PLANNING FOR BLENDED LEARNING STATION ROTATION MODEL

SUBJECT: MUSIC GRADE: 4 SECTION:

TEACHER: MS. GLADENA REAL

TERM NO. /LEARNING UNIT TOPIC: TERM 2/ RHYTHM AND MELODY

CONTENT STANDARD: Demonstrates understanding of concepts pertaining to rhythm, musical symbols.

PERFORMANCE STANDARD: Creates rhythmic patterns in simple time signatures simple one-measure ostinato pattern.

LEARNING COMPETENCY STATION 1: STATION 2: STATION 3:

PLAN STAGE (LEARNING GOAL) TEACHER-LED SMALL GROUP INDIVIDUAL
Students are able to: SMALL GROUP WORK ONLINE
INSTRUCTION ACTIVITY
INTRODUCTION Material(s): Material(s): Material(s):

Task: Task: Task:

INTERACTION Material(s): Material(s): Material(s):

Jolly Old St. Nicholas Video () Pen and paper
Sing and play music with a
conductor. (A) Task: Task: Task:
Students will learn the Students will watch a Students will notate
Identifies the pitch names song by identifying the video from the laptop rhythmic patterns through
of notes on the ledger lines rhythm and pitch names and will answer the a video recording of the
and spaces below the G- on the staff then will guide questions and teacher. Students will
clef staff (middle C and D) play it on their recorder, the essential write their answers on
(MU4ME-IIa-2) (M) with the guidance of the question, as stated in their paper.
teacher. the worksheet:
Aurally and visually
identifies the dotted After the practice, After watching the Rhythmic Patterns:
rhythms used in a song students will rate their video,
through dictation and drills performance in the 1. What are the
MU2RHDLSZ- (A) worksheet. (1-5 stars) pitch names of 1.
the notes on
the lines of the
staff?
2. What are the
pitch names of 2.
the notes on
the spaces of
the staff?
3. How will it 3.
help us if we
know the
pitches on the
lines and 4.
space of the
staff?
INTEGRATION Material(s): Material(s): Material(s):

Task: Task: Task:

Checklist:
( ) 1. Stated competencies are drawn from the curriculum guide.
( ) 2. Learning goals (A, M, T) are indicated in a parentheses after the competency.
( ) 3. Specific material for the designated station is stated.
( ) 4. Specific procedures for the students task are stated.
5. Type of rotation observed: (check all that apply)
( ) Students rotate from one station to another to accomplish different competencies that may have the same learning goal.
( ) Students rotate from one station to another to accomplish different competencies that have different learning goals.
( ) Students rotate from one station to another to view different presentations of a higher-order or challenging competency. The different
presentations deal with a specific competency.
( ) Students rotate from one station to another to view different presentations of different parts of a concept (as a form of Introduction to the
topic or as Follow-up Explanation).
( ) Students rotate from one station to another doing different kinds of formative assessment for a particular competency.
( ) Students rotate from one station to another doing different kinds of formative assessments for different competencies.
( ) Students rotate from one station to another to make a generalization.
( ) 6. Given tasks are achievable within the established class period.
( ) 7. Given tasks are independent of each other.
( ) 7. Materials are varied and address different learning styles and ways of processing information.
( ) 8. Different attributes of the transformative learning environment are incorporated in the plan.