FIRST GRADING

CONTENTS

I.

OBJECTIVES

REFERENCES

TIME
FRAM
E

LEARNING
ACTIVITIES/
STRATEGIES

ASSESSMENTS

SKILLS

VALUES

Rhythm
A. Distinct
between Sound
and Silence

A. identifies the
difference
between Sound
and Silence
B. identifies the
sources of
sounds
C. appreciates the
importance of
sounds and
silence in our
lives
D. reproduces
sounds
of
people, animals
and objects

DAZZLE 2 by
Merly H. Nery
et.al., pp. 2-4

SSSS by Lina M.
Battad et.al pp.
4-8
Materials:
Strips of
paper
Pictures

3 days

Group Activity:
PLAY THE GAME
(Animal Kingdom)
1. Group the class
in to four (4)
groups
2. Each group will
be assigned a
secret animal
sound ( unga,
meow, moo, awaw)
3. The players will
be blindfolded ,
by producing the
sound assigned
to them
4. The group of
animals who has
the most
number to
gather after 1-2
minutes will be
declared as the
winner
Processing questions
regarding the game

Formative:

Short quiz

Singing
Analyzing
Identifying

Summative:

Being
responsibl
e
Obedienc
e

Classifying

Identification
and Matching
type of test

Teamwork
Answering

Interactive discussion
of the topic. Highlight
the difference of
pleasant and
unpleasant sounds.
Answer the activity on
the book page 4, Lets
practice and Lets
Apply.
Showing of two
pictures ( during
snacks time in the
canteen with friends,
and during studying
the lesson at home)
Asking questions

B. Steady Beats
A. Say that the
steady
beat is the
basic
element in
rhythm
B. Demonstrate
the steady beat

SSSS by Lina M.
Battad et.al pp.
9-13.
Materials:
Visual
materials

A. What do you do
during recess
time? What do
you do during
studying your
lessons?
Discuss clearly the
difference between
sound and silence.
Give examples. Tell
them that (l) is the
symbol represent
sound and ( ) is the
symbol represent

Formative:

The class will

be grouped
into four;
each group
will perform
an action for
the steady
beats that
will be given
by the
teacher. The

Clapping to
rhythmic
patterns
Listening

Being
responsibl
e

Rhythmic
Activities

Obedienc
e

Answering
Drawing

through
chanting,
walking,
tapping and
clapping
C. Come up with
days to keep
good relations
with other
people

silence.

Let the pupils imitate

the tick tocks of a
clock. And after it, let
them stand and do the
marching.
Emphasize that the
(rhythm) regular and
equal time a sound is
made is called the
steady beat.
Call on volunteers to
think of one-syllable
words. Have the class
say each word four
times while clapping.
Example- walk walk
walk walk
Explain to the pupils
that a pattern of
steady beats and
silences repeated
again and again in a
musical piece can be
considered as an
ostinato

group than
can perform
correctly will
receive 10
points

SECOND GRADING

CONTENTS

OBJECTIVES

REFERENCE
S

TIME
FRAM
E

LEARNING
ACTIVITIES/
STRATEGIES

ASSESSMENTS

SKILLS

VALUES

I.

Melody
A. Pitch

A. identifies high
and low pitch of
tones through
singing
B. applies high
and low
pitches of
music to life
C. interprets the
pitch range of
tones through
singing, body
movements and
playing sources
of sounds
D. demonstrates
high and low
pitches through
singing

DAZZLE 2 by
Merly H. Nery
et.al pp.3237
SSSS by Lina
M. Battad
et.al pp. 2734
Materials:
Lyrics
of LubiLubi
written
on a
cartolin
a

3 days

Singing of Lubi-Lubi

Formative:

Identifying

Obedience

Motive Questions:
1. What is the
song all about?
2. How many
months do we
have in a year?
3. How can you
describe the
tone of the
music?

Song Presentation
Rubrics:
Teamwork-----20
Voice quality---30%
Creativity--------20%
Correct Identification of the
pitches of the song---30%
TOTAL: 100%

Singing

Teamwork

Interactive discussion
Group Activity:
1. The class will
be grouped in
to 10
2. Each group will
perform
different songs
which are
familiar to
them and that
they memorize
the lyrics
3. They will
perform the
song with
different
pitches
4. They will be

Performing

graded
according to
the rubrics
5. They will be
given five (5)
minutes to
practice

B. Simple
Rhythmic
Patterns
A. defines
rhythmic
pattern
B. claps rhythmic
patterns
correctly
C. sings wrote
songs, echo
songs and
simple children
melodies
D. echoes simple
melodic
patterns
through singing
and humming

II.

Form
A. Musical Lines

E. states through
hand gestures
the melodic
contour of the
song
F. relates visual
imagery to
melodic
patterns

A. identifies the
musical lines as

Sing Sketch
Stretch and
Stay Healthy
by Lina M.
Battad et.al
pp. 35-38

Identifying
Formative:
Creating

3 days
Lead the pupils in
singing the song
Paa, Tuhod
Illustrate lines in the
board, the lines stand
for a clap

DAZZLE 2 by
Merly H.
Henry et.al.,
pp. 28-29.

Clap to the patterns

to be followed by the
pupils

Materials:
Lyrics
of the
song,
Paa,
Tuhod
written
on a
cartolin
a

Discuss the meaning

of Rhythmic patterns
Reiterate
that
rhythmic pattern is
the combination of
steady beats, divided
beats,
and
silent
beats
and
that
rhythmic
pattern
gives beauty and
meaning to music
3 days

Have the pupils do

Lets Practice and

Cooperatio
n

Group Activity:
1. Divide class
into three (3)
groups
2. Assign each
group to
identify the
rhythmic
pattern of the
songs that the
teacher will
provide

Obedience
Singing
Teamwork

Summative:

Directions: Draw
lines above the
words to represent
rhythmic patterns
(10 points)

Singing
Drawing
Labeling

Cooperatio
n
Obedience

Listening
Formative:

Performance test

Summative:

similar or
dissimilar
B. critiques
understanding
of similar and
dissimilar
musical lines
through careful
listening

Lets Apply on p. 29

Sing Sketch
Stretch and
Stay Healthy
by Lina M.
Battad et.al
pp. 47-67

Paper and pencil test

Let the pupils sing a

song
Guide them in
learning the song.
Ask the pupils to
move their hands in
the air in the shape
of arcs as the song is
sung
Tell the pupils that
one complete arc
represents a musical
line which is a short
series of notes that
makes up a unit in a
musical piece

Materials:
Visual
Materia
ls

Singing
B. Beginnings and
Endings in
Music

Ask the pupils to

listen to some
musical lines
Ask them whether
the kinds of musical
lines are the same,
similar or dissimilar

A. identifies
beginnings and
endings
in
music
B. interprets

the

Sing Sketch
Stretch and
Stay Healthy

As they listen, tell

them to notice
differences among
the musical lines
3 days
Lead the pupils in

Identifying

Formative:

Performance test

Obedience
Coordinati
on

beginnings and
endings
of
songs through
movements and
sounds
C. creates
music
that begins and
ends nicely

by Lina M.
Battad et.al
pp. 53-57
Materials:
Lyrics
of a
folk
song
written
on a
cartolin
a

singing the song and

let them identify the
same, similar and
dissimilar musical
lines
Lead the pupils in
singing the folk song
previously learned
Let them listen to
you as you sing in
complete musical
lines
Demonstrate to
pupils the complete
beginnings and
ending of songs
through movements
and sounds
Tell them that the
beginning in the
music refers to the
starting or opening
part of musical piece

C. Repeats in
Music

Explain the ending in

music refers to the
last musical line of a
musical piece

Singing
Drawing

Lead the pupils in

realizing that they
can create a melodic

Unity
Labeling
Obedience

introduction are a
musical tune or line
of the line of the
song
A. recognizes
repetitions
occurring within
the
song
B. interprets
repetitions
on
the designated
musical lines in
a
song
C. creates melodic
and
rhythmic
introduction
and ending of
songs

Sing Sketch
Stretch and
Stay Healthy
by Lina M.
Battad et.al
pp. 58-59
3 days
Materials:
Lyrics
of
Twinkl
e,
Twinkle
Little
Star
written
on a
cartolin
a

Guide the pupils in

identifying the
beginnings and
endings of musical
lines from the songs
they learned
previously

Formative:

Remind them to
always sing in
complete musical
lines without
breathing in between
Let the pupils
experience singing
musical lines by
having them use
hand gestures or
other body
movements

Project:
SONG PRESENTATION
(GROUP)
Perform a song, chosen
from among the previously
learned songs that shows
the basic concepts of
musical lines, beginnings,
endings and repeats
through body movements,
vocal sounds and
instrumental sounds

Lead the pupils in

singing the song
TWINKLE TWINKLE
LITTLE STAR by rote
Point out the
repetitions
occurs during the
song

Performance test

Summative:

Paper and pencil test

Tell the pupils that

repetitions is
performing or singing
musical lines over
again
Use movements to
indicate the repeated
musical lines or
passages
Recall with the pupils
repetitions of musical
lines of songs learned
in the previous
lessons and other
familiar songs

THIRD GRADING

CONTENTS

I.

Timbre
A. Quality of Sound
in Music

OBJECTIVES

A. identifies the
quality of sound
in music
B. tells the number
of phrases in a
song
C. sings the song
correctly

REFERENCES

DAZZLE 2 by
Merly H. pp.
50-52.

TIME
FRAM
E

LEARNING
ACTIVITIES/
STRATEGIES

3 days

Present musical score of

the song

Formative:

Motive questions
related to the topic
Sing Sketch
Stretch and
Stay Healthy by
Lina M. Battad
et.al. pp. 46-47.

Group Activities
Show varied pictures of
musical instrument

Materials:

ASSESSMENTS

Group Work
Short Quiz

Summative:

Paper and
pencil test

Ask motive questions

related to the pictures

SKILLS

VALUES

Identifying
the quality of
sound in
music

Cooperatio
n

Listening to
the
discussion of
the teacher
attentively

Teamwork

Obedience

Singing

Pictures
Discussion

B. Introduction to
Voice Production
A. explains the use
of voice and
other sources of
sound to
produce a
variety of
timbres
B. explains the
importance of
singing with
pleasing vocal

3 days
Sing Sketch
Stretch and
Stay Healthy by
Lina M. Battad
et.al. pp. 46-47
DAZZLE 2 by
Merly H. Henry
et.al., pp. 50-52

Sing the song again

using appropriate
breath control
Discussion on
importance of this
human voice and
difference of singing
and talking voices
Listening to singing
voice and singing a

Formative:

Short Quiz

Song
Presentation
Summative:

Paper and
pencil test

Listening as
the teacher
will sing
Singing

Appreciati
on of the
different
ways in
producing
sound

quality

C. Differentiation in
Sound Quality

C. applies the use

of gentle voice
and appropriate
tones to show
respect to others
A. identifies the
differences in
the quality of
sound coming
form a variety of
sources
B. replicates the
source of sounds
through body
movements

D. Introduction to
Musical
Instruments

C. realizes the need

to improve the
good qualities
one has as
he/she deals
with other
people

song entitled Sitsiritsit

Materials:

Visual
aides

Formative:
Allow the pupils to
produce a sound from
the lyrics of the song
Interactive discussion
on timbre

Sing Sketch
Stretch and
Stay Healthy by
Lina M. Battad
et.al. pp. 63-66

Guide the pupils in

imitating in sound
quality by having them
look at each picture of
objects, animals, or
persons

Materials:

Pictures

Group Work
Short Quiz

Summative:

Cooperatio
n
Listening to
the song
presentation
s of the class

3 days
A. distinguishes
common musical
instruments from
each other by
their sound and
image

Sing Sketch
Stretch and
Stay Healthy by
Lina M. Battad
et.al. pp. 70-80.

B. groups together
common musical
instruments
according
to

DAZZLE by
Merly H. Henry
et.al., 53-59.

Naming pictures of
musical instrument one
at a time
Discussion on the
different musical
instruments
Lead the pupils in
singing Manang Biday
using some musical

Obedience

Singing

Paper and
pencil test

Formative:

Teamwork

Short Quiz

Drawing of
musical
instruments
Identifying
the different
musical
instruments
Singing with
the use of
some
musical
instruments

Cooperatio
n
Obedience
Teamwork
Unity

their sound and

image

II.

Dynamics
A. Volume in Sound
and Music

C. uses the words

loud,
louder,
soft, softer to
identify
the
variations
in
volume

Materials:

D. replicates
loud,
medium
and
soft with voice
or
with
instruments
E. sings a given
song
with
appropriate
dynamics

A. determines
sound volume in
music through
keen listening
B. tells whether the
volume of
sounds heard in
the surroundings
and in the
environment is
loud or soft
C. comes up with
the ways to
apply the use of

instruments

Pictures
Lyrics of
the song
Manang
Biday
written
on a
cartolina

Obedience
Formative:

5 days
Sing Sketch
Stretch and
Stay Healthy by
Lina M. Battad
et.al. pp. 74-75
Materials:

Visual
aides

Lead the pupils in

singing two songs;
softly and loudly song

Group
Activity

Short Quiz

Summative:
Allow the pupils to sing
each line of songs
Explain what sound
volume and dynamics
Identify loud and soft
dynamics through body
movements ( using
small body movements
for loud sounds)

Paper and
pencil test

Singing
Identifying
the volume
of the song

Cooperatio
n
Teamwork

sounds
D. identifies the
source of sounds
(e.g. winds ,
waves, swaying
of trees, animals
sounds, sounds
produced by
machines,
vehicles, etc)
E. differentiates
speaking from
singing

FOURTH GRADING

CONTENTS

I.

OBJECTIVES

REFERENCES

TIME
FRAM
E

LEARNING ACTIVITIES/
STRATEGIES

ASSESSMENTS

SKILLS

VALUES

Tempo
A. Speed of Sound
in Music

A. mimics animal
movements

B. Distinction
between
Fastness and
Slowness in
Music

B. identifies the
different tempo
heard in music
C. distinguishes the
speed of sound
in music
D. identifies the
distinction
between fastness
and slowness in
music
E. distinguishes
slow, slower,
fast, faster in
recorded music
with voice or
with instruments
F. uses the terms
fast, faster,
slow, slower
to identify
variations in
tempo
G. replicates slow,
slower, fast,

Sing Sketch
Stretch and
Stay Healthy
by Lina M.
Battad et.al.
pp. 79-84

5 days

Let the class listen to the

song PUSONG BATO and
ROAR
Let them describe the
two songs

Materials:

Visual
aides
Lyrics
of the
song
SI
FELEM
ON
written
on a
cartolin
a

Short Quiz

Singing
different
songs

Cooperatio
n
Obedience

Ask motive questions

Formative:

Discuss with the pupils

with tempo variations.
Show tempo variations
with body movements or
signal
Guide the pupils in
identifying different
tempo variations in a
musical piece. Use the
terms fast, faster, slow,
slower to identify tempo
variations
Lead the pupils in
imitating the movements
of animals to show slow
and fast movements
Lead the pupils in singing
the song SI FELEMON

Song
Presentation

Summative:

Paper and
pencil test

Identifying
the tempo of
the song

Teamwork

II.

Texture
A. Single Melodic
Line or
Simultaneous
Occurrence of
Multiple Melodic
Lines

B. Distinction
between
Thinness and
Thickness in
Music

faster with
voice or with
instruments

in different speeds
Formative:

A. identifies single
melodic and
simultaneous line
B. performs music
created and
shares it with
others
C. translates good
harmony of tones
by performing
round songs with
skills and
confidence

A. defines thin and

thick sounds
B. contrasts
thinness and
thickness of
music through
layering of sound
C. generalizes that
every experience
is a source of
learning

Sing Sketch
Stretch and
Stay Healthy
by Lina M.
Battad et.al.
pp. 88-91

3 days

Lead the pupils in singing

the following song one at
a time ( ARE YOU
SLEEPING , ROW, ROW
YOUR BOAT)

Group
Activity
Short Quiz

Singing
Performing
the song
creatively

Creativene
ss
Confidence

Summative:

Coordinati
on

Paper and
pencil test

Materials:
Ask motive questions

Lyrics
of
songs

Interactive discussion

2 days
Sing Sketch
Stretch and
Stay Healthy
by Lina M.
Battad et.al.
pp. 85-87
Materials:

Lyrics
of the
song,
FROZE
N
written
on a

The teacher will lead the

song
FROZEN
Have the pupils listen to
the different kinds of
musical lines. Tell them
to say whether the
musical line is thick or
thick
Use the song to tell the
pupils that music layering
is a term used when
sound is changed to
make it thin or thick
Group Singing

Formative:

Short Quiz

Group
Singing

Summative:

Paper and
pencil test

Project:
1. Group the
class in to
four (4)
2. Each group
will be given
a song to be
presented in

Singing
Listening

Creativene
ss
Team
Effort

cartolin
a

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