JMJ †
Puerto Princesa City
UNIT PLAN
Subject : MAPE-6
Quarter :First Quarter
Time Frame :____________
ESTABLISHED
GOAL/STANDARDS
Program Standard:
The music program focuses
on the learner as the
recipient of the knowledge,
skills, and values necessary
for the artistic expression
and cultural literacy. The
curriculum design is student-
centred, based on spiral
progression, and grounded
in performance-based
learning. Thus, the learner is
empowered, through active
involvement and
participation, to effectively
correlate music and art to the
development of his her own
cultural identity and expand
his/her vision of the world.
Grade Level Standard:
HOLY TRINITY UNIVERSITY
BASIC EDUCATION DEPARTMENT
SY 2015 – 2016
Stage 1 – Desired Result
Transfer
Students will be able to independently use their learning to…
Content Standard:  Demonstrates and responds understanding of the concept of rhythm by applying
notes and rests, rhythmic patterns, and time signatures to uphold the importance of
 Demonstrates music in the upliftment of the human spirit and quality of life; communicate ideas,
understanding of the insights and emotions through music and promote value of independent and self-
concept of rhythm by directed learning.
applying notes and
rests, rhythmic patterns, Meaning
and time signatures ESSENTIAL UNDERSTANDING ESSENTIAL QUESTION
Students will understand that…
Performance Standard: 1. How rhythm reflected in the
 Responds to beats in  Producing a series of sounds of song?
music heard with repeated or varied duration creates 2. How important the time
appropriate conducting rhythm in the songs. signatures in the song?
patterns of  Rhythm is an integral part of musical
2/4 3/4 4/4 and 6/8 elements that gives unique style and
movements in the song.
Acquisition
Graduate Attributes & SOLs Students will know… Students will be able to…
(Vision-Mission):
 identifies the notes / rests used in a
A.D 1.6 Music Enthusiast  RHYTHM particular song differentiates among
2/4 3/4 4/4 and 6/8 and time
 Musical Symbols and Concepts: signatures
A.D 1.9 Life-long learner  demonstrates the conducting gestures
 o Notes and Rests of 2/4 3/4 4/4 and 6/8 time signatures
Through application, the o Meters  identifies through conducting the
learner demonstrates o Rhythmic Patterns relationship of the first and last
understanding of the basic o Time Signatures measure in an incomplete measure
concepts of and processes in  5. Conducting o creates rhythmic patterns in 2/4
music and art, towards self- 3/4 4/4 and 6/8 time signatures
development, the celebration
of Filipino cultural identity
and diversity, and the
expansion of one’s world
vision.

Formation Standard:

The learner becomes…

A.D 1.6 Music Enthusiast

 Upholding the
importance of music
in the upliftment of the
human spirit and
quality of life
 Communication ideas,
insights and emotions
through music.

A.D 1.9 Life-long learner

 Promoting value of
independent and self-
directed learning.

Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
Performance Task: Assess
Performs music of the highlands and lowlands with appropriate pitch, rhythm,
expression and style; Composed own song and it is made by assigned group. G- To perform the rhythm

Performs different Folksong of highlands and lowlands Luzon. R- Performer

Scoring Rubrics A-Students

S- rhythm

P- Group Singing

S- Rubric and Criteria will be provided

Other Evidences:

 Performance Test
 Formative Tests (Quizzes, Seatwork)
 Summative Tests
 Oral Graded Recitation
 Home work /Assignment
 JMJ †
UNIT PLAN
Subject : MAPE-6
Quarter :Second Quarter
Time Frame :____________
ESTABLISHED
GOAL/STANDARDS
Program Standard:
The music program focuses
on the learner as the
recipient of the knowledge,
skills, and values necessary
for the artistic expression
and cultural literacy. The
curriculum design is student-
centred, based on spiral
progression, and grounded
in performance-based
learning. Thus, the learner is
empowered, through active
involvement and
participation, to effectively
correlate music and art to the
development of his her own
cultural identity and expand
his/her vision of the world.
BASIC EDUCATION DEPARTMENT
Content Standard:
 Demonstrates the
concept of melody by
using intervals in major
scales and in the minor
scales
Performance Standard:
 Applies learned
concepts of melody and
other elements to
composition and
performance
Graduate Attributes & SOLs
(Vision-Mission):
A.D 1.6 Music Enthusiast
A.D 1.9 Life-long learner
HOLY TRINITY UNIVERSITY
Puerto Princesa City
SY 2015 – 2016
Stage 1 – Desired Result
Transfer
Students will be able to independently use their learning to…
 . Demonstrates and applies learned concept of melody by using intervals in major
scales and in the minor scales to uphold the importance of music in the upliftment of
the human spirit and quality of life; communication ideas, insights and emotions
through music and to promote value of independent and self-directed learning.
Meaning
ESSENTIAL UNDERSTANDING ESSENTIAL QUESTION
Students will understand that…
 The varied concepts using 1. How important is
music through song., body melody in the song?
movements and performance 2. How do we read and
with classroom instruments. notate music effectively
 The use of the elements of 3. What is the kind of
music ( Rhythm, melody, scale in music?
dynamics, and tempo) to
express themselves through
singing, playing and
moving/dancing.
Acquisition
Students will know… Students will be able to…
Grade Level Standard:
 II. MELODY  demonstrates the ability to sing, read,
Through application, the and write simple musical notations in
 Intervals
learner demonstrates  Major Scales the:
understanding of the basic  Minor Scales
concepts of and processes in 1.1 Key of C Major
music and art, towards self-
development, the celebration
of Filipino cultural identity
and diversity, and the
expansion of one’s world
vision. 1.2 Key of G Major

Formation Standard:

The learner becomes…

1.2 Key of F Major
A.D 1.6 Music Enthusiast

 Upholding the
importance of music
in the upliftment of the
 analyzes the melodic patterns of
human spirit and
quality of life songs in C Major, G major, and F
Major keys
 Communication ideas,
 sings and plays solo or with group,
insights and emotions
through music. melodies/songs in C Major, G Major,
and F Major
A.D 1.9 Life-long learner  creates simple melodies in:
4.1 C Major,
4.2 G Major, and
 Promoting value of 4.3 F Major scales
independent and self-
directed learning.  sings self-composed melodies in C
Major, G major, and F Major keys
 Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
Performance Task: Assess
Performs music of the highlands and lowlands with appropriate pitch, rhythm,
expression and style; Composed own song and it is made by assigned group. G- To perform the Melody

Performs different Folksong of highlands and lowlands Luzon. R- Performer

Scoring Rubrics A-Students

S- Melody

P- Group Singing

S- Rubric and Criteria will be provided

Other Evidences:

 Performance Test
 Formative Tests (Quizzes, Seatwork)
 Summative Tests
 Oral Graded Recitation
 Home work /Assignment
 JMJ † HOLY TRINITY UNIVERSITY
Puerto Princesa City
BASIC EDUCATION DEPARTMENT
SY 2015 – 2016
UNIT PLAN

Subject : MAPE-6
Quarter :Third Quarter
Time Frame :____________

Stage 1 – Desired Result

ESTABLISHED Transfer
GOAL/STANDARDS Students will be able to independently use their learning to…

Program Standard:
The music program focuses
on the learner as the
recipient of the knowledge,
skills, and values necessary
for the artistic expression
and cultural literacy. The
curriculum design is student-
centred, based on spiral
progression, and grounded
in performance-based
learning. Thus, the learner is
empowered, through active
involvement and
participation, to effectively
correlate music and art to the
development of his her own
cultural identity and expand
his/her vision of the world.
Grade Level Standard:
Content Standard:
 Demonstrates
understanding of the
concept of musical
forms and musical
symbols (repeat marks)
indicated
 Demonstrates
understanding of the
concept of timbre
through recognizing
musical instruments
aurally and visually ESSENTIAL UNDERSTANDING
 Demonstrates Students will understand that…
understanding of the
concept of dynamics
through a wide variety
of dynamic levels
Performance Standard:
 Performs accurately the
design or structure of a
given musical piece
 Demonstrates and performs understanding of the concept of musical forms and
musical symbols (repeat marks) indicated to uphold the importance of music in the
upliftment of the human spirit and quality of life; communication ideas, insights and
emotions through music to promote value of independent and self-directed learning.
 Demonstrates and aurally determines understanding of the concept of timbre through
recognizing musical instruments aurally and visually to uphold the importance of music
in the upliftment of the human spirit and quality of life; communicate ideas, insights
and emotions through music promote value of independent and self-directed learning.
Meaning
ESSENTIAL QUESTION
 The varied ways using music 1. How important is form,
through song, body movements and timber and dynamics in
performance with classroom music?
instruments. 2. What are the rondalla
 The use of elements of music and brass bar
(rhythm, melody, dynamics, tempo, instruments?
timbre and form) to express through 3. How will you express
singing, playing and moving yourself to music?
dancing.

Through application, the
learner demonstrates
understanding of the basic
concepts of and processes in
music and art, towards self-
development, the celebration
of Filipino cultural identity
and diversity, and the
expansion of one’s world
vision.
Formation Standard:
The learner becomes…
A.D 1.6 Music Enthusiast
 Upholding the
importance of music
in the upliftment of the
human spirit and
quality of life
 Communication ideas,
insights and emotions
through music.
A.D 1.9 Life-long learner
 Promoting value of
independent and self-
directed learning.
 Aurally determines the Students will know…
sound of a single
instrument in any
section of the orchestra
 applies the appropriate
dynamic levels in vocal
and instrumental music
Graduate Attributes & SOLs
(Vision-Mission):
A.D 1.6 Music Enthusiast
A.D 1.9 Life-long learner
Acquisition
Students will be able to…
 III. FORM  identifies simple musical forms
 Structure of Musical Forms
o binary (AB) 1.1 binary (AB) -has 2 contrasting sections
o ternary (ABA) (AB)
o rondo (ABACA) 1.2 ternary (ABA)-has 3 sections, the third
 Repeat Marks section similar to the first; (ABC) – has 3
o Da Capo (D.C.) sections
o Dal Segno (D.S.) 1.3 rondo (ABACA) -has contrasting sections
o Al Fine (up to the in between repetitions of the A section
 end)
(ABACA)
o D.C. al Fine (repeat from the beginning
until the word Fine)
o ║: :║  analyzes the musical forms of the
o ┌───┐┌───┐ following songs:
o 12
 (ending 1, ending 2) 2.1 Leron,Leron,Sinta; Sitsiritsit
2.2 Silent Night
2.3 Happy Birthday
2.4 Joy to the World
2.5 Bahay Kubo
2.6 Ili-iliTulogAnay
2.7 ParuparongBukid
2.8 Ang Bayan Ko
2.9 Pamulinawen
2.10 Tinikling
2.11 LupangHinirang
 uses the different repeat marks that
are related to form:
3.1 Da Capo (D.C.)
3.2 Dal Segno (D.S.)
3.3 Al Fine (up to the end)
3.4 D.C. al Fine (repeat from the beginning
until the word Fine)
 3.5 ║: :║
3.6 ┌───┐┌───┐
 IV. TIMBRE
12
 Introduction of Musical Instruments (ending 1, ending 2)

 identifies visually and aurally the

instrumental sections of the Western
orchestra
 distinguishes aurally the sound of
each section of the Western orchestra
 identifies the characteristics of each
 V. DYNAMICS instrument in each section of the
orchestra
o Variations in Dynamics
 describes the distinct sound quality of
the different instruments of the
orchestra

 distinguishes varied dynamic levels in

a music heard

8.1 piano (p)

8.2 mezzo piano (mp)
8.3 pianissimo (pp)
8.4 forte (f)
8.5 mezzo forte (mf)
8.6 fortissimo (ff)
8.7 crescendo (<)
8.8 decrescendo (>)
 uses varied dynamic levels in a song
 Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
Performance Task: Assess
Performs music of the highlands and lowlands with appropriate pitch, rhythm,
expression and style; Composed own song and it is made by assigned group. G- To perform the Form, Timber, and Dynamics

Performs different Folksong of highlands and lowlands Luzon. R- Performer

Scoring Rubrics A-Students

S- rhythm

P- Group Singing

S- Rubric and Criteria will be provided

Other Evidences:

 Performance Test
 Formative Tests (Quizzes, Seatwork)
 Summative Tests
 Oral Graded Recitation
 Home work /Assignment

JMJ † HOLY TRINITY UNIVERSITY

Puerto Princesa City
BASIC EDUCATION DEPARTMENT
SY 2015 – 2016
UNIT PLAN

Subject : MAPE-6
Quarter :Fourth Quarter
Time Frame :____________

Stage 1 – Desired Result

ESTABLISHED Transfer
GOAL/STANDARDS Students will be able to independently use their learning to…

Program Standard: Content Standard:

 Demonstrates and perfroms understanding of the various Tempo to uphold the
The music program focuses  Demonstrates importance of music in the upliftment of the human spirit and quality of life; communicate
on the learner as the understanding of the ideas, insights and emotions through music and promote value of independent and self-
recipient of the knowledge, various Tempo directed learning.
skills, and values necessary
for the artistic expression  Demonstrates  Demonstrates understanding of the concepts of harmony through the intervals that
and cultural literacy. The understanding of the constitute the primary chords of major and minor scales in music to uphold the importance
curriculum design is concepts of harmony of music in the upliftment of the human spirit and quality of life; communicate ideas,
student-centred, based on through the intervals insights and emotions through music promote value of independent and self-directed
spiral progression, and that constitute the learning.
grounded in performance- primary chords of
based learning. Thus, the major and minor Meaning
learner is empowered, scales in music ESSENTIAL UNDERSTANDING ESSENTIAL QUESTION
through active involvement Students will understand that…
and participation, to Performance Standard:  The varied ways using 1. How important is chords
effectively correlate music concept of music through in Music?
and art to the development song, body movements 2. How Music and songs
of his her own cultural Graduate Attributes & and performance with classified in texture
identity and expand his/her SOLs (Vision-Mission): classroom instruments. harmony?
vision of the world.  The use of elements of
A.D 1.6 Music Enthusiast music (rhythm, melody,
dynamics, tempo, timbre
and form) to express
Grade Level Standard: A.D 1.9 Life-long learner through singing, playing
and moving dancing.
Through application, the
learner demonstrates Acquisition
understanding of the basic Students will know… Students will be able to…
concepts of and processes
in music and art, towards  VI. TEMPO  identifies the different tempo in a given song
self-development, the or music:
celebration of Filipino  Variations of Tempo -allegro
cultural identity and -andante
diversity, and the expansion -ritardando
of one’s world vision. -accelerando
-largo
 VIII. HARMONY -presto
Formation Standard:  Primary Chords -vivace
 Harmony in Group Performances  distinguishes between ritardando and
The learner becomes… accelerando as used in a song
 demonstrates the different kinds of tempo
A.D 1.6 Music Enthusiast by following tempo marks in a familiar song
Ex: “Pandangguhan”
 Upholding the
importance of music  identifies aurally the texture of musical
in the upliftment of pieces
the human spirit and 4.1 monophonic
quality of life 4.2 homophonic
 Communication 4.3 polyphonic
ideas, insights and
emotions through  Identifies different textures
music.
5.1 Vocal
A.D 1.9 Life-long learner 5.1.1 solo voice
5.1.2 solo voice with
 Promoting value of accompaniment
independent and 5.1.3 duet, partner songs, round songs
self-directed 5.2 Instrumental
learning. 5.2.1 solo
5.2.2 ensemble

 distinguishes monophonic, homophonic, and

polyphonic textures
 applies primary chords (I, IV, V) as accompaniment to
simple songs

8. identifies the intervals of the following major triads:

 Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
Performance Task: Assess
Performs music of the highlands and lowlands with appropriate pitch, rhythm,
expression and style; Composed own song and it is made by assigned group. G- To perform the Tempo and Harmony

Performs different Folksong of highlands and lowlands Luzon. R- Performer

Scoring Rubrics A-Students

S- rhythm

P- Group Singing

S- Rubric and Criteria will be provided

Other Evidences:

 Performance Test
 Formative Tests (Quizzes, Seatwork)
 Summative Tests
 Oral Graded Recitation
 Home work /Assignment