Music 3 tg draft 4.10.2014

DRAFT
April 10, 2014
1

Lesson 1
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
“Ang Alaga Kong Pusa” , C, mi
C. Materials: chart of rhythmic patterns
CD/CD Player
Improvised rhythmic instruments
Ex. pair of sticks, pair of coconut shells, drum,
maracas, shaker
D. Values: Taking care of our pets
E. Concept/s for the teacher
III. Procedure
A. Preliminary Activities
1. Drill
Clap
Pulse in Music
 The symbol ( ) represents the pulse of a sound .
 Rest ( )is the symbol used to represent silence.

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

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Write the stick notation below the images.
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.

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4. Generalization
5. Application
Group the class into four. Each group will perform the
rhythmic patterns using the given movement while singing
“Ang Alaga Kong Pusa”.
1 - clap
2 - tap
3 - snap
4 - play any rhythmic instrument
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)

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IV. Evaluation
Put a check ( ) on the appropriate box.
SKILL
Very
Good
Good Satisfactory
Needs
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.

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Lesson 2

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
“Colors at School” , G , so
“Ang Alaga Kong Pusa” , C , mi
C. Reference: Music Time Teacher’s Manual
(Lower Primary) p. 143
(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
Moving with the Beat
 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.

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III. Procedure
1. Drill
a. Tonal Drill ( s – so , m – mi )
b. Rhythmic Drill
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.

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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)
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)

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4. Generalization
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:
sing th sing the song
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.
Group 1
Group 2
Group 3
Group 4
Group 5
drum
tambourine
clapper
maracas

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

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Lesson 3

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
(Lower Primary) p. 50, 197
E. Values : Appreciate God’s creation
III. Procedure
1. Drill
Echo Clap
a.
b
c.
Rhythm in Music
Rhythmic pattern is a combination of long ( )and short ( )sounds.

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2. Review
Divide the class into two groups.
Group A will stomp the pulse. Group B will clap the rhythm.
B. Lesson Proper
1. Motivation
Present a picture showing day and night time and ask the
children to tell something about it.
2. Presentation (Let the children recite the song.)

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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.
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)

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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
5. Application
Group the class into 5.
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
Group 3 - Drum
Group 4 - Clapper
Group 5 - Tambourine
What is a rhythmic pattern ?
(Rhythmic pattern refers to the combination of long and short
sounds.)

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IV. Evaluation
SKILL
Very
Good
Good Satisfactory
Needs
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
actively in all
activities
V. Assignment
Create three rhythmic patterns using stick notation in 4s.

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Lesson 4
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
B. Songs:
Week 4- “Soldier’s March”, , F, la
“Rocky Mountain”, , C, fa
“See-Saw”, , C, so
Week 5- “Bahay Kubo”, , C, so
“Tiririt ng Maya”, , C, mi
Week 6- “Come and Play”, , G, so
“Ten Little Indians”, , G, so
“Ang Susi”, ,C, So
(Lower Primary) p, 92, 143,104
Music Time Teacher’s Manual (Upper Primary) p. 142, 100
Rhythm

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chart of rhythmic patterns in 2s, 3s, and 4s
improvised rhythmic instruments
E. Values: Cooperation
III. Procedure
1. Drill
Perform the marching movement with the rhythmic pattern.
2. Review
Sing “Leron, Leron Sinta” while marching.
B. Lesson Proper
1. Motivation
 Sing the song “Soldier’s March” to the pupils.
 Pupils may clap, tap, chant, walk, or play rhythmic
instruments while singing.
Sounds can be grouped in 2s, 3s, and 4s which can be
shown through different body movements.

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2. Presentation
a. Clap or tap the following rhythmic patterns.
b. Divide the class into 3 groups. Each group will play
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.
Left, right, left, right here we go.
March-ing, march-ing in a row.
If you’re strong and brave and true
You may be a sol-dier too.

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

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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
b. Sing “See-Saw”

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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”

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

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Week 6
1. Drills:
Tonal - Sing the song.
“Ang Susi”
Rhythm -
Clap the beat of the rhythmic pattern below.

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2. Review
Let us sing the song “Ten Little Indians”. Do body
movements such as tapping, clapping, and marching.
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”.

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What can you say about the song?(It is about the trumpet)
How do you play the trumpet? (by blowing)
3. Discussion
Teach the song by rote singing.
Let the children sing the song with the help of the teacher.
Do the following activities
 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.

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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
using body movements
3. Can sing the correct
pitch while doing body
movements
4. Can play the correct
beat using rhythmic
instruments
5. Can participate actively
in group activities
V. Agreement
Bring other improvised musical instruments for the next lesson.

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Lesson 5
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
(Lower Primary) p.60
improvised rhythmic/musical instruments
Ex. pair of sticks, tambuorines, coconut shell
E. Values: Love for animals
III. Procedure
1. Drill
Tap the following rhythmic patterns.
Ostinato
Ostinato is a repeated rhythmic pattern used as
accompaniment to a song.

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2. Review
a. Tap / clap the chant.
b. Read the chant.
c. Read the chant while tapping the rhythmic pattern.
B. Lesson Proper
1. Motivation
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.

4

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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?
(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
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.

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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.
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

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IV. Evaluation
Draw a for best, for better, and for good
performances.
V. Agreement
Make a simple ostinato pattern to accompany the song “Mga
Alaga kong Hayop”.

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

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Lesson 6

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
B. Songs: “Bayang Sinta” , C, so
(Lower Primary) p. 153
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:
III. Procedure
1. Drill
Rhythmic dictation. The teacher will clap rhythmic
patterns in 2s, 3s, and 4s and the pupils will draw the stick
notation.
Creating Ostinato
Ostinato Pattern can be played using rhythmic
instruments or other sound sources. Rhythmic patterns
can be shown through body movements.

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2. Review
Clap the following rhythmic patterns using the following rhythmic
syllables.
B. Lesson Proper
1. Motivation
Do you love your country? Why?
2. Presentation

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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
qualities of the Filipino people)
Do the following activities:
a. Read/Clap the patterns using rhythmic syllables.
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”.

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4. Generalization
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
SKILL Advanced Proficient Satisfactory Beginning
1. Can show creativity
in writing rhythmic
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
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.

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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”

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MUSIC - GRADE 3
First Quarter
TABLE OF SPECIFICATION
Learning
Competencies
Level of Assessment
No. of
Items
Item
Placement
PercentKnowledge
15%
Process
25%
Understanding
30%
Performance
30%
1. Relates images with
sound and silence
within a rhythmic
pattern
2. Maintains a steady
beat when chanting,
walking, tapping,
clapping , and playing
musical instruments
3. Claps rhythmic
patterns using stick
notation
4. Claps, Taps, chants,
walks, and plays
musical instruments in
response to sound
with the correct
rhythm
 in measures of
2s, 3s, and 4s
 echo clapping
 marching
 dancing the
waltz
5. Plays ostinato
patterns with
classroom instruments
and other sound
sources
6.Creates simple
ostinato patterns in
measures of 2s. 3s,
amd 4s through body
movements
7. Creates ostinato
patterns in different
meters using
combination of
different sounds
1
3
4
5
4
5
6
6
6
5
6
4
9
6
5
5
1,5,6,7,8
23-28
14,15,16,17,
29-34
35-40
18,19,20,21,2
2
9,10,11,12,13
12 %
15 %
10 %
22 %
15 %
13 %
13 %
TOTAL 4 (15% ) 10 (25% ) 10 (30% ) 16 (30% ) 40 1 - 40 100%

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1st Grading Period
Rhythm
Name ____________________________ Date ____________
School ___________________________ Score ___________

I. Knowledge (15%)
1. Which of the following pictures match the sound
tick-tock-tick-tock.
a. b. c. d.
2. Which of the following patterns is written in 2s?
a. c.
b. d.
a. c.
b. d.
a. c.
b. d.

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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. ____ ____
8. ____ ____
Choose which rhythmic pattern corresponds to the image
pattern.
___9. a.
___10. b.
___11. c.
___12. d.
___13. e.
f.

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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.
Create a rhythmic pattern based on the following pictures
using stick notation.
18.
19.
20.
21.

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

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

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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
9. c.
10. e.
11. a.
12. b.
13. d.
14. d.
15. a.
16. c.
17. e.
18.
19.
20.
21.
22.

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A. Steady beat
Demonstrate steady beat while chanting, clapping, and
playing musical instruments. (6 pts.)
Criteria Proficient (3pts.) Developing
(2pts.)
Beginning (1 pt.)
1. Chants,
claps
steady
beats
correctly.
2. Performs
steady beat
using
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
rhythms in 2s,
3s and 4s
using
rhythmic
instruments.

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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.
2. Interprets ostinato
patterns correctly
using rhythmic
instruments.
3. Identifies different
ostinato patterns.

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46

Lesson I
Second Quarter
Week I
I. Objectives
1. Identify the pitch of a tone as:
 high - higher
 moderately high – higher
 moderately low – lower
 low – lower
2. Match the correct pitch of tones
 with the voice
 with an instrument
II. Subject Matter
A. Topic: Pitch
B. Songs: “Go Tell Aunt Rhody”, , G, so,” High and Low”, , D, re
C. Reference: Let’s Read and Play the Recorder, p13.
D. Materials: musical chart, Kodaly hand signs picture, pictures
showing different directions ( going up or going down), C
pitch pipe, xylophone, tuned bottles, flute/
recorder, keyboard, or any melodic instruments.
E. Values : Observe safety measures in climbing and in going down
the stairs, ladder, and escalators.
F. Concepts:
Pitch
Melody is composed of different tones or pitches.
Pitch is the highness or lowness of sound
Melody is a combination of pitch and duration.
Another term for melody is tune.
Melody is a combination of high, medium and low pitches that
have different duration so as to create an organized melodic line.

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III. Procedure
1. Drill
a. Tonal
b. Rhythmic
 Teacher will let the pupils clap the rhythmic pattern.
 Using improvised rhythmic instruments, play the given
rhythmic pattern.
2. Review
 The teacher will let the class sing “High and Low”.
 The teacher will let the pupils create body movements
that will match the different melodic directions.
For Teachers:
The Kodaly Method is a
concept of music education
formulated by Zoltan Kodaly,
a Hungarian music educator.
The primary aim of the
method is to make every child
musically literate by using the
folk songs of the country.

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B. Lesson Proper
1. Motivation
The teacher will use the Kodaly hand signs while the pupils sing
the following exercises:
1. re
do do
ti ti
la la
so so
do
2. ti ti 3. ti ti
la
la la
so so

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4. 5.
re
ti
do
la la ti
so so
2. Presentation :
The teacher will present the musical score “Go Tell Aunt
Rhody”.
1. Teacher will sing the song.
2. Teacher will let the pupils read the lyrics with correct
rhythm.
3. Teacher will teach the song using rote method or any melodic
instrument.
4. Class will sing the song.
3. Discussion:
Activity 1: Song analysis
The teacher will ask the pupils to look at the musical score and
ask the following questions:
What is the song all about?
On which line can you find the lowest note?
(The lowest note is found on the second line.)
On which line can you find the highest note?
(The highest note is found on the fourth line.)

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Activity 2:
Using the song “Go Tell Aunt Rhody”, the teacher will ask the
pupils to match the so-fa syllables written on the meta strips
with the notations presented.
Meta strips
4. Generalization:
Melody is what we usually remember in a song. It is the tune of
the song.
Melody is a musical line made up of a set of tones or pitches.
Pitch is the highness or lowness of a tone. In order to create
one musical idea, a composer needs many tones.
Melodies are made up of different pitches/tones that differ in
pitch and duration.
so so la la do
A
la so la ti so re re do ti ti ti
B C
D ti ti la so so E la la do ti la so
1.
2.
3.
4.
5.

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5. Application
Ask the pupils to create body movements that will match the
following pitches of tones:
high – higher
moderately high – higher
moderately low – lower
low – lower
Have the pupils sing “Go Tell Aunt Rhody”. Using flaglets of
different colors, do the following body movements:
high – hands upward
mid – hands sideward
low – hands downward
IV. Evaluation:
Listen to the tones that will be sung or played by the teacher.
Identify if the given tone is low, moderate, or high by placing the cut
out colored quarter notes ( ) on the staff.
Green – highest tone
Yellow – middle tone
Red - lowest tone
V. Assignment
Study the song “Twinkle, Twinkle Little Star”.
Sing/perform the melody of the song using body movements in
interpreting high, moderate, and low tones.

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Lesson 2
Second Quarter
Week 2
I. Objectives
1. Relate movements with levels of pitch
2. Match voice with pitches of a melody
3. Create simple patterns and contour of a melody
II. Subject Matter
A. Topic: melodic direction and pitch contour
B. Songs: “See-Saw”, , C, do, “Yaman ng Bayan” ,C , do
C. Reference: Halina’t Umawit 3, Umawit at Gumuhit 3
D. Materials: Music Scores of “See-Saw”, “Yaman ng Bayan”,
“Up and Down”, “Paru-parong Bukid”, Kodaly signs,
CD/DVD player, music for listening activity
E. Values: Appreciation of God’s creation
F. Concepts:
Melodies move in different directions. Some notes may move
upward or go downward. There are also melodies that remain
unchanged or stay on the same level.
Melodic Contour

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III. Procedure
1. Drill
The teacher will let the pupils sing the so-fa syllables of the
song “See-Saw” using the Kodaly hand signs.
2. Review
The teacher will let the pupils sing “See-Saw”.
While singing the song, two pupils will demonstrate the
movement of a see-saw showing the concept of the high and
low tones/pitches.
B. Lesson Proper
1. Motivation
Show pictures of mountains, forests, seas, and fields.

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What can be found in the mountains? Forests? Seas? Fields?
(wild animals, fish , vegetables , corn , rice )
What do we call people who work in these places?
(farmers, fishermen, loggers)
How do they help us? (They help provide food for us.)
2. Presentation
The teacher will present the song Yaman ng Bayan
The teacher will teach the song using the following method:
a. Hand signs with so-fa syllables
b. Sing the lyrics of the song
c. Sing by phrases
d. Sing the whole song
3. Discussion
Look at the musical score?
What can you say about the movement of the notes?
(It goes upward and downward)
Do you see any note written on the same level? (Yes)
What words have the same note level?
(gubat, dagat, ng bayan)

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Let the pupils sing the song. Let pupils move their hands/arms
following the melodic lines.
What did you notice about the movements of your
hands/arms? (They go up and down)
Melody moves in different directions. It can move up or down,
or stay on the same level.
It can form like the shape of a hill , mountain
plain , valley and plateau .
The movement of sound is what we call melodic contour.
4. Generalization
The teacher will show the following music notations and let the
children identify the ascending, descending, and steady
melodic directions.
5. Application
Divide the class into 4 groups. Let each group perform the
contour of the melody through body movements.
Melody moves in different directions. It can move up or
down, or stay on the same level.
This movement of sound is what we call melodic contour.

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IV. Evaluation
Using the musical score of “Up and Down”, let the pupils draw the
melodic contour.
Rubrics
Activities Very Good Good Fair
1. Can identify music
contour
2. Can sing in tune
3. Can illustrate musical
lines through body
movements
4. Can participate
actively in group
activities
V. Assignment
Choose one line of any folksong and trace the melodic contour
using colored pen or crayons.

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Lesson 3
Second Quarter
Week 3
I. Objectives:
Sing simple songs in correct pitch
II. Subject Matters:
A. Topic : Sing in correct pitch
B. Songs : “Months of the Year” (tune of Ten Little Indians), , F, fa,
“Kaygandang Tingnan”, , C, do
B. Reference: Halina’t Umawit
C. Materials: Song chart, improvised rhythmic instruments like empty
mineral water bottle with small stones/monggo, pair of coconut
shells, pair of sticks, plastic drum
D. Values: Recycling of materials
F. Concept/s:
Contour is the shape of a melody. Some notes
move up and down forming different shapes:
wavelike, zigzag, curve-like, or mountain shape.
Perfect Pitch

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III. Procedure:
1. Drill
The teacher will divide the class into 4 groups. Each group will
play the improvised rhythmic instruments in the form of echo
game.
2. Review
The teacher will check the names of the pupils by singing the
names of the pupils and the pupils will respond through singing.
Ex.
Teacher : Using so-mi (Bee, bee bumble bee, Can you sing
your name to me.)
Whole class: Where is Anna?
Anna: Teacher I am here
Group I
Empty bottles
(Shakers)
Group 2
Coconut shells
Group 3
Sticks
Group 4
Plastic drum

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Note: The whole class will call the names according to their seating
arrangement.
The teacher will present the song chart “Months of the Year”
(to the tune of “Ten Little Indians”.)
.
B. Lesson Proper
1. Motivation
 The teacher will present pictures of mountains, valleys,
volcanoes, and other beautiful spots.
 Using arm movements, let pupils outline the shape of the
mountains, valleys, volcanoes, plains, hills, and plateaus.
 Ask the pupils what shapes they were able to form.
2. Presentation
 The teacher will present the song chart of “Kaygandang
Tingnan” and ask the pupils to read the lyrics of the song.
 Teacher will ask the pupils to listen to the melody.
 Teacher will teach the song through echo-singing while pupils
listen.

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3. Discussion
Song analysis
 What is the song all about?
 What elements of nature are described in the song?
 Tell something about the melodic direction of the first line of
the song.
 Using arm movements, outline the direction of music as you
sing the song.
 Describe the melodic direction of the entire song.
A. Lets us connect the lines to show the melodic contour
of the song. -
- - -
- - - - - - - -
4. Generalization
Melody is made up of different sets of varying tones or pitch.
Melodic contour is the direction of melody. It may go up, go
down, or stay in place.
Adapted

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5. Application
A. Using crayons, let the pupils draw on their notebooks the
melodic directions they hear. The teacher will play or sing the
following:
1. Happy Birthday Song
2. Rain Rain, Go Away
B. Using the song “Kaygandang Tingnan”, draw the melodic lines
of the song using colored pens or crayons.
1st line 3rd line
2nd line 4th line
IV. Evaluation
Divide the class into 4 groups. The leader of each group will draw
lots wherein the directions of the melodies are written. Each group
is expected to perform the melodic contour using body
movements drawing, singing or writing on meta strips.
Activities Excellent Very Good Good
1. Can move to the
melodic contour of the
song
2. Can draw the direction
of melody heard
3. Can sing in tune alone
and with others
4. Can create movements
to show the direction of the
melody

in all group activities
V. Agreement
Create your own melodic contour using one line of any song to be
presented in front of the class.

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Lesson 4
Second Quarter
Week 4
I. Objectives:
1. Identify the beginning, middle, and ending of a song
2. Identify musical lines as similar, same and different
through movement and geometric shapes and objects
II. Subject Matter
A. Topic: Beginning, middle and ending of a song
Similar, same and different through movement
Repetitions within a song
B. Songs: “Tayo’y Magsaya”, ,, , C, so, “Do a Little Thing”, ,,D, fa#,

“Are you Sleeping, Brother John?”, , G, so
“Kaygandang Tingnan”, , C, do
C. Reference: Halina’t Umawit 3
D. Materials: Charts of Songs (“Tayo’y Magsaya”, “Do a Little Thing”,
“Tulog Na”)
E. Values: Being cheerful
F. Concept
Musical Form
Songs are made up of musical lines or phrases.
These musical lines or phrases can be same, similar or
different. They can be shown through geometric
shapes and objects.
Songs have beginning, middle, and ending that
form one musical idea.

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III. Procedure:
A. Preliminary activities
1. Drill
The teacher sings and pupils identify the title of the song.
a. …ang mamatay ng dahil sa‘yo.
b. Ang bayan ko’y tanging ikaw
c. …dala-dala’y buslo
d. …sa paligid-ligid ay maraming linga.
2. Review
Present another set of songs.
Suggested songs:
a. Are You Sleeping, Brother John?
b. Mga Alaga Kong Hayop
The teacher will present the musical scores of any of the
suggested songs. Mark them as lines 1, 2, 3, and 4.
a. Let the pupils sing the song.
b. Let pupils identify the following:
 same lines or phrases
 similar lines or phrases
 different lines or phrases
B. Lesson Proper
1. Motivation
Show pictures related to the song “Tayo’y Magsaya”.
2. Presentation
The teacher will teach the song “Tayo’y Magsaya” by
phrase.

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3. Discussion
How many lines are there in the song? (4)
Write the number 1 for the first line, 2 for the second
line, 3 for third line and 4 for the fourth line.
Let the pupils sing and identify the beginning and ending of the
song.
Let them create body movements that will show the beginning
and end of the song. Give emphasis on the double bar line (II)
to indicate the end of a song or composition. Let the pupils
analyze the song based on the following:
a. same ( melody and rhythm)
b. different (melody and rhythm )
c. similar ( melody and rhythm )
Ask the pupils to put a star ( ) on the same melodic lines,
circle ( ) on different melodic lines, and triangle ( ) on
similar melodic lines.

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The teacher will teach “Do A Little Thing” using rote method.
Song Analysis:
The teacher will prepare a picnic basket with questions
written on a meta strip and pass the basket to the class.
One student will pick one question every end of the
musical phrase.
a. How many musical phrases are there in a song?
(Eight musical phrases)
b. Draw the eight musical phrases on the board, in
notebooks, or on air.
c. Write number 1 for the first line, 2 for the second line, and
3 for the third line, and so on and so forth.
d. Analyze the musical phrases.
e. Which of the musical lines or phrases have the same,
different, and similar melodic lines?
f. Let the pupils read the phrases of the song after
identifying the same, different, and similar melodic lines
or phrases.
4. Application
The teacher will introduce a game. (Pass the musical ball.)
The teacher will let the class listen to any song.
The children will pass the musical ball based on the beats of the
music.

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If the music stops, the child will continue singing the next line or
phrase of the song. Then let the other pupils identify whether the
line sung is the beginning, middle, or ending of the song.
5. Generalization
IV. Evaluation:
A. Listening Activity
Let the pupils do the following activities.
Group A -Create body movements showing the musical lines.
Group B - Draw geometric shapes and objects to show the
musical lines.
Rubrics:
V. Assignment
Using the song “Kaygandang Tingnan”, identify same and different
musical lines or phrases. In your notebook, draw a flower for same
musical lines or phrases and a tree for different musical lines or phrases.
Activities Excellent
Very
Good
Good
Needs help from
doing the task
1. Can identify the beginning,
middle and ending of the
song
2. Can identify same, similar,
and different lines in the
song
3. Can sing same, similar and
different phrases in the
song
4. Can show musical lines/
phrases through body
movements and geometric
shapes or figures
the group activity
Songs are made up of musical lines or phrases. These musical
lines or phrases can be same, similar or different.
Songs have beginning, middle and ending that composed
one musical idea.

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Lesson 5
Second Quarter
Week 5
I. Objectives:
1. Recognize repetitions within a song
2. Sing repetitions within the song
II. Subject Matter
A. Topic: Recognizing and singing songs with repetitions
B. Songs: “DO-RE-MI”, ,C , C, do, ”Bahay Kubo”, , C, so, “Dance
and Sing”, , F, do, Sitsiritsit, , G, so
C. Reference:
D. Materials: So - Mi meta strips, CD /DVD Player, “Do-re-mi” (from the
Sound of Music), song charts
E. Values: The value of time
F. Concept
III. Procedure
1. Drill
Give sample flashcards. Let the children sing the so-fa
syllables written on it. Let the pupils repeat row after row.
a. II: S M S M :II
b. II: S S S M :II
c. II: M M S S :II
d. II: S S S M :II
e. II: S M S S :II
Repeat mark (II: :II) is used to show repetitions in music.
Repetitions in Music

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2. Review
The teacher will play/sing music with repetitions.
The pupils will identify which part of the music was
repeated.
The teacher will ask the class to sing again the repeated
part of the song.
B. Lesson Proper
1. Motivation
Show a picture / short scene / video clip from the movie “The
Sound of Music”. The teacher will give a short introduction
about the movie.
2. Presentation
The teacher will present the music piece of the song “Do-Re-
Mi”. The following song is a song from a musical film “The
Sound of Music”. Let the children listen to the song.
The music will be played again and the teacher will ask the
pupils which part of the song was repeated.
1
2

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3. Discussion
Which part of the song was repeated?
(second part)
Let us look at part two of the song. Do you know what this is?
(It is a repeat sign ( II: :II )
What shall we do if we see this mark on a musical score?
(Sing again the part where the repeat mark is written)
4. Generalization:
5. Application:
The teacher will let the pupils sing ”Dance and Sing” following
the repeat mark of the song.
Musicians use repeat marks( II: :II ) to indicate repetition of
certain parts of a musical piece.
When lines have the same melody and rhythm, repeat mark is
used instead of writing the repeated musical phrase again.

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IV. Evaluation
The teacher will group the class into 4 and let them sing “Dance and
Sing” following the rubrics below.
Rubric
Draw a star ( ) in the appropriate column.
Activities Excellent Very
Good
Good
1. Can sing with correct expression and
interpretation
2. Can identify the repeated parts of the
song
3. Can apply the repeat mark found in
the song.
4. Can work harmoniously with the
group
5. Can observe self-discipline in doing
the activities
V. Assignment
The class will be divided into four groups. Each group will be given a
song to be presented applying the concept of repetition.
Group Task:
Group A Bahay Kubo
Group B Sitsiritsit
Group C Ang Dyip ni Mang Juan
Group D Ibon

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Lesson 6
Second Quarter
Week 6
I. Objective
Play repetitions of musical lines
II. Subject Matter
A. Topic: Playing repetitions of musical lines
B. Songs: “Bagbagto” , , F, fa, “Come Let’s Play” , , F, fa
C. Reference: Halina’t Umawit 3
D. Materials: Improvised musical instruments
E. Values: Appreciation of Filipino customs and traditions and making
use of improvised materials as musical instruments
F. Concept:
III. Procedure
1. Drill
a. The teacher will let the class explore and create their own way
of playing their improvised musical instruments using the
following rhythmic patterns.
Musical Lines
A musical composition is made up of musical lines that can be
repeated.

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b. Clap the rhythmic pattern of “Bagbagto”.
Use the rhythmic pattern below as ostinato.
2. Review
Let the pupils sing “Do-Re-Mi”. Let them move freely to the
beat of the song.
B. Lesson Proper
1. Motivation
The teacher will show a picture of the people of Mountain
Province dressed in their traditional costume.
The pupils will tell something about the picture and share what
they have learned in their Makabayan subject.
2. Presentation
The teacher will present the song “Bagbagto”.
1. Rote singing (The teacher sings first, followed by the
pupils).
2. The pupils will identify the musical lines that have to be
repeated.
3. Discussion
What musical symbol do you see in the song “Bagbagto” ?
(Repeat Mark)
What does it mean?
(Repeat the part where the repeat mark is written)

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4. Generalization
5. Application
1. The teacher will group the class into 3.
Using the song Bagbagto, do the following activities:
Group A – sing the song
Group B – play the improvised instruments using the
following rhythmic patterns

Group C – create dance steps to the beat of the song
2. Create body movements using rhythmic patterns following the
repeat signs.
1 2 1 2
IV. Evaluation
Let the pupils perform the following rhythmic patterns following the
repeat signs.
Repeat mark ( II: :II ) is used, to show repetition in music.
or

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Game Instructions:
Let the pupils face their partner and do the following actions
while singing “Come and Play”:
1. Tap your lap, count 1; clap your hands, count 2; clap your
hands in front with your partner, count 3; and clap with your
hands, count 4.
Rubrics
5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor
V. Assignment:
Make a simple song using the repeat marks.
Skills 5 4 3 2 1
1. Can play the rhythmic patterns
following the repeat marks
2. Can play the improvised rhythmic
instruments accurately to
accompany the song
3. Can work together cooperatively to
come up with the best
performance
4. Can manifest self- confidence in
performing group rhythmic activities
in front of the class

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Lesson 7
Second Quarter
Week 7
I. Objective
Render a song confidently, giving appropriate emphasis on the
beginning and on the ending
II. Subject Matter
A. Topic: Singing
B. Songs: “Leron,Leron Sinta”, ,G,so,“Kaygandang Tingnan”, ,C,do,
“Sitsiritsit”, , G, so “Lubi-Lubi”, , C, mi
“Ako ay Nagtanim”, , F, fa, “Bahay Kubo”, , C, so
C. Reference: A Filipino Song Collection
D. Materials: Musical scores of the songs
E. Values: Love and appreciation of Philippine folk songs and culture
F. Concept:
III. Procedure
1. Drill
The teacher will sing or play recorded music giving emphasis on
the beginning and ending of the song. The pupils will encircle the
part of the musical score that shows the beginning and ending of
the song. The teacher can use “Bagbagto”.
Beginning and Ending
We have a speaking and a singing voice. When we sing, it
should be done confidently and beautifully.

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2. Review
The teacher will review the pointers in singing the song.
Sing previously learned action songs.
1. Do a Little Thing
2. Leron, Leron Sinta
3. Kaygandang Tingnan
4. Bahay Kubo

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B. Lesson Proper
1. Motivation
Let’s Play a Game!
If the teacher sings the beginning part of the song, the pupils will
sing the ending but if the teacher sings the ending, the pupils will
sing the beginning part of the song.
Suggested songs: (this may vary according to the teacher’s
preference)
a. Ako ay Nagtanim
b. See-Saw
c. Jack and Jill
d. Twinkle, Twinkle Little Star
e. Leron, Leron Sinta

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2. Presentation:
What is the story of the song?
3. Discussion:
The teacher will present again the musical scores of “Bagbagto”,
“Leron, Leron Sinta”, “Pamulinawen”, and “Ako ay Nagtanim”.
Pupils will identify the musical line where the music begins and
ends.
The teacher will let the class sing the encircled melodic line
of the 4 songs with emphasis on the beginning and ending
part of the song.
The teacher will give some pointers in singing.
1. Sing in tune.
2. Sing with correct rhythm/timing.
3. Sing with expression.
4. Sing confidently.
The teacher will let the pupils choose a song and sing it
confidently in front of the class.
4. Generalization
We have a speaking and a singing voice. When we sing, it
should be done confidently and beautifully.

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5. Application
The teacher will let the class sing the following songs. Each group
will choose from the following songs and sing accurately with
emphasis on the beginning and ending of the song.
Suggested songs: (“Leron, Leron Sinta”, “Kaygandang Tingnan”,
“Sitsiritsit”)
IV. Evaluation
The teacher will group the class into 4 and let each group present
learned songs applying the pointers in singing and emphasizing the
beginning and ending of the song.
Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent Very
good
Good Needs help
1. Can sing in accurate
pitch
2. Can sing with correct
rhythm/timing
3. Can sing confidently
from the beginning
until the end of the
song
4. Can sing happily with
the group
V. Agreement
The teacher will divide the class into 6 groups and let each group sing
the assigned song confidently.
Group Songs
A Lubi-Lubi
B Santa Clara
C Atin Cu Pung Singsing
D Si Felimon
E Ang Dyip ni Mang Juan
F Guro

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Lesson 8
Second Quarter
Week 8
I. Objective
Perform songs confidently, giving appropriate emphasis on the
beginning and ending
II. Subject Matter
A. Topic: Singing songs confidently with emphasis on the beginning and
ending
B. Songs: Lubi-Lubi,, C, C, mi, Bahay Kubo, , C, so
Tayo’y Magsaya, , C, so, Come Let’s Play, , F, fa,
Yaman ng Bayan, , C, do Months of the Year, , F, do
C. Reference: A Filipino Song Collection
D. Materials: Musical scores
E. Values: Love and appreciation of Philippine folk songs and culture
F. Concept:
III. Procedure
1. Drill
The teacher will sing the following songs emphasizing the
beginning or ending of the song.
a. “Yaman ng Bayan” (Mga hayop sa gubat…)
Singing in Tune
Singing is an interesting activity. It helps us express our feelings
and improve our personality. Thus, singing develops self-
confidence.

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b. “Come Let’s Play” (Won’t the big bass drum join us with
boom, boom, boom.)
c. “Lubi-Lubi” (Enero, Pebrero…)
d. “Tayo’y Magsaya” (Ha, ha, ha, ha, ha, lahat
maligaya.)
2. Review
The teacher will let the pupils sing “Months of the Year”
accompanied by improvised musical instruments.
B. Lesson Proper
1. Motivation
The teacher will show pictures of a flag being raised during
flag ceremony and a flag being lowered during flag retreat.
Ask the pupils to tell something about the pictures in relation
to the beginning and ending of a song.
2. Presentation
The teacher will present a previously learned song entitled
“Dance and Sing”, giving emphasis on the beginning and
ending.
3. Discussion
The pupils will encircle the part of the musical score that
shows the beginning and ending of the song.
The teacher will talk about the song and discuss why it is
important to put emphasis on the beginning and ending of
a song.
The teacher will let the pupils sing the whole song
confidently emphasizing the beginning and ending of the
song.

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4. Generalization
5. Application
The teacher will group the pupils into 4 and draw lots on the
following songs: “Yaman ng Bayan”, “Come Let’s Play”,”Lubi-
Lubi”, “Tayo’y Magsaya”.
The teacher will let each group perform the previously learned
songs, putting emphasis on the beginning and the ending.
IV. Evaluation
The class will be grouped into 4. Using the improvised rhythmic
instruments, each group will sing the songs giving emphasis on the
beginning and ending.
Rubrics
Draw a happy face ( ) in the appropriate column.
Activities Excellent Very good Good Needs help
1. Can sing in tune
2. Can sing with
correct rhythm/timing
3. Can sing confidently
the beginning and
ending of a song
4. Can sing with the
group happily
V. Assignment
Choose a song and practice singing confidently at home. Be ready
to perform in front of the class.
When we sing, we should sing confidently and
beautifully from the beginning until the end of the
song.

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MUSIC - GRADE 3
2nd Quarter
Learning Competencies
Level of Assessment No. of
Items
Item
Placement
Percent
Knowledge
15%
Process
25%
Understanding
30%
Performance
30%
1. identifies the pitch of a
tone as:
high – higher
moderately high- higher
moderately low- lower
low-lower
1 2 1 1 5
1,2,3, 16,20, 12.5%
2. matches the correct pitch of
tone with the voice with an
instrument
1
1 1 3 15, 17,21 7.5%
3. relates movements with
levels of pitch 1 1 1 1 4 13, 14,18,35 10%
4. matches the voice with
the pitches of a melody
1
1 1 3 9,19,22
7.5%
5. recreates simple patterns
and contour of a melody 1
1 2 2 6
11,
12,27,28,
29,30
15%
6. sings entire simple songs
with accurate pitch 1 1 1 1 4 6,8,10,23 10%
7. identifies the beginning,
middle, and ending of a song 1 1
2
5, 7
5%
8. identifies musical lines as
similar, same and different
through movements and
geometric shapes or objects
1 1 1
3
24,25,26,
7.5%
9. recognizes repetitions within
a song 1 1
1
3 4,33,34 7.5%
10. sings repetitions of musical
lines independently 1 1 2
31,32,
5%
11. plays repetitions of musical
lines 1
1
1
3
38,39,
40 10%
12.renders a song confidently
giving appropriate emphasis
on the beginning and on the
ending.
1 1 2 36,37 5%
TOTAL 7 10 12 11 40 1- 40 100%

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Second Grading Period
Name ____________________________ Date ____________
School ___________________________ Score ___________
I. Knowledge
Write the letter of the correct answer on your answer
sheet.
________1. Which is the highest tone?
A B C
________2. Which is the lowest tone?
A B C
_______3. Which note is moderately high?
A B C
_______4. Which of the following is the symbol for repeat mark?
A. : : B. C.
_______5. Which symbol shows the end of the song?
A. B. C . II

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II. Process/ Skills (25%)
A. Listening Test:
Listen to the recorded music or the voice of the teacher. Write B
if it is the beginning of a song and E if it is the ending of a song.
_______6.
________7.
_________8.
__________9.
___________10.

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B. Draw the melodic contour of the following melodic lines to
show the direction of the melody.
11.
__________________________________________
12 .
                          __________________________________________________________
13.
_____________________________________________
14.
__________________________________________
15.
                                 ______________________________________________________

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C. Matching Type:
Match column A with column B
Column A Column B
16. A. Moderate tones
17. B. Low tones
18. C. Similar Tones
D. High Tones
D. Pictures of Kodaly Hand Signs will be flashed by the teacher.
Identify the so-fa syllables shown in the pictures. Write the
so-fa syllables on your paper.
19. _______________________

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___________________________
20.
21. ______________________
22. ________________________
23. _________________________
A. Directions: Compare the two musical lines Write SAME,
DIFFERENT
or SIMILAR on your answer sheets.
____________24.
A.

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B
___________25.
A.
B.
___________26.
A .
B.
B. Identify the melodic directions of the following melodic
phrases.
Choose your answers inside the box.
ascending descending repeated
ascending- descending descending-ascending

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___________________27.
___________________28.
___________________29.
__________________ 30.
A. Group Activity:
Sing the song correctly. ( Teacher may choose the song suited
to the pupils.

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Rubrics on Singing
Activities Very Good(2
pts.)
Good(1 point)
31 - 32. Can sing the pitch
accurately
33- 34. Can sing repetitions
in a given song.
35 - 36. Can sing the
correct melody
independently
Rubrics on Playing Instruments
Play the rhythm of the song correctly using rhythmic instruments
Skills Observed Not observed
37. Can play the rhythmic
patterns following the
repeat marks.
38. Can play different
rhythmic patterns
correctly.
39. Can play the beginning
rhythm of a song.
40. Can play the ending
rhythm of a song

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Second Grading Period

Key to Corrections:
I. Knowledge
A.
1.   A
2.   A
3. A
4. A
5. C
6. B
7. E
8. E
9. E
10. E
B. Drawing the Melodic Contour

11. ____________________________________________

12. ____________________________________________

13. ____________________________________________

14. ___________________________________________

15. ___________________________________________

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C.   Matching Type
16. D
17. A
18. B
D. Matching Type
19. do
20. mi
21. fa
22. so
23. re
III. Understanding
A.
24. SAME
25. DIFFERENT
26. SIMILAR
B.
27. ascending ‐ descending
28. descending
29.   ascending
30.   repeated
IV.   Performance
Note:
The teacher will rate the pupils based on her assessment using the rubrics.

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Lesson 1
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
A. Topic: Differences in Quality of Sounds
B. Song: “Nagtanom Ako Pinya”, , C, mi
C. Reference:
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
Quality of Sound
1. Timbre - refers to the tone quality or tone color of
sound.
2. Different sound sources:
human nature musical instruments
animals things musical gadgets

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III. Procedure
1. Drill
a. Tone
Sing the notes below using Kodaly Hand Signs.
2. Review
Sing “Nagtanom Ako Pinya” and identify the beginning
and ending of the song.

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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?
(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)
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)

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

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Rubrics
3- excellent 2- very good 1- good
V. Assignment
Draw or cut out pictures of objects that produce sounds.

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.
the activities.

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Lesson 2
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
B. Song: Pakitong-kitong”, , G, re

C. Reference: Umawit at Gumuhit 3, pp. 58 – 61
Dazzle 4, pp. 70-72
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:
The Human Voice
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.

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

2. Review
Imitate the following sounds.
sound of a mouse
siren of an ambulance
strong wind
ticking of a clock
B. Lesson Proper
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”.

do re mi fa so
Bayang Sinilangan
ni
Mary Grace V. Cinco
Bayan kong sinilangan
Pilipinas ang pangalan
Inasam mong kalayaan
Dugo’t pawis mong nakamtan.

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Who among the two boys has a big voice? Who has
a small voice?
b. Select two pupils to sing, “Pakitong-Kitong”.
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?
(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”

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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
have thick, husky voices.
We use our speaking voice when we talk/speak and singing
voice when we sing.
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)

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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
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”.
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.

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Lesson 3
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
Sing, Sketch and Stretch 5, p. 79
C. Song: “Tugtog Ko, Hulaan Mo” , C, do
D. Materials: musical instruments, recorded sound of animals,
and nature
F. Concept/s for the teacher

Sources of Sounds
1. Timbre-refers to the tone quality or tone color of the
human voice or any musical instrument.
2. Musical instrument - a device created or adapted to
produce musical sounds.
3. Some instruments have definite tone while others have
no definite tone.
Timbre
light heavy

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

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
Bayang Sinilangan
ni Mary Grace V. Cinco
Boy: Bayan kong sinilangan,
Pilipinas ang pangalan
Girls: Inasam mong kalayaan,
Dugo’t pawis mong nakamtan.

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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.
 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)

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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?
(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.
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)

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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.
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.
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

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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.

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Lesson 4
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
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
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 through Movements
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.

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III. Procedure
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.
 What can you say about the quality of the sound?
B. Lesson Proper
1. Motivation
The teacher will show pictures of animals like:
 What can you say about the picture?
 Do they create sound? How
 Do they move? How?
cat dog carabao

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2. Presentation
 Present the song, “Tunog at Galaw ng Hayop”.
 Teacher sings the song to the class.
 Teacher teaches the song by echo-singing.

 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)

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

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Rubrics
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.

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Lesson 5

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
Galaw ng Hayop”, , F, do by Fely Aragon Batiloy
C. Reference: Teaching Guide on Basic Note Reading/ Hand Drill
Technique by Fely A. Batiloy
D. Materials: organ/piano
E. Value Focus: Flexibility
F. Concept for the teacher
Variations in Dynamics
Dynamics may change in different ways. It can be
soft, medium, or loud.

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III. Procedure
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.
 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
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)

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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.
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)

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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
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
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.

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Lesson 6
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
C.Materials: organ/piano, poem
D. Value Focus: Nationalism
E. Concept for the teacher
III. Procedure
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.
Expressions of Music
Dynamics expresses emotions. It is more meaningful
when applied to a song.

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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.
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).

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 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)
3. Discussion
What have you noticed when we recited and sang
the “Lupang Hinirang”? (Some parts are loud and
some parts are soft)
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.
M Sa dagat at bundok sa simoy at
L Sa langit mong bughaw
M May dilag ang tula at awit
L Sa paglayang minamahal.
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

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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
flag or to our national anthem?
4. Generalization
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

How do we show softness and loudness in singing?
(we can show the softness and loudness in singing
following hand gestures.)
What do you call the softness and loudness of a sound?
(We call it dynamics)

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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

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

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Lessons 7 & 8
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
C. Materials: organ/piano, poem ”Creations”
D. Value Focus: Appreciation of God’s creation, creativity
E. Concept for the teacher
III. Procedure
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.
Application of Dynamics
Dynamics can be used in poetry, chants,
drama, and musical stories.

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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”
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.
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.

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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
beautiful and meaningful? (dynamics)
4. Generalization
Dynamics can be used in reading poems, chants, drama,
and musical stories.
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
Dumating ang ulan,
Naanod siya
Sumikat ang araw
Natuyo ang lupa
Ang maliit na gagamba
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
dynamics.

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MUSIC - GRADE 3
3rd Quarter
Learning Competencies Level of Assessment
No.
of
Items
Item
Placement
PercentKnowledge
15%
Process
25% Understanding
30%
Performance
30%
1. recognizes
differences in sound
quality coming from a
variety of sound
sources
2. responds to
differences in sound
quality with
appropriate
movement
3. identifies and
compares the voices
of:
-classmates as they
sing or speak
-selected popular
singers in recordings
4. compares the use
of the voice in
speaking and in
singing
5. recognizes musical
instruments through
sound
6.uses the voice and
other sources of
sound to produce a
variety of timbres
7. interprets the
dynamics of a song
through body
movements: small
3
3
2
3
2
3
2
3
3
3
2
3
4
2
1,2,3,
31,32,33
21,22,23
24,25
16,17,18
19,20,34,
35
4,5
7.5%
7.5%
7.5%
5%
7.5%
10%
5%

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Learning Competencies Level of Assessment
No.
of
Items
Item
Placement
PercentKnowledge
15%
Process
25% Understanding
30%
Performance
30%
and big movements
8. distinguishes loud,
moderately loud, and
soft in music
9. relates dynamics to
the movements of
animals
10.uses terms loud,
moderately loud, and
soft to identify
changes and
variations in volume
11. responds to
conducting gestures
of the teacher for
loud and soft
12. uses varied
dynamics to enhance
poetry, chants,
drama, songs, and
musical stories
2
5
5
5
3
2
5
5
5
3
2
11,12,13,
14,15
6,7,8,9,1
0
26,27,28,
29,30
36,37,38
39,40
12.5%
12.5%
12.5%
7.5%
5%
TOTAL 10 (15%) 10
(25%)
10 (30%) 10 (30%) 40 1 - 40 100%

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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
3. C. klang, klang
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.
9.
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
17. sea waves
a. gadget b. transportation c. animal d. nature
18. piano
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

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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.
26. What is dynamics?
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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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)
31.Creativity
32. Synchronization
33. Appropriateness of
movements to music
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)
36.Creativity
37. Correct
interpretation
38. Synchronization of
dynamics of the song

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

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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
A. 11. S
12. L
13. M
14. M
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”,
“Ili-ili Tulog Anay”
“Farewell Song”
28. soft
29. medium
30. loud
IV. Performance

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Lesson 1
Fourth Quarter
Week 1
I. Objectives
1. Mimic animal movements according to speed
2. Sing songs with proper tempo based on conducting gestures
II. Subject Matter
A. Topic: Speed of Music
B. Song: “Mga Alaga Kong Hayop”, , G, re
C. Reference : Sanayang Aklat sa Musika 4 p. 167
D. Materials : pictures of animals, recorded music with different tempo
E. Values : Love of animals
F. Concept/s:
III. Procedure
1. Drill
Sing the song, “Quiet Voices” and let the children walk, tap, and
clap the beat/ pulse (slow then fast).

Fastness and Slowness in Music
Tempo refers to the speed of music. It may be fast
or slow.

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2. Review
Let the children march while singing the song “Quiet
Voices” with correct dynamics.
How did we sing the song “Quiet Voices”?
(We sang it softly and then loudly.)
Which part of the song is sung softly?
(first line and second line)
Which part is sung loudly?
(The third and fourth lines are sung loudly.)
How do we call the loudness and softness in music?
(We call it dynamics.)
Going back to our drill, how did we clap the beat/pulse?
(We clapped it fast and then slow.)

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B. Lesson Proper
1. Motivation
Show pictures of the following animals:
Let the children identify the animals in the pictures.
How do these animals move?
(fast, slow)
2. Presentation
 Teacher sings the song to the class.

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 Teacher teaches the song by echo singing or rote
method.
 Teacher and pupils will sing the song together.
3. Discussion
Have the pupils identify the animals present in the song,
“Mga Alaga Kong Hayop”.
(rabbit, bird, cat, dog, and turtle)
Let the pupils imitate the movement or sounds made by
these animals.
How did the animals move in the song? (slow and fast)
Which of the following animals move fast?
Which of the following animals move slow?
(fast - rabbit, dog, cat, bird; slow - turtle)
In music, the fastness or slowness of a song is called
tempo.
Tempo can be shown through conducting gestures.
(Teacher shows different hand gestures showing fast and
slow tempo. The children will now sing the song by
following the hand gestures.)
4. Generalization
What is tempo?
5. Application
Teacher and pupils sing the song together.
Pupils will sing as they imitate the movement of each
animal mentioned in the song.
bird – spread arms as if flying
cat – jump

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dog – run fast in place
turtle – glide/ crawl
rabbit – hop
What tempo can we use to compare the movements of the
following animals?
Answers:
bird – fly (fast)
cat – jump (moderate)
dog – run (moderate)
turtle – crawl (slow)
rabbit – hop (fast)
Group the class according to the animals mentioned in the
song.
Let each group imitate the movements of the animal assigned
to them.
How did you feel as you went about the activity?
(I enjoyed the activity.)
Which of the animals has moderate movement? Which of the
animals has fast movement? Which of the animals has slow
movement?
(The dog and the cat have moderate movements. Birds and
rabbit move fast and the turtle moves slow.)
Which animals mentioned in the song do you have at home?
How do you care for them?

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IV. Evaluation
Group the children into 4. Give each group a piece of paper
with an activity to do by drawing lots. The teacher will give
safety reminders before the activity.
Examples:
Paper 1 – Move fast like a kangaroo in a zigzag manner.
Paper 2 – Fly slowly like a bird in tiptoe, in any direction.
Paper 3 – Gallop fast like a horse in a circle.
Paper 4 – Walk slowly like a duck in a straight line.
Rubrics:
Skills
Very
good
4
Good
3
Fair
2
Need
Improvement
1
1. Can imitate movements of
given animals correctly
2. Can perform animal
movements according to
fast and slow
3. Can differentiate the speed
of each movement
accordingly
4. Can participate
cooperatively in group
activities
Move fast
like a
kangaroo
in a
zigzag
manner.
Fly slowly
like a bird in
tiptoe, in
any
direction.
Gallop
fast
like a
horse.
Walk slowly
like a
duck in a
straight
line.

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V. Assignment
Draw animals that have fast and slow movements.
Animals that move fast Animals that move slow

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Lesson 2
Fourth Quarter
Week 2
I. Objectives
1. Relate movement to tempo
2. Respond to tempo by moving
3. Distinguish fast, moderate, and slow speed of music
4. Use the terms fast, moderate, and slow to identify tempo
II. Subject Matter
A. Topic : Slow, Moderate, and Fast Tempo
B. Song: Engine, Engine No. 9
C. Materials: chart of songs, songs in CD/cassette/laptop
D.Values : Obedience
E. Concept/s:
III. Procedure
1. Drill
Start the class with a warm-up activity using a chant
“Double Double”. (The teacher demonstrates how to do
the warm up activity.)
How to do it: Double - close fist
This - open palm with partner
That - back palm with partner
Slow, Moderate, and Fast Tempo
Tempo can be shown through different movements. It
can be slow, moderate, or fast.

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Double, Double
Double, double, this this
Double, double, that that
Double this, double that,
Double, double, this that
Do the warm up activity slowly the first time. As pupils become
familiar with the chant, gradually make the speed moderate
and then fast.
2. Review
Pupils sing “Mga Alaga Kong Hayop” using the appropriate
speed for each animal movement.
B. Lesson Proper
1. Motivation
Look at the picture below:
Tell something about the picture.
Have you experienced riding on a train?

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What is the sound of the train?
(Totoot…, totoot …, totoot…)
2. Presentation
Recite the chant:
Engine, engine number 9
Going down the railroad line
If the train goes off the track
Will I get my money back?
Yes, no, maybe so
3. Discussion
Where is train A going? (Going up)
How about train B? (Going down)
How about train C? (Going to the crossing)
If train A is going up the mountain, what will be its speed?
(slow)
What will be the speed of train B if it is going down?
(fast)
Train C is nearing the crossing and about to stop, what will
be its speed?
(Moderately getting slow)
Train A Train B Train C

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Tempo can be shown through different movements.
Let us play a game. (The teacher will give safety reminders
before doing the activity)
Form three (3) groups. Each group will assign a leader
who will lead the train in their journey.
Leader will guide his members of the proper speed as
they go up, go down, and near the crossing.
4. Generalization
5. Application
Listen to the recorded music of “Kalesa”. Ask the pupils to apply
the right speed or tempo to the different parts of the song.
IV. Evaluation
Identify the movement of the following pictures. Write F for fast, S for
slow, or M for moderate.
1. (S)
2. (F)
In what speed did we move to show the
different tempos? (We moved fast, moderate,
and slow)

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3.
4.
4.
5.
V. Assignment
Listen to different kinds of music and practice identifying tempo.

(M)
(F)
(S)

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Lesson 3
Fourth Quarter
Week 3
I. Objective
Sing songs with designated tempo
II. Subject Matter
A. Topic: Songs with designated Tempo
B. Song : “Ili-Ili Tulog Anay”, ,em, mi
“Look at Me”, , C, so
C. Materials : Song chart, recorded music
D. Values : Appreciation of God’s creation
E. Concept/s:
III. Procedure
1. Drill
Pupils recite “Engine, Engine Number 9 using fast, moderate,
and slow tempi.
2. Review
Give examples of animals that move fast, slow, and
moderate.
Variations in Tempo
Tempo in music can be shown through a combination of
locomotor / non-locomotor movements.

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B. Lesson Proper
1. Motivation
Let the pupils listen and move to the music. (Use songs with
fast, moderate, and slow tempo.)
2. Presentation
 What can you see in the pictures?
 How do they move?
 The teacher teaches the song by rote singing.
 Let the pupils sing the song.
 Let the pupils move and act out the song.
Animals Movements
butterfly fly
kangaroo hop
monkey climb
turtle walk

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3. Discussion
What have you observed in the different movements of the
animals?
(Animals have different movements.)
Do they have the same speed when moving?
(They move at different speeds.)
How does the turtle move? (slow), bee?
(fast)Kangaroo?(fast)monkey? (fast)
Let the pupils sing the song again with correct speed/tempo.
4. Generalization
What are the tempo used in the songs?
How did you show the slow, moderate, and fast tempo?
(The three tempo in the songs are slow, moderate, and fast. We
can show these tempo through body movements like flying,
walking, climbing, and hopping.)
5. Application
Listen to the music, “Alaga Kong Hayop”, “Ili-Ili Tulog Anay” and
let the children create movements following the speed
of the songs.

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IV. Evaluation
Group the children into three. Each group will create their own
dance steps on the following songs.
Group A - Slow - “Ili- Ili TulogAnay”
Group B - Fast - “Leron, LeronSinta”
Group C - Moderate - “Bahay Kubo”
V. Agreement
Create actions/movements for the songs you hear on the radio
with slow, fast, and moderate tempo.

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Lesson 4
Fourth Quarter
Week 4
I. Objective
Demonstrate the concept of texture by singing “two-part round”
II. Subject Matter
A. Topic: Two-Part Round
B. Songs: 1. Pagbating May Ngiti , C, so
2. “Tayo Ay Magsaya”, , G, ti
3. “Are You Sleeping, Brother John”, , C, do
C. Reference: Music Time Upper Primary
D. Materials: Song Charts
F. Concepts : (For the Teacher)
Two-Part Round
A round is a musical composition wherein two or more
groups sing exactly the same melody. Here, the first group
starts ahead, while the second group follows after the first
phrase.

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III.Procedure
1. Drill
a. Tonal:
Direction:
Ask the pupils to sing the ascending and descending
scales using the hand signs.
b. Rhythmic :
Let pupils clap the pulse.
2. Review
a. Greeting Song

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B. Lesson Proper
1. Motivation
Let pupils listen to the song “Tayo ay Magsaya” in:
a. unison b. two-part round
Compare the two songs heard
(The first song has only one tune/melody; while the second song
has many tunes/melodies)
2. Presentation
Teacher sings the song.
Teacher teaches the song by rote method.
Pupils will sing the song in tune.
3. Discussion
Look at the song in the chart. How many lines do you see?(two.)
Sing the first line, then the second line.
Let’s sing the song together.
How did you sing the song?
(We sang together with the same melody.)
We call it singing in unison. It means that singers are singing
together the same melody at the same time.
2
1

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Group the class in two.
Let the first group sing the first line, second group
follows/sings after the first line.
Repeat the song twice.
Did you notice differences in the way it was sung?
How do you describe the sound you heard?
(It was thicker the second time we sang it.)
Which has thinner sound, the first time you sang it or the
second time? (The first time we sang has thinner sound.)
Which one is thicker?
(The sound is thicker the second time because it has more
than one melodic line.)
What makes the sound thinner?
What makes the sound thicker?
(It is the number of melodic line that makes the sounds
thicker or thinner. The more melodic lines there are, the
thicker the sound, the less melodic lines there are, the
thinner the sound.)
What do you call a song sung by two groups that do not
begin at the same time?
(Round song – two-part round)
4. Generalization
5. Application
Let the pupils sing “Are you Sleeping, Brother John?” in
two-part round.
What is a two - part round?
 (A two-part round is a musical composition where two
groups sing exactly the same melody. Here, the first
group starts ahead, while the second group follows
after the first line.)

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IV. Evaluation
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Need
Improvement
1
1. Can sing in correct
pitch
2. Can differentiate
unison singing from
round singing
3. Can demonstrate the
concept of texture in
music by singing two-
part round
rhythm
5. Can participate
actively in all group
activities
V. Assignment
Present a round. Sing with your group the song “Row, Row, Row Your
Boat”.
1
3
2
4

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Lesson 5
Fourth Quarter
Week 5
I. Objective
Demonstrate the concept of texture by singing partner songs
II. Subject Matter
A. Topic: Partner Songs
B. Songs : “Leron-Leron Sinta” – “Pamulinawen” ,G, re
C. Materials: Song Chart, CD of songs, pitch pipe
D. Values: Acknowledgement of Philippine Folk Songs
E. Concepts: (For the Teacher)
Partner Songs
Unison - performance of a single melodic line by more than one
instrument or voice at the same pitch
Partner song - two songs with the same meter and mood to be
sung at the same time
Melody 1
Melody 2

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III .Procedure:
1. Drill
a. Tonal drill – “Sing My Hand”
Using the Kodaly hand signs, let the pupils sing
Melodic phrases – so, la, so, mi
so, la, la, so, so mi
mi, re, mi, mi, so, mi
mi, re, mi, so, mi, re, do
b. Rhythmic Dictation
The teacher will clap a short rhythmic pattern. Pupils will write
the given rhythmic pattern using stick notation.
1. 3. 5.
2. 4.

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2. Review Song –“Tayo ay Magsaya”
Let the children sing the song “Tayo ay Magsaya” in unison
and in round.
a. unison
b. round
B. Lesson Proper
1. Motivation
Present the picture.
What does the picture show?
(The picture shows two pupils doing different tasks. One is
sweeping the floor and the other one cleaning the board.)
Are the two pupils in the picture doing their chores
together?
(Yes, they are working together.)

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What do you see in the picture?
(spoon and fork, shoes and socks, jam and bread)
Where do you use these things?
(We use them in eating, in going to school.)
Do you use them at the same time, separately, or one after
the other?
(We use them together at the same time.)
Can you consider them partners? Why?
(Yes, because they are used as pair and they go together.)

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2. Presentation
a. Ask the pupils to sing “Leron, Leron Sinta” in unison.
One of our national heritages is our folk songs. Folk songs
are songs handed down from generation to generation.
Generally speaking, folk songs use simple melodies.
b. Ask the pupils to read the lyrics of “Pamulinawen”.
The teacher will guide the pupils in singing the song.

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3. Discussion
How many songs do we have?
(2 songs)
How many groupings of beats do we have in “Leron,Leron Sinta?
(16 groupings)
How many groupings of beats do we have in “Pamulinawen”?
(16 groupings)
What is the meter of the song, “Leron,Leron Sinta”?
(It is in duple or in 2s.)
What is the meter of the song, “Pamulinawen”?
(It is also in duple or in 2s.)
Divide the class into two groups. One group will sing “Leron,
Leron Sinta” while the other one will sing “Pamulinawen”. Both
groups will sing their respective songs at the same time.
Did you finish singing at the same time? Why?

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(Yes, we finished at the same time because the two songs
have the same meter and number of groupings)
“Leron, Leron Sinta” and “Pamulinawen” are partner
songs. They are two different songs with the same number
of groupings.
What can you say about the quality of sound produced
when the two songs were sung together?
(The sound is thicker when the two songs were sung
together.)
What is the difference in sound quality when the songs
were sung in unison?
(The sound is thinner when then songs were sung in
unison.)
4. Generalization
5. Application
Let pupils sing the following songs in unison and as partner
songs. Have them observe singing in correct pitch and
rhythm.
“Leron, Leron Sinta”
“Pamulinawen”
What is a partner song?
A partner song is composed of two songs with the
same meter and mood, that when put together
produce a pleasing sound.

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IV. Evaluation
Rubrics
Skills
Very
good
4
Good
3
Fair
2
Needs
Improvement
1
1. Can sing in correct pitch
2. Can identify partner
songs
3. Can demonstrate
concept of texture in
music by singing partner
songs
rhythm
5. Can demonstrate active
participation in all the
activities related to the
lesson
V. Assignment
1. Choose a partner. Practice singing the partner song.
2. Bring a flag that represents a country of your choice.

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Lesson 6
Fourth Quarter
Week 6
I. Objective
Distinguish between single and multiple melodic lines which
occur simultaneously
II. Subject Matter
A.Topics: Single Melodic Line and Multiple Melodic Lines
B. Songs: “Its’ a Small World”, , G, mi
“He’s Got the Whole World In His Hands”, , F, do
C. Materials: Song Chart, CD of songs
D. Reference: Music Time Lower and Upper Primary
E. Values: Friendship/Understanding
F. Concepts: (For the Teacher)
Melodic Lines
• Texture is determined by the timbre of voices or instruments,
the number or size of performers and the manner by which
one or more melodies are harmonized.
• Musical texture can be described as Single Melodic Line
(SML) or Multiple Melodic Lines (MML).
• Unison singing has Single Melodic Line (SML) while singing
partner songs produced Multiple Melodic Lines (MML).

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III. Procedure
1. Drill
a. Rhythmic Drill
 “Its’ a Small World”- One group will clap the steady beat in
2s.
 “He’s Got the Whole World In His Hands” – The other group
will clap the rhythm of the song.
b. Tonal Drill - Neighboring tones do-re-mi, mi-fa-so
re–mi-fa, so-la-ti
2. Review Songs – “Leron, Leron Sinta” – “Pamulinawen”
(to be sung as partner songs)
B. Lesson Proper
1. Motivation
Show picture of a globe. Around the globe, there are groups of
children from different parts of the world holding each other’s
hands.
What can you say about the picture?
(There are children from different parts of the world holding each
other’s hands)
What does it show?
(It shows unity and friendship among nations)
How can we have good relationship with our neighbors?
(by respecting others’ rights, being kind and understanding)
2. Presentation
Let’s sing “Its’ a Small World”. We will march around the room as
we sing the song.

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How many melodic lines do we have in this song? (1
melodic line)
Bring out your flags.
Form a circle and tell the country you are representing.
We have a song that has something to do with your flags.
Listen as teacher sings the song, “He’s got the Whole World
in His Hands”.
Teacher sings each line of the song and pupils repeat after
him/her.
How many melodic lines do we have in this song? (one or
single melodic Line SML)

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Sing the two songs together. Row I will sing “Its’ a Small World”
while Row II will sing “He’s Got the Whole World In His Hands”.
Then, repeat with Row I singing “He’s Got the Whole World In His
Hands” and “Row II singing, “It’s a Small World”.
3. Discussion
What did you notice about the sound produced when we sang
the songs one after the other? Compare it when we sang the two
songs simultaneously.
(It has thinner sound when we sang the two songs one after the
other and the sound became thicker when the two songs were
sung together.)
Look at the melodic lines of each song. What have you
noticed? How many melodic lines are there in the song “Its’
a Small World”?, “He’s Got the Whole World In His Hands” ?
(One melodic line)

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It has only one melodic line or single melodic line (SML)
Look at the third song. How many melodic lines do you see?
(Many melodic lines)
There are multiple melodic lines (MML).
If there are two songs being sung together, this is what we
call partner songs.
4. Generalization
When do we have single melodic line (SML) in singing?
When do we have multiple melodic lines (MML)?
(Unison singing produces one melodic line. Round song or
partner song produces two or more melodic lines.)
5. Application
Get a partner and sing the following songs.
A. “He’s Got the Whole World in His Hands – It’s a Small World”
B. “Leron, Leron Sinta – Pamulinawen”
IV. Evaluation
Rubrics
Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can identify single and
multiple melodic lines
2. Can sing partner songs
harmoniously with the group.
3. Can show mastery in singing
partner songs
4. Can participate actively in all
the activities
V. Agreement
Practice singing partner songs correctly. Sing the songs applying correct
dynamics and tempo.

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Lesson 7
Fourth Quarter
Week 7
I. Objective
Distinguish between thinness and thickness of musical sound
II. Subject Matter
A. Topics: Thinness and Thickness of Musical Sound
B. Songs: “Awit ng Buhay” , , C, do
C. Materials: Song Charts
D. Values: Unity
E. Concepts: (For Teacher)
III. Procedure
1. Drill:
Echo Clapping
Texture in Music
• The kind of musical texture depends on the number of
musical lines found in one song.
• Melodies move horizontally that’s why they create a
single melodic line.
• Melodies can also move vertically to create layers of
melodic lines resulting in various kinds of textures.

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2. Review Song – “Are You Sleeping, Brother John” (In unison
then as round)
B. Lesson Proper
1. Motivation
What makes your life happy?
2. Presentation
Let children listen as teacher sings the song, “Awit ng
Buhay”.
How many lines do we have in the song, “Awit ng
Buhay”?
(There are three (3) lines.)
Teacher divides the class into three (3) groups.
Let the pupils sing “Awit ng Buhay “ in three - part round.

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3. Discussion
When we sang the song “Awit ng Buhay” in unison, what kind of
melodic lines do we have? (Single Melodic Line)
How about when we sang it as a round song? What happened
to the melodic lines? (It became multiple melodic lines).

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4. Generalization
5. Application
Group Work
Group I – Sing the song in unison.
Group II -Sing these as partner songs.
Group III – Sing the song in unison.
Group IV – Sing these as partner songs.
“He’s Got the Whole World in His Hands” / “It’s a Small World”
“Sarung Banggi” / “Dandansoy”
“Awit ng Buhay”
“Tayo ay Magsaya”
When do we say that a song has a single or multiple melodic
lines?
(We have single melodic line when we sing songs in unison and
multiple melodic lines when we sing a song as round.)
What kind of sound do we produce if a song has a single
melodic line?
(With single melodic line, we have thin sound.)
What kind of sound do we produce if a song has multiple
melodic lines?
(We have thick sound if a song has multiple melodic lines.)

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IV. Evaluation
Rubrics
V. Assignment
Get a partner and present a song in unison, round, or partner song.

Knowledge/Skill
Very
Good
Good
Needs
Improvement
1. Can sing in tune
2. Can demonstrate
understanding of
thinness and thickness
through round song
3. Can distinguish between
thinness and thickness of
musical sound
in all the activities

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April 10, 2014
178

Lesson 8
Fourth Quarter
Week 8
I. Objective
Distinguish between thinness and thickness of musical sound
II. Subject Matter
A. Topics: Thinness and Thickness of Musical Sound
B. Song: Bahay Kubo, , C, so
C. Reference: Music Time Lower and Upper Primary
D. Materials: Song Charts, CD of songs
E. Values: Unity and Friendship
F. Concepts: (For Teachers)
III. Procedure
1. Drills:
a. Rhythmic Drill
Let the children clap steady beats in 3s
Multiple Melodic Lines
• Musical texture may be light or thin, heavy or thick.
• The more melodic lines there are, the thicker the sound is,
the lesser melodic lines there are, the thinner the sound is.

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b. Group Work
The class will be divided into three groups, Group I will clap the
steady beats in 3s. Group II will clap the rhythm of the song,
“Bahay Kubo” and Group III will sing “Bahay Kubo”.
c. Tonal Drill - Using the Kodaly hand signs, practice singing do
mi- so in tune.
2. Review Songs – “Awit ng Buhay”
B. Lesson Proper
1. Motivation
Ask the children to get crayons. Using different colors, let them
draw 3 groups of lines. On the upper portion of the paper, let them
draw a single horizontal line.
In the middle part of the paper, let them draw 2 horizontal lines
and at the bottom part, ask them to draw as many horizontal lines
as they can. Ask them to compare the colored lines they have
drawn.
2. Presentation
Ask the children to compare the song charts and figure out which
melodic line is thin and which is thick.
Song chart # 1 - “Bahay Kubo” in unison

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Song chart # 2 – “Bahay Kubo” in two voices
Song chart # 3 – “Bahay Kubo” in two voices with rhythmic
accompaniment

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Ask:
Which song chart has thinner melodic lines? Why?
Which song chart has thicker melodic lines? Why?
What can you say about song chart number 3?
For song chart number 2, ask the question and guide the pupils in
analyzing the song.
How many melodic lines do we have on the first staff?
(There are 2 melodic lines on the first staff.)
Listen to the music of “Bahay Kubo”.
First, the teacher will play the upper melodic line of “Bahay Kubo”.
Then, the teacher will play the lower melodic line.
Next, the teacher will play both the upper and the lower melodic
lines of “Bahay Kubo”.
( Note: if the teacher cannot play the music, a recorded version of
“Bahay Kubo with the upper and lower melodic lines will be
played.)
3. Discussion
What can you say about the sound you heard? Describe.
(The first music of “Bahay Kubo“ is thin while the second one
is thick.)
What do you think affects the sound?
(The number of melodic lines affects the sound.)
4. Generalization
How does melodic line affect the texture of the sound?
(Texture in music is affected by the number of melodic lines
in the song .The more melodic lines there are, the thicker the
sound is.)
5. Application
a. Sing the song “Bahay Kubo” in unison with guitar or any
available musical accompaniment.
b. Sing the song “Bahay Kubo” with rhythmic instruments as
accompaniment.

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Option 1 for the teacher:
Pupils will sing the melody while the teacher sings the
second voice or alto part.
Option 2 for the teacher:
Pupils will sing the melody while the teacher plays the
accompaniment. (Piano or Guitar)
IV. Evaluation
Write thin if the situation creates a thin sound and thick if it creates a
thick sound.
__________ 1. The whole class sings “Bahay Kubo” in unison.
__________ 2. Ana sings “Awit ng Buhay” with accompaniment.
__________ 3. The pupils of Jose Rizal Elementary School sing the
National Anthem in unison without accompaniment.
__________ 4. The class of Ms. Santos sings the partner songs.
__________ 5. The Grade Three class was divided into two groups
for round singing.
V. Assignment
Form a group and present a song in unison, round, or partner song.
(Answers for evaluation)
1. thin
2. thick
3. thin
4. thick
5. thick

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MUSIC - GRADE 3
4th Quarter
TABLE OF SPECIFICATIONS
Learning Competencies Level of Assessment No. of
Items
Item
Placement
Percent
Knowledge
15%
Process
25%
Understanding
30%
Performance
30%
1. mimics animal
movements according to
speed
2. sings songs with
proper tempo following
basic conducting
gestures
3. relates movement to
changes and variations
in tempo
4. responds with
movement to tempo
changes
5. distinguishes among
fast, moderate, and slow
in music
6. uses the terms fast,
moderate, and slow to
identify tempo changes
and variations
7. Sings songs with
designated tempo
8. demonstrates the
concept of texture by
singing “two-part rounds”
9. demonstrates the
concept of texture by
singing “partner songs”
10. distinguishes
between single melodic
line and multiple melodic
lines which occur
simultaneously
10. distinguishes
between thinness and
thickness of musical
sound.
5
1
2
1
1
5
5
5
2
2
1
3
1
5
5
1
5
3
5
1
8
4
7
1
1 -5
35
21 -25
31 -33
11 -15
34
7, 26 -27, 36 -
40
6, 10, 28 -29
8, 16 -20, 30
9
13%
2%
13%
7%
13%
2%
20%
10%
18%
2%
TOTAL 10 (15%) 10 (25%) 10 (30%) 10 (30%) 40 1 - 40 100%

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4th Grading Period
Name ____________________________ Date ____________
School ___________________________ Score ___________
I. Knowledge (15%)
A. Draw a star in the box if the picture shows fast
movement and triangle if it shows slow movement.
1.
2.
3.
4.
5.

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B. Match column A with column B. In the box, write the
letter of the correct answer.
A B
6. “Leron-Leron Sinta” – “Pamulinawen” A. sing with
single
melodic
line
7. “Tayo ay Magsaya” B. thinness
and
thickness
of sound
8. Unison C. partner
song of
“It’s a
Small
World”
9. Texture D. partner
song
10. “He’s Got the Whole World In His Hands E. two-
part
round
II. Process (25%)
A. Listen to the recorded music of the following songs.
Identify the tempo of the songs. On the blank, write F for
fast and S for slow.
___________ 11. Ili-Ili Tulog Anay

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___________ 12. When the Saints Go Marching In
___________ 13. Leron-Leron Sinta
___________ 14. Manang Biday
___________ 15. For He’s a Jolly Good Fellow
B. Listen to recorded music. Write SML if the sound has a
single melodic line and MML if it has multiple melodic lines.
___________ 16. choral group singing the national anthem
in 4 voices
___________ 17. solo singing a capella
___________ 18. singing with accompaniment
___________ 19. duet
___________ 20. group singing in unison
A. Identify the movements shown in the pictures by
drawing a half moon for slow, star for fast and
diamond for moderate in the blank.
___________21.
___________22.
___________23.
___________ 24.
___________ 25.

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B. Write your answers.
(26-27) Explain how to sing a two-part round.
(28– 29) Explain how to sing partner songs.
30. Explain the difference between single melodic line
(SML) and multiple melodic lines (MML).

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IV. Performance (30%). Use the rubrics in evaluating the
performance.
A. Create movements appropriate to the given music.
(3 points)
31.Creativity
32. Accurate
tempo
33.
Appropriateness of
movements to
music
B. Sing Lupang Hinirang with proper tempo while
conducting. (2 points)
34.accurate
tempo
35. correct hand
gestures in
conducting
C. Sing two-part round with your group. (5 points)
36. Accuracy of
pitch
37. Correct tempo
38. Harmony of
tones
39. Good quality
of voice
40. Correct
diction

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189

Grade 3
4th
Summative Test – Tempo and Texture
KEY TO CORRECTION
1     6            D 11      S 16     MML 21
2   7            E 12      F 17     SML 22
3 8            A 13      F 18     MML 23
4 9            B 14      S 19     MML 24
5 10          C 15      F 20     SML 25

26 ‐27. Two groups singing melody but the first group sings ahead by one
phrase
28 ‐29. Two groups singing two different songs simultaneously
30. It is single melodic line (SML) if there is only one melody and it is
multiple melodic line (MML) if there is more than one melody
31 – 40 Count the number of check items in the rubrics.

Music 3 tg draft 4.10.2014

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Music 3 tg draft 4.10.2014