Lesson 1

Pulse in Music

First Quarter
Week 1

I. Objective

Relate images with sound and silence within a rhythmic pattern

II. Subject Matter

A. Topic: Sound and Silence

B. Songs: “Leron, Leron Sinta” , G, so

DRAFT
“Ang Alaga Kong Pusa” , C, mi

C. Materials: chart of rhythmic patterns

CD/CD Player
Improvised rhythmic instruments

April 10, 2014

Ex. pair of sticks, pair of coconut shells, drum,
maracas, shaker
D. Values: Taking care of our pets
E. Concept/s for the teacher

 The symbol ( ) represents the pulse of a sound .

 Rest ( )is the symbol used to represent silence.

III. Procedure
A. Preliminary Activities

1. Drill

Clap

1 
 
 2. Review
Sing “Leron, Leron Sinta” and move to the rhythm of
the song.

DRAFT
April 10, 2014
B. Lesson Proper
1. Motivation
Give examples of sounds that you hear.
(sound of vehicles, animals, rain, sounds people make)

Can we move without making any noise?

(Yes. We can move without making any noise by walking slowly,
writing, waving the hands)

What are the sounds that you love to hear?

(chimes, church bells, the voice of my mother, the voice of my
favorite singer)

2. Presentation
Study the following rhythmic patterns and do the movements
indicated in each beat.

2 
 
 DRAFT
Write the stick notation below the images.

April 10, 2014

3. Discussion

What images in the rhythmic pattern were used to

represent the sounds that you heard and the sounds that
you did not hear?
(We used the illustrations of clapping hands and an open
mouth for sounds heard and open hands for silence.)

The symbol ( ) shows the sound that we hear while ( )

shows the sound that we do not hear, but could be felt.

What were the movements used to show the sounds that

we heard and the sounds that we did not hear?
(clap, chant, and open hands at rests.)

We can also use body movements to show sounds heard

and the sounds that we do not hear.

3 
 
 4. Generalization

What symbols were used to represent the sounds that we

heard and the sounds that we did not hear?
(The symbol ( ) shows the pulse of the sound that we hear
while ( ) is the symbol for sounds that we do not hear, but
could be felt.)
What movements were used to show sound? (clap and
chant)
What were used to show silence? (open hands)

5. Application

Group the class into four. Each group will perform the
rhythmic patterns using the given movement while singing

DRAFT
“Ang Alaga Kong Pusa”.

1 - clap

April 10, 2014

2 - tap

3 - snap

4 - play any rhythmic instrument

4 
 
 DRAFT
IV. Evaluation
Put a check ( ) on the appropriate box.

Very Needs
SKILL Good Satisfactory

April 10, 2014

Good Improvement
1. Can differentiate sounds
that can be heard, from
sounds that cannot be
heard
2. Can identify sounds that we
do not hear but receives a
beat
3. Can perform the given
rhythmic pattern correctly
through clapping, tapping,
chanting or snapping
4. Can participate actively in
group activities
5. Can demonstrate kindness
and respect to self and
others by listening
attentively

V. Assignment
Create appropriate movements that could be used to
accompany a song.

5 
 
 Lesson 2
 
          Moving with the Beat
 
First Quarter
Week 2
 
I. Objective

Maintain a steady beat when chanting, walking, tapping,

clapping and/or playing musical instruments

II. Subject Matter

A. Topic: Steady Beat

B. Songs: “Mang Kiko” Chant

DRAFT
“Colors at School” , G , so

“Ang Alaga Kong Pusa” , C , mi

C. Reference: Music Time Teacher’s Manual

(Lower Primary) p. 143

April 10, 2014

(Upper Primary) p. 136

D. Materials: CD/CD Player

chart of rhythmic patterns
improvised rhythmic instruments

E. Values : Dignity of Labor

F. Concept/s for the Teacher

 Beat is the pulse we feel in music. It is always

regular. It can be slow or fast.

 Pulse can be expressed through clapping,

tapping, chanting, walking, and playing musical
instruments.

 Pulse is a steady or regular beat.

6 
 
 III. Procedure
A. Preliminary Activities
1. Drill
a. Tonal Drill ( s – so , m – mi )

b. Rhythmic Drill

DRAFT
April 10, 2014
2. Review
Sing “Ang Alaga Kong Pusa” while tapping the steady
beat of the song.

B. Lesson Proper
1. Motivation
Show the class a picture of a carpenter.

7 
 
 What is the man doing?
(the man is building a house/fixing the roof)
What do we call the man who builds a house?
What is his occupation? (carpenter)
What does a carpenter do? (A carpenter builds houses.)
Aside from houses, what other things does he do?
(He makes tables, cabinets, and chairs)

2. Presentation
“Mang Kiko” (chant)

DRAFT
April 10, 2014
Do the following activities:
a. Clap/tap the beat of “Mang Kiko”.
b. Clap/tap the beat while chanting.
c. Do other movements such as walking and
marching at different speeds while chanting to
show and feel the steady beat.

3. Discussion
What is the chant all about?
(It is about a carpenter making a chair.)

What did you do to show the pulse of “Mang Kiko”?

(We tapped, clapped, marched, and walked.)
We used different movements while chanting to show the
pulse. These movements can be fast or slow.

How were you able to maintain the pulse while

singing/chanting?
(by continuously moving to the regular beat up to the end of
the song)

8 
 
 4. Generalization

What is steady beat?

(Steady Beat is the pulse we feel in music. It can be slow or
fast.)
We use movements to show the pulse in music like
marching, tapping, clapping, walking, and playing musical
instrument.

5. Application
Group the class into 5. Let the pupils practice steady beats
using the song “Colors at School”. Ask the pupils to do the
following:

Group 1 drum

DRAFT
Group 2

Group 3
tambourine

clapper

April 10, 2014

Group 4

sing th
Group 5
maracas

sing the song

9 
 
IV. Evaluation
Put a check ( ) in the correct box.

SKILL Advanced Proficient Satisfactory Beginning

1. Can show steady
beats through
movements while
singing the song
2. Can perform steady
beats using rhythmic
instruments
3. Can sing the song
correctly
4. Can participate
actively in group

DRAFT
activities

V. Agreement 
  Bring improvised musical instruments for the next lesson. 

April 10, 2014

 

10 
 
 Lesson 3
 
 
Rhythm in Music
 
First Quarter
Week 3
 
I. Objective

Clap rhythmic patterns using stick notations

II. Subject Matter

A. Topic: Rhythmic Pattern (Stick Notation)

B. Song: “Araw at Buwan” , C, so, mi

DRAFT
C. Reference: Music Time Teacher’s Manual
(Lower Primary) p. 50, 197

D. Materials: CD/CD Player

chart of rhythmic patterns

April 10, 2014

E. Values : Appreciate God’s creation

F. Concept/s for the Teacher

Rhythmic pattern is a combination of long ( )and short ( )sounds.

III. Procedure
A. Preliminary Activities

1. Drill
Echo Clap

a.

c.
11 
 
 2. Review
Divide the class into two groups.

Group A will stomp the pulse. Group B will clap the rhythm.

DRAFT
B. Lesson Proper
1. Motivation
Present a picture showing day and night time and ask the
children to tell something about it.

April 10, 2014

2. Presentation (Let the children recite the song.)

12 
 
 What can you say about the song?
(It tells about the sun, the moon, and the stars.)
What is the source of light during day time? (Sun)
What is the source of light during night time? (Moon and stars)
Who made the sun, moon, and stars? (God made them all.)

3. Discussion

Araw at Buwan
Araw at buwan bituing kumikinang,
Yan ang ‘yong mamamasdan,
Sa kalangitan.

DRAFT
April 10, 2014
Let the pupils do the following activities.
1. Clap the steady beats (pulse) only.
2. Clap the rhythmic pattern.
3. Divide the class into 2 groups:
Group A will clap the steady beats (pulse) only.
Group B will clap the rhythmic pattern only.

Which group clapped the beats? (Group A)

How did Group B clap the rhythmic pattern?
(They clapped according to the syllables of the song)

13 
 
 What have you noticed about the sound produced by Group A
and Group B?
(Group A produced the steady beats.)
(Group B produced long and short sounds.)

We call this rhythmic pattern.

4. Generalization

What is a rhythmic pattern ?

(Rhythmic pattern refers to the combination of long and short
sounds.)

5. Application
Group the class into 5.

DRAFT
Group 1 – Sing the song “Araw at Buwan”
Groups 2, 3, 4, and 5 – Play the rhythmic patterns using
rhythmic instruments:

Group 2 - Pair of sticks

April 10, 2014

Group 3 - Drum

Group 4 - Clapper

Group 5 - Tambourine

14 
 
IV. Evaluation
Put a check ( ) on the appropriate box.

Very Needs
SKILL Good Satisfactory
Good Improvement
1. Can demonstrate
long and short
sounds
2. Can tap/clap
rhythmic patterns
using stick notation
3. Can play different
rhythmic patterns
using rhythmic
instruments
4. Can participate

DRAFT
actively in all
activities

V. Assignment 
      Create three rhythmic patterns using stick notation in 4s. 

April 10, 2014

 

15 
 
              Lesson 4

Rhythm

First Quarter
Week 4

I. Objective:
Clap, tap, chant, walk, and play musical instruments in response
to sound with the correct rhythm
 in measures of 2s (marching)
 in measures of 3s (dancing the waltz)
 in measures of 4s (echo clapping)

II. Subject Matter

A. Topic : Beats in 2s, 3s, and 4s

DRAFT
B. Songs:
Week 4- “Soldier’s March”,

“Rocky Mountain”,
, F, la

, C, fa

April 10, 2014

Week 5-
“See-Saw”,

“Bahay Kubo”,

“Tiririt ng Maya”,
, C, so

, C, so

, C, mi

Week 6- “Come and Play”, , G, so

“Ten Little Indians”, , G, so

“Ang Susi”, ,C, So

C. Reference: Music Time Teacher’s Manual

(Lower Primary) p, 92, 143,104
Music Time Teacher’s Manual (Upper Primary) p. 142, 100

16 
 
 D. Materials: CD/CD Player
chart of rhythmic patterns in 2s, 3s, and 4s
improvised rhythmic instruments
E. Values: Cooperation
F. Concept/s for the Teacher

Sounds can be grouped in 2s, 3s, and 4s which can be

shown through different body movements.

III. Procedure
A. Preliminary Activities
1. Drill
Perform the marching movement with the rhythmic pattern.

DRAFT
2. Review
Sing “Leron, Leron Sinta” while marching.

B. Lesson Proper

April 10, 2014

1. Motivation
 Sing the song “Soldier’s March” to the pupils.
 Pupils may clap, tap, chant, walk, or play rhythmic
instruments while singing.

17 
 
 2. Presentation

a. Clap or tap the following rhythmic patterns.

Left, right, left, right here we go. 

March-ing, march-ing in a row.

If you’re strong and brave and true

DRAFT
You may be a sol-dier too.

b. Divide the class into 3 groups. Each group will play

April 10, 2014

musical instruments such as clappers, drums,
tambourines, while reciting “Soldier’s March”.

3. Discussion

What did you do to show the pulse of the song?

(We tap,walk, and march.)
What are the musical instruments used?
(clapper, drum, tambourine)
How are the sounds grouped in the song Soldier’s March?
(Group of 2s)
What movement can we use to show the sounds grouped in 2s?
(marching, clapping, and, stomping)
Which movement will best match the sounds grouped in 2s?
(marching )

4. Generalization
Marching is the best movement that matches the sounds
grouped by 2s.

18 
 
 5. Application

Let the pupils sing and move to the rhythm of the song “Rocky
Mountain”.

DRAFT
April 10, 2014

19 
 
 Week 5
A. Preliminary Activities
1. Drill

Suggested songs to be sung or played (CD / cassette) by the

teacher.

In 2s : Sitsiritsit , Leron, Leron Sinta

In 3s : Bahay Kubo , Atin Cu Pung Singsing , Tiririt ng Maya

Let the pupils move according to the rhythm of the song.

2. Review

a. Rhythm: Echo clapping

DRAFT
April 10, 2014
b. Sing “See-Saw”

20 
 
 B. Lesson Proper
1. Motivation
What is your favorite vegetable?
What vegetables were mentioned in the song?

2. Presentation
                                (Present real vegetables or vegetable cut-outs in class.)
Let the pupils identify the vegetables presented.

Sing “Bahay Kubo”

DRAFT
April 10, 2014

21 
 
 3. Discussion
What folk song tells about vegetables? (Bahay Kubo)
Song analysis:
How is the song grouped? (The song is grouped in 3s.)
Let the pupils count the beat by clapping in 3s.

Recite the song while clapping the beat in 3s.

Sing “Bahay Kubo” while clapping the steady beat.

What body movement can you use to show the beat of the
song? (dancing the waltz step)
Note: The teacher will demonstrate how to dance the waltz.

Pupils will dance the waltz step while singing “Bahay Kubo”.

DRAFT
4. Generalization

We do the waltz step to show the pulse or beat of a song grouped in 3s. 

April 10, 2014

5. Application
a. Group the class into two. The first group will sing the song
“Bahay Kubo” while the second group will dance the waltz.
b. Let the pupils sing “Bahay Kubo” while playing rhythmic
instruments as an accompaniment to the song.

IV. Evaluation

Select any rhythmic instruments inside the classroom to be used

while singing “Tiririt ng Maya”.

22 
 
 DRAFT
Week 6

April 10, 2014

A. Preliminary Activities
1. Drills:
Tonal - Sing the song.

“Ang Susi”

Rhythm -
Clap the beat of the rhythmic pattern below.

23 
 
 2. Review

Let us sing the song “Ten Little Indians”. Do body

movements such as tapping, clapping, and marching.

DRAFT
April 10, 2014
B. Lesson Proper

1. Motivation

Name the following musical instruments commonly used to show

the beat of a song.

(Drums, pair of sticks, tambourine, maracas, trumpet)

What is our last instrument? (Trumpet)
Have you seen a trumpet?

2. Presentation
a. Present the musical score of “Come and Play”.

24 
 
 What can you say about the song?(It is about the trumpet)
How do you play the trumpet? (by blowing)

3. Discussion

DRAFT
Teach the song by rote singing.
Let the children sing the song with the help of the teacher.

Do the following activities

April 10, 2014

 Echo clap the pulse and rhythm of the song.
 Tap and march in place while reciting the lyrics
according to the pulse/beat of the song.
 Let the children sing the song while imitating trumpet
playing.

How are the sounds grouped in “Come and Play”?

(it is grouped in 4s)

How did you show the beat of the song?

(by clapping, walking and tapping)

4.Generalization

We can clap, tap, chant, walk, and/or play musical

instruments to show the beat of a song with beats
grouped into 4s.

25 
 
 5. Application

Group the class into two. Each group leader will choose
a song to perform. Sing the songs “Come and Play”
and “Ten Little Indians” while playing rhythmic
instruments.

IV. Evaluation

Put a check ( ) on the correct box.

SKILL Best Better Good Needs

Improvement
1. Can perform accurate
rhythms in all songs
2. Can identify the beat

DRAFT
using body movements
3. Can sing the correct
pitch while doing body
movements
4. Can play the correct
beat using rhythmic

April 10, 2014

instruments
5. Can participate actively
in group activities

V. Agreement

Bring other improvised musical instruments for the next lesson.

26 
 
 Lesson 5

Ostinato

First Quarter
Week 7

I. Objective
Play simple ostinato patterns using rhythmic instruments and other
sound sources

II. Subject Matter

A. Topic: Ostinato Pattern

B. Songs: “Mga Alaga Kong Hayop”, ,G, so

DRAFT
C. Reference: Music Time Teacher’s Manual
(Lower Primary) p.60

D. Materials: CD/CD Player

chart of rhythmic patterns
improvised rhythmic/musical instruments

April 10, 2014

Ex. pair of sticks, tambuorines, coconut shell

E. Values: Love for animals

F. Concept/s for the Teacher

Ostinato is a repeated rhythmic pattern used as

accompaniment to a song.  

III. Procedure

A. Preliminary Activities
1. Drill
Tap the following rhythmic patterns.

27 
 
 2. Review

a. Tap / clap the chant.

b. Read the chant.

c. Read the chant while tapping the rhythmic pattern.

DRAFT
B. Lesson Proper
1. Motivation

April 10, 2014

What can you say about the picture?

Have you been to a playground?

What do you play in the playground?
Sing “See-Saw” while clapping/tapping the steady beat.
 

28 
 
 2. Presentation

or

a. Clap the rhythmic pattern repeatedly until pupils

become familiar with it.
b. Sing the song “See-Saw” while
clapping/tapping/walking the rhythmic pattern.
c. Use any rhythmic instrument to play the rhythmic
pattern while singing the song.

3. Discussion
How did you show steady beat?

DRAFT
(By walking, clapping, tapping, chanting, and playing
instruments.)
What rhythmic instruments can be used to accompany
the song?
(We use the rhythmic instruments in the classroom and
other sources of sound like bottle, pencil , drums, and

April 10, 2014

sticks.)
What did you notice with the rhythmic pattern that we
used while singing?
(The rhythmic pattern was repeatedly played until the
end of the song)
The repeated rhythmic pattern used to accompany a
song is called rhythmic ostinato.

4. Generalization

What is ostinato?
Ostinato is a repeated rhythmic pattern used to
accompany a song. It can be played using rhythmic
instruments and other sound sources.

29 
 
 5. Application
Group activity: “Mga Alaga Kong Hayop”
Group A – Children will sing the song.
Group B – Children will do the ostinato pattern.

Group C – Children will do the ostinato pattern using

rhythmic instruments.

DRAFT
April 10, 2014
2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa
tumakbo, tumakbo, ang pusa sa loob ng bahay

3 Tumalon ,tumalon ang aso , ang aso, ang aso

Tumalon ,tumalon ang aso sa malaking bakod

30 
 
 IV. Evaluation
Draw a for best, for better, and for good
performances.

SKILLS Best Better Good

1. Can identify rhythmic instruments
and other sound sources
2. Can use simple ostinato pattern
to accompany a song
3. Can show creativity in using
sources of sounds
4. Can sing the song while playing
simple ostinato pattern
5. Can participate actively in the
group activities

DRAFT
V. Agreement
Make a simple ostinato pattern to accompany the song “Mga
Alaga kong Hayop”.
 

April 10, 2014

 

31 
 
 Lesson 6
 
  Creating Ostinato 
 
 
First Quarter
Week 8

I. Objectives

1. Create simple ostinato in 2s, 3s, and 4s through body movements

2. Create ostinato using different sound sources

II. Subject Matter

A. Topic: Creating Ostinato

DRAFT
B. Songs: “Bayang Sinta” , C, so

C. Reference: Music Time Teacher’s Manual

(Lower Primary) p. 153

D. Materials: CD/CD Player

April 10, 2014

Chart of rhythmic patterns in 2s, 3s, and 4s
Musical/percussion instruments
Ex. pairs of stick, pairs of coconut shell,
tambourine, castanets, shakers

E. Values: Love of country, Friendship

F. Concept/s for the Teacher:

Ostinato Pattern can be played using rhythmic

instruments or other sound sources. Rhythmic patterns
can be shown through body movements.

III. Procedure
A. Preliminary Activities
1. Drill
Rhythmic dictation. The teacher will clap rhythmic
patterns in 2s, 3s, and 4s and the pupils will draw the stick
notation.

32 
 
 2. Review
Clap the following rhythmic patterns using the following rhythmic
syllables.

DRAFT
B. Lesson Proper

1. Motivation

Do you love your country? Why?

April 10, 2014

2. Presentation

33 
 
 a. Pupils read the lyrics of the song “Bayang Sinta”.
b. Teacher will sing the song. Teach it through rote singing.
c. Class sings the song.

3. Discussion

What is the song all about?

(It tells about the natural resources found in the Philippines.)

Give examples of natural resources/beautiful spots found in

the Philippines.
(Bodies of water, mountains, volcanoes, hills, valleys etc.)

Why do you love to live in the Philippines?

(It’s a beautiful country: friendly people and other positive

DRAFT
qualities of the Filipino people)

Do the following activities:

a. Read/Clap the patterns using rhythmic syllables.

April 10, 2014

b. What rhythmic syllables were used in the rhythmic
pattern?

(We use )

c. Let the pupils create simple ostinato for the song.

d. Play the rhythmic pattern while singing the song

“Bayang Sinta”.

34 
 
 4. Generalization

What is ostinato?
(Ostinato is a rhythmic pattern repeatedly played as an
accompaniment to a song.)
Playing rhythmic instruments and doing body movements
can be used to show ostinato.

5. Application
Group the class into 4. Each group will create an ostinato
pattern. Do the ostinato patterns through body movements
while singing the song. (Give materials/ songs that are in 2s,
3s, and 4s)

DRAFT
IV. Evaluation
Put a check ( ) on the appropriate box.

SKILL Advanced Proficient Satisfactory Beginning

1. Can show creativity
in writing rhythmic

April 10, 2014

patterns

2. Can perform the

given rhythmic
pattern through
clapping, tapping,
chanting, snapping,
and playing
musical/rhythmic
instruments
3. Can perform
correctly the
rhythmic patterns as
rhythmic
accompaniment to
a song
4. Can participate
actively in the group
activity
5. Can demonstrate
cooperation in
doing group activity 

35 
 
 V. Assignment 
 
Choose a song from the list. Create an ostinato pattern to
accompany the chosen song.

1.”Tiririt ng Maya”
2. “Colors”
3. “Ang Alaga Kong Pusa”
4. “Mga Alaga Kong Hayop”
5. “Bahay-Kubo”

DRAFT
April 10, 2014

36 
 
 MUSIC - GRADE 3
First Quarter
TABLE OF SPECIFICATION
Level of Assessment
Learning No. of Item
Knowledge Process Understanding Performance Percent
Competencies Items Placement
15% 25% 30% 30%
1. Relates images with
sound and silence 1 4 5 1,5,6,7,8 12 %
within a rhythmic
pattern

2. Maintains a steady 6 6 23-28 15 %

beat when chanting,
walking, tapping,
clapping , and playing
musical instruments

3. Claps rhythmic 4 4 14,15,16,17, 10 %

patterns using stick
notation

DRAFT
4. Claps, Taps, chants,
walks, and plays
musical instruments in 3 6 9 29-34 22 %
response to sound
with the correct
rhythm
 in measures of

April 10, 2014

2s, 3s, and 4s
 echo clapping
 marching
 dancing the
waltz

5. Plays ostinato 6 6 35-40 15 %

patterns with
classroom instruments
and other sound
sources
5 5 18,19,20,21,2 13 %
6.Creates simple 2
ostinato patterns in
measures of 2s. 3s,
amd 4s through body
movements
5 5 13 %
7. Creates ostinato 9,10,11,12,13
patterns in different
meters using
combination of
different sounds
TOTAL 4 (15% ) 10 (25% ) 10 (30% ) 16 (30% ) 40 1 - 40 100%
 

37 
 
 1st Grading Period
Rhythm

Name ____________________________ Date ____________

School ___________________________ Score ___________
 

I. Knowledge (15%)

1. Which of the following pictures match the sound

tick-tock-tick-tock.

DRAFT
a. b. c. d.
2. Which of the following patterns is written in 2s?

a. c.

April 10, 2014

b. d.
3. Which of the following patterns is written in 3s?

a. c.

b. d.
4. Which of the following patterns is written in 4s?

a. c.

b. d.

38 
 
II. Process Skills (25%)
Make a pattern of SOUND and SILENCE using combination of
two pictures by writing the corresponding letters of the picture
on the blank.

a. b. c. d.
5. ____ ____
6. ____ ____
7. ____ ____

DRAFT
8. ____ ____
Choose which rhythmic pattern corresponds to the image
pattern.

April 10, 2014

___9. a.

___10. b.

___11. c.

___12. d.

___13. e.

f.

39 
 
III. Understanding (30%)
Match the following words in column A with the pattern in
column B. Write the letter of the correct answer on the blank.
A B

___14. Plantsa a.

___15. Luneta b.
___16. Puto maya c.
___17. Nanay ko d.
e.

DRAFT
Create a rhythmic pattern based on the following pictures
using stick notation.

18.

April 10, 2014

19.

20.

21.

40 
 
22.
IV. Performance (30%)
A. Steady beat
Demonstrate steady beat while chanting, clapping, and
playing musical instruments. (6 pts.)
Criteria Proficient (3pts.) Developing Beginning (1 pt.)
(2pts.)
1. Chants,

DRAFT
claps steady
beats
correctly.
2. Performs
steady beat
using

April 10, 2014

rhythmic
instruments.

B. Respond to the sound with the correct rhythm in 2s, 3s, and
4s.
(6 pts.)
Criteria Best (3pts.) Better (2pts.) Good (1 pt.)
1. Responds
through
performing
waltz steps.
2. Performs
correctly
groupings in 2s,
3s and 4s using
rhythmic
instruments.

41 
 
C. Perform the simple ostinato patterns in 2s, 3s, and 4s. (6 pts.)
35-40

“Leron, leron Sinta” -

“Bahay Kubo” -

“Old McDonald” -
Criteria Very Good (2 pts.) Good (1 pt.)
1. Performs the ostinato
pattern accurately in
2s, 3s, and 4s.

DRAFT
2. Interprets ostinato
patterns correctly
using rhythmic
instruments.
3. Shows ostinato
patterns through

April 10, 2014

body movements.

42 
 
 1st Grading Period
Rhythm

Key to Correction

1. a.
2. a.
3. c.
4. a
5. b-c
6. d-a in any order
7. b-a

DRAFT
8. d-c
9. c.
10. e.
11. a.
12. b.

April 10, 2014

13. d.
14. d.
15. a.
16. c.
17. e.

18.

19.

20.

21.

22.

43 
 
A. Steady beat
Demonstrate steady beat while chanting, clapping, and
playing musical instruments. (6 pts.)
Criteria Proficient (3pts.) Developing Beginning (1 pt.)
(2pts.)
1. Chants,
claps
steady
beats
correctly.
2. Performs
steady beat
using

DRAFT
rhythmic
instruments.

B. Respond to the sound with the correct rhythm in 2s, 3s, and
4s.

April 10, 2014

(6 pts.)
Criteria Best (3pts.) Better (2pts.) Good (1 pt.)
1. Responds
through
performing
waltz steps.
2. Performs
correctly
rhythms in 2s,
3s and 4s
using
rhythmic
instruments.

44 
 
C. Perform the simple ostinato patterns in 2s, 3s, and 4s. (6 pts.)
35-40

“Leron leron Sinta” -

“Bahay Kubo” -

“Old McDonald” -

Criteria Very Good (2 pts.) Good (1 pt.)

1. Performs the

DRAFT
ostinato pattern
accurately in 2s,
3s, and 4s.
2. Interprets ostinato
patterns correctly

April 10, 2014

using rhythmic
instruments.
3. Identifies different
ostinato patterns.

45