Lesson Plans from Edumate

Grade 1

Term 1
Unit 1 – Rhythm is Fun
Overview
Understanding
Students will understand that...

  Some tasks should be done with consistency and regularity

 Steady beat is the foundation for all rhythmic patterns.
 Steady beat helps keep performers together when they play. 
 Steady beat makes the music more enjoyable to listen. 

Essential Questions
Students will keep considering ...

 Why is it important to keep a steady beat while singing or dancing?

 What other things in my life needs a steady beat? 
 How does consistency help achieve  good results?

Knowledge
Student will know...

 That beat is the regularly repeated sound in a song. 

  The  musical symbol for beat or beatmark is a vertical line.
  Music Vocabularies; Steady Beat, Vertical Line, Beatmark
 https://docs.google.com/presentation/d/1Acwf97rLzU-
TTV9Y3Q2CGMGJb9YAClkCNpeS4k2KWSc/edit#slide=id.p
 The different kinds of percussion instrument and how they are played. 

Skills
The students will be skilled at...

 Clapping and stomping with a regular timing.

 Singing simple songs  following regular beat.
 Drawing a beatmark.
 Marching , swaying, and dancing  with a regular pace.
  Playing different percussion instruments with steady beat.

EVIDENCE – PERFORMANCE TASKS

Playing Different Percussion Instruments with Steady Beat

Playing different percussion instruments to the beat will demonstrate the students' abillity to recognize the
steady beat in a song.  With the sound they produce, they could show that they can feel the regular pulse
or heatbeat of the song. This activity will also show their skill in creating sounds with consistency using the
various percussion instruments.

Other Evidence
 Singing to the beat
 Whiteboard activity
 Marching 
 Movement with a steady beat.
 Matching Games about Percussion Instruments.

DESIGN
Lesson 1 – Steady Beat is the Heartbeat of the Song
WEEK 1 

(W) Review of "Hello, Hello, What's Your Name" and "Clean Up" (3 minutes)

The teacher invites the students to stand up and to sing with him the two songs that they have studied the
previous week. The teacher will also review the 0-2 voice levels with the student using hand signals. 

(I) Barney, the Singer (5 minutes)

Then the teacher will introduce a friend to the class, Barney. He will show the class a picture of Barney, and ask
them  who he is what do they know about Barney

He will point out that Barney has a lot of beautiful songs and that he has a lot of friends. He always sings and it
makes him a good singer. When a person does a thing again and again, he becomes good at it. 

(W) Clapping and Stomping to the Beat (10 minutes)

Then the teacher will ask everybody to watch and listen to the song of Barney, "If All the Raindrops".

After watching it for the first time, the teacher will teach the class how to accompany the song with clappings
used the steady beat of the song. 

Lyrics:
I. If all the raindrops were lemon drops and gum drops , Oh what a rain it would be

Standing outside with my mouth openwide, Ah-ah-ah-ah-ah-ah-ah-ah-ah

If all the raindrops were lemon drops and gum drops, Oh what a rain it would be.

II. If all the snowflakes are candy bars and milk shakes, Oh what a rain it would be 

Standing outside with my mouth openwide, Ah-ah-ah-ah-ah-ah-ah-ah-ah

If all the raindrops were candy bars and milk shake, Oh what a snow it would be.

 (I) Discussion on Beat (10 minutes)

The teacher will then ask the students to change the clapping into stomping, while he is singing the song, but
again doing it with a steady pace. 

The teacher will then tell the students that the sound of their clapping and stomping is called beat. Beat is
something that happens again and again in a song. It does not change, it does not go faster or slower. It is always
the same. 

The teacher will then introduce the musical symbol for the beat which is a straight vertical line. He will also  ask
the studuents to go to the board and draw a vertical   line.

(W) Application of Beat to other Songs (2 minutes)

As the class ends, the teacher will ask the students to sing "Clean Up" with a steady clapping showing them that
beat is present in every song. 

WEEK 2 

(W) Marching  (5 minutes)

The teacher opens up the class by inviting everyone to march on their places, and then to march around the
classroom.

(I) Class Discussion (5 minutes)

He will ask the class who still remembers the lesson last time and leads the recitation to  make them recall the
term "steady beat."

He will also ask individual students to help the class recall what a beatmark looks like by asking some students to
draw a vertical line on the board.

The teacher   will then show the students that there are a lot of things that we do that have regular beat, like
walking, breathing,...

The clock has a beat, the heartbeat has a beat, nature has a beat (night and day). And of course, a song has a
beat. It gives order and beauty to a song.

(G) Group Practice of "If All the Raindrops" while swaying with a steady beat (15 minutes)

The teacher will then divide the class into two groups by asking them to pick cut-out circles  with different colors
from the teacher's box, students who picked the same color of circles will go together. 

The teacher will then demonstrate to the groups that they should be able to sway/dance to the tune of "If All the
Raindrops". They may use their umbrellas to add color to their presentation. 

The groups will then be given 5 minutes for group practice with the help of the Assistant Teacher.

After the given time for practice, the groups will perform individually, while the other group is watching. 

(W) The lesson ends with the entire class swaying to the beat of "If All the Raindrops" and "Clean Up" (5
minutes).
Core Tactic – Responding to Music through Movement
Responding to Music through Movement (Dancing)

This is a technique that shows clearly how the students are able to perceive the beat of a song. Their
movements might further demonstrate that they also recognize the accented first beats. And the speed of
their movement is also revelatory of how they feel the tempo (speed of the song). 

Lesson 2 – Percussion Instruments

WEEK 3

First Period (International)

(W) Marching  (5 minutes)

The teacher opens up the class by inviting everyone to sing and dance to the tune of "Walking, Walking". Their
mov ements will reveal thei ability to respond to the beat of the song which becomes faster towards the end of
the song. 

(W/I) Class Discussion (23 minutes)

The teacher will ask the students to sit down in a circle and carefully listen to the different percussion
instruments. 

He will show each of the percussion instrument, and will name them one by one until everybody can identify
each of them by their picture and by the sound they produce. 

The students will then be given a chance to use the instruments one by one so they will know how to use them
when assigned to them in the future. 

(W) Clean Up (2 minutes) 

The teacher will then ask the help of the students to return the percussion instruments and put the classroom
into order as they sing "Clean Up"

2nd Period (Bilingual and International)

(W) - Review about the Percussion Instruments (5 minutes)

The teacher will show the percussion instruments one by one and ask the students to name them.

(W) Watch Percussion Pizza (5 minutes)

To give the students an idea of how the class should do with the playing of the percussions, he will first
show  them the video of the Percussion Pizza

W/G/I - Percussion Instrument Time (15 minutes)

The students will then be assigned with different percussion instruments. 

Each of them should make sound their instruments properly so as not to damage it, and so as not to create
unnecessary sound. 

The teacher will then ask the students to imitate with their instruments the sound or rhythm that he will make
with his instrument. 

Then the teacher will play rhythm  through the music player and ask individuals or groups to play their percussion
at specific timing. 

I - Clean Up Song  (3 minutes)

The students will then sing "Clean Up" while returning their instruments to their proper places. 

In order to put them to their respective places, the students will match their instrument with the picture that is
drawn placed on the cabinet.

W - Goodbye Song (2 minutes)

The class ends with the students imitating the action in the "Bye Bye Goodbye" song. 

WEEK 4 

Period 1 - International 

W- The Chicken Dance (5 minutes)

The students will dance to the tune of "The Chicken Dance" imitating the actions of the children in the video. 
A maracas will be placed in the middle of three students to serve as marker for their circle. They should not step
on it while dancing and turning around. 

The song well get faster and faster, and so also the movement of the students. 

Then the teacher will remind the students to take care of the percussion instruments in the music room, just as
they have done in the dance. 

(I) Aural Activity and Visual Activity  (15 minutes) 

The teacher will then show the instruments one by one and ask the students to name them one by one. 

The teacher will then ask the students to close their eyes and listen to the sound that he will make.

He will then ask individuals to tell him the name of the percussion he sounded. 

(W) - Percussion and Beat (10 minutes) 

Then the teacher will distribute different percussion instruments and   flash on the screen a notation indicating
when a particular instruments should sound  TA on their percussion. 

The symbols for the percussions are as follows:   B = Bells, C- Clapper, D= Drums, G = Gong, M = maracacs, T
-Triangle,  and X = xylophone.

Period 2 - Bilingual/International 

(W) - A Short Review (15 minutes)

The teacher will give a short review on the symbol for quarter note (ta) and the symbol for quarter rest (sh)

The class will also have a short review on the different percussion instruments.

The teacher will flash on the screen  different instruments  and will ask the instruments to say YES if it is
percussion and NO if it is not. 

(I) - UNIT QUIZ  (15 minutes)

Part I - Encircle all the TA and draw   a box around the SH. (10 points)

Part II - Color the Percussion Instruments. (10 points) 

END OF THE UNIT - RHYTHM I S FUN 

Term 1
Unit 2 – Melody

OVERVIEW
Understanding
The students will understand that ...

 Singing happy songs can makes us happy

 Using one's natural voice and avoiding shouting are good for the voice.
 Listening to the teacher's instructions while singing   will help the class create a "good" music.

Essential Questions
Students will keep considering ...

 Why is water important for the voice?

 Why is shouting bad for the voice?
 What is the proper posture in singing?

Knowledge
The students will know...

 Trumpet, Picollo, and Violin are producing very high notes

 Tuba, Bass Flute, and Double Bass are very producing very low sounds.
 A whole note is  a long-sounding note, sounded as ta-a-a-a
 A quarter note is a short-sounding note, sounded as ta
 Metronome is a device that guides us in maintainging fast and slow speed in a song. 

Skills
Students will be skilled at...

 Recognizing high and low sounding notes

 Identifying short and long notes (quarter and whole notes, respectively)
 Identifying Treble and Bass Clef
 Dancing while following the speed of the song
 Clapping whole and quarter notes using Kodaly system

EVIDENCE
Performance Tasks
Singing Simple Melodies

This activity will focus on the students ability to listen to and sing correct pitches of songs.

It will demonstrate the students skills in producing desired sounds vocally.

It will also give them an opportunity to learn how to adjust their singing style in order to reach the right tune of
the songs.

It is an application of their knowledge on high and low, short and long, and fast and slow sounds. 

Singing Simple Melodies

This activity will focus on the students ability to listen to and sing correct pitches of songs. It will
demonstrate the students skills in producing desired sounds vocally. It will also give them an opportunity
to learn how to adjust their singing style in order to reach the right tune of the songs. It is an application
of their knowledge on high and low, short and long, and fast and slow sounds. 

Creating High and Low Sounds with Their Voices

This activity provides the students with the opportunity to explore their vocal abilities. As they try to
imitate the pitch demonstrated by the teacher,   they will realize that their voices can really make many
different sounds, and it is also a good gauge of their listening skills. 

Other Evidence
 Singing of Nursery Rhymes
 Creating Different Pitches with Different Materials
 Drawing of Treble- Clef and Bass Clef
 Correct Posture in Singing while Standing and when Sitted
 Identifying Long (Whole Note) and Short (Quarter Note) Symbols
 Movements and Dancing

DESIGN
Lesson 1 – Recognizing High and Low Pitch
WEEK 6

Period 1 - International 

(W) Opposites (5 minutes) 

The class begins with the teacher introducing actions for opposite thing like: high and low, long and short, up and
down, front and back

Then the class will start watching the Open Shut Them song. 

The students will then be asked to  tell to their classmates the opposite things that they have seen in the video. 

The the teacher  will introduce, one of the most common opposites in music, which is high and low. 

(I) High and Low Sounds  Activity (5 minutes)

The teacher will play the high and low notes on different instruments (piano, guitar, xylophone, and
recorder) and will ask the students to identify whether the sound has a high or low pitch.

Every time they hear a high  pitch they should wave their hands up in the  sky. 

Every time they hear a low  pitch they should try to touch their toe.

(W) High and Low (5 minutes) 

The class will then watch a short video clip that demonstrates high and low note  in a clarinet. 

(I) Creating High and Low Sounds - Bottle Activity (5 minutes) 

The students will be given clean empty plastic bottes e ach. 

The teacher will ask the students to make a sound using the bottle. 

The teacher will then demonstrate to the class how to make low and high sounds from a bottle by blowing into
it. 

The teacher will first blow on the mouth of the bottle and ask the students what sound they heard. He will ask
them to identify whether it is high or low?

Then he will fill the bottle to the middle, and blow it again.

The students will try to describe again the sound that they hear.

The teacher will add some more water inside the bottle and will ask the students what happened to the sound of
the bottle?

The students will try to make the high and low sounds also with their plastic bottles, one by one. 

Period 2 - Bilingual/International 

(W) - Singing and Dancing to the "One Little Finger" (5 minutes)

The class begins with the song "One Little Finger" and willask the students to follow the action of the
teacher. 

After singing, the teacher will underscore Up and Down directions.  There are parts of the body that are
on the upper part, and there are parts of the body that can be found on its lower part. 

Then the teacher will say that in Music there are also UP and DOWN, there are also HIGH and
LOW notes. 

(W) Identifying High and Low Things (10 minutes)

The teacher will then flash on the screeen things that can be found up in the sky: Flying Airplane, Eagle,
and Moon

The teacher will also flash on the screen things that can be found in down the ground of the sea: Grass,
Motorbike, Sea (Shark)

(W) Singing High and Low Notes (5 minutes)

The class will first watch the video clip of "Baby Shark Dance"

Then the class will try to sing again the song tunefully, trying to hit the correct pitch. 

The teacher will play the keyboard to give the pitch to the students, and give them the starting notes. 

When everybody is already singing the song with the correct pitch, then they will dance while they sing,
imitating the action in the video.

(W) Listening Activity (10  minutes)

The students  will then sit quietly and listen to the audio files and video clips that will be played. 

After each of the videos, the students will be asked whether what they heard is a low or high sound. 

The sounds that will be played by the teacher are instrumental sounds of the highest and lowest instruments in
the different sections of the orchestra.

The last two audio files will be of a soprano and a bass singer.

Then the teacher  will ask the students to create high and low pitched sounds by listening to the sound of the
keyboard, and trying to imitate the sound. 

Core Tactic
The more senses used in learning, the deeper the knowledge and the better the retention. This is the principle
behind using aural and visual aids. It provides different avenues by which one is able to grasp the meaning of
things in different its differen aspects. The sound of the guitar, the sound of the clarinet, the sound of the bottle,
the videos and the pictures all contribute to a better understanding of the different between high and low pitch.
Resources
Clara's High and Low Notes
YouTube
https://www.youtube.com/watch?
v=rHQmPY7r02E&list=PL_QI3NCH8mwvVfxFeDKVYzPVU_JsTmzB8&index=2

This is a short video that tests the listening skills of students in identifying the
sound of the clarinet whether it is high or low. It also demonstrates the opposite
directions by which high and low notes go through images like the moon and the
bottom of the sea.
Lesson 2 – Recognizing Long and Short Sounds
WEEK 7 

Period 1 - International 

(W) - Review of the "Baby Shark Song" (5 minutes)

The class will first watch the video clip of "Baby Shark Dance" and dance.

Then the class will the sing tunefully again the song.

(W) Introducing Treble Clef and Bass Clef (5 minutes) 

The teacher will tell the students that music there are symbols that help us to see if the notes are high or low: the
clefs. 

The teacher will then show the students the pictures of Treble and Bass Clef. 

(W) Drawing Treble Clef and Bass Clef (20 minutes) 

The students will then be asked if they can draw those symbols. 

Then the teacher will invite the students to count to from 1 through 29 since he will ask them to connect 29
dots in order to be able to form the Treble Clef, and 11 dots in order to form the Bass Clef. 

The students will all be given a piece paper and crayon and will be asked to connect the dots in order to draw the
two clefs.

The teacher will then assist those students who find it difficult to make the correct drawing and will ask them a
second chance to do it correctly. 

After everybody is done, the teacher will then post their works on the board.

Period 2 - Bilingual/International 

(W) Singing and Dancing to "The Penguin Dance" (10 minutes)

The class will first watch the video clip. 

After watching they will dance to that tune, imitating the movement of penguins. 

Then the  students will be asked to share why they think the penguins move like that?

Then the teacher will show picture of animals with long legs, and ask the students to demonstrate how
they move.

The students will then be asked to look at the board and describe the object flashed whether it is short or
long. 

(W) Introducing Whole Note and Quarter Note (5) 

The teacher will show picture of a whole note and will ask the students what is the symbol about?

Then the teacher will say that it is a symbol for a long sound, clapping and saying ta-a-a-a.

Then the teacher will show the class a picture of a quarter note and will ask the students what is the symbol for?

Then the teacher will say that it is a symbol for a short sound, clappinng aloud and saying ta. 

(W/I) - Clapping Whole and Quarter Notes (15)

The students will then be asked by the teacher to imitate the action and say aloud ta-a-a-a everytime they
see a wholel note,a nd to say ta when they see the quarter note.

Then the teacher will flash on the screen different combinations of whole and/or quarter notes, while
asking the students to clap them. 

WEEK 8 

Period 1: International 

(W)  Review of Long and Short Notes (5 minutes)

The teacher will ask the students to make a come closer in a small circle and to help each other to sort long and
short pieces of colored paper. 

The teacher will then ask the students to help him recall the lesson in the previous week, which is about long and
short sounds.

The students will then be asked to say the words "Happy Birthday" sustaining the notes the longest possible
time. The one who can say it the longest will be awarded with a star.

(W)  Review of the Symbol for Whole and Quarter Notes)

The teacher will  then change the papers with  the ones with whole and quarter notes on them. 

The students will again help each other and sort the papers. 

The teacher will ask the students what those symbols are again. 
(I) Making their Own Rhytmic Patterns (15 minutes)

The teacher will ask the students to divide the printed materials equally among themselves. 

Then the students will be asked to make their own patterns combining short and long notes. 

Then the students will have to clap and say aloud the patterns that they have made. 
Core Tactic
Echo Singing -Echo singing gives the students a clear idea how to sing each note and   how long should
should each word last. It immediately gives them an opportunity to repeat the pattern they have heard. This can
be repeated until the teacher hears that the students already memorized the tune. Echo singing ends up with the
students singing the entire song by themselves preparing them to sing confidently in solo. 
Lesson 3 – Recognizing Fast and Slow Music
WEEK 8 

Period 2 - Bilingual/International 

(W) Slow and Fast Songs (10 minutes) 

The class will watch a video with slow and fast tempos. 

The students are expected to follow the actions and more especially the speed of the actions shown in the
video. 

The teacher will then  play other songs and will ask students to dance either slowly of quickly depending
on the sound they hear. 

(W/I) Introducing Fast and Slow sounds (10 minutes)

The teacher will ask the students what they noticed in the songs that they danced to. 

The students must be able to identify the two tempos (fast and slow) in the song. 

Then the teacher will flash on the screen pictures of different things and animals that might be moving
slowly or quickly and will ask students to identify their tempo. 

Then the teacher will play videos showing how fast and slow sounds are produced by the different
instruments. 

(W) Introducing Metronome (10 minutes)

The teacher will show the class a metronome and explain to them its funcion for musicians and singers. 

The teacher will then set the metronome to Grave and Presto, and ask the students to clap everytime they
hear the"tick" sound.

The teacher will then demonstrate to the class how to follow the metronome in singing. 
The teacher will ask the students to sing "Twinkle Twinkle, Little Star" in a  grave tempo  and then with a
fast  or presto tempo.

The students will then be asked to share which one do they like better, a fast or slow tempo.

And then the teacher will explain that there is an appropriate tempo for every song. 

Tempo refers to the speed of the song or music, whether it is slow or fast. 
Lesson 4 – Sing Tunefully
WEEK 9

Period 1 - International 

(W) Review of the Songs Studied in the Unit (10 minutes) 

The students will be led by the teacher in recalling the different songs they have studied before Mid-Terms

Running, Running

Tap Your Sticks

Baby Shark

One Little Finger

Open Shut Them

Twinkle Twinkle Little Star, What a Special Friend You Are, and

The Penguin Dance

(I) Proper Way of Singing (10 minutes)

Then the teacher will give the reminders for proper singing. He will ask the students to do certain actions or
movements for each of the following topics:

1. Breathing

2. Posture

3. Singing the Right Pitch

(I) Solo Singing (10 minutes) 

The students will then be asked to pick a song and sing it before the class while observing the reminders. 

 
Period 2 - Bilingual/International 

UNIT QUIZ

(W) Review of Fast and Slow Sounds with "Wiggy Wiggy Wiggles" (5 minutes) 

The students will first dance to tune of "Wiggy Wiggy Wiggles" and do the required speed for their movements or
dance.  They should dance fast if the music is fast and should dancce slow if the music is slow. 

(W) Review of High and Low, Short and Long, Slow and Fast Sounds (10 minutes)

The teacher will flash on the screen notation that represent high and low notes, short and long notes and slow
and fast notes. 

(I) Pen and Paper Quiz (15 minutes) 

The students will be answering the Quiz individually. 

After the students submit their papers, the teacher will show them the correct answers on the board.

WEEK 10 

Period 1 

Student-Led Conference Preparations  

Period 2 

(W) Review of Studied Songs (20 minutes)

The students will try to recall the songs that they have taken up in the class. This is also one way of preparing
them  for the student-led conference. 

The students will sing aloud and dance along if the song is an action song. They will review the following songs. 

1. Open Shut Them

2. Twinkle Twinkle Little Star, What a Special Friend You Are, 

3. The Penguin Dance

4. Wiggy Wiggy Wiggle  and 

5. Hello My Body. 
Lesson 5 – Recognizing Loud and Quiet Sounds
WEEK 11 
  Bilingual/International Period

(W) The Wheels on the Bus (5 minutes)

The class will first watch and do the actions in the song "The Wheels on the Bus." 

Then the teacher will give a short review of the different charateristics of sounds they have taken up already: 

High and Low

Long and Short

Fast and Slow

And for this week: Loud and Quiet. 

The teacher will then ask the students to classify whether the sounds in the sound "The Wheels on the Bus" is
either Lour or Quiet. 

(W) Identifying Sources of Loud and Quiet Sounds (10 minutes)

Then the teacher will call the attention of the class and ask them to look at the pictures on the screen and
identify whether the flashed picture is producing loud or quiet sound, but instead of saying LOUD and QUIET, for
things that create loud sound they will say the word FORTE, and for the things that create QUIET sounds, they
will say PIANO.

The students will also watch a short video clip on Loud and Quiet sounds applied to different brass instruments. 

(I) Seatwork on Lour and Quiet Sounds (15 minutes) 

The students will then be given a worksheet with pictures where they have to encircle O those things that
produce QUIET sound and put X on the things that produce LOUD sound. 

The teacher will then move around as the students do their seatwork to check if the students are following the
instructions. 

After everybody is done with the seatwork, the class will watch another video clip talking about when
they should use LOUD and QUIET sounds. 

International Period 

(W) Review of the Loud and Quiet Sounds (10 minutes)

The teacher will show the class different materials, and will ask them if it will create a loud or quiet  sound when
hit with a stick. 

The students will then be given percussion instruments and will be asked to create either a loud or quiet sound
with their instrument. 
(W) Introducing the p (piano) and f (forte) symbols  (10 minutes)

Then the students will ask to look at the board and say what they see.

The students will be asked to identify how many p and how many f there are on the board. 

And then the teacher will tell the students that in music, p is the symbol for quiet sounds, and f is the symbol for
loud sounds. 

The teacher will then raise a flash card, either p or f, and the students are to give thier corresponding English
while applying the proper dynamics. If  the card is f, they should say LOUD loudly. And if the card if p, they
should say QUIET softly, and also play their percussion instruments accordingly. 

(I) Applying p (Piano) and f (Forte) to a song (10-minutes) 

The students will then be asked to sing individually any song that they know, and while theiy are singing, the
teacher will raise the p and f cards on the different parts of their song.

The students should sing accordingly based on the given dynamics. 

END OF THE UNIT: MELODY

Term 1
Unit 3 – It’s Times to Sing
Overview
Understanding
The students will understand that ...

 The human voice can create many different sounds

 Good singers are first good listeners
 Taking care of our voice is essential to our entire well-being
 The combination of high and low notes add beauty to a song
 Singing while doing Curwen hand sign is a good exercise for the brain

Essential Questions
Students will keep considering ...

 In what ways can a Grade 1 student take care of his/her voice?

 How does good posture contribute to good singing?
  How do both low and high notes make a song sound more interesting?

Knowledge
The students will know...

 If singing while standing:

o Both feet should be firmly on the floor
o Place feet apart, with one foot a little bit in front of the other
o Stand straight
 If singing while seate:
o Sit forward in the chair
o Both feet should be firmly on the floor
o Sit straight
 Other things to remember when singing:
o Open your mouth vertically wide 
o Relax your face 
o Do not shout
 Students should stand straight when singing their national anthem and give respect to the flag and to
the nation
 The solfege includes the notes: do-re-mi-fa-sol-la-ti-do

 There are particular hand signs called Curwen hand sign for each of these solfege notes. 

Skills
Students will be skilled at...

 Singing while observing the proper posture

 Do some echo singing
 Singing with solfege syllables
 Singing solfege while making the hand signs
 Reading and writing melodies on a staff using basic music symbols
 Singing simple canon songs

EVIDENCE - PERFORMANCE TASKS

Group Singing with Curwen Hand Sign

This learning activity integrates the different skills that have been taken up in the entire unit including, correct
singing posture, singing in unison,  and doing the Curwen Hand Sign all together. 

Singing and Curwen Hand Sign - This activity integrates the group singing activity with the
movement of the student's hand. It exercises not only the vocal folds of the students but also their
minds.  Their synchronicity in doing the hand sign will help the teacher assess if they are also singing
rhythmically. 
Group Singing of “Music Class”- This activity tests the singing skills of students using a familiar
tune but with a new lyrics. Another task that they should accomplish in this activiity is how to sing along
with their groupmates  observing the proper way of singing discussed by the teacher. 
Other Evidence
 Observance of Proper Posture
 Mastery of Solfege Hand Signs
 Correct Timing andMelodious Singing

DESIGN
Lesson 1 – How to Sing Properly
Bilingual/International Period 

(W/I) Listening and Watching Students Sing  (5 minutes) 

The students will first listen and watch to a video clip of students singing the Vietnamese National Anthem 
(Quoc Ca)

Then the students will give their observations about the way the students in the video sing the national anthem. 

(W/I) A Short Discussion on National Anthems (5 minutes) 

The teacher will play short videos of other national anthem of the countries from which the students in Grade 1
come from. 

Then the students will be asked why do people stop doing other things when they hear and sing their national
anthem?

The students will then share their understanding of what a national anthem is all about and how is respect
shown in singing it properly?

(W/I) Discussion on Things to Remember when Singing  (15 minutes)

The teacher will then give point by point important matters that should be taken into consideration when
singing.
1. Proper Breathing
2. Proper Posture
3. Correct Pitch

The students will do some exercises under each of these categories to make clear to them which is the correct
way of singing and which practices are not good for their voice. 

(W/I) Song Study: Music Class (10 minutes)

The students will study the song "Music Class" (to the tune of "Twinkle Twinkle Little Star") and they will be
asked to observe all the important reminders discussed  regarding the proper way of singing. 
The class ends with the reminder that the following meeting with Bilingual and International students, they will
have to sing in group the song "Music Class" as their practical test. 

International Period 

(W) Review of the Different Names of White  Keys on the Keyboard (10 minutes) 

The teacher will first flash on the screen the names of the white key on piano keyboard . 

Then the students will be called one by one to press the keys which will be assigned to them by the teacher. Each
student will be given 3 notes to play on the keyboard. 

(I) Song Study: "Hot Cross Buns" and "Rain Rain Go Away" (15 minutes) 

The students will first study singing "Hot Cross Buns" and "Rain Rain Go Away" to familiarize themselves of it's
melody and rhythm. 

Students will then be assigned to different keyboards and will be asked to follow the tune of the songs "Hot
Cross Buns" and "Rain Rain Go Away"  guided by the letter names placed by the teacher on the keyboard.

The teacher will ask the students to play along as he says aloud the letter names in the melody of the songs being
studied. 

(G) Group Playing of "Hot Cross Buns" and "Rain Rain Go Away"  (10 minutes)

The class will then be divided into two groups of 4 members. 

Each group will have to play together the songs "Hot Cross Buns," and "Rain Rain Go Away."

WEEK 13 

Bilingual/International

(G) Review of Past Lesson (10 minutes) 

The students will first listen to the National Anthem of Indonesia, since it was not played the previous week.   

Then the students will be asked to identify the different flags of the countries where the Grade 1 studies come
from. 

Then  the students who are from the country of the national anthem played should stand properly when they
hear their national anthem. 

(W/I) Review of the Things to Remember When Singing (5 minutes) 

 
Individual students  will then be asked to show in front the proper way and proper posture when singing while
standing and while sitting. 

(I) Quiz on the Different National Anthem and the Things to Remember When Singing  (15-20 minutes)
The students will then be given their quiz.

For Test I which is about identifying the different National Anthems, the students will have to listen first to the
played audio before they encircle the flag of the national anthem being played. 

For Test II, the students will then be asked to color the proper posture and things to remember when singing and
to cross the pictures showing the things that  should not be done while singing. 

International

(W) Finger Family (5 minutes)

The students will first listen to the song "Finger Family."  And then the students will have to answer later
questions about the name of the fingers. 

(W/I) Finger Names in Piano Playing (10 minutes) 

The teacher will then explain to the class that the fingers are called by number in piano playing.   

Then the class will study how to call each finger in piano playing for both the right and left hand. 

(I) Tracing Hands and Naming of Fingers (15-20 minutes)

The students will then be given papers where they will trace their hands. 

After tracing their left and right hand, they will have to write the finger number for each of their fingers. 
Core Tactic – Guided Practice
Students will be guided by the teacher accordingly in order to learn how to sing properly observing proper
posture, correct breathing, and correct placement of voice. Students wil have to imitate and practice these
basic but skills until they are able to produce pleasing sound and exude confidence while singing. 

Lesson 2 – Curwen Hand Sign

WEEK 14 
Bilingual/International Period 
Teachers' Day Celebration

International Period 
(W) Finger Family Song  (10 minutes) 
The class will review the names of the fingers with the song "Finger Family" and then the teacher will help them
recall how the fingers are named in piano playing. 
(W/I) Discussion on the Names of the White Keys of the Piano Keyboard (15 minutes)
The teacher will first ask the students to identify the two colors of the keys on a piano keyboard. 
After the students have given the colors black and white, the teacher will then try to explain how to remember
their names by asking the students to consider an octave as composed of two houses. 
The first house is a smaller house, which is made up of the three white keys that sandwich the group of two black
keys.
It is the 'Dog House'.  D (the dog) is in the middle of his house. C(cat) is the dogs friend, and his right-hand,
and  E  refers to the egg of his Hen friend.
The second house is the bigger house, made up of the four white keys sandwiching the three black keys.
It is the people's house. The Grandma (G)  and the Aunt  (A)  would often visit the house, the Grandma using the
Front (F) door and the Aunt using the Back (B)  door.   
The students will then be called individually to name a black piano keyboard and write the correct letter name or
pitch name of teach of the white keys. 
(I) Naming White Keys (10 minutes) 
The students will be given individually a paper with two octaves of blank piano keyboard and what they need to
do is to write the letter names of the white keys.

WEEK 15

Bilingual/International Period 
(W) Review of Previous Lesson (5 minutes) 
The teacher will first ask the students to share with their classmates the last lesson they have taken up (which is
on  National Anthems, and Things to Remember when Singing). 
(W) Twist (5 minutes) 
To introduce the lesson, the teacher will ask the students to watch the video of twist and later on to dance along
with it. 
Then the students will have to make their own description of what the word twist means. 
The teacher will then explain that another way of interpreting a music aside from singing it, is by way of
movement or dancing. 
(W/I) Discussion on Curwen Hand Sign (10 minutes) 
The teacher will then explain to the class that there is a another way of interpreting song in Music, that is
through hand signal. 
The students will then be asked to focus on board and to try singing  the famous do-re-mi-fa-so-la-ti-do scale. 
The teacher will then introduce Guiddo d' Arezzo as the one to first use the solfa (so-fa syllables). 
Then the teacher will ask the students to focus again as he introduces John Spencer Curwen and his
contribution, the Curwen Hand Sign. 
The teacher will then introduce the Curwen Hand Sign, and will ask the students to repeat after him. 
To reinforce the discussion, the students will be asked to watch a video clip that contains simple drills on Curwen
Hand Sign. 
(G) Hands-On on Curwen Hand Sign (10 minutes) 
The class ends with the students, being called by group, to do the Curwen Hand Sign. 

International Period 
(W) Finger Family Song  (10 minutes) 
The class will review the names of the fingers with the song "Finger Family" and then the teacher will help them
recall how the fingers are named in piano playing. 
(W/I) Discussion on the Names of the White Keys of the Piano Keyboard (15 minutes)
The teacher will first ask the students to identify the two colors of the keys on a piano keyboard. 
After the students have given the colors black and white, the teacher will then try to explain how to remember
their names by asking the students to consider an octave as composed of two houses. 
The first house is a smaller house, which is made up of the three white keys that sandwich the group of two black
keys.
It is the 'Dog House'.  D (the dog) is in the middle of his house. C(cat) is the dogs friend, and his right-hand,
and  E  refers to the egg of his Hen friend.

The second house is the bigger house, made up of the four white keys sandwiching the three black keys.
It is the people's house. The Grandma (G)  and the Aunt  (A)  would often visit the house, the Grandma using the
Front (F) door and the Aunt using the Back (B)  door.   
The students will then be called individually to name a black piano keyboard and write the correct letter name or
pitch name of teach of the white keys. 
(I) Naming White Keys (10 minutes) 
The students will be given individually a paper with two octaves of blank piano keyboard and what they need to
do is to write the letter names of the white keys.

WEEK 16 
Bilingual/International Period 
(W) Watching and Singing songs for Holiday Season (10 minutes) 
The class will watch the video clip of Jingle Bells and then sing the first verse and chorus of the song. 
(W/I) Review of Curwen Hand Sign (10 minutes) 
The teacher will then review the class with Curwen Hand Sign calling individuals to do the hand signs. 
(W/G) Group Performance (10-15 minutes) 
The class will then be divided into three groups and will be asked to apply the Curwen Hand Sign to the chorus
part of the song, Jingle Bells. 
The groups will be given 10 minutes for practice, after which they will have their group presentation 

International Period 
(W/I) Review of the Names of the White Keys of the Piano Keyboard (15 minutes)
The teacher will present again the names of the white keys of the keyboard using the story about the dog house
and the people's house. 
  Individuals will then be called in front to write the letter names/pitch names of the white keys on a blank piano
keyboard. 
(I) Making a Keyboard and Naming the Keys  (10 minutes) 
The students will be given a bond paper where they should draw a piano keyboard (C-C2) and write the letter
names of the white keys. 
(I) Playing "Jingle Bells" on the Piano (10-15 minutes) 
The students will play the notes of "Jingle Bells" on the Keyboard using the correct finger of their right hand. 

WEEK 17 

Bilingual/International Period 

(W) Energizer Song (5 minutes) 

The class will first sing and dance to the tune of  "Tooty-Ta Song" 

(W/I) Review of the Curwen Hand Sign (10 minutes) 

The class will first review together all the hand signs for the solfege. 

Then individuals will be called to go to the board and give either the solfege name of the picture flashed or do the
Curwen hand sign for a given solfege name. 

(I) Unit Quiz (15-20 minutes) 

After listening to the instruction of the teacher, the students will start answering their Unit Quiz which is about
"Santa Hands" where they should be able to write the corrrect
solfege name to the different hand signs made by the hands of Santa Claus. 

International Period 
(W) Watching of Do-Re-Mi (8 minutes) 

The students will be asked to watch the short clip on Do-Re-Mi from the musical "Sound of Music" in order to
give them an idea how songs are formed. 

(I) Review of the Names of the White Keys (7 minutes) 

Individual students will then be called to answer questions on the board and to see if they have already mastered
the names of the white keys. 

(I) Playing "Jingle Bells" on the Piano (15-20 minutes) 

The students will then play the notes of "Jingle Bells" on the Keyboard using the correct finger of their right
hand. 

WEEK 18 

Bilingual/International Period
Last Class of the Term 

(W) Review of Topics Covered (10 minutes)

The class will review the topics that have been covered for the 2nd Half of Term 1. 

Performances will be shown and students will look at the exhibit of pictures in the Music Room .

(W) Short Movie Viewing on Music

Movie: Mozart's Band 

International Period: Giving of Cards

Core Tactic – Guided Practice
Students will be guided by the teacher accordingly in order to learn how to do the Curwen Hand Signs
accurately. Students wil have to imitate and practice the hand signs applying it to familiar songs and
rhymes.

Term 2
Unit 1 – Instrumental Group , Orchestra

OVERVIEW
Understanding
The students will understand that ...

 Learning how to play a musical instrument can benefit one academically, mentally and emotionally. 
 Taking care of school's musical instruments is a good way of practicing how to become a responsiblle
musician.
 Daily practice on musical instruments  requires dedication, discipline and hard work. 
 Musical skills can be acquired and can be honed.
  In order to create a symphony, player of orchestral instruments should follow the conductor and play
their respective parts well. 

Essential Questions
Students will keep considering ...

 How does the conductor help in creating symphony?

 What important lessons can a student learn from an orchestra?
 In what ways can the uniqueness of orchestral instruments speak about each student?
 What are the important things to remember in using the instruments in the Music Room?
 Why is it important to learn how to wait for one's turn in playing the instruments?

Knowledge
The students will know...

 Timbre or tone color refers to the quality of the sound that distinguishes one sound from another.

 Descriptive words like bright, rich, mellow, heavy, light, dark, brilliant, brassy, and reedy are used to
describe the timbre of the voice and instruments.

 Musical instruments are tools of self-expression. They help us communicate thoughts, ideas, and
feelings which we cannot easily express vocally.

 The term “orchestra” is derived from the ancient Greek theatre. It refers to the area in front of the
ancient Greek stage used by both performers and musicians. 
 The orchestra is composed of  four sections: the strings, the woodwind, the brass, and the percussion
section.
 The string section makes up more than half of the orchestra. This section is composed of the violin, the
viola, the cello, double bass, and the harp.
 The woodwind section  of the orchestra is composed of a variety of interesting musical instruments. The
instruments in this section of the orchestra produce sound when air is blown through their mouthpieces.
The air passes through the air column and impinges on an edge or on a reed. The flute, piccolo, oboe,
clarinet, and the bassoon belong to this section. 
 The brass section of the orchestra is composed of instruments that are also known as lip-vibrated
instruments. More than the fact that most of them are made from brass metal, these instruments
produce sound through vibration generated by the player’s lips.   This section is composed of the
trumpet, trombone, French Horn, and tuba. 
 The last section in the orchestra is the  percussion section. It is composed of musical instruments that
create sound through striking, beating, shaking, rubbing or scraping. This section is called the special
effects department of the orchestra because it greatly enhances the music. There are many instruments
in this section of the orchestra.
 Some of the more well-known percussion instruments with definite pitch include the xylophone, timpani,
and the chimes. There are some percussion instruments that do not have definite pitch. These include
the tambourine, the triangle, the snare drum, and the bass drum. 

Skills
Students will be skilled at...

 Naming the different orchestral instruments.

 Classifying the different instruments according to their family or section. 
  Creating different sounds but unifying them to create a harmony.
 Following the hand signal of the conductor
 Identifying the unique sound and timbre of each of the orchestral instrument. 

EVIDENCE
Performance Tasks
Group Singing of the "Orchestra Song" 

This performance test is an integration singing, dancing, and performing. It will show the students knowledge on
how each instrument mentioned in the song is played and how it sounds. It is also a challenge that requires both
cooperation and creativity. 

Creating Instrumental Sound

In this learning task, students with their groupmates will have to create the correct sound for their
assigned instrument and be ready to make that sound when the conductor gives them the signal. It is an
opening activity for the discussion on orchestral instruments. 

Identifying Orchestral Instruments Visually

In this task the students will have to give the name of the orchestral instruments with the help of the
pictures that will be flashed on the screen. They will also be asked to demonstrate how such instrument
is being played. 

Unit Quiz on Timbre and Orchestra

In this Unit Quiz, the students will be assessed on their knowledge about Timbe and Orchestra. The
Questions about the orchestra will include items about the different musical instruments and the
functions of the conductor. 

Group Singing of the Orchestra Song

This performance test is an integration singing, dancing, and performing. It will show the students
knowledge on how each instrument mentioned in the song is played and how it sounds. It is also a
challenge that requires both cooperation and unity.
Other Evidence
 Identifying Orchestral Instruments Visually and Aurally
 Explaining How Each Orchestral Instruments are Played
 Conducting with Simple Patterns or Time Signature
 Creating Movements that Match Music
 Singing the "Orchestra Song"

DESIGN
Lesson 1- Introduction and Course Outline
WEEK 1

Period 1 & 2 - Bilingual/International 

Introduction and Course Outline 
(I) The King of Musical Instruments (15 minutes) 

The teacher will flash on the screen a picture full of musical instruments. 

The students will then have to write the name of the instruments on the picture that they know. 

The class will then watch short video clips of an orchestra. 

The teacher will ask the students what they think is the best musical instrument?

(W) Course Outline  (15 minutes) 

The teacher will present to the class the Course Outline for the Second Term which includes:
1. Instrumental Group: Orchestra
2. Instrumental Group: Marching Band 
3. Asian Instrumental Groups: Rondalla, Kulintang, Gagaku, Gamelan

For the International Periods, the Grade 1 International Group will be introduced to Piano and Piano-Playing. 

Students may ask clarifications before the class ends and may also give suggestions the improvement of the
Music class and the Music Room. 
Lesson 2 – Timbre and Orchestral Instruments
WEEK 2

Bilingual/International Period
Timbre and the Orchestra

(I) Listening to Quality of Sound (10 minutes)

The students will listen to 3 audio files. They will be asked to describe the sound they have heard by choosing a
word from the following list:
 
brillian dar heav
bright
t k y
mello clea
wam light
w r

(W) Review of and Study of New Musical Terms (15 minutes) 

The teacher will reviwe with the students some of important terms they have taken up in the 1st Term, that has
something to do with sounds . 
Pitch - High or Low
Tempo - Fast (Presto)  or Slow (Largo)
Dynamics - Loud (Forte) or Soft (Piano)

Then the teacher will introduce to the class a new term, which is Timbre also known as tone color. 

The teacher will remind the students of the different voice classification that they have taken up, soprano, alto,
tenor, and bass. 

The teacher will then underscore the following facts about timbre:
1. The quality of sound that distinguishes one instrument from another is called timbre of tone color.
2. The timbre of an instrument can affect the listener’s mood. 
3. Different instruments with different timbre may be put together to create wonderful music.
4. The combination of different timbres happen especially in an orchestra. 

(W) Discussion on the Orchestra

The class will be asked to look into a picture of an orchestra. 

Students will give their observation on the picture, and then the teacher will explain to the class the 4 different
sections of the orchestra and the role of the conductor. 

The class ends with a short video clip of an orchestra delivering a lively performance. 

International Period 

(I) The King of Musical Instruments (15 minutes) 

Each student will lbe asked to give their interpretation of the following statement:  "The Piano is the KIng of
Musical Instruments."

The class will then watch short video clips of children playing the Piano. 

The teacher will ask the students if they are willing to do all to learn how to play the piano. 

(W) Course Outline  (15 minutes) 

The teacher will present to the class the Course Outline for the Second Term which includes:
1. The History and Development of Piano
2. Piano-Playing
3. Preparation for Performance 

Students may ask clarifications before the class ends and may also give suggestions the improvement of the
Music class and the Music Room. 
Core Tactic
This tactic at once involves the students by asking them to listen carefully to the tone quality of the musical
instruments. It also serves as a good jumping board to the discussion on timbre. 
Lesson 3 – String and Woodwind Sections
WEEK 5
(I) Review of the Family of Instruments (10 minutes) 
Individual members of the class will be asked to go divide the picture of an orchestra into the four family of
instruments by drawing lines between them.
If nobody the gets the correct answer, the teacher will draw the correct lines and show the class how it is to be
done. 
Then the class will be asked to name the four sections of the orchestra.

(W) The String Family  (10 minutes) 

The teacher will then introduce the different members of the String Family and play audio samples for each of
the following instruments:
1. ) Violin
2.) Viola
3.) Cello
4.) Double Bass
5.) Harp
(G) Playing a Stringed Instruments (8 minutes) 
Students will be asked to get a partner
Since there are no orchestral stringed instruments in the Music Room, partners will get a classical guitar instead,
strum and pluck the strings and observe how sounds are created. 

(W) A Video Clip on How String Instruments Create Sound (10 minutes)
The class ends with a video clip explaining how stringed instruments create a sound. 

International Period
The Evolution of Piano 

(W) Continuation of the Discussion on the Evolution of the Piano (15 minutes)
The class will continue going through the later development of the piano which includes the Pianoforte, the
Upright Piano, the Square Grand Piano, and the Modern Grand Piano.

(W) Seatwork (15 minutes) 

The students will answer the Word Search Puzzle of Piano Through the Ages to be familiar with other terms that
are connected with the History and Evolution of Piano.

WEEK 6 & 7 - TET Holiday

WEEK 8

Bilingual/International Periods
Woodwind Sections 

(G) Review of String Family and Improvising Stringed Instruments (10 minutes)
The teacher will show the class an improvised stringed instrument made of old strings from different materials
strung on top of a plastic resonator. 
Individual members of the class will be asked to try play a good music with the improvised stringed instrument as
it is passed around. 

(W) The Woodwind Family (10 minutes)

The class will watch a video showing the different members of the Woodwind section. 
The class will then be asked to identify the instrument that they have seen 
The teacher will then introduce each of the woodwind instrument and play audio file to give the students the
idea how each woodwind instrument sounds. 
1. Flute
2. Piccolo
3. English Horn
4. Oboe
5. Clarinet
6. Bassoon

(I)  Quiz #1  (10  minutes)

The class ends with a Quiz covering the following topics:
1. Timbre
2. String Section 
3. Woodwind Section
International Period
Kinds and Parts of Piano 

(G) Labelling Parts of the Piano (15 minutes) 

The class will be divided into 2 groups with equal number of members. 
The group will be given pieces of paper where parts of the piano are  printed. 
The task of the group members is to put the correct label on the correct part of the piano. 
After the game, the teacher will show to the class the correct answers, and he will explain the importance and
function of each of them. 

(W/I) Discussion on Vertical and Horizontal (15 minutes) 

The teacher will then discuss the difference between a Vertical and a Horizontal Piano and the most important
parts present in both kinds of the piano. 
Students will watch short video clips of the evolution of piano that shows both the vertical and horizontal piano
Core Tactic –
Group Challenge - With this tactic, the students are introduced to the four different sections or families of 
instruments in the orchestra as they are divided into four groups. The sounds they should create and agree upon
as the sound of the group will lead to the differences in the timbres of the orchestral instruments. 
Resource
Our World of MAPEH 2, Vibal Publishing House
This source gives a semi-detailed explanation about the orchestra, the conductor, and the
individual musical instruments of that make up the orchestra.
Lesson 4 – Brass and Percussion Sections
WEEK 9 

Bilingual/International Periods
Brasswind and Percussion Sections of the Orchestra

(G) Match the Instruments with their Name (10 minutes) 

The class will be divided into three groups.
One by one, the members of each team will approach the board and match a name of an instrument to the
picture of the instruments. 
The group with the most number of correct matches wins the game. 

(W) Discussion on the Brasswind and Percussion Instruments, and the Conductor (10 minutes) 
The teacher will first flash on the screen the names and pictures of  Brasswind instruments and play video clips
to show the class how each instrument is played.
1.) Trumpet
2.) Trombone
3.) French Horn
4.) Tuba
Further explanation about brass instruments will be given in the next unit which is focused on the Marching
Band.

(W) Review of Percussion Instruments (10 minutes)

Then the teacher will flash on the screen the names and pictures of the Percussion  Family, some of which have
already been taken in the 1st Term.
1.) Timpani or Kettle Drum
2.) Triangle
3.) Chimes
4.) Snare Drum 
5.) Bass Drum
6.) Marimba

International Period 
Kinds and Parts of Piano 

(G) Labelling Parts of the Piano (15 minutes) 

The class will be divided into 2 groups with equal number of members. 
The group will be given pieces of paper where parts of the piano are  printed. 
The task of the group members is to put the correct label on the correct part of the piano. 
After the game, the teacher will show to the class the correct answers, and he will explain the importance and
function of each of them. 

(W/I) Discussion on Vertical and Horizontal (15 minutes) 

The teacher will then discuss the difference between a Vertical and a Horizontal Piano and the most important
parts present in both kinds of the piano. 
Students will watch short video clips of the evolution of piano that shows both the vertical and horizontal piano. 

WEEK 10 

Bilingual/International Period
UNIT QUIZ

(W/I) The Conductor (10 minutes)

The class will first watch a video of a boy conducting a real orchestra.
The teacher will then ask the students what the important role of the conductor is based on the video that they
have just seen. 
then the class will then watch a video of an orchestra without a conductor.  They will first listen to the entire
piece.
Each member of the class will have to act as the conductor.
The teacher will point to each student when it is theri turn already.

(W/I) Review and Recitation (10 minutes) 

Individually, the students will be called to answer a question about Timbre and Orchestra.
This will serve as a recitation and at the same time a review  for the Unit Quiz. 

(I) Unit Quiz  (10  minutes)

The class ends with a Unit Quiz covering the following topics:
1. Brasswind Instruments
2. Percussion Instruments
3. Conductor
The students will answer individually their papers.
Some parts of the Quiz will be identifying played musical instruments, so the students should listen well to the
audio files. 

International Period

(W) Drills for the Right Hand (10 minutes) 

The students will be given different patterns for the right hand to make all the fingers of the right hand strong. 

(W/I) Song Study (10 minutes) 

The students will be given the song "Mary Had a Little Lamb" with the corresponding finger numbering and
notation. 

(I) Hands On Activity (10 minutes)

After the teacher demonstrates how to do it with the specific fingering, the students will be given a time to do it
themselves.
Those who are advanced in piano-playing will be given more difficult piece to play. 

WEEK 11

Bilingual/International Period
Performance Test

(W) Song Study - The Orchestra Song (10 minutes)

The class will first study "The Orchestra Song."
The class will watch a video of students singing the same song to motivate the class.
Then the teacher will teach the correct melody and rhythm line by line. 

(G) Groupings and Group Practice (15 minutes) 

The members of the class will pick a paper with drawing of orchestral instruments. 
Those who get instruments of the same family or section of the orchestra will go together dividing the class into
two groups. 
The members of the group will then be assigned particular lines of the song corresponding to different
instruments of the orchestra.
Somebody will also play as the conductor or leader of each group.
The conductor will give the signal to his/her classmates who is supposed to make the orchestral sound in a
particular part of the song.

(G) Group Performance (5 minutes) 

Each group will then be called to do their performance on "The Orchestra Song."

International Period 
Unit Quiz on Piano 

(W) Recitation and Review

Individual members of the class will be called to either identify a picture or answer a review question. 
This serves as a graded recitation, so each student will get a point for every correct answer. 
Each student maybe called several times during the review.

(I) Unit Quiz on History and Development of the Piano

The coverage of the Unit Quiz includes the following:
1. Inventor of the Piano
2. The Evolution of the Piano
3. Kinds and Parts of the Piano
Core Tactic
Group Challenge on Orchestral Instruments
The aim of this tactic is to review the students of the names of the orchestral instruments that have been taken
already.  It is also an opportunity for the teacher to see if they have an idea of what brasswind instruments are,
as new instruments are included in the Matching Type activity. 
Resource
Our World of MAPEH 2, Vibal Publishing House
This source gives a semi-detailed explanation about the orchestra, the conductor, and the
individual musical instruments of that make up the orchestra.
Term 2
Unit 2 – Instrumental Group: Marching Band

OVERVIEW
Understanding

Essential Questions

Knowledge

Skills

EVIDENCE
Performance Tasks

Other Evidence

DESIGN
Lesson

Core Tactic

Resources

Term 2
Unit 3 – Preparing for a Performance

OVERVIEW
Understanding

Essential Questions
Knowledge

Skills

EVIDENCE
Performance Tasks

Other Evidence

DESIGN
Lesson

Core Tactic

Resources