Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
SDO – TALAVERA NORTH ANNEX

VALLE ELEMENTARY SCHOOL

BUDGET OF WORKS IN MUSIC / GRADE 3
Number of Target
Learning Competencies Code Actual Date
Content Content Standards Performance Standards Days Taught Date
Grade 3
Music Gr.3 – UNIT 1

I. RHYTHM  demonstrates  performs simple  relates images with sound and silence within MU3RH-Ia-1
 Sound and understanding ostinato a rhythmic pattern
Silence of sound and patterns/simple
 maintains a steady beat when chanting, MU3RH-Ib-h-2
 Steady Beats silence, steady rhythmic
beats and accompaniments on walking, tapping, clapping, and playing
 Simple
rhythmic classroom musical instruments
Rhythmic
patterns instruments and other  claps, taps, chants, walks, and plays musical MU3RH-Ia-c-3
Pattern
sound sources to a instruments in response to sound with the
 Ostinato
given song correct rhythm
 sings songs with o in measures of 2s, 3s, and 4s
correct rhythm o echo clapping
o marching
o dancing the waltz
 claps the written stick notation on the board MU3RH-Id-4
representing the sound heard

 plays simple ostinato patterns with classroom MU3RH-Id-h-5

instruments and other sound sources
 creates simple ostinato patterns in measures MU3RH-Ie-6
of 2s, 3s, and 4s through body movements

 creates ostinato patterns in different meters MU3RH-If-7

using combination of different sound sources

Music Gr.3 – UNIT 2

 Number of Target
Learning Competencies Code Actual Date
Content Content Standards Performance Standards Days Taught Date
Grade 3
II. MELODY  demonstrates  sings the melody of a  identifies the pitch of a tone as: MU3ME-IIa-1
 Pitch understanding song with accurate o high – higher
 Melodic Lines of the concepts pitch o moderately high – higher
 Melodic of melody o moderately low – lower
Patte through singing o low – lower
rns and playing  matches the correct pitch of tones MU3ME-IIa-2
and musical
o with the voice
Contour instruments
o with an instrument
 relates movements with levels of pitch MU3ME-IIb-3

 matches the voice with the pitches of a MU3ME-IIb-4

melody MU3ME-IIc-4
 recreates simple patterns and contour of a MU3ME-IIb-5
melody
 sings entire simple songs with accurate pitch MU3ME-IIc-6
o Favorite Children’s Songs
 “Do – Re – Mi”
 “What Can We Do Today”
o Folksongs
 “Manang Biday”
 “Paruparong Bukid”
 “Atin Cu Pung Singsing”

III. FORM  demonstrates  performs a chosen  identifies the beginning, middle, and ending MU3FO-IId-1
 Musical Lines understanding song showing the of a song
 Musical of the basic basic concepts of  identifies musical lines as MU3FO-IId-2
Beginning, concepts of musical lines, o similar
Middle, and musical form beginnings, endings
o same
End and repeats through
o different
 Repeats in body movements
through movements and geometric shapes or
music
objects
 recognizes repetitions within a song MU3FO-IId-3
 sings repetitions of musical lines MU3FO-IIe-4
independently
 plays repetitions of musical lines MU3FO-IIf-5
 renders a song confidently, giving MU3FO-IIg-h-6
appropriate emphasis on the beginning and
on the ending
Music Gr.3 – UNIT 3

2
 Number of Target
Learning Competencies Code Actual Date
Content Content Standards Performance Standards Days Taught Date
Grade 3
IX. TIMBRE  demonstrates  applies vocal techniques  recognizes differences in sound quality MU3TB-IIIa-1
 Voice understanding in singing to produce a coming from a variety of sound sources
Production of the concepts pleasing vocal quality:
Techniques of timbre o using head tones  responds to differences in sound quality with MU3TB-IIIa-2
 Variation in o employing proper appropriate movement
Sound breathing  recognizes musical instruments through MU3TB-IIIb-3
Quality o using the diaphragm sound
o Simil
 identifies and compares the voices of: MU3TB-IIIb-4
ar
o Diffe o classmates as they sing or speak
rent o selected popular singers in
 Introduction recordings
to Musical  compares the use of the voice in speaking MU3TB-IIIb-5
Instruments and in singing
 uses the voice and other sources of sound to MU3TB-IIIc-6
produce a variety of timbres
v. DYNAMICS  demonstrates  sings songs with  interprets the dynamics of a song through MU3DY-IIId-1
 Volume of understanding proper dynamics body movements
Sound in of the concepts following basic o small movement – soft
Music of dynamics and conducting gestures o big movement – loud
 Conducting responds to  distinguishes “loud,” “medium,” and “soft” in MU3DY-IIId-2
and conducting music
Dynamics gestures using  relates dynamics to the movements of MU3DY-IIId-3
symbols animals
indicating e.g.
variances in o elephant walking – loud
dynamics
o mice scurrying – soft
 uses terms “loud,” “medium,” and “soft” MU3DY-IIIe-4
(louder, softer) to identify changes and
variations in volume
 responds to conducting gestures of the MU3DY-IIIe-h-
teacher for “loud” and “soft” 5
E.g.
o Teacher’s palm down means “soft”
and palm up means “loud.”
o Hands moving farther from each
other mean sound becomes louder.
 uses varied dynamics to enhance poetry, MU3DY-IIIf-h-
chants, drama, songs and musical stories 6

Music Gr.3 – UNIT 4

3
 Number of Target
Learning Competencies Code Actual Date
Content Content Standards Performance Standards Days Taught Date
Grade 3
X. TEMPO  demonstrates  enhances  mimics animal movements according to MU3TP-IVa-1
 Speed of understanding performance of speed
Sound in of the concepts poetry, chants, o horse – fast
Music of tempo in drama, and musical o carabao – slow
o Fast order to stories using a variety o turtle – slow
o Slow respond to of tempo o rabbit - fast
 Conducting conducting o dog – fast
and Tempo symbols
indicating MU3TP-IVa-2
 sings songs with proper tempo following
variations in
basic conducting gestures
tempo
 relates movement to changes and variations MU3TP-IVb-3
in tempo

 responds with movement to tempo changes MU3TP-IVb-c-

o (i.e. doing locomotor and non- 4
locomotor movements) to a variety
of tempo in recorded music

 distinguishes among fast, moderate, and MU3TP-IVb-5

slow in music

 uses the terms: fast, moderate, and slow, MU3TP-IVb-6

(faster, slower etc.) to identify tempo changes
and variations
 sings songs with designated tempo MU3TP-IVa-c-
E.g. 7
o Lullaby – slow
o Joyful songs – fast
Music Gr.3 – UNIT 4

XI. TEXTUR  demonstrates  sings  demonstrates the concept of texture by MU3TX-IVd-f-

E understanding o “two-part rounds” singing “two-part rounds” 1
 Single of the concepts o “partner songs” e.g.
Melodic Line of texture o “Are You Sleeping, Brother John?”
or o “Row, Row, Row Your Boat”
Simultaneous o Musika Ay Di Kukupas
Occurrence of  demonstrates the concept of texture by MU3TX-IVd-f-
Multiple singing “partner songs 2
Melodic Lines e.g.
 Distinction o “Leron, Leron Sinta”

4
 Number of Target
Learning Competencies Code Actual Date
Content Content Standards Performance Standards Days Taught Date
Grade 3
Between “Pamulinawen”
Thinness and o “Ten Little Indians”
Thickness in “He’s Got the Whole World in His Hands
Music  distinguishes between single musical line and MU3TX-IVd-f-
multiple musical lines which occur 3
simultaneously
 distinguishes between thinness and MU3TX-IVg-h-
thickness of musical sound 4

Prepared by: Contents Noted:

JAYSON S. EVANGELISTA ARMIDA I. DIZON, PhD

Teacher II Head Teacher III