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Pulse in Music
First
Quarter
Week 1
I. Objective
DRAFT
“Ang Alaga Kong Pusa” , C, mi
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)
2. Presentation
Study the following rhythmic patterns and do the movements indicated in
each beat.
2
D R A F
W rite the s tick nota tion belo w the
T
im ages.
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 “Ang Alaga
DRAFT
Kong Pusa”.
1 - clap
3 - snap
4
DRAFT
IV. Evaluation
Put a check ( ) on the appropriate box.
Very Needs
, 20 14
SKILL Good Satisfactory
Good Improvement
Ap1 r i l0
1 . Can differ ent i
sou nds
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
DRAFT
“Colors at School” , G , so
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
3. Discussion
What is the chant all about?
(It is about a carpenter making a chair.)
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 2tambourine
Group 3clapper
l
sing th
9
IV. Evaluation
Put a check ( ) in the correct box.
DRAFT
actively in group
activities
V. Agreement
Bring improvised musical instruments for the next lesson.
10
Lesson 3
Rhythm in Music
First
Quarter
Week 3
I. Objective
DRAFT
C. Reference: Music Time Teacher’s Manual
(Lower Primary) p. 50, 197
III. Procedure
A. Preliminary Activities
1. Drill
Echo Clap
a.
11
c.
11
2. Review
Divide the class into two groups.
Group A will stomp the pulse. Group B will clap the rhythm.
B. Lesson Proper
DRAFT
1. Motivation
Present a picture showing day and night time and ask the children
to tell something about it.
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, 20 14
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.
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.)
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
Groups 2, 3, 4, and 5 – Play the rhythmic patterns using rhythmic
instruments:
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
DRAFT
in all
activities
V. Assignment
Create three rhythmic patterns using stick notation in 4s.
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)
DRAFT
B. Songs:
Week 4- “Soldier’s March”,
“Bahay Kubo”,
“Tiririt ng Maya”,
, C, so
, C, so
, C, mi
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
1. Motivation
17
2. Presentation
DRAFT
You may be a sol-dier too.
3. Discussion
Marching is the best movement that matches the sounds grouped by 2s.
4. Generalization
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
2. Review
DRAFT
April1 0, 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.
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.
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
D RAFT
4. G eneralization
We do the waltz step to show the pulse or beat of a song grouped in 3s.
IV. Evaluation
22
DRAFT
Week 6
“Ang Susi”
Rhythm -
Clap the beat of the rhythmic pattern below.
23
2. Review
DRAFT
April 10, 2014
B. Lesson Proper
1. Motivation
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
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
FT
2. Can identify the beat using
body movements
D R
3. Can sin g the cor
A
pitch while doing body
V. Agreement
26
Lesson 5
Ostinato
First
Quarter
Week 7
I. Objective
Play simple ostinato patterns using rhythmic instruments and other sound
sources
DRAFT
C. Reference: Music Time Teacher’s Manual
(Lower Primary) p.60
III. Procedure
A. Preliminary Activities
1. Drill
Tap the following rhythmic patterns.
27
2. Review
DRAFT
B. Lesson Proper
1. Motivation
28
2. Presentation
or
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
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.
DRAFT
A pril 10, 201 4
2 Tumakbo, tumakbo ang, pusa ang pusa ,ang pusa
tumakbo, tumakbo, ang pusa sa loob ng bahay
30
IV. Evaluation
Draw a for best, for better, and for good
performances.
DRAFT
V. Agreement
Make a simple ostinato pattern to accompany the song “Mga Alaga
kong Hayop”.
31
Lesson 6
Creating Ostinato
First
Quarter
Week 8
I. Objectives
DRAFT
C. Reference:
D. Materials:
Music Time Teacher’s Manual
(Lower Primary) p. 153
CD/CD Player
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
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
DRAFT
Do the following activities:
a. Read/Clap the patterns using rhythmic syllables.
(We use )
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)
IV. Evaluation
DRAFT
Put a check ( ) on the appropriate box.
Ap1 r i l 0 , 20 14
2. Can pe rform
he
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
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 15% 25% 30% 30% Items Placement
1. Relates images with
sound and silence 1 4 5 1,5,6,7,8 12 %
within a rhythmic
pattern
AF
4. Claps, Taps, chants,
walks, and plays musical
instruments in response 9 29-34 22 %
D T
to sound with the
correct rhythm
in measures of
2s, 3s, and 4s
Ap
echo
clap ping
marching 3 6
i 10 , 2 1
dancing the
waltz
l 0
6.Creates simple ostinato 6
patterns in measures of
2s. 3s, amd 4s through
body movements
7. Creates ostinato
patterns in different
meters using
combination of
different sounds 5 5 18,19,20,21,2 13 %
2
5 5 13 %
37
9,10,11,12,13
37
1st Grading Period
Rhythm
Name Date
School Score
I. Knowledge (15%)
a. b. c. d.
DRAFT
2. Which of the following patterns is written in 2s?
a. c.
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.
10.
a.
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.
17. Nanay ko d.
e.
DRAFT
Create a rhythmic pattern based on the following pictures
using stick notation.
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.)
AFT
1. Chants, claps
steady
DR
beats
correctly.
2. Performs
10 , 20 14
steady beat
using
p r
rh ythm
c
Ailinstruments.
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.
41
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
“Bahay Kubo” -
“Old McDonald” -
Criteria Very Good (2 pts.) Good (1 pt.)
1. Performs the ostinato
pattern accurately in 2s,
AFT
3s, and 4s.
2. Interprets ostinato
DR
patterns correctly
using rhythmic
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
8. d-c
DRAFT
9. c.
10. e.
11. a.
12. b.
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.
44
C. Perform the simple ostinato patterns in 2s, 3s, and 4s. (6 pts.) 35-40
“Old McDonald” -
AFT
1. Performs the
ostinato patte
D
April 10, 2014
45