Lesson I

Pitch

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

DRAFT
II. Subject Matter

A. Topic: Pitch

B. Songs: “Go Tell Aunt Rhody”, , G, so,” High and Low”, , D, re

April 10, 2014

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:

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.

46 
 
III. Procedure

A. Preliminary Activities
1. Drill
a. Tonal

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.            

DRAFT
April 10, 2014
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.

47 
 
 B. Lesson Proper
1. Motivation
The teacher will use the Kodaly hand signs while the pupils sing
the following exercises:

DRAFT 1.

ti
do
re
do

ti

April 10, 2014 so

la la
so

do

2. ti ti 3. ti ti
la
la la
so so

48 
 
 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.

DRAFT
3. Teacher will teach the song using rote method or any melodic
instrument.
4. Class will sing the song.

April 10, 2014

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.)

49 
 
 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.

1.

2.

3.

DRAFT
4.

5.

April 10, 2014

Meta strips

so so la la do la so la ti so re re do ti ti ti
A B C

D ti ti la so so E la la do ti la so

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.

50 
 
 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:

DRAFT
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

April 10, 2014

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.

51 
 
 Lesson 2
Melodic Contour 

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

DRAFT
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”,

April 10, 2014

“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.

52 
 
III. Procedure

A. Preliminary Activities
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

DRAFT 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.

April 10, 2014

B. Lesson Proper

1. Motivation
Show pictures of mountains, forests, seas, and fields.

53 
 
 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

DRAFT
April 10, 2014
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)

54 
 
 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

Melody moves in different directions. It can move up or

DRAFT
down, or stay on the same level.

This movement of sound is what we call melodic contour.

April 10, 2014

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.

55 
 
IV. Evaluation

DRAFT
Using the musical score of “Up and Down”, let the pupils draw the
melodic contour.

Rubrics
Activities Very Good Good Fair

April 10, 2014

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.
 

56 
 
 Lesson 3

Perfect Pitch

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

DRAFT
B. Reference: Halina’t Umawit

C. Materials: Song chart, improvised rhythmic instruments like empty

mineral water bottle with small stones/monggo, pair of coconut

April 10, 2014

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.

57 
 
III. Procedure:
A. Preliminary Activities
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.

Group I Group 2
Empty bottles Coconut shells
(Shakers)

Group 3 Group 4
Sticks Plastic drum

DRAFT
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.

April 10, 2014

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

58 
 
 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”.)

DRAFT
April 10, 2014
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.

59 
 
 Adapted

DRAFT
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

April 10, 2014

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.

60 
 
 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

DRAFT
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

April 10, 2014

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
5. Can participate actively
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.

61 
 
 Lesson 4
Musical Form

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

DRAFT
Similar, same and different through movement
Repetitions within a song

B. Songs: “Tayo’y Magsaya”, ,, , C, so, “Do a Little Thing”, ,,D, fa#,

 

April 10, 2014

“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

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.

62 
 
 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

DRAFT
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

April 10, 2014

 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.

63 
 
 DRAFT
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

April 10, 2014

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.

64 
 
 The teacher will teach “Do A Little Thing” using rote method.

DRAFT
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.

April 10, 2014

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.

65 
 
 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

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.

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.

DRAFT
Rubrics:

Needs help from

Very
Activities Excellent Good doing the task
Good
1. Can identify the beginning,

April 10, 2014

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
5. Can participate actively in
the group activity

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.

66 
 
 Lesson 5

Repetitions in Music

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

DRAFT
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

April 10, 2014

E. Values: The value of time

F. Concept

Repeat mark (II: :II) is used to show repetitions in music.

III. Procedure

A. Preliminary Activities
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

67 
 
 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

DRAFT
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 

April 10, 2014

2 

68 
 
 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:

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.

DRAFT 5. Application:

The teacher will let the pupils sing ”Dance and Sing” following

April 10, 2014

the repeat mark of the song.

69 
 
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

DRAFT
5. Can observe self-discipline in doing
the activities

April 10, 2014

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

70 
 
 Lesson 6
Musical Lines

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

DRAFT
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

April 10, 2014

F. Concept:

A musical composition is made up of musical lines that can be

repeated.

III. Procedure

A. Preliminary Activities

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.

71 
 
 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

DRAFT
they have learned in their Makabayan subject.

2. Presentation
The teacher will present the song “Bagbagto”.

April 10, 2014

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)

72 
 
 4. Generalization

Repeat mark ( II: :II ) is used, to show repetition in music.

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
                                       

  or

DRAFT
Group C – create dance steps to the beat of the song

2. Create body movements using rhythmic patterns following the

repeat signs.

April 10, 2014

IV. Evaluation
1 2 1 2

Let the pupils perform the following rhythmic patterns following the
repeat signs.

73 
 
 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

Skills 5 4 3 2 1
1. Can play the rhythmic patterns
following the repeat marks
2. Can play the improvised rhythmic

DRAFT
instruments accurately to
accompany the song
3. Can work together cooperatively to
come up with the best
performance
4. Can manifest self- confidence in

April 10, 2014

performing group rhythmic activities
in front of the class

V. Assignment:

Make a simple song using the repeat marks.

74 
 
 Lesson 7

Beginning and Ending

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,

DRAFT
“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

April 10, 2014

E. Values: Love and appreciation of Philippine folk songs and culture

F. Concept:

We have a speaking and a singing voice. When we sing, it

should be done confidently and beautifully.  

III. Procedure

A. Preliminary Activities
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”.

75 
 
 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

DRAFT
April 10, 2014

76 
 
 B. Lesson Proper

DRAFT
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

April 10, 2014

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

77 
 
 2. Presentation:

DRAFT
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”.

April 10, 2014

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.  

78 
 
 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 Needs help

DRAFT
good
1. Can sing in accurate
pitch
2. Can sing with correct
rhythm/timing
3. Can sing confidently

April 10, 2014

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

79 
 
 Lesson 8

Singing in Tune

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

DRAFT
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

April 10, 2014

D. Materials: Musical scores

E. Values: Love and appreciation of Philippine folk songs and culture

F. Concept:

Singing is an interesting activity. It helps us express our feelings

and improve our personality. Thus, singing develops self-
confidence.

III. Procedure

A. Preliminary Activities

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…)

80 
 
 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

DRAFT
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

April 10, 2014

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

When we sing, we should sing confidently and

beautifully from the beginning until the end of the
song.

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.

DRAFT
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.

April 10, 2014

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.

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 MUSIC - GRADE 3
2nd Quarter
TABLE OF SPECIFICATION
Level of Assessment No. of Item Percent
Learning Competencies Knowledge Process Understanding Performance Items Placement
15% 25% 30% 30%
1. identifies the pitch of a
tone as: 1,2,3, 16,20, 12.5%
high – higher
moderately high- higher 1 2 1 1 5
moderately low- lower
low-lower

2. matches the correct pitch of

tone with the voice with an 1
instrument 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%
7.5%
4. matches the voice with 1
1 1 3 9,19,22

DRAFT
the pitches of a melody

5. recreates simple patterns

and contour of a melody 1 11,
1 2 2 6 12,27,28, 15%
29,30

6. sings entire simple songs

April 10, 2014

with accurate pitch 1 1 1 1 4 6,8,10,23 10%

7. identifies the beginning, 2 5%

middle, and ending of a song 1 1 5, 7

8. identifies musical lines as

similar, same and different 1 1 1 24,25,26,
through movements and 3
geometric shapes or objects 7.5%

9. recognizes repetitions within 1

a song 1 1 3 4,33,34 7.5%

10. sings repetitions of musical 31,32,

lines independently 1 1 2 5%
38,39,
11. plays repetitions of musical 1 3 40 10%
lines 1 1

12.renders a song confidently 1 1 2 36,37 5%

giving appropriate emphasis
on the beginning and on the
ending.
TOTAL 7 10 12 11 40 1- 40 100%

83 
 
 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?

DRAFT
A B C

________2. Which is the lowest tone?

April 10, 2014 A B

_______3. Which note is moderately high?

C

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. II
C .     

84 
 
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.

DRAFT
_________8.

April 10, 2014

__________9.

___________10.

85 
 
 B. Draw the melodic contour of the following melodic lines to
show the direction of the melody.            

11.  

__________________________________________

12 .    

                          __________________________________________________________

DRAFT13.

_____________________________________________

April 10, 2014

14.

__________________________________________

15.

                                 ______________________________________________________ 

86 
 
C. Matching Type:

Match column A with column B

Column A Column B

16. A. Moderate tones

17. B. Low tones

18.
DRAFT C. Similar Tones

April 10, 2014 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. _______________________

87 
 
 ___________________________

20.

21. ______________________

22.

DRAFT ________________________

April 10, 2014

23.

III. Understanding (30%)

_________________________

A. Directions: Compare the two musical lines Write SAME,

DIFFERENT
or SIMILAR on your answer sheets.

____________24.

A.

88 
 
 B          

___________25.

A.

B.

DRAFT
___________26.

A .

April 10, 2014

B.

B. Identify the melodic directions of the following melodic

phrases.
Choose your answers inside the box.

ascending descending repeated

ascending- descending descending-ascending

89 
 
___________________27.

___________________28.

DRAFT
___________________29.

April 10, 2014

__________________ 30.

IV. Performance (30%)

A. Group Activity:

Sing the song correctly. ( Teacher may choose the song suited
to the pupils.

90 
 
Rubrics on Singing

Activities Very Good(2 Good(1 point)

pts.)
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

DRAFT Skills
37. Can play the rhythmic
patterns following the
repeat marks.
Observed Not observed

April 10, 2014

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

91 
 
 Second Grading Period
 

Key to Corrections: 

I. Knowledge 

A. 

1.   A 

2.   A 

3.  A 

4.  A 

5.  C 

DRAFT
6.  B 

7.  E 

8.  E 

9.  E 

April 10, 2014

10.  E 

B. Drawing the Melodic Contour  

11.  ____________________________________________ 

12.  ____________________________________________ 

13.  ____________________________________________ 

14.  ___________________________________________ 

15.  ___________________________________________ 

92 
 
C.   Matching Type 

16.  D 

17.  A 

18.  B 

D.  Matching Type 

19.  do 

20.  mi 

21.  fa 

22.  so 

23.  re 

DRAFT
III. Understanding 

A. 

24.  SAME 

25.  DIFFERENT 

April 10, 2014

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.   

93