DE LA SALLE ZOBEL DIARY CURRICULUM MAP

SUBJECT: GENERAL MUSIC

GRADE LEVEL: GRADE 3
TEACHER: DARYL V. GALICIA

TERM UNIT TOPIC: CONTENT ENDURING COMPETENCIES/ ASSESSMENT ACTIVITIES/ RESOURCES

(NO.): CONTENT STANDARD (CS) UNDERSTANDING(S) SKILLS FOR = Formative STRATEGIES/
MONTH PERFORMANCE SUM = Summative BEST PRACTICES
STANDARD (PS) ESSENTIAL PERFORMANCE
LASALLIAN QUESTION(S) TASK
GUIDING
PRINCIPLES TRANSFER GOAL
(LGP)
I. Simple CS: Enduring AT LEVEL OF AT LEVEL OF AT LEVEL OF A, B, C, D
Rhythmic A1. The students Understanding KNOWLEDGE KNOWLEDGE KNOWLEDGE Resources
pattern: will demonstrate A1-A2. The students will A1. Claps, taps, A1.1 FOR A1. Class discussion,
tim-ri understanding of understand that two chants, walks, and Listening and writing echo clapping (PHILIPPINE
the basic concepts uneven (one long and plays musical activity SONGS
of rhythm one short) sounds in a instruments in SPOKEN
beat is called tim-ri. response to sound with A1.2 SUM A2. Singing activities, RHYMES
PS: the correct rhythm Listening activity 5 games, sight singing, AND GAMES
A2. The students Essential Question MU3RH-Ia-c-3 points. (Identifying in-tune singing FOR
How do we sing songs notes that have TEACHING
will sing songs with
with the correct rhythm? uneven sounds) BOOK ONE
correct rhythm
BY MIRIAM
A1.2 FOR FACTORA)
LGP: Transfer Goal Reciting a chant in
Bring Christian Students will correct rhythm.
perpectives to bear Pong Pong
independently use their Kitchabong (A
on human learning to perform a
knowledge and Song From
musical piece in the Nueva
culture. correct rhythm for their AT LEVEL OF AT LEVEL OF AT LEVEL OF Viscaya)
personal satisfaction. PROCESS PROCESS PROCESS
Challenge learners A1. Claps the written SUM A1- A2. music writing
to realize their full Sawsaw Suka
stick notation on the A2.1 SUM activity, sight reading (Folk game
potential board representing the Singing a song in drills, flashcards, sight from Manila)
sound heard correct pitch and singing
MU3RH-Id-4 rhythm (rubric Papanok
scoring) Alakitan (Song
form
A2.2 FOR Cotabato)
Write the stick
notation of two Ang Susi
uneven sounds in a (song/game)
beat
 HTTPS://WW
A2.3 SUM W.YOUTUBE.
Rhythmic dictation COM/WATCH
?V=RGW6RX
AT LEVEL OF AT LEVEL OF AT LEVEL OF NVBYA
UNDERSTANDING UNDERSTANDING UNDERSTANDING (Body
A1-A2. Creates A1-A2. SUM A1-A2.Music writing Percussion/he
ostinato patterns in Creating different activities improvisation ad tone
different meters using rhythm to accompany activities, Class singing)
combination of a known song practice
different sound
sources A1-A2 SUM (5pts)
MU3RH-If-7

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PRODUCT OR PRODUCT OR PRODUCT OR
PERFORMANCE PERFORMANCE PERFORMANCE
A1-A2. Perform the SUM: Song A1-A2. Class practice
rhythm learned through performance with
body percussions/ ostinato
movements

Enduring AT LEVEL OF AT LEVEL OF AT LEVEL OF

TERM 1: I. Melody: CS: Understanding KNOWLEDGE KNOWLEDGE KNOWLEDGE
June 8 – Pitch, B1. The students B1-B2.The students will B1-B2. Identifies the B1- B2. FOR Oral B1-B2Listening
Melodic will demonstrate understand that melody pitch of a tone as: identification of activities
Patterns and understanding of has pitch and high – higher pitches that are high Integrate
Contours, the basic concepts direction moderately high – and low body movements
Melodic Lines of melody higher, moderately low
– lower, low – lower B1-B2.2 Music reading
PS: Essential Questions (MU3ME-IIa-1)
B2. The students B1-B2. The students will
will sing the melody find answer to the
of a song with question how can we AT LEVEL OF AT LEVEL OF AT LEVEL OF
accurate pitch perform a melody with PROCESS PROCESS PROCESS
accurate pitch? B1. Matches the FOR B1-B2.1Simple echo
correct pitch of tones B2.1 Echo singing singing
LGP: Transfer Goal with the voice and with B2.2 tone matching
Bring Christian The students will an instrument B2.3 Illustrate B1-B2.2 Visual
perspectives to independently use their (MU3ME-IIa-2) melodic contours representation of high
bear on human learning to be able to heard from a song and low pitch
knowledge and sing songs with correct B2. Relates
culture. pitch in any given movements with levels B1-B2.3 Drawing
 situation and for their of pitch activity of sounds or
personal satisfaction (MU3ME-IIa-3) melodic contours or
directions

AT LEVEL OF AT LEVEL OF AT LEVEL OF

UNDERSTANDING UNDERSTANDING UNDERSTANDING
B1-B2. Explain how B1-B2. SUM LSMUS3.1 Music
the music is sung or LSMUS3 writing
heard and relate to the Listen to three (3)
movements and levels melodies played. LSMUS3.2 Listening
of pitch Choose the melody activity
(LSZMUS3ME_I_WK6) that matches the
given intonation. LSMUS3.3 Singing
Explain how the activity
melody relates to the
notation.

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PRODUCT OR PRODUCT OR PRODUCT OR
PERFORMANCE PERFORMANCE PERFORMANCE
B1. Perform on their SUM: Performance Individual and class
own a chosen song test practice
from the songs that (Rubric Scoring)
they previously learned

II. Timbre: CS: Enduring AT LEVEL OF AT LEVEL OF AT LEVEL OF

Voice C1. The students Understanding KNOWLEDGE KNOWLEDGE KNOWLEDGE
Production will demonstrate C1-C2.The students will C1-C2. Recognizes FOR C1.1 Visual and aural
Techniques understanding of understand that a differences in sound C1. 10-item representation of
the basic concepts pleasing vocal quality is quality coming from a identification test sounds sources
of timbre, proper produced by employing variety of sound
posture while proper posture, correct sources C1.2 Class discussion
singing and the way of breathing, using (MU3TB-IIIa-1)
correct way of head tones and using the B1.3 Listening activity
breathing diaphragm when singing

Essential Questions AT LEVEL OF AT LEVEL OF AT LEVEL OF

PS: C1-C2. How do we PROCESS PROCESS PROCESS
C2. The students produce pleasing vocal C1-C2. Compares the C2.SUM C2.1 Listening activity
will apply vocal quality? use of the voice in 10-item listening test
techniques in speaking and in C2.2 Class discussion
singing to produce Transfer Goal singing C1-C2. FOR
a pleasing vocal The students will (MU3TB-IIIb-5) Listening and C2.3 Singing activity
 quality using head independently sing a creating movement
tones, employing given song with pleasing C1-C2. Responds to test C2.4 Creating activity
proper breathing vocal quality to praise differences in sound
and using the God and for personal quality with appropriate
diaphragm enjoyment movement
(MU3TB-IIIa-2)

LGP:
Challenge learners AT LEVEL OF AT LEVEL OF AT LEVEL OF
to realize their full UNDERSTANDING UNDERSTANDING UNDERSTANDING
potential C1-C2. Analyze aurally C1.FOR C1.1 Listening activities
and in wirtting the Listening and on different kinds of
vocal quality the vocal creating movement music
quality of the sound test
heard
(LSZMS3- TBIII) C2. Listen to 3
different vocal sounds
and evaluate which
sound has pleasing
vocal quality. Explain
why

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PRODUCT OR PRODUCT OR PRODUCT OR
PERFORMANCE PERFORMANCE PERFORMANCE
C1-C2 Perform a song SUM Class practice,
chosen by the teacher Singing test Rubric individual practice/
employing vocal scoring practice with a partner
techniques learned

III. Dynamics: CS: Enduring AT LEVEL OF AT LEVEL OF AT LEVEL OF

Volume of D1. The students Understanding KNOWLEDGE KNOWLEDGE KNOWLEDGE
sound in will demonstrate D1-D2.The students will D1-D2. Interprets the D1-D2. FOR D1-D2. Listening
music understanding of understand that music dynamics of a song Identification through activities
the basic concepts has volume which can be through body use of body Integrate
of dynamics in loud and soft movements movements (small body movements
order to respond to (MU3DY-IIId-1) movements- piano,
conducting big movements- forte)
gestures using Essential Questions
symbols indicating D1-D2. The students will
variances in find answer to the
dynamics question how does
dynamics affect the
 mood of music? AT LEVEL OF AT LEVEL OF AT LEVEL OF
PS: PROCESS PROCESS PROCESS
D2. The students Transfer Goal D1-D2. Distinguishes SUM. 5-item test on D1-D2.Listening
will sing songs with The students will “loud,” “medium,” and identifying the activities
proper dynamics independently use their “soft” in music dynamics of the -Song teaching
following basic learning to be able to (MU3DY-IIId-2) songs learned
conducting sing songs with
gestures appropriate dynamics

LGP: AT LEVEL OF AT LEVEL OF AT LEVEL OF

Bring Christian UNDERSTANDING UNDERSTANDING UNDERSTANDING
perspectives to D1-D2. Uses varied D1-D2. Comparing - Listening activities
bear on human dynamics to enhance and contrasting of - Singing activities
knowledge and poetry, chants, drama, songs learned by
culture songs and musical using correct
stories dynamics
(MU3DY-IIId-6)

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PRODUCT OR PRODUCT OR PRODUCT OR
PERFORMANCE PERFORMANCE PERFORMANCE
D1-D2. Perform their SUM: Performance Individual and class
own chosen song from test practice
the songs that they (Rubric Scoring)
previously learned
applying the correct
dynamics