Lesson 1

Quality of Sound

Third Quarter
Week 1

I. Objectives

1. Recognize differences in sound quality from a variety of

sound sources
2. Respond to differences in sound quality with appropriate
movement

II. Subject Matter

DRAFT
A. Topic: Differences in Quality of Sounds

B. Song: “Nagtanom Ako Pinya”, , C, mi

C. Reference:

April 10, 2014

Umawit at Gumuhit 3,pp. 58-67
Less Known Ilonggo Folk Songs Book 1,p. 24
by Fely A. Batiloy

D. Materials:
Cassette/CD player, CD, recorded sounds of
nature, transportation, animals and real objects that can
produce sound, chart of Kodaly Hand Signs and scale.
E. Values: Listening attentively
F. Concepts for the teacher

1. Timbre - refers to the tone quality or tone color of

sound.
2. Different sound sources:
human nature musical instruments
animals things musical gadgets

94 
 
 III. Procedure
A. Preliminary Activities
1. Drill
a. Tone
Sing the notes below using Kodaly Hand Signs.

DRAFT 2. Review
Sing “Nagtanom Ako Pinya” and identify the beginning
and ending of the song.

April 10, 2014

95 
 
 B. Lesson Proper
1. Motivation
Group the class into three. Each group will imitate the sound
of an animal. Let the other groups identify the name of the
animal. The group who gives the correct answer gets one
point. The group who has the highest score wins.

2. Presentation
Listen to recorded sounds of the following:
cry of a baby, dripping of water
horn of a jeepney, thunder, clap
chirping of birds

Create movements to interpret the sounds heard.   

3. Discussion
What sounds did you hear?

DRAFT
(cry of a baby, horn of a jeepney, chirping of birds, dripping
of water, thunder clap)

What are the sources of these sounds?

(human, transportation, nature)

April 10, 2014

What are other examples of sounds that you hear from
nature?
(dripping of water, thunder, strong wind)

Could you imitate other sounds that you hear around you?

There are many sources of sound. These sounds have different

qualities.

4. Generalization
What element of music refers to the quality of sound?(timbre)

96 
 
 What are the sources of sound?
(The sources of sounds are human, nature, musical
instruments, things, musical gadgets, and animals.)

5. Application
Using recorded sounds, identify the source of the
following sounds and interpret it through movements.
raindrops dogs barking
sound of a church bell trombone
nursery songs people laughing
trumpet

IV. Evaluation
A. Listen to the following sounds and identify the source of
sound. Write the letter of the correct answer on your
answer sheet.

DRAFT
a. human d. nature
b. animal e. musical instruments
c. transportation

April 10, 2014

1. crowing of the rooster
2. sound of a train
3. mother’s lullaby
4. sea waves
5. guitar

Key to correction: 1. b 2. c 3.a 4.d 5. e

B. Group the class into four. Each group will imitate a

chosen sound through body movements.

97 
 
 Rubrics

Skills 3 2 1
1. Can identify the sources of
sound
2. Can interpret sound through
body movements.
3. Can show creative
movements in interpreting
sounds heard.
4. Can participate actively in
the activities.
3- excellent 2- very good 1- good

V. Assignment
Draw or cut out pictures of objects that produce sounds.

DRAFT
April 10, 2014
 

98 
 
 Lesson 2

The Human Voice

Third Quarter
Week 2

I. Objectives

1. Identify and compare the voices of:

 classmates as they sing or speak
 selected popular singers in recordings
2. Compare the use of the voice in speaking and in singing

II. Subject Matter

A. Topic: The Human Voice

DRAFT
B. Song: Pakitong-kitong”, , G, re
 
C. Reference: Umawit at Gumuhit 3, pp. 58 – 61
Dazzle 4, pp. 70-72

April 10, 2014

Less Known Ilonggo Folk Songs by Fely A. Batiloy,
p. 51
D. Materials: CD, player, recorded songs and poems, chart of
a song and poem

E. Values: Carefulness

F. Concepts for the teacher:

1. Voices differ in range and timbre or tone color.

2. One of the main sources of musical sound is the
human voice. The human voice is capable of
producing singing tones.
3. We use natural or speaking voice if we talk/speak
and singing voice if we sing.

99 
 
III. Procedure
A. Preliminary Activities
1. Drill
Using the “human piano”, practice singing the given notes.

   

  do re mi fa so

2. Review
Imitate the following sounds.

DRAFT
sound of a mouse
siren of an ambulance
strong wind
ticking of a clock

B. Lesson Proper

April 10, 2014

1. Motivation
Let the pupils listen to the different kinds of voices. Call
pupils who have different voice ranges.

2. Presentation
a. Select two boys with different voice quality and let them
read the poem, “Bayang Sinilangan”.
Bayang Sinilangan
ni
Mary Grace V. Cinco

Bayan kong sinilangan

Pilipinas ang pangalan
 
Inasam mong kalayaan
Dugo’t pawis mong nakamtan.

100 
 
 Who among the two boys has a big voice? Who has
a small voice?

b. Select two pupils to sing, “Pakitong-Kitong”.

DRAFT
Did you notice the difference in your classmates’
voices?

Who among the female popular singers has a low voice?

Who among the female popular singers has a high voice?

April 10, 2014

(high voice-Regine Velasquez, Angeline Quinto)
(low voice – Sharon Cuneta, Aiza Seguerra)

Who are the famous male singers who have a high voice?
Who are the famous male singers who have a low voice?
(high-Jed Madela, Christian Bautista, Gary Valenciano)
(low- Nonoy Zuñiga, Anthony Castelo)

c. Let the class listen to recorded songs of popular

singers.
Play song excerpts of the following singers:
Regine Velasquez - “Dadalhin”
Kuh Ledesma - “Ako ay Pilipino”
Martin Nievera- “Be My Lady”
Jose Mari Chan - “Christmas in Our Hearts”

101 
 
 3. Discussion
Among the singers you heard, whose voice has these
characteristics?
big/thick small/thin
heavy light
strong gentle
dark bright/brilliant

How would you describe their voices?

(Regine Velasquez – bright, strong, thin)
(Kuh Ledesma – gentle, dark, light)
(Martin Nievera – heavy, strong, thick)
(Jose Mari Chan – light, gentle, thin)

The human voice has different tone qualities or timbre when

speaking and singing. Some have thin voices while others

DRAFT
have thick, husky voices.

We use our speaking voice when we talk/speak and singing

voice when we sing.

April 10, 2014

4. Generalization

What are the characteristics of a voice?

(high, low, husky, thick, and thin)
What is the difference between a male voice and a
female voice?
(The voice of a male is bigger and thicker compared to
the female’s voice which is smaller and thinner.)

What are the two kinds of voices that we use?

(speaking and singing voice)

102 
 
 5. Application
Game:
Let the class stand and form a big circle. Choose one
pupil to stand inside the circle with a blindfold.
Choose one pupil from the circle to sing or recite a
poem. The pupil at the center will identify the name
of his/her classmate who is singing or speaking. If
he/she gives the correct name, they will exchange
places.

How did you identify the person who is singing or

speaking?
(I listened very well and I identified his/her because of
his/her voice quality.)

IV. Evaluation

DRAFT
Listen to recorded speaking and singing voices. Draw on your
paper a star ( ) if you hear a singing voice and a circle( )
if you hear a speaking voice.
1. Voice of boy reading a sentence.
2. Yeng Constantino singing “Salamat”.

April 10, 2014

3. Voice of a girl reciting a poem.
4. Christian Bautista singing “The Way You Look at Me.”

Key to correction: 1. 2. 3. 4.

V. Assignment
Listen to the radio and list two female singers who have a
high voice and two male singers who have a low voice.

103 
 
 Lesson 3

Sources of Sounds

Third Quarter
Week 3

I. Objectives
1. Recognize musical instruments through sound

2. Use the voice and other sources of sounds to produce a

variety of timbres

II. Subject Matter

A. Topic: Producing Variety of Timbres

B. Reference: Umawit at Gumuhit 3, pp. 62-67

DRAFT
Sing, Sketch and Stretch 5, p. 79

C. Song: “Tugtog Ko, Hulaan Mo” , C, do

D. Materials: musical instruments, recorded sound of animals,

April 10, 2014

and nature
E. Values: Cooperation

F. Concept/s for the teacher

  1. Timbre-refers to the tone quality or tone color of the

human voice or any musical instrument.
 
Timbre
 

 
light heavy
 
2. Musical instrument - a device created or adapted to
  produce musical sounds.
3. Some instruments have definite tone while others have
 
no definite tone.

104 
 
 III. Procedure
A. Opening Activities
1. Drill
Group the class into three. Perform the rhythmic
patterns using the following:
Group 1- tambourine
Group 2 - pair of coconut shells
Group 3 - pair of sticks

││││││││││
│││││││││││││  

2. Review
 Let the class recite the poem .

DRAFT
 After reciting the poem, let class sing it to the tune of
“Sitsiritsit”.

Bayang Sinilangan
ni Mary Grace V. Cinco

April 10, 2014

Boy: Bayan kong sinilangan,

Pilipinas ang pangalan

Girls: Inasam mong kalayaan,

Dugo’t pawis mong nakamtan.

 

B. Lesson Proper
1. Motivation
Sing the song “Lubi - lubi” in different tone quality.
natural voice – Enero, Pebrero, Marso
Abril, Mayo
baby’s voice - Hunyo, Hulyo, Agosto
Setyembre, Oktubre
man’s voice- Nobyembre, Disyembre, Lubi-lubi

105 
 
 2. Presentation
There are varieties of sound sources which produce different
tonal quality. Human beings can produce and imitate
different sounds.
Listen to a song about musical instruments.

DRAFT
April 10, 2014




Teacher sings the song.
Teacher will teach the song using echo singing or rote
method.
Class will sing the song.

3. Discussion
What instruments were mentioned in the song, ”Tugtog Ko,
Hulaan Mo”?(drum, cymbals, guitar, trumpet)
What is the sound of a drum? (boom, boom)
What is the sound of a trumpet? (toot, toot)
What is the sound of a guitar? (tring, tring)
What is the sound of cymbals? (klang, klang)

106 
 
 Listen to the recorded sound of the following
instruments: drums, cymbals, guitar, trumpet

Sing the song, “Tugtog Ko, Hulaan Mo” while playing

musical instruments.

Play the recorded sounds of the following and let the

pupils imitate.
airplane strong wind
ambulance dog
girl/boy singing guitar

What sounds did you hear?

(sounds of an airplane, ambulance, strong wind, dog,
guitar, girl/boy singing)

Where did the different sounds come from?

DRAFT
(The sound sources came from human beings, nature,
transportation, instrument, animal.)
Do they have the same qualities? Why?
(No, because sounds have different qualities
depending on their sources.

April 10, 2014

Give other examples of the sound coming from human
beings/ instruments/ nature/transportation/ gadgets
produce.
(human beings- shout, instruments- piano, nature -
thunder, motorcycle-broom, broom)

Timbre is the quality or tone color of a sound produced

by the human voice or any musical instrument.

4. Generalization

What are the sources of sounds?

( The human voice, musical instruments, and
nature are sources of sound)

107 
 
 5. Application
Group the class into three. Each group will draw things that
produce different sounds.
Group 1 - sound from nature
Group 2 - musical instruments
Group 3 - man-made creations

IV. Evaluation
Group the class into four. Each group will produce sounds from the
underlined words in each sentence.
Group 1 - human beings– sing “Maalaala Mo Kaya”
Group 2 - animal – sound of animal
Group 3 – man-made sound
Group 4 - sound of nature
The teacher reads the following items. Read the underlined words
twice.

DRAFT
1. My mother loves to sing a lullaby.
2. Viel always gives food to his pet dog.
3. Birds on the trees are happily singing while the wind blows.
4. The ambulance brought the patient to the hospital.
5. I love to play the drums.

April 10, 2014

Use the scale below to rate your performance. Check ( √ ) the
appropriate column for your answer:

Skills 3 2 1
1. Can recognize the sound
of musical instruments
2. Can identify pictures of
musical instruments
3. Can use other sources of
sound to produce variety
of timbrescreatively
4. Can perform the activities
with enjoyment and
cooperation
5. Can sing and play
musical instruments
harmoniously
108 
 
 3-excellent 2- very good 1 – good

V. Assignment

Cut out pictures of different sources of sounds from old

newspapers or magazines and paste them in your notebook.

DRAFT
April 10, 2014

109 
 
 Lesson 4

Dynamics through Movements 

Third Quarter
Week Four

I. Objectives

1. Interpret the dynamics of a song through body

movements
small movement – soft
big movement – loud
2. Distinguish loud, medium, and soft in music
3. Relate dynamics to the movements of animals

II. Subject Matter

DRAFT
A. Topic: Softness and Loudness in Relation to Body and Animal
Movements

B. Songs: “Do a Little Thing “ ,D, fa#

“Farewell Song” , D, la
”Tunog at Galaw ng Hayop, , F, do

April 10, 2014

C. Reference: Umawit at Gumuhit 4, pp. 61-63

D. Materials : piano, organ, CD Player , pictures of animals

E. Value Focus: Self-discipline

F. Concept for the teacher

Dynamics is one of the expressive elements of music that deals

with the softness and loudness of sound. It can also be shown
through body and animal movements.

110 
 
 III. Procedure

A. Preliminary Activities
1. Tonal Drill

Sing a previously learned song entitled “Do A

Little Thing” and create your own movements that will
match/correspond to the song. Let the children follow
as a free flowing exercise while singing. Then, let one
pupil give an action. The other pupils will follow his/her
actions.

2. Review
 Let the pupils listen to different sources of sound.
 Show pictures that produce different sounds.

DRAFT  What can you say about the quality of the sound?
B. Lesson Proper

April 10, 2014

1. Motivation
The teacher will show pictures of animals like:

cat  dog carabao

 What can you say about the picture?
 Do they create sound? How
 Do they move? How?

111 
 
 2. Presentation

 Present the song, “Tunog at Galaw ng Hayop”.

 Teacher sings the song to the class.
 Teacher teaches the song by echo-singing.
 

DRAFT
April 10, 2014
 Let the class sing the song again. Relate the
following movements to the size of the animals.

cat - small movement

dog - medium movement
carabao - big movement

3. Discussion

How did you sing the first / second/third part of the

song, “Tunog at Galaw ng Hayop”?
(first part- soft, second part- medium ,third part- loud)

How did you relate the softness and loudness of sound

to body movements?
(soft- small movement, medium-medium movement,
loud- big movement)

112 
 
 What did you notice with the volume of your voice
while singing the song? (It became soft, medium, and
loud)

Give other examples of animals and relate it to

dynamics.

4. Generalization

What do you call the softness and loudness of sound?

(dynamics)

Dynamics is one of the expressive elements of music that deals

with the softness and loudness of sound. It gives freedom to
interpret the music as soft, medium, or loud. It can also be
shown through body movements of human, animals, and
nature.

DRAFT
How do you relate dynamics to body movements?
(soft- small movement, medium-medium movement, loud- big
movement)

April 10, 2014

5. Application

Game: Dance with the Music

Listen to recorded music. Make a small movement if you hear

soft music; medium movement if you hear medium music,
and big movement if you hear loud music.

IV. Evaluation
Group the class into two and let them sing the song, one group
after another, with correct dynamics.

113 
 
 DRAFT
Rubrics

April 10, 2014

KNOWLEDGE 3 2 1
1. Can interpret dynamics correctly
through the use of body movements
2. Can distinguish soft, medium and loud
sound in a song or music
3. Can show dynamics through
movements of a given animal
4. Can show creativity and self-discipline
in performing
5. Can join and can enjoy performing
with a group
3-excellent 2- very good 1-good

V. Assignment

Cut-out pictures of animals and relate dynamics to their

movements and the sound they produce.

114 
 
 Lesson 5
Variations in Dynamics
 
Third Quarter
Week Five

I. Objective

Use the terms loud, medium, and soft to identify changes and
variations in a song

II. Subject Matter

A. Topic: Changes and variations in a song.

B. Songs: “Farewell Song”, , D, la , “Tunog at

DRAFT
Galaw ng Hayop”, , F, do by Fely Aragon Batiloy

C. Reference: Teaching Guide on Basic Note Reading/ Hand Drill

Technique by Fely A. Batiloy

April 10, 2014

D. Materials: organ/piano

E. Value Focus: Flexibility

F. Concept for the teacher

Dynamics may change in different ways. It can be

soft, medium, or loud.

115 
 
 III. Procedure
A. Preliminary Activities
1. Drill

Let the pupils read and sing the notes in the staff using
soft (ascending) and loud (descending) using the
Kodaly Signs or Hand Drill Technique.

 Teacher shows simple melodic patterns.

 Let the pupils sing the melodic patterns.

DRAFT
 Do the hand signs to accompany pupils’ singing.
 What can you say about the direction of the first
melodic pattern? What can you say about the
direction of the second melodic pattern?
 Let the pupils sing the melodic patterns again

April 10, 2014

using soft and loud.

2. Review
What can you say about dynamics?

B. Lesson Proper
1. Motivation
Show pictures of a fan.

 What can you say about the picture?

(it is closed, half opened, widely opened)
 When do we use a fan?(when it’s hot)

116 
 
 2. Presentation
Today, we are going to use a Magic Fan in singing.
Sing the song “Tunog at Galaw ng Hayop” using the Magic
Fan. Close it for soft sound, make it half open for medium
sound, and open it widely for loud sound.

DRAFT
April 10, 2014
3. Discussion
What have you noticed while singing the song?
How did we sing the song when the fan was widely opened?
How did we sing the song when the fan was half opened?
How did we sing the song when the fan was closed?

Which part of the song has soft, medium, or loud dynamics?

4. Generalization
How do we make a song beautiful?
What makes a song beautiful? (The loudness and
softness of a song)

117 
 
 What are the changes made while singing with regard
to volume? (soft, medium, loud)
What element of music is this? (dynamics)

5. Application
A.
 Let the pupils sing and act the song “Tunog at Galaw
ng Hayop” following the dynamics soft, moderately
loud, and loud.
 Find out which part of the song is soft, moderately
loud, or loud.
B. Group the children into three and let them sing “Do
a Little Thing” applying the different dynamics.
Group 1 - cat (soft)
Group 2 - dog (moderately loud)
Group 3 - carabao (loud)

IV. Evaluation

DRAFT
Pupils’ performance will be based on the following rubrics.

Rubrics
KNOWLEDGE 3 2 1
1. Can use dynamics as soft, medium
or loud in a song correctly

April 10, 2014

2. Can identify the exact changes of      
dynamics in a song
3. Can perform with appropriate      
movements showing dynamics  
4. Can show self-discipline and      
flexibility in doing the task
5. Can join and can cooperate with      
the group
 
3-excellent 2- Very good 1-Good

V. Agreement
Practice the dynamics of the song “Tunog at Galaw ng Hayop” as
soft, medium, or loud.

118 
 
 Lesson 6
Expressions of Music

Third Quarter
Week 6

I. Objective

Respond to conducting gestures of the teacher for ”loud”

and “soft”

II. Subject Matter

A. Topic: Responding to conducting gestures

B. Songs& Poem: “Lupang HInirang “, , F, fa, “Creations”

by Fely A. Batiloy

DRAFT
C. Materials: organ/piano, poem

D. Value Focus: Nationalism

E. Concept for the teacher

April 10, 2014

Dynamics expresses emotions. It is more meaningful
when applied to a song.

III. Procedure
A. Preliminary Activities
1. Drill
Show a picture of a bird. Let the pupils sing “Mga
Alaga Kong Hayop” following these steps:
a. If the teacher raises the picture, the children will
sing loudly.
b. If the teacher puts down the picture, the children
will sing softly.

119 
 
 2. Review
Show pictures of different animals. Let the pupils relate
movements of these animals as soft, medium and loud.
a. mouse d. ant
b. elephant e. bird
c. dog f. horse

B. Lesson Proper
1. Motivation
Present a picture of the Philippine flag.

DRAFT
April 10, 2014
What can you say about our flag?
What do we sing when we raise the Philippine flag?
How do you show respect to our Philippine flag?

2. Presentation
Activity:
Let the pupils:
 Recite the lyrics of “Lupang Hinirang”.
 Recite the song following the gestures of the teacher
using soft dynamics (palm down) or loud dynamics
(palm up).

120 
 
  Sing the whole song following the beat and
gestures of the teacher in soft, medium and
loud. ( S- for soft , M – moderately loud and L -
for loud)

Lupang Hinirang
Music by : Julian Felipe
Words by : Jose Palma

L Bayang magiliw
S Perlas ng silanganan
L Alab ng puso
S Sa dibdib mo’y buhay.

L Lupang hinirang
S Duyan ka ng magiting
L Sa manlulupig
S Di ka pasisiil.

DRAFT
M Sa dagat at bundok sa simoy at
L Sa langit mong bughaw
M May dilag ang tula at awit
L Sa paglayang minamahal.

April 10, 2014

M Ang kislap ng watawat mo’y tagumpay
L Na nagniningning
M Ang bituin at araw n’ya kailan pa ma’y
M Di magdidilim.

L Lupa ng araw, ng luwalhati’t pagsinta

L Buhay ay langit sa piling mo
L Aming ligaya na pag may mang-aapi
L Ang mamatay nang dahil sa ‘yo

3. Discussion
What have you noticed when we recited and sang
the “Lupang Hinirang”? (Some parts are loud and
some parts are soft)

121 
 
 Identify the variations of dynamics used in the song “Lupang
Hinirang”.

Which part of the song has soft and loud dynamics?

Sing again with corresponding gestures or hand signs on soft

and loud.
How do you respond to the soft and loud dynamics in the
song?

Who is the composer of our national anthem?

Who wrote the lyrics of “Lupang Hinirang”?

Why do we need to sing it whole-heartedly with respect and

expression?

How do you show your love to our country, to our national

DRAFT
flag or to our national anthem?

4. Generalization

How do we show softness and loudness in singing?

(we can show the softness and loudness in singing

April 10, 2014

following hand gestures.)

What do you call the softness and loudness of a sound?

(We call it dynamics)

5. Application
Sing the song “Pilipinas Kong Mahal” following the hand
gestures of the teacher.

IV. Evaluation
Conduct the song “Lupang Hinirang” and let the children
follow teacher’s hand gestures.

Rubrics
KNOWLEDGE 3  2  1 
1. Can respond to the      
conducting gestures
of the teacher while

122 
 
 singing the song
“Lupang Hinirang”
2. Can identify the exact      
changes of dynamics
in a song
3. Can interpret the      
song “Lupang  
Hinirang” with correct
dynamics
4. Can show flexibility in      
doing the task
5. Can join and      
cooperate with the
group in doing the
activity
 
3-Excellent 2- Very good 1-Good
 

DRAFT
V. Assignment
Create a four-line poem about your favorite pet or
thing. Memorize it.

April 10, 2014

123 
 
 Lessons 7 & 8

Application of Dynamics
Third Quarter
Weeks 7 & 8

I. Objective

Use varied dynamics to enhance poetry, chants, drama songs,

and musical stories

II. Subject Matter

A. Topic: Varied dynamics

B. Songs and Poems: ” Creations” by Fely A. Batiloy, Ang Diutay nga

Damang (The Little Spider) , F, do

DRAFT
C. Materials: organ/piano, poem ”Creations”

D. Value Focus: Appreciation of God’s creation, creativity

E. Concept for the teacher

April 10, 2014

Dynamics can be used in poetry, chants,
drama, and musical stories.

III. Procedure
A. Preliminary Activities
1. Drill
Recite “Engine, Engine No. 9” applying the variations in
dynamics

2. Review
Call a pupil to recite the poem assignment. Let the whole
class read it using variations in dynamics.

124 
 
 B. Lesson Proper
1. Motivation
Show pictures of animals creating soft, medium, or loud
sounds.

2. Presentation
Identify the pictures and mimic their sounds.
Let the children create different animal sounds and
apply the proper dynamics.

This time we will read a poem entitled “Creations”

DRAFT
following teacher’s hand gestures showing the
dynamic signs, soft, medium and loud.

Recite the poem “Creations” by stressing S for soft, M

for medium, and L for loud phrases.

April 10, 2014

Creations
By Fely Aragon Batiloy

L God made the heavens

M God made the earth

S And God made man

S To rule over the land.

S Beautiful flowers

L Sun so bright

M Moon and stars

S To shine at night.

M ` Green grass grow

L Where ever you go

M Trees and birds

M-S Sing high and low.

125 
 
 3. Discussion
 What can you say about the poem?
(It’s a beautiful poem.)

 What is it all about? (It’s all about creation.)

 What are the creations mentioned in the poem?

(Heaven, earth, man, flowers, sun, stars, moon, grass, trees,
birds and land)

 How do we take good care of God’s creation? ( by

protecting and using them properly)

 What have you noticed when we recite the poem?

(There are parts that are soft and there are parts which are
loud.)

 What element of music was used to make the poem more

DRAFT
beautiful and meaningful? (dynamics)

4. Generalization
Dynamics can be used in reading poems, chants, drama,
and musical stories.

April 10, 2014

5. Application
(Group Activity)

Group A. Pupils do the acting of a spider based on the story

of the song “ Ang Diutay nga Damang” ( The Little
Spider)
Group B. The pupils will sing the song observing proper
dynamics.

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 Ang maliit na gagamba
Umakyat sa sanga

DRAFT
Dumating ang ulan,
Naanod siya

Sumikat ang araw

Natuyo ang lupa
Ang maliit na gagamba

April 10, 2014

Bumalik sa sanga.

IV. Evaluation
A. Let the group tell the story of the” Little Spider” through a
song, “Ang Diutay na Damang”. Use varied dynamics in
singing the song. Other pupils will do the acting or
dramatize the story.

KNOWLEDGE  3  2  1 
1. Can enhance poetry      
using the dynamics
soft, moderately
loud, or loud
2. Can use sound      
variations in chanting
3. Can recite the poem      
with proper  

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 choreography,
sound variations and
sound effects.
4. Can show creativity      
and workmanship
5. Can apply changes      
in dynamics through
poems, chants and
musical stories
6. Can join and can      
cooperate with the
group
 
3-Excellent 2- Very good 1-Good

V. Assignment

Choose a poem, chant, or musical story and apply the changes in

DRAFT
dynamics.

April 10, 2014

128 
 
 MUSIC - GRADE 3
3rd Quarter
TABLE OF SPECIFICATION
Learning Competencies Level of Assessment
Knowledge Process No. Item Percent
15% 25% Understanding Performance of Placement
30% 30% Items
1. recognizes
differences in sound 3 3 1,2,3, 7.5%
quality coming from a
variety of sound
sources

2. responds to
differences in sound 3 3 31,32,33 7.5%
quality with
appropriate
movement

DRAFT
3. identifies and 3 3 21,22,23 7.5%
compares the voices
of:
-classmates as they
sing or speak
-selected popular

April 10, 2014

singers in recordings

4. compares the use 2 2 24,25 5%

of the voice in
speaking and in
singing

5. recognizes musical 3 16,17,18 7.5%

instruments through 3
sound

6.uses the voice and 2 4 19,20,34, 10%

other sources of 2 35
sound to produce a
variety of timbres

7. interprets the
dynamics of a song
through body 2 4,5 5%
movements: small

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Learning Competencies Level of Assessment
Knowledge Process No. Item Percent
15% 25% Understanding Performance of Placement
30% 30% Items
and big movements

8. distinguishes loud, 2 5 11,12,13, 12.5%

moderately loud, and 14,15
soft in music

9. relates dynamics to 5 5 6,7,8,9,1 12.5%

the movements of 0
animals

10.uses terms loud,

moderately loud, and 5 12.5%
soft to identify 5 5 26,27,28,
changes and 29,30
variations in volume

DRAFT
11. responds to
conducting gestures
of the teacher for 3 3 7.5%
loud and soft 36,37,38

12. uses varied

dynamics to enhance 2 2 5%

April 10, 2014

poetry, chants, 39,40
drama, songs, and
musical stories
TOTAL 10 (15%) 10 10 (30%) 10 (30%) 40 1 - 40 100%
(25%)

130 
 
 3rd Grading Period

Name __________________________________ Date ____________

School _________________________________ Score ___________

I. Knowledge (15%)
A. Identify the sound of the instrument. Write the
letter of the correct answer on your paper.

1. A. ting, ting

2. B. tring, tring

DRAFT 3. C. klang, klang

April 10, 2014 4. D. toot, toot

5. E. tak, tak

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 B. Relate dynamics to the movement of the following
animals. Put a check ( √ ) in the box if the animal makes
big movement and put an ( X ) if it makes small
movement.

6.

7.

8.  

DRAFT 9.

April 10, 2014

10.

II. Process (25%)

A. Listen to the songs or recorded music and distinguish

among loud, medium, and soft dynamics by writing L for
loud, M for moderately loud and S for soft.

__________11. “ Farewell Song”

__________12. “Dinagyang”

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 __________13. “Tugtog ko, Hulaan Mo”

__________14. “Tunog at Galaw ng Hayop”

__________15. “Ang Diutay nga Damang”

B. Listen to recorded sounds. Circle the letter of the

corresponding source of the sound.
Note: The teacher will play recorded sounds of the following:

16. car engine

a. transportation b. nature c. instrument d. animal

DRAFT
17. sea waves
a. gadget b. transportation c. animal d. nature

18. piano

April 10, 2014

a. instrument b. nature c.animal d.human

19. song duet of a boy and a girl

a. gadget b. human c. animal d. instrument

20. thunder
a. human b. animal c. nature d. transportation

133 
 
III. Understanding (30%)
A. On the blank, write A for speaking voice and B for
singing voice.

____ 21. Sarah Geronimo singing “Sa Iyo”

____ 22. graduation speech

____23. Martin Nievera’s rendition of “Be My Lady”

____ 24. telephone conversation

____25. a grade three pupil reciting a poem

B. Write your answer inside the box.

DRAFT
26. What is dynamics?
 

April 10, 2014

27. Give a song that has a soft dynamics.
 

28-30. What are the terms used to identify changes

in dynamics?
 

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 IV. Performance (30%)
Use the given rubrics in evaluating the
performance.
A. Responds to different sound quality with
appropriate movement using the voice and other
sound sources.
Criteria Evident Not evident
29. Decisiveness
30. Accuracy

B. Sing the song “Nagtanom Ako Pinya” and

interpret it through body movements while playing
musical instruments. (5 points)

DRAFT
Criteria Evident Not evident
31.Creativity
32. Synchronization
33. Appropriateness of
movements to music

April 10, 2014

34. Quality of voice
35. Enjoyment and
Cooperation in the
performance of
the activities

C. Apply correct dynamics to the poem “Creations”

through body movements. ( 5 points)
Criteria Evident Not evident
36.Creativity
37. Correct
interpretation
38. Synchronization of
dynamics of the song

135 
 
 to the body
movements
39. Correct response to
conducting gestures of
the teacher
40. Use of varied
dynamics to enhance
poetry

DRAFT
April 10, 2014

136 
 
 Key to Corrections

I. Knowledge

A. 1. B
2. C
3. A
4. E
5. D

B. 6. √
7. X
8. X
9. X
10. √

II. Process

DRAFT
A. 11. S
12. L
13. M
14. M

April 10, 2014

15. M

B. 16. A
17. D
18. A
19. B
20. C

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 III. Understanding

A. 21. B
22. A
23. B
24. A
25. A

B. 26. Dynamics is an element of music which refers to the softness and

loudness 0f sound

27. Lullabies- “Brahm’s Lullaby”,

DRAFT
“Ili-ili Tulog Anay”
“Farewell Song”
28. soft
29. medium
30. loud

April 10, 2014

IV. Performance

138