection shown by group 2?
- Compare them with the drawing of group 3 and 4.
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2. Generalization
a. What must be done to avoid having head lice?
b. Is it important to use your own personal comb, brush, towel,
soap, etc.? Why?
Application: Question and answer relay:

Show them again the materials on the table like soap, louse
comb, towel, nail cutter, and comb to guide them in their questions.
One will ask a question then call a classmate to answer, then the
one who answered will also ask a question. (Example of questions
to be asked. What is the use of the nail cutter? Why do we need to
use our own comb, toothbrush, etc.? Why do we need to cut our
fingernails?
Evaluation: Draw a happy face if it is good practice and a sad face

if it is not a good practice. (see Learning Material)
Key to Correction:
1. 2. 3. 4. 5.
Assignment/Agreement: Answer the following checklists by checking the

appropriate box. Copy the checklist on your paper.
Yes No Sometimes
1. I use my personal things like comb and
toothbrush
2. I wash my hands thoroughly after using
the toilet?
3. I borrow comb from my classmates?

4. I take a bath everyday?
5. I always wear slippers or shoes when I
go out?
540
Lesson 6
Let’s Do It
Objective
Practice cleanliness of the surroundings to prevent and control
parasitic infestations
Subject Matter
Practice Cleanliness of our Surroundings
Materials
Pictures clean healthy and dirty or unhealthy Surroundings
No. of Days: 1 day
Learning Activities
1. Review: Bring the pupils around the school campus.
Ask:
What can you say about the school surrounding?
2. Motivation: Look at your classroom. Is it clean? Do you like to stay

in a clean classroom? Why? What should you do so that
your classroom will always be clean? How about your
homes, are they clean? Do you help in making your
homes clean?
Activity 1: Present 2 contrasting pictures. Picture A is a healthy
surrounding and Picture B is an unhealthy surrounding.
Picture of a healthy surrounding Picture of an unhealthy surrounding
Picture A Picture B
541
Ask:
- What do you see in picture A?
- What do you see in picture B?
- What do people do in picture A with their surroundings?
- What do people do in picture B with their surroundings?
- What do you think will happen to the people living in picture A?
- What do you think will happen to the people living in picture B?

Why?
Activity 2: Group the pupils into three groups. Set standards in

group work. Give each group differentiated activities.
Let each group post their work. Each group will write
down good practices in order to prevent parasitic
infections in the following place.
Group 1 – home
Group 2 – school
Group 3 – community
Ask:
How will you make your home clean?
What will you do with pigs, dogs, chickens and other animals at
home?
What are the practices to do in order to make your school always
clean?
How can you help make your community clean?
2. Generalization: What practices should you do to keep your

surroundings clean and prevent you from having
diseases or worm infections?
Application: Game/play: (This could be done outside the classroom.)

Write A, B, C in 3 columns. As the teacher reads the question
the pupil will go to the letter of their answer. Those who are
wrong will be eliminated. Those who are left until all the
questions were asked are the winners.
1. Choose the item which describes a healthy surroundings

a. many plants are planted in the surroundings
b. many scattered garbage
c. uncovered garbage cans
2. Which of the following can be seen in an unhealthy

surroundings?
a. clean and comfortable waiting sheds
542
b. plenty of flies in the garbage
c. plenty of plants around
3. What should you do to make your surroundings healthy?

a. Maintain cleanliness in our yard
b. Scatter you peelings?
c. Destroy the plants along the way
4. You see your friend urinating on the walls of the school, what
will you do?
a. I will leave him alone.
b. I will tell him not to urinate on the wall next time
c. I will box him
5. You are eating banana along the way and you cannot find a
garbage can, what will you do?
a. I will drop the peeling on the way.
b. I will throw it in the open space.
c. I will put it first in my bag and throw it when I
see a garbage can.
Ask:
Did you enjoy the activity?
What kind of surroundings would you like to have? Why?
What should people do with their dirty surrounding? Why?
Evaluation: Answer the following questions in your paper.

1. What will you do with your yards every day?
2. Where will you throw your garbage?
3. How can you help make your school clean?
Assignment /Agreement
Write in your notebook three practices that you will do to make your
surroundings healthy.
543
Lesson 7
I Can Do It
Objective
Practice self-monitoring skills to protect oneself from food - borne
diseases.
Subject Matter
Self-monitoring Skills to Protect Oneself from Food- borne Diseases.
Materials
pictures, chant
No. of Days: 1 day
Learning Activities
1. Motivation: Show a picture of healthy children playing.
- Who says they are healthy like the children in the

picture? (Raise their hands.)
- Why do you say that you are healthy?
Activity 1: Present a “Chant” or “Rap.” Teacher demonstrates the

action of the chant to be followed by the pupils. Clap
the chant this way. Put both hands on lap then clap,
open then clap and back to lap. Do it continuously.
544
I will always wash my hand.
When do you wash your hands?
Before eating and after using the toilet.
What else will you do?
I will not eat spoiled and expired food.
How will you know that the food is expired?
I will read the labels.
What will you do with food on the table?
I will cover them.
Are you going to eat unwashed fruit?
No, I will wash it first
Why should you do all these things?
So that I will monitor myself.
and be free from food-borne diseases.
Teresita D. Sagamla
Palew ES, Tublay Benguet
Ask:
 When do you wash your hands?
 What kind of food will you not eat?
 How will you know the expiry date of the food?
 What will you do with fruits before eating them?
 Why should you do all these things?
Activity 2: Game: Message Relay

Set the standard for playing the game. Divide the pupils equally in
groups. So the grouping depends on the number of pupils you
have.
1. Each group will form a column.

2. The teacher will whisper a message to the first pupil
3. The first pupil will whisper it to the next until the last pupil
4. Then the last pupil will go to the front and tell the teacher the
message.
5. If correct, the group will have a point.
6. The group who gets the highest point will win the game.
These are the messages to be whispered:
- I wash my hands before eating
- I will not eat spoiled foods
- I will always read the label before buying
- I will always cover food on the table
545
Ask:
 What was the message whispered to you?
2. Generalization: What practices you should do to prevent food-

borne diseases?
C. Application: Group the pupils into 5 and give them scrambled words to
form a sentence .Let the pupils spread their answer on the
floor, after which, they read aloud to the class:
- my hands wash I eating before (I wash my hands
before eating)
- eat do not I spoiled expired and food (I do not eat
spoiled and expired food)
- before wash eating fruit I ( I wash fruit before
eating)
- the food I on the cover table ( I cover the food on
the table)
- read I expiry the date buy before I ( I read the
expiry date before I buy)
Ask:
Were you able to form the sentences correctly?
How are you going to monitor yourself so that you will be
prevented from food-borne diseases?
Evaluation: Check (✓) the appropriate box in the checklist.
Always Sometime Not at all

1. I wash my hands before eating and
after using the toilet.
2. I will cover the food left on the table.
3. I will not eat spoiled and expired food.
4. I will wash fruit with clean water before
eating it.
5. I will not eat foods that fell on the ground
without washing it.
6. I will wash kitchen utensils before using
them.
Assignment/ Agreement
Write down all the practices that you will do so that you can monitor
yourself and not get sick because of food-borne diseases. Check it every day
if you are doing all those good practices.
546
Lesson 8
Save Yourself
Objective
Practices self-monitoring skills to protect oneself from parasitic worm
infections.
Subject Matter
Self-Monitoring Skills to Protect Oneself from Parasitic Infections.
Materials
pictures, dialogue in Manila paper
No. of Days:1 day
Learning Activities
1. Review: What are the self-monitoring practices that you are going to
do to monitor yourself in order to prevent you from food-
borne or water-borne diseases?
2. Motivation: Sing this song.
do – re – mi – do
Are you healthy (2x)
do – re – mi
Yes, I am (2x)
sol – la – sol – fa – mi – re
How do you feel this morning (2x)
sol – mi – do
I am happy (2x)
Ask:
How do you feel this morning? Why?
What makes you happy?
B.Developmental Activities
Activity 1: Present a dialogue. ( See appendix for the translation in
Iloco) to be written in manila paper
547
Two girls met in the library.
Lina: Hello! Aida how are you?
Aida: Hi! I am good. How about you?
Lina: I am good too. Can you help me with my assignment.
Aida: Sure, if I know it.
Lina: Our assignment is that, we are going to write down practices to
monitor ourselves so that we can be protected from parasitic
infections.
Aida: Ah! You mean the infections caused by parasitic worms like
pinworm, hookworm and tapeworm?
Lina: That is it.
Aida: First of all, you have to know the symptoms of parasitic infections
like itchy anus, big stomach, growing thinner, easily gets hungry
and feeling weak. So if you feel these signs tell your parents.
Lina: Thank you very much,Aida.
Aida: You‟re welcome.
Teresita D. Sagamla
Palew ES, Tublay,
Benguet
Ask:
 Who were talking in the dialogue?
 What were they talking about?
 What are the symptoms of parasitic infections?
 What should you do if you feel these symptoms?
Activity 2: This will be done by the whole class. Write it on the

board or in Manila paper. Call on pupils who have not
recited to match Column A with Column B by
connecting it with a line.
Column A Column B
1. To protect the entrance of hookworm in your skin. a. deworming

2. To protect you from the transfer of body b. let stool be check
and head lice. c. wear shoes and
3. To protect you from animals infected slippers
with worms.
d. use your own
4. To let you know if you have worms or not
5. To do so that worms in the body will be removed belongings
e. cook meat very
Ask: well
 What did you do in this activity?
 What are those self-monitoring skills that you should do so that
you will be protected from parasitic worm infection?
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2. Generalization
 What will you do to avoid parasitic infections?
C. Application: Set standards for group work. Group the pupils into 3 groups.
Give differentiated activities.
Group 1 – Pantomime the self-monitoring skills, telling your

parents if you feel some symptoms.
Group 2 – Give them strips of cartolina. Write the three
practices that you will do so to avoid parasitic
infections.
Group 3 – Draw two self-monitoring skills practices to protect
oneself from parasitic infection.
Evaluation: Encircle the number of the statement that tells about self-
monitoring
skills to be practiced in order to protect oneself from parasitic
infection. See Learning Material
Assignment/Agreement: Copy the table below in your notebook and answer

it honestly. Put a check on the appropriate box.
Yes No Sometimes
1. Do I practice personal hygiene every day?
2. Do i always wear my slippers or shoes when I
go out?
3. Do i let my stools be checked?
4. Do i protect my hair from lice and nits?
5. Do I play in dirty surroundings?
549
Unit 3-Post Test
Choose the letter of the correct answer. Write your answer on your page.
1. Eating spoiled food causes_________
a. mumps
b. toothache
c. cough and colds
d. diarrhea and vomiting
2. We cover left-over food on the table to:

a. prepare the food
b. make the food more delicious
c. hide the food so that no one will eat it
d. avoid the food so that no one will eat it
3. Food-borne diseases like diarrhea is caused by_________

a. salty food
b. fatty food
c. delicious food
d. contaminated foo
4. Which of the following does not belong to the group?

a. Cover foods on the table.
b. Wear shoes and slippers all the time.
c. Wash fruits thoroughly before ea ting.
d. Read the labels of food before buying them.
5. One has head lice if the head is:

a. itchy
b. aching
c. hair is soft and shiny
d. scalp is neat and clean
6. If you scratch the scalp too much, it becomes:

a. black
b. infected
c. more itchy
d. none of the above
7. Hookworm enters the body through the skin. How about pinworms? It
enters through the ____________
a. skin
b. feet
c. mouth
d. eyes
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8. We should not eat expired food because it:
a. makes you grow
b. makes you strong
c. makes you healthy
d. is not good for the body
9. Wearing of shoes or slippers is a good practice to prevent ________

a. air pollution
b. waste disposal
c. parasitic infection
d. food-borne diseases
10. Why is it important to tell your parent if you feel sign of diseases?
a. to blame them
b. to let them know
c. to be cured immediately
d. a and b
551
UNIT 4
Unit IV develops in the learner to demonstrate understanding of rules

to ensure safety at home and in school. It contains pre- and posttest to be
answered before and after discussing the lessons. It also contains eight (8)
lesson plans to be taught in eight (8) days.
552
Unit 4-Pretest
Encircle the letter of the correct answer: Read and understand the question
and choose the letter of the correct answer. Use pad paper in answering.
1. The substance or product that is harmful when touched and

inhaled?
a. toothpaste b. muriatic acid c. mouthwash d. ba thsoap
2. The following products are harmful when touched or inhaled except

one:
a. varnish b. insecticide c. shampoo d. bath
3. What is the meaning of this warning label ?
a may cut skin c use only on the skin.

b. It is poisonous d. It easily starts fire or gets burned
4. When you see this sign on the product it means:
a. It is poisonous
b. I can be kept around.
c. It is used to cure wounds.
d. The product is used in the head only.
5. You saw your brother playing with the insecticide spray .What will
you say to your brother?
a. Good toy, keep it after playing

b. I enjoyed playing that, enjoy it too.
c. Just be careful in playing that thing.
d. Stop playing insect spray, it‟s dangerous.
6. We follow safety rules at home:
a. to avoid accident.
b. to avoid father‟s reprimand.
c. so that mother will not get mad.
d. to keep the house neat and clean.
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7. To avoid accident in school, we,
a. run and play at the stairs.
b. rush to the canteen during recess time.
c. play on top of the table with classmates.
d. read books inside the room while waiting for your fetch.
8. Describe a safe place to play in your school.
a. A dirty playground
b. A clean playground..
c. A place near the garbage site.
d. A place near the construction area
9. Why should you wear proper attire when doing physical activities?
a. To look handsome or beautiful.

b. To feel relaxed and comfortable.
c. To show your new jogging pants to your classmates.
10. I practice safety rules in school
a. to get high grades
b. to impress my teacher
c. to look good in school.
d. to avoid injuries/accidents.
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Lesson 1
What Should I Remember
Objective
Identify home hazards such as household products that are harmful
when touched and ingested
Subject Matter
Harmful Household Products when touched and ingested
Materials
Pictures of household products, cut-outs, real objects, chart
No. of Days: 1 day
Learning Activities
1. Motivation: Read the short poem and discuss (Teacher‟s will

read first then the pupils)
A Clean House Nadalus a balay
We need to clean our house Napintas a buyaen,

everyday, Ti balay no nadalusan,
Before we can sing, dance and play Isunga kabsat intay rugian,
We use bleach for the tiles, Ag-is-is ti pagdigusan,
Insecticides for the flies, Ti lamok, ngilaw, parmeken,
Cockroaches are driven out by Sabidong ket usaren,
mothballs Ngem opps! Kitaen tay
Paints to brighten and beautify your panangaramat,
walls, Ta delikado dagito‟y ti salun-at.
But don‟t forget to wear your mask,
Inhaling these products, you may Helen Danigos
collapse. Josefa Cariño Es, Baguio City
Helen Danigos
Josefa Cariño Es, Baguio City
.
 What are the products mentioned in the poem?
 Why are they used?
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 What may happen if these products are touched and
inhaled?
Activity:
1. Group the class into five (5) or six(6). Let each group think and
draw five other household products which can be harmful when
touched or inhaled.
2. Group presentation (teacher to input to complete needed
information).
Generalization
 What are the substances/products that are harmful when touched or
inhaled?
 Why are they harmful when inhaled or touched? What should we do
when we see them at home?
Application
Activity 1:
cover your nose if the product shown by the teacher is
harmful when ingested or inhaled.(picture of paint,
toothpaste, bath soap, insecticide, perfume, moth balls,
mouth wash, acetone,
salt, muriatic acid)
Ask:
Why did you cover your nose when teacher showed the
picture of a paint? etc..
Activity 2:
In a form of game. Pupils will pick a picture in the box
(containing harmful and not harmful products). If the pupil
picked a harmful product when touched or inhaled he/she will
jump in circle A and B if the product picked is not harmful.
A B
Ask:
Why did you jump in circle A? in B?
556
Evaluation: Put a if the substance/product is harmful when touched
or inhaled and X if not. Use notebook or padpaper in
answering.
_________1. Muriatic acid _________6.

paint
_________2. Insect Spray _________7.

acetone
_________3. _________8.
toothpaste
soap
_________4. _________9.
shampoo
varnish
_________5. mouthwash
__________10
detergent
Assignment
Bring labels of products you have at home.
Key To Correction
Liksyon 1
1. 5. X
2. 6.
3. X 7.
4. X 8. X
557
Lesson 2
Watch Out!
Objective
Recognize warning labels that identify harmful items and substances
Subject Matter
Signs and Warning Labels
Materials
cartolina strips (with written warning labels and meanings), pictures
of warning labels and signs, printed poem
No. of Days: 1 day
Learning Activities
1. Review:
 What are the products/substances that are harmful
when touched and inhaled or ingested?
2. Motivation:
Read the short poem: (Teacher first, then pupil)
We can see with our eyes, “Pakdaar”

The beauty of the world,
We can smell with our nose, Usaren tayo ti mata,
But not everything we hold, Mangbuya ti aglawlaw a nalawa
We can taste with our tongue, Usaren tayo ti agong,
The food that we eat, Manglang-ab ti nabanglo nga
But we cannot hold and smell, ayumuom,
everything Usaren tayo ti dila,
„Cause there is warning you A mangraman ti saba a nailinta,
must see Usaren tayo ti ima,
Little children don‟t touch nor Mangiggem amin ket anguten,
smell me Lang-aben wenno kanen,
Ta adda ti pakdaar a nakalanad,
Helen Danigos Mangibaga nga madi dagitoy iti salun-
Josefa Cariño ES Baguio City at.
Helen Danigos
Josefa Cariño ES Baguio
City
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 What body part you use in seeing? smelling?
tasting? and in holding?
 Are you allowed to smell everything? taste
everything? and hold everything? Why?
 What did it say about it in our poem?
 What is meant by “don‟t touch me?”
Before the activity the teacher will post different warning
labels/signs/symbols around the classroom corners/under the
table/at the back of the chair. Instruct the pupils to look around
and try to find a red envelope at the count of ten. Pupils who
were able to find an envelope will go in front and show what he
got.
After finding all the envelopes, the pupil holding the envelope
will show what is inside
Ask:
Do you know the meaning of these signs and symbols?
Ask the pupils to show the signs and symbols
Teacher explains further the meaning of the signs and

symbols.
CAUTION:  It can easily get burned or

FLAMMABLE
easily catches fire.
 Use only on the skin, outside

FOR EXTERNAL US E ONLY
the body.
559
KEEP OUT OF REACH  The product should not be
OF CHILD REN
easily reached by children.
 The substance is poisonous.
 The item or object can easily

cut skin.

 It can poison or kill somebody
It taken in or inhaled.
Warning : Do Not Apply  The product is not use when

to Open Skin there is wound.
 It easily starts fire/get burn.
Activity
Read the meaning and encircle the correct symbol or
warning label in the box.
1. It can easily cut skin.
2. It can poison or kill

somebody
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KEEP OUT OF
Caution: FOR
REACH OF
3. Use only on the skin or EXTERNAL CHILDREN
FLAMMABLE
outside the body. USE O NLY
4. The product is not used FOR EXTERNAL KEEP OUT OF Caution:
when there is wound USE ONLY REACH OF

FLAMMABLE
CHILDREN
5. Keep substance away KEEP OUT OF WARNING: FOR

REACH OF DO NOT APPLY EXTERNAL
from children‟s reach CHILDREN TO OPEN SKIN USE ONLY
Generalization
Name some warning labels we discussed and explain the
meaning of the label.
What should you do when you read or see these warning labels in
the items or substances at home? Why?
Application
In a form of game “charade” each row will have representative to
act the symbols and signs. The row who gives the correct
answer gains point. Continue the activity till a group or row
gains 5 points. The group/row who gets 5 points wins.
Evaluation
Match the label warnings in column A with its meaning in column B.
Write the letter of the correct answer in your paper.
561
A B
a. substance is poisonous and it can

1. kill somebody
2. b. keep substance away from

children‟s reach
3. c. Use only on the skin
4. FOR EXTERN AL USE d. It can easily cut skin.

ONLY
KEEP OUT OF
REACH OF e. It easily gets burn/ it easily starts
5.
CHILDREN fire
With the guidance of your parents, list 3 chemicals or substances
found at your house and write the warning labels shown in the
said product and be able to explain it tomorrow.
Key to Correction
Liksyon 2
Produkto nga makadangran no lang- Produkto nga saan makadangran

aben wenno tilmunen
Paint Shampoo
Muriatic acid Toothpaste
Insecticide Alcohol
Acetone
Mothball
Varnish
562
Lesson 3
Think About It!
Objective
Explain rules for the safe use of household chemicals
Subject Matter
Rules for the Safe Use of Household Chemicals
Materials
Pictures on rules for the safe use of chemicals, printed stories
No. of Days: 1 day
Learning Activities
1. Review: In a form of game, (teacher will distribute pictures of
warning labels and strips of paper with the meanings
to the pupils.) let the pupils holding the word
meanings stand so the pupils holding the warning
symbols will pair it with the meaning.
2. Motivation: Present a picture of a father and son cleaning the
backyard.
asks:
 Who are cleaning in the backyard?
 Why do you clean your backyard?
 Who are helping his father or mother in cleaning the
backyard.
1. Presentation/Analysis: Listen to the short story
563
Araw ng Sabado, naglilinis sa bakuran ang mag-amang Ben
at Mang Dado.
Sa kanilang paglilinis nakita ni Mang Dado na maraming
lamok. “Pakikuha nga ang pamatay lamok sa cabinet para puksahin
natin ang mga lamok,” wika ni Mang Dado. Agad namang tumakbo si
Ben sa loob ng bahay at kinuha ang pestisido.
Pagdating ni Ben, ay agad niyang ini-spray ang lason sa
bakuran.
Nagalit si Mang Dado sa ginawa ng anak. Ipinaliwanag niya
kung bakit siya nagalit.
Helen Danigos
Josefa Cariño ES, Baguio City
 What did Ben spray?

 What did Mang Dado explained to Ben?
(While Mang Dado and Ben were having their snack he explained the
following safety rules in using household chemicals. (This can be done
by showing pictures or illustrations)
1. Don‟t touch harmful/hazardous substances.

Muriatic acid
Keep out of
Reac h of
Children
Ask: What can you see in the picture?

What is the product being shown?
Why should children not allowed to hold this substances?
564
2. Use mask and gloves when using or handling chemicals.
Ask:
What is the man holding?
What is the man using when holding
the pesticide? Why is he using mask
and gloves?
Are you allowed to hold this product?
Why?
3. Never smell the chemicals or substances
Ask:
What does the picture show?
What it mean? Are you allowed to
smell substances at home?
4. Always read directions before opening or using substances or

chemicals.
Do not drink!
For external use only.
Ask:
 What is the direction? What does it mean?
 What are you going to do before using any substance?
 Are you allowed to use substances like bleach? Why?
565
5. Always follow instructions or directions.
Ask:
 Who is reading the
instruction giving medicines?
 What should you do before
taking in medicines?
 Are you going to drink your
medicines even without
mother? Why?
6. Use the products/substances properly.

BLEACH For
clothes,
bathrooms,
sink (For
cleaning
purposes only.
Mang Dado further explained that if we are going to follow these rules
we can avoid poisoning or endangering our lives.
 What are the rules for the safe use of household
chemicals as explained by Mang Dado?
 Why should we follow these rules?
 What will happen to us if we will not follow the rules for
the safe use of household chemicals?
2. Generalization: Name one rule on the safe use of household

chemicals. Explain the rule and why should we
follow it.
C. Application: Group the class into 3 groups. Teacher reads and explains
the instruction for each group :
Give each group situations to read. Explain what you should
do in the given situation. The group will select a leader to
present their output/ tell their answer.
566
Group 1. Maria saw her older sister cleaning the toilet with
bleaches with bare hands and no mask.
What would Maria tell her older sister?
Group 2. Ana saw her younger brother playing with the insect
spray. What should Ana tell to her younger brother?
Group 3. You visited your friend Don who is sick. Then

suddenly Don‟ts head is aching. He got his medicine
and tried to drink 3 tablets for his headache. What
should you tell Don?
Evaluation: Look at the picture, give the rule and explain in 2-3 sentences.
Write your answers in your paper.
1.
__________________________
2.
______________________
567
Read the situation and write what is the correct thing to do. Justin
wants to get rid of the cockroaches in the cabinet, he gets the
insect spray for cockroaches. What should Justin do before
spraying the insecticide?
Key to Correction
Liksyon 3
FOR
EXTERNAL
1. 2. 3. USE ONLY
WARNING : KEEP OUT OF

DO NOT APPLY TO REACH OF
4. OPEN SKIN 5. CHILDREN
568
Lesson 4
Rules To Remember
Objective
Follow safety rules at home to avoid accidents
Subject Matter
Rules at Home to Avoid Accidents
Materials
Pictures of rules at home to avoid accident / illustrations
No. of Days: 1 day
Learning Activities
1. Review:
 What are the rules for the safe use of household
chemicals?
 What will happen if you will not follow these safety
rules?
2. Motivation: Show the picture and ask:

 What do you think will happen to this girl if she will
play on the stairs with her toys?
569
 What happened to your classmate when she was not
able to follow rules and instructions.
 Were you happy when you were out of the game?
 At home, mother said, “Don‟t run or play because I
am mopping the floor” and still yo u didn‟t stop. What
do you think will happen?
Teacher group the class into 6. Draw lots on what picture they will
discuss. Give them 3-5 minutes for discussion.
Picture # 1
Ask: What do you think will happen
if somebody will step on the
Rule 1: Don‟t put your toys on

stairs. No running on
stairs even in case of
emergency
Picture # 2
Ask: What will happen if these

children will keep on playing
on the wet floor?
Rule 2. Don‟t play on wet floors.
Picture # 3
Ask: What will happen if the boy or

the girl drops the knife or pair
of scissors?
Rule 3: Don‟t play with sharp objects

(barbecue sticks, knife,
vegetable peelers, and
shavers
570
Picture # 4
Ask : What will happen next when one

will bang the door hard and his
playmate is holding the door?
Rule 4: Don‟t play with the door
Picture # 5
Ask: What will happen if they play

with matches near the curtain?
Rule 5: Don‟t play flammable materials
Picture #6
Ask: What will happen if one plugs
electrical appliances with wet
hands?
Rule 6: Don‟t‟ plug/touch electrical

appliances with wet hands.
Don‟t insert forks, spoon, or
any iron products in the
electrical outlets.
Each group will present the picture and answer the given questions.
(Teacher will give additional information on correct safety rules.)
Ask:
What happens if we will not practice these safety practices at
home?
2. Generalization
 What are some rules to follow to avoid accidents at
home?
 What should we do to avoid accidents at home?
 What will happen we will not follow these rules?
571
C. Application: Teacher may select any suggested activity.
Game “Cross the River”
Place a flash card in winding manner. Each card represents a
stepping stone in the river. The pupils must do a task in order to
step on it and cross the river.(The task is to complete the
sentence by getting the word in the chart and put it on the
blank).
Suggested tasks: Word completion:
Example:
Wet sharp matches plug
toys stairs
1. Don‟t play with_______ objects.

2. Don‟t play on _______floors.
3. ____________ causes fire, don‟t play with them.
The one who crosses and reaches the destination will be the
winner. Do the activity if time permits.
Evaluation: Draw a if the person is following the rules to avoid

accident at home and if the person did not follow the
safety rules. Write your answers in your notebook or paper.
_____1. Lito is playing on the stairs with his friends.
_____2. Ana dried her hands before inserting the television cord/wire.
_____3. Lisa and Rosa are playing in the bathroom while bathing.
_____4. Cora is running while eating bananacue.
_____5. Hana is picking the toys scattered on the stairs.
_____6. Ben and Lino are playing with the lighter.
572
Check the safety practices that you did for the day.
Safety practices Mon Tue Wed Thu Fri Sat Sun

1. I did not play on the stairs.
2. I did not play with sharp
objects.
3. I plug electrical appliances
with dry hands.
4. I did not play with the
door.
5. I kept my toys in the
proper place.
6. I did not play with matches.
Key to Correction
Liksyon 4
1. Saan nga ang-nguten iti kemikals
2. Agusar iti abungot no iggaman ti pestisido wenno kemikal.
Aramiden diay balay:

Agaramat iti abungot sakbay na nga iispray wenno kemikal ti pang-ipes.
573
Lesson 5
Keep Out!
Objective
Identify safe and unsafe practices in school
Subject Matter
Safe and Unsafe Practices in School
Materials
Pictures of safe and unsafe practices in school, printed song
No. of Days: 1 day
Learning Activities
1. Review: What do we do in school?
Are you going to listen when you are in school?
2. Motivation: Sing in a form of chant/rap or other familiar
song in the community or with the tune of
“It‟s a Small World After All”
Recess Time Oras ti Panaginana
Helen Danigos Helen Danigos
Josefa Cariño ES, Baguio City Josefa Cariño ES, Baguio City
Did you hear the bell chime?
It‟s our recess time Nangngeg yo batingting,
Aginana tayo manen,
It‟s the time for snack
And for us to relax Panawen a mangan,
Aginana , agay-ayam,
Let us all fall in line
When we go out and play Aglinya ta‟y ngarud,
It‟s our recess anyway Nga mapan gumatang,
Idiay pagmeryendaan.
It‟s our recess after all
We will play and roll the ball
Oras panaginana(2x)
It‟s our recess after all
It‟s our recess time. Intayon maki linya
Intayon agmeryenda.
Ask:
 Did you like the song? What is the song all about?
 What do you do during recess time?
574
 What do you do when you go out and play? Why should you fall
in line when going out?
 What happens if everybody runs towards the door?
 What should we do then?
Teacher selects 7 leaders to lead the group. Instruct the
leader on what his/her group mates will do ( Show how do you
ask permission from the teacher when going out? How do you
walk in the corridor? Who are the people who work in the
school? What should they do when going out from their
classroom and when buying from the canteen? What should
they wear every day in coming to school?. After giving the
instruction, the leader will talk to his/her group mates and
practice. Each group will present by acting or doing the given
rule.
Expected outputs of the group activity will be the following:
1. Do not play along the corridor
 Walk along the corridor to avoid bumping into

people and things.
2. Always ask permission from your teacher when you go out of
the room.
575
3. Know the people who work in your school.
4. Fall in line when going out or inside the classroom, and when
buying from the canteen.
5. Do not play on top of the table or chair.
6. Wear your identification ( I.D.) card daily.
7. Wait for your guardian/fetch (sundo) in your room or inside the

school. Don‟t talk to strangers or do not go with the person whom
you do not know.
576
Ask:
 What did group 1 show? Why do you need to walk and not run
along the corridor?
 How about group 2 , What did they show to us? Why do you
need to ask permission from your teacher before going out?
 What did group 3 shows? Why do you need to know other
people who work in school?
 How about group 4? Why do you need to fall in line before going
out of the classroom? etc…
 Can you think of other safety rules aside from what we
discussed?
2. Generalization
Ask:
 When do we say that the practices in school are safe?
 When are these practices unsafe?
C. Application: (Teacher may choose from the suggested activities)
Activity . True or False in a form of game.

Let the pupils stand if the statement is true and
remain seated if the statement is false. (Statements
will be based from safe and unsafe practices in
school). Pupils who will get wrong answer will not join
the game anymore. Game continues if there‟s still
time.
577
Evaluation: Color if the picture shows safety practices.
Color if not.
1.
2.
3.
4.
5.
578
How well do you take care of your safety in school? Answer the
questions by placing in the appropriate column.
Key to Correction
Liksyon 5
1. 2. 3. 4. 5
579
Lesson 6
Beware!
Objective
Describe/Identify safe and unsafe conditions/places in school
Subject Matter
Safe and Unsafe Practices Conditions/Places in School
Materials
cut-outs, pictures
No. of Days: 1 day
Learning Activities
1. Review: What are the safe and unsafe practices in school?
What will you do to keep these unsafe practices
safety
2. Motivation: Teacher will prepare 4 picture puzzles of places

or conditions in school. Group the class into 4
groups, distribute the puzzle to each group
and let them form the puzzle.
Let each group present their puzzle and let them tell
something about the picture.
Do I Mon Tue Wed Thu Fri Sat Sun
1. Run along the corridor?
2. Fall in line when there are
many people using the toilet.
3. Ask permission when going
out of the classroom.
4. I know the people who work
in the school.
5. Play with my classmates on
the table or chair.
6. Play with barbeque sticks?
580
Teacher presents more pictures:
Ask:
 What place is this?
 What do we put here?
 Is this a safe place for
you?
Why?
Ask:
 What place is this?
 What do you do here?
 Is this a safe place for
you? Why?
Ask:
 What does this picture
show?
 Do we see this in school?
 Is this a safe place where you
can play? Why?
Ask:
 Describe this place?
 What will happen to
you if you will play
here?
Ask:
 Describe the place?
 Is this a safe place to
go?
581
Ask:
 Describe this place this
condition?
play? Why?
Ask:
 Describe this
condition?
play? Why?
2. Generalization:
 Describe a safe place where
you can play.
 Name unsafe places in school
where you should not go?
 Why you are not allowed to go
to these unsafe places?
C. Application: With the same grouping in the puzzle game, play the
“Show me a picture of a ____________”
The teacher will say the place that they will describe using all
the members of the group. The group who showed the correct
picture or who portrayed the correct or best picture of the given
place will be the winner.
582
Evaluation: Write S if the place where the children are doing their activities
is safe and US if it is unsafe. Write your answer in your notebook or paper.
____1. ____2.
____3. ____4.
____5.
Assignment/Agreement: Look at the picture, write 2-3 sentences why this

place is not safe for playing.
Key to Correction
Liksyon 6
1. 2. 3. 4. 5.
583
Lesson 7
Exercise But Be Wise
Objective
Practice safety rules during physical activities
Subject Matter
Safety Rules during Physical activities.
Materials
Pictures on safety rules during physical activities, printed materials
No. of Days: 1 day
Learning Activities
1. Review:
 Where are the safe places that you should go or
play when you are in school?
 What about the unsafe conditions that you
should avoid?
 Why are you not allowed to go to these unsafe
conditions?
2. Motivation: Read the short poem and later say it in a form of

rap
Oras ng Paglalaro
Helen O. Danigos
Josefa Cariño ES, Baguio City
Tara na kaibigan ko,

Oras ng paglalaro,
Luksong baka, patintero,
Sipa at tumbang preso,
Sagot ko naman kalaro ko,
Mag ehersisyo muna tayo,
Painitin ating katawan,
Nang hindi mabigla‟t masaktan,
Iyan ang bilin ng ating guro,
Bago maglaro kaibigan ko.
584
 What did we do after reading the poem? Did you enjoy
rapping the poem?
 What did it say in our poem? What are the games they
are going to play? Do you know how to play these
games?
 Did they play immediately? Why? What did boy/girl tell
to the person who is inviting her /him to play? What
should they first before playing?
Teacher says: Let us assume that we are going to have
our P.E. today. Assign each group to have
something to do before they will have their
P.E.
Group 1: Fall in line (Let the pupils go out of the classroom)
Ask:
 What did your classmates
in Group I do?
Group 2. (Listen to the teacher as she explains what you are going
to do?
Ask:
 What did Group II do?
 What did teacher tell
them?
Group 3.(do stretching/exercise)

Ask:
 What did Group III do?

 Why do you need to exercise
before doing any activity?
585
Group 4. (Teacher select pupils wearing jogging pants in row IV to stand in
front)
Ask:
 What are the pupils
wearing?
 Why should you wear
jogging pants and shirt
when playing?
Group 5.
Ask:
 When you play and you
lose the game what
should you do?
Group 6.
Ask
 What will you do first with

the equipments you are
going to use before playing?
Ask: What did group 1 show us? How about Group 2? 3? 4? 5?6?
When do we do these? Why should we follow all these rules
when having P.E.?
2. Generalization:
 What are the rules that you should follow when
doing physical activities?
 Why should you follow these rules?
 What happens if you will not follow the rules given
by your teacher?
586
C. Application
Group the pupils into 5 groups and give them differentiated activities.
Then let each group present to the class.
Group 1: Will present some stretching activities/warm-up
Exercises,
Group 2: Will discuss the proper attire while doing physical
activities.
Group 3: Will discuss the importance of having first aid kit.
Group 4: Will discuss the rules while playing.
Group 5: Will discuss the importance of checking equipments
before playing.
Evaluation: Write True if the statement is correct and False if not.

Use paper in answering the questions.
______1. Before doing any physical activity, stretch/do warm-ups first.
______2. Follow teacher‟s instruction to avoid accident.
______3. Push your classmate because they won the game.
______4. Wear skirts and maong pants during your P.E
______5. Everybody runs when going out of the room.
Assignment/Agreement: When you play with your friends at home,

what safety rules should you apply? Why?
Key to Correction
Liksyon 7
A. 1. natalged
2. napeggad
3. napeggad
4. natalged
5. napeggad
B. 1. Napeggad a pagay-ayaman iti lugar ta nadadael/ dagiti mausar nga

pagay-ayaman ken narugit. Mabalin nga agkasakit wenno madisgrasya
iti kastoy nga pagay-ayaman
587
Lesson 8
School Rules
Objective
Practice safety rules in school to avoid injuries/ accidents
Subject Matter
Safety Rules in School to Avoid Injuries/ Accidents
Materials
pictures, charts, printed materials
No of days: 1 day
Learning Activities
1. Review:
 What should you observe when having your P.E.
activities?
 Why should you follow the rules?
2. Motivation:
Mga Payo Balakad

Helen Danigos Helen Danigos
Josefa Cariño ES, Baguio City Josefa Cariño ES, Baguio City
Sabi ng tatay at nanay ko, Kuna ni nanang ken tatang

Pag nasa paaralan ako No sumrek ti pagadalan
“Laging makinig sa guro mo, Ipangag ti maestro ken maestro
Sundin ang kanyang payo, Dumngeg ti pagannurutan
Makinig sa mga panuto, Dumngeg ti pamalakad
Gaya ng “Maglakad huwag Karkaro no agay-ayam
tatakbo”, Disgrasya ket maadaywan
Sa ating paglalaro,
Huwag itulak ang kalaro,
Nang disgrasya‟y maiwasan mo”.
Ask:
 Did you like the poem? What is the poem all about?
 What did mother say in the poem?
 Do you follow these advices?
588
Teacher presents a chart. Let the pupils add more practices on
the given rules. Ask pupils to write down safety rules when playing
in school until they will give all possible answers. Continue the
game till all the rules are mentioned.
Follow safety Follow safety Follow rules and

Follow safety rules when rules inside the regulations of the
rules in playing doing physical classroom school.
activities
Don‟t push your Do stretching Fall in line in Walk don‟t run.

classmates when or going inside
playing. warm-up and outside the
exercise before classroom.
playing.
Ask:
 What are the rules in playing?

 What are the safety rules when doing physical activities?
 What should you do when inside the classroom?
 What are the rules and regulations of our school?
2. Generalization:
 What are the rules in school that you should observe?
 What should you do with these rules?
 Why should you follow these rules?
589
C. Application:
Group the class into 4 groups. Give each group a situation and
let them do the given instructions. (If pupils cannot read, the
teacher will read and explain the given activity)
Given the situation what will you advice the children to avoid
accident. Each group will present their suggestions to the class.
Group 1 Group 2
Group 3 Group 4
Ask:
 What were the suggestions of your classmates?
 Are they right with their suggestions?
 Why should we follow them? What happens if we will not
follow their suggestions?
Evaluation: Draw if the pupils followed the rules in school to avoid

accident or injury and if not. Use pad paper in answering
the questions
______1. The pupils walk along the corridor when going out from the
classroom.
______2. The grade two pupils listen to the teacher‟s explanation

before doing the activity.
______3. Ana and her friends throw their garbages/trash in the trash
can.
590
______4. Rico runs fast to the stairs because he is late.
______5. The pupils are playing near the construction area.
______6.The Grade two Lily form their line every time they go out and
inside their classroom.
Assignment/ Agreement: Look at the pictures and follow the given

instruction in each letter.
A. Circle the safe thing to do. Cross the unsafe way.
B. Circle the children who are playing safely
C. Encircle who is doing the right thing.
Key to Correction
Liksyon 8
1. usto 2. madi 3.usto 4. Madi 5. usto
591
Unit 4- Post Test
Read the questions properly and choose the letter of the correct answer.
1. Which of the following substances is harmful when touched or

inhaled?
a. floorwax b. varnish c. Insect spray d. all of the above
FOR EXTERN AL
2. What is meant by this warning label USE O NLY ?
a. It is used only on the skin.

b. It can easily get burned.
c. It is not safe to use when there is wound.
d. It is poisonous can kill if taken in or inhaled.
3. When you see this warning sign on the label of a product it

means that the product is:
a. sharp b. delicious c. poisonous d. flammable

4. Why is it not safe to smell any chemicals at home?
a. It maybe poisonous.
b. It makes one fat.
c. It will make one ugly.
d. It may destroy the nose.
5. Who among the following boys followed the safety rules at home?
a. Lito who is running on wet floor.

b. Ben who is playing matches or lighter.
c. Bento who is playing with the door.
c. Dino who is keeping the sharp objects in the cabinet.
6. I follow safety rules at home to
a. avoid accident.
b. make mother happy.
c. keep the house neat and clean.
d. be allowed to play around.
7. The place in the school that is safe to play?
a. Playground
b. On the wet floor.
c. Near the canal.
d. Near the garbage site.
592
8. We need to exercise or warming ups during physical activities in
order to:
a. make teacher happy

b. make our body perspire
c. It is a part of the physical activities
d. prepare the body to prevent muscle injury
9. Who among the girls is following the safety rules in school?
a.Ana who is running along the hallway.

b.Becky and Leni who are playing on the stairs.
c.
Lita who pushes her classmates while playing.
d.Justin who falls in line when buying her “baon” from the
canteen.
10. What should you do to avoid accident or injury in school?
a. Walk, don‟t run

b. Listen to teachers‟ explanation
c. Fall in line when using the comfort room
d. All of the above
593
Glossary
Control - To restrain, direct, power over one‟s own thoughts and feelings
Diarrhea- As defined by the world Health Organization as having three or

more loose or liquid stools per day, or as having more stools than
is normal for that person
Disease- an illness or unhealthy condition, sickness, pathological condition
of the body or one of its part.
Food-borne disease- usually arises from improper handling, preparation, or
food storage. It can also be caused by a large variety of
toxins that affect the environment and pesticides.
Hygiene - The study of clean and healthy living, preservation of health
Monitor - To observe and check something regularly.
Parasite - One who lives at the expenses of others, animal or plant deriving
its nourishment from another living organism.
Pediculosis - lice infestation and occurs in many mammalian and bird
species. It sometimes used to refer to the specific human
pediculosis due to head- louse infestation.
Prevent - To stop from happening
Signs - is something other people, including a doctor and nurse may

detect. Example is rash.
Skill - ability gained by practice, natural cleverness at doing something
Symptom - is something the patient feels and reports example is pain.
Vomiting - ( known medically as emesis and informally as throwing up) is the
forceful expulsion of the contents of one‟s stomach through the
mouth and sometimes the nose
594
References: K to 12 Health Curriculm, p. 12
Science and Health 1, Josefina S. Badana and
Evelina M. Vicencio, p. 32
References: K to 12 Curriculum, p. 12 Science Power for Kinder by;

Natividad V. Jovero and Ma. Leah Placido
Integrated Science and Health 1 by: Josefina S.
Badana And Evelina M. Vicencio, Pp. 30-33
References: K to 12 Curriculum, p.12, My Science Adventure: Dinna Santos

Valera ,Pp, 65-66
References: K to 12 curriculum, p.12, Science Power for Kinder, Natividad V.

Jovero and Ma. Leah R. Placido
595

Ilokano Mapeh GR 2 TG

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2

Ang kagamitan sa pagtuturong ito ay magkatuwang na inihanda

Mahalaga sa amin ang inyong mga puna at mungkahi.

Paunawa hingil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng Bat as

Inilat hala ng Kagawaran ng Edukasyon

Mga Bumuo ng Patnubay ng Guro

Lesson 1 Sounds and Silence…………………………………… 3

Lesson 1 Identifying Musical Lines as Similar or Dissimilar…… 64

Lesson 1 Breath Control………………………………………....... 74

Lesson 1 Volume of Sounds………………………………………. 92

Lesson 1 Slow and Slower Sounds………………………………. 121

Lesson 1 Musical Layering………………………………………... 155

Lesson 1 Drawing a Portrait of

Lesson 1 Pointing out the different shapes,

Unit 3: PRINT MAKING

Lesson 1 Experimenting with natural

Unit 4: SCULPTURE & 3D CRAFTS

Lesson 1 Creating an Imaginary Robot Out of Boxes………….. 261

Unit 1: Body Shapes and Actions, Locomotor Skills, Territory Games

Lesson 1 Don‟t Move………………………………………………. 295

Unit 2: Force, Simple Folk Dance and Rhythmic Routines, Correct

Lesson 1 Let‟s Hop, Hop, Hop……………………………………. 342

Lesson 1 Walk Slow, Run Fast, Move Quick……………………. 381

Unit 4: Music and Environment, Throw Patterns, posture and body

Lesson 1 Grow Strong……………………………………………... 414

Unit 1: My Health is My Wealth

Lesson 1 Similarities and Differences in our Appearance……... 452

Lesson 1 Germs Equals Illness…………………………………… 497

Unit 3: Prevention is the Best

Lesson 1 Let‟s Learn………………………………………………. 526

Unit 4: Safety and Prevention of Injuries

Lesson 1 What Should I Remember……………………………... 555

Learning Competency: Associates visual images with sound and silence

Teacher: How are you, how are you children?

1. Presentation and Analysis:

 Teacher presents and claps this rhythmic pattern (charted):

Ask: What did you do to represent the vertical lines? (Clapped)

 Teacher tells the pupils to clap the patterns below

 Teacher produces the sound and pupils tell the symbol

Ask: What symbol did we use to represent sounds?

Ask: What symbol did we use to represent silence? .

● Use sticks /maracas or any percussion instrument following

● Pupils perform the following rhythmic patterns using the following

Bagbagto, bagbagto lambik Napunay, napunayagta

1. Presentation and Analysis:

●Teacher presents a chant with steady beat: Mary Had a Little

Mary Had a Little Lamb

Mary had a little lamb

And everywhere that Mary went

Ask: What did we do while chanting?

● Teacher chants while clapping the rhythmic patterns. Have

(l l - two claps, l - one clap)

Ask: How many counts did we have in every measure as we

Let the pupils clap/tap/walk or play available musical

 Chant Entako Man-iskwila while performing the rhythm in groups

● Rate other groups using the rubrics to be assisted by the

Bring any musical instrument to be used for the next lesson.

●Teacher beats the drum using rhythmic patterns in

Using the same rhythmic patterns, pupils beat

● Teacher presents a chant using rhythmic pattern B in

Ask: What did we do to show the rhythmic pattern in

Pupils will beat their musical instruments assigned to their

Group 1 will use coconut shells