music k-12 grade 2

7/16/2019 MUSIC K-12 Grade 2

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Music 2 – Teacher’s Guide: Unit 1 – Week 1 (Rhythm)

Content Standards:

distinguishes between sound and silence

Performance Standards:

identifies the difference between sound and silence.

Competency:

associates visual images with sound and silence within a rhythmic pattern.

Learning Objectives:

associates visual images with sound and silence within a rhythmic pattern.

identifies the difference between sound and silence.

manifests care for one‟s belongings.

Learning Content:

A. Lesson :Rhythm: Basic Understanding of Sound and Silence in a Rhythmic

Pattern

B. Materials :

- picture of a toy car

- chart of the song

- any object that produces sound

C. Value Focus :care for one‟s belongings

Developmental Activities:

Priming Activity

Show a real toy car.

Ask:

Do you have a toy car?

(Aduna ba kamoy dulaan nga awto?)

Describe it.

(Ihulagway kini.)

Do you have other toys?

(Aduna pa bamoy laing mga dulaan?)

Have you experienced breaking your toy accidentally?

(Nakasulay naba kamo nga naguba ang inyong dulaan nga wala tuyo-a?)

What did you do to fix it?

(Giunsa man nimo pag-ayo ang imong naguba nga dulaan?)

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Presentation

1. Presenta lively song “Ang Awtoni Juan”. (Tune: Ang Fiera ni Juan).

2. Sing the presented song and do the actions. Let the pupils sing and follow the

actions done.

Ask:

- Who owns the car?

(Kinsay tag-iya sa dulaan nga awto?)

- What happened to the wheel of the toy car?

(Unsa ang nahitabo saligidsadulaanni Juan?)

- What did Juan do to fix his toy car?

(Giunsa pag-ayoni Juan ang iyang dulaan?)

- If you were Juan, would you do the same? Why?

(Konikawsi Juan, buhaton ba nimo ang paagi nga gihimo niya? Ngano

man?)

- If you have toys or belongings, how do you take care of them?

(Unsaon man nimo pag-amping sa imong dulaan o butang?)

- What did you feel while singing?

(Unsa ang inyong gibati samtang kamo nagkanta?)

3. Repeat the song but gradually substitute the underlined word with action only

one at a time until all the underlined words are acted.

AngAwtoni Juan

AngawtoniJuan

May buslotsaligid

(Repeat 3x)

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4. Tap the table to the rhythmic pattern of the song. (Refer to the pattern below

as guide for tapping.) Let the pupils sing the song again while tapping the

table.

5. Have the pupils tap the table while singing.

Ang Awto ni Juan

Ang aw-to ni Ju- an May

bus – lot sa li - gid

(Repeat 3x)

Gi- pa pit lan - og bub -ble gum

Ang Awto ni Juan

(Beat Measurement)

Ang aw-to ni Ju- an May

:

bus – lot sa li - gid 1st, 2

nd, 3

rd

:

Gi- pa pit lan - og bub -ble gum

ƺ

(Note: Time signature for this song is4

4

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Every syllable is represented by a line(s).1 line receives 1 pulse beat/clap

andconnected lines receive a half pulse beat or clap or use of the rhythmic

stick of the Kodaly Method.)

6. Then let the pupils clapto the rhythmic pattern of the song (clap only without

singing it). Make sure they pause for every underlined word one at a time asthey repeat the song.

Analysis/Discussion

Ask:

- How did we sing the underlined words?

(Giunsa nato pagkanta ang mga gibadlisan nga mga pulong?)

- The teacher discusses that sounds can be associated with actions.

- Were we able to produce a pleasant visual image with the song?

(Nakahimo ba kita og nindot nga mga lihok/talan-awon sa atong

gikanta?)- What were those visual images?

(Unsa man kini nga mga talan-awon?)

- Did you notice silence and sound in the given song/rhythmic pattern?

(Nakamatikodbakamoog “kahilom” ug “tingog” saatonggikanta?)

- What part of the song/rhythmic pattern is in “silence”?

(Unsangbahinasakantaangwalagitingog?)

- What part of the song or rhythmic pattern is sung or “sounded”?

(Unsangbahinasakantaanggitingog?)

(The teacher explains more on “sound” and “silence” in rhythmic pattern.

Application

1. Clap for the lines or beat marks and pause for ƺ marks.

a. II ƺ I II ƺ I

b. IIIƺ IIIƺ

c. Iƺ I ƺ Iƺ I ƺ

d. ƺ I II ƺ I II

e. Iƺ I I IƺI I

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2. Let the pupils sing the whole song first then let them sing the song below

while clapping and gradually omit the underlined words and replace them with

actions.

Ulo, Abaga

U - lo, a - ba - ga,

ha - wak, da - pi-da - pi,

Tu - hod,ti - il (3x)

(Tang - tangta - nan)

Generalization:

- What are created/produced through sound and silence?

(Unsay mamugna pinaagi sa “tingog” og “kahilom”?)

Remember:

1. A rhythm is a pulse; essentially repeated patterns of long or short, stressed or

unstressed sounds or silences which fit into the main beat.

2. Silence means a period of time with no sound.

3. Silence in rhythmic pattern is a pause after a series of sounds.

4. Sound is anything a human can hear.

5. Rhythmic patterns can be created with the combination of silence and sound.

6. Visual images can be drawn through sound and silence in a rhythmic pattern.

Evaluation:

Divide the pupils into 5 groups. Let them do the following activities with reference to

the song, “AngAwtoni Juan”.

Group 1 – Sing the whole song.

Group 2 – Clap with the correct rhythmic pattern of the song

Group 3 – Clap twice in every line of the song.

Group 4 – Clap once in every line of the song.

Group 5 – Do the action of the song without singing

(Note: Have the pupils perform by group first. Then, have the groups performsimultaneously.

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SUGGESTED RUBRIC

Expected Performance: Present the song, “AngAwtoni Juan” creatively associating

visual images with sound and silence within a rhythmic pattern.

RATING

(PAGBILI)

INDICATORS

(TIMAILHAN)

SYMBOLS

(SIMBOLO)

Very Good

(10 points)

- Sings, claps/does action creatively with

consistent accuracy and proper timing while

associating visual images with sound and

silence within a rhythmic pattern.

Good

(8 points)


inconsistent accuracy but with proper timing

while associating visual images with sound

and silence within a rhythmic pattern.

Fair

(6 points)


inconsistent accuracy and timing while

associating visual images with sound and

silence within a rhythmic pattern.

Agreement:

Let the pupils practicesinging and clapping to the rhythmic patterns of the songs

learned and gradually omitting the underlined words and replace with action.

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Music 2 – Teacher’s Guide: Unit 1 – Week 2 (Rhythm)

Content Standards:

demonstrates understanding of rhythmic pattern.


maintains a steady beat when chanting, walking, tapping, clapping and playing

musical instruments.

Competency:

claps, taps, chants, walks, and plays musical instruments in response to sound

with the correct rhythm

- in groups of 2s,

- in groups of 3s,

- in groups of 4s


performs a steady beat when chanting, walking, tapping, clapping, and playing a

musical instrument.

demonstrates clapping, tapping, walking, and playing musical instruments in

response to sound with the correct rhythm.

manifests attentiveness and cooperation in doing a group work.

Learning Content:

A. Lesson:Rhythm: Understanding Steady Beats

B. Materials:- chart of the song,

- drum,

- any object that produces sound

C. Value Focus: attentiveness/cooperation

Learning Activities:

Priming Activity

1. Drill

Let the pupils sing and perform the song “Ang Awto ni Juan” through tapping,

clapping or body movement.

2. Motivation

Say: I am thinking of something that twinkles in the sky at night. What do you

think is it?

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Presentation

Present a chant/song with steady beat (Tune: “Twinkle, Twinkle”).

Sidlak, Sidlak Bitoon

Sid - lak, sid - lak bi - to - on

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ

Bi - to - on nga ma - si - ga


Dya - man - te kung tu - tu - kan


Bi - nu - hat sa Gi - no - o




Bi - to- on nga ma - si - ga


(Note: Time signature for this song is .

A syllable is represented by a line(s)

A line receives 1 pulse beat/clap)

1. Let the class chant/sing three times with the correct rhythmic pattern.

2. Ask:

- What is the song about?

(Mahitungod sa unsa ang kanta?)

- What can you say about the stars at night time?(Unsay ikasulti nimo sa bitoon sa kagabhion?)

- Who made the stars?

(Kinsa may naghimo sa mga bitoon?)

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3. Beat the drum with the pupils simultaneously clapping/tapping on the

desks according to the rhythmic pattern of the song.Let the pupils

observe the number of claps as they sing.

Analysis/Discussion

Ask:- What did you feel while doing the activity?

(Unsa man ang inyong gibati samtang naghimo sa atong bulohaton?

- Were you able to perform the activities? Why?

(Nahimo ba ninyo ang mga buluhaton? Ngano man kaha?)

- Is it important to be attentive and cooperative in doing any activity?Why?

(Mahinungdanon ba nga maminaw ug aktibo kita sa atong pag-apil sa

mga buluhaton? Ngano man?)

- What did you do while singing?

(Unsa ang gibuhat ninyo samtang nagkanta?)

- Was there rhythm in our song?

(Duna bay ritmo ang atong awit?)

- Describe the rhythm of the song. Is it the same, fast ,or slow?

(Unsa may ikasulti ninyo kabahin sa ritmo sa atong awit, pareho ba,

paspas o hinay?

- Does each clap represent a beat?

(Ang usa ka pakpak nagpakita ba og usa ka “beat”?

- What is represented by each beat in the song?

(Unsay girepresent ar sa matag “beat” sa atong kanta?)

- How many beats does each syllable in the song contain?

(Pila man ka “beat” ang matag silaba sa atong kanta?)

- Was there a steady beat through out the song?(Duna ba moy nadunggan nga “steady beat” sa kinatibuk -an sa atong

kanta?)

Application:

Group the pupils by 10‟s and have each group do the chant with the given

movement.

Group 1 – ha ha ha ha ha ha ha ha ha ha ha ha (march in place)

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Group 2 – ta ta ta ta tata ta ta tata ta ta (hand movement – forward,

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ upward, sideward and downward)

Group 3 – la la la lalala la lalala la la (walk forward and backward)

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ

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Group 4 – me me me me me me me meme me me me (clap)


Group 5 – ho ho ho ho ho ho ho ho ho ho ho ho (play a drum

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ or any instrument)

Generalization:

Ask:

- How do you identify steady beatin a rhythmic pattern?

(Giunsa ninyo pag-ila sa “steady beat” sa usa ka “rhythmic pattern”?)

Evaluation:

Group the pupils by 2s, 3s or 4s and each group will present the chant/song

“Sidlak, Sidlak Bitoon” (or any familiar folk song with steady beat) while beating a drum

or playing any available musical instrument. (Assess their respective performance using

rubric.)

SUGGESTED RUBRIC

(SUMBANAN)

Expected Performance: Present a chant/song with steady beat and at the same

time beat a drum or play any available musical instrument.

RATING

(PAGBILI)

INDICATORS

(TIMAILHAN)

SYMBOLS

(SIMBOLO)

Very Good

(10 points)

- Sings/chants with consistent steady

beat

- Plays instrument with accurate and

proper timing

Good

(8 points)

- Sings/chants with frequent steady

beat

- Plays instrument with proper timing

Fair

(6 points)

- Sings with inconsistent steady

- Plays instrument with inaccurate

timing

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Agreement:

Have the pupils bring 2 pieces of any of the following. (Assign by group.)

1. bamboo sticks2. coconut shells

3. empty cans

4. pieces of wood blocks

5. tambourine made of bottle caps

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Music 2 – Teacher’s Guide: Unit 1 – Week3 (Melody)

Content Standards:

distinguishes high and higher, low and lower tones.

Performance Standards: matches the correct pitch of tones vocally.

distinguishes high and higher, low and lower pitches of tones.

Competency:

identifies the pitch of tones as

- high,

- low,

- higher - lower.


identifies the pitch of tones as high, low, higher or lower. matches the correct pitch of tones vocally.

involves oneself actively in the given activities.

Learning Content:

A. Lesson : Melody: Pitch – Demonstrating High and Low Tonesthrough Singing

or Playing Musical Instruments

A. Materials :

- pitch pipe,

- chart of the song

B. Value Focus : cooperation/active participation in an activity


Motivation:

Ask:

- What are the months of the year?

- What is the first month? The last month?

Presentation:1. Present and lead in singing the song, “Lubi-lubi”. Emphasize and give the

correct lower, low, high and higher pitch.

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Lubi – Lubi

E - ne - ro, Peb- re - ro Mar - so Ab - ril Ma - yo

Hun - yo Hul - yo A - gos – to

Set -yem - bre Ok - tub - re Nob - yem - bre Dis - yem - bre Lu - bi Lu-

bi

2. Have the pupils sing the song again.

3. Ask:


(Unsa man mahitungod ang kanta?)

- How many months are there in a year?

(Pila man ka bulan ang usa ka tuig?)

- Do you know of an important event celebrated in each month?

(Duna ba moy nahibaw-an nga importanteng kasaulogan sa

matag bulan?)

4

ZC C

Z

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- Have you participated in the said event? Why or why not?

(Miapil ka ba sa maong kasaulogan? Ngano?)

- What is the most significant month for you?

(Unsa man ang kinakamahuluganon nga bulan para nimo?)

- Is it important to participate actively in an important event or activity?

Why?(Mahinungdanon ba ang aktibong pag-apil sa usa ka importanteng

buluhaton? Ngano man?)

4. Let each row sing a line of the song. Assign a particular pitch in each row.

Give the correct lower, low, high and higher pitch for the pupils to follow.

Row 1 – Enero, Pebrero (sing in lower pitch)Row 2 – Marso, Abril, Mayo (sing in low pitch)Row 3 – Hunyo, Hulyo, Agosto (sing in high pitch)Row 4 – Setyembre, Oktubre (sing in higher pitch)

Nobyembre, DisyembreLubi-Lubi.

Analysis:

Ask:

- What have you noticed with the pitch of the song, the same or different?(Pareha ba og tono sa kinatibuk-an nga kanta?)

- Did you sing the lines of the song in the same pitch? (Pareha ba og tono ang inyong pagkanta?)

- In whatpitchdid rows 1, 2, 3 and 4 sing the line of the song?(Unsay tono sa linya nga gikanta sa una, ikaduha, ikatulo ug ika-upat ngahan-ay?)

- What are the different pitch that we can hear from the song? (Unsa ang nagkalain-laing tono nga atong madunggan sa kanta?)- Can you produce low/lower and high/higher pitch?

(Makahimo ba ta sa ubos/labing ubos nga tono ug taas ug labing taasnga tono?)

Application:

1. Group the pupils into 2. Let the pupils stand if you produce high pitch andsit if it is low pitch.

2. With the same group, let them produce the high/higher pitch if you raiseyour hand and low/lower pitch if you lower your hand using the line“Happy Birthday To You”.

Generalization:- What are the different pitches that we learned?

(Unsa ang nagkalain-laing tono nga atong nakat-onan?)

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Evaluation:

Let 4 groups of pupils produce the different tones by singing “KUMUSTA” from lower to low and high to higher. The teacher models the different tones and sets a signal for every tone for the pupils to sing, “Kumusta”.

________ Kumusta (Higher)

_______Kumusta (High)

_______ Kumusta (Low)

_____Kumusta (Lower)

Agreement:

Have the pupils practice singing the songs “Lubi-Lubi” with the correct tone.

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Teacher’s Guide: Unit 1 – Week4 (Form)

Content Standards:

distinguishes same or different musical lines.


correlates geometric shapes to indicate understanding of similar-dissimilar lines.

Competency:

identifies musical lines assimilar and dissimilar through movements and

geometric shapes or objects.


identifies musical lines as similar and dissimilar through movements and

geometric shapes or objects. manifests enthusiasm in participating any activity

Learning Content:

A. Lesson: Form: Distinguishing Some of Different Musical Lines

B. Materials: geometric figures/ cut-outs, pictures

C. Value Focus: enthusiasm in one‟s participation in an activity

D. Background for the Teacher: Similar/Dissimilar – may illustrate melodic form

using motif as concept or rhythmical similarity using sequential pattern which can

be interpreted using geometrical pattern.


Pre-Activities

1. Review the term symmetrical and assymetrical shape. Show several

geometric cut-outs e.g. circles, square, triangle, etc. Let the pupils identify

each shape and describe each as to symmetrical or assymetrical.

2. Show different pictures of objects.

Ask:

Which of the objects have a shape of a square, circle or rectangle?

(Show different pictures of objects.)

Presentation

1. Present the musical scale of thesong, “Lubi-Lubi” to illustrate similar or

dissimilar concept.

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Lubi – Lubi

2. Guide the pupils in drawing lines on the board/chart connecting the notes of

the first scale. The geometric figure below can be formed.

3. Let the pupils draw lines on air connecting the notes of the second scale. Thelines below can be formed.

4

SIMILAR (PAREHA)

DISSIMILAR (MANAGLAHI)

ZC C

Z

SIMILAR RHYTHMIC PATTERN (PAREHA OG “RHYTHMICPATTERN)

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4. Let the pupils draw lines on air connecting the notes of the third scale. The

lines below can be formed.

Analysis/Discussion:

What figures are formed when connecting notes in the first, second and third

scale?

(Unsay naporma sa una, ikaduha ug ikatulong linyang pangmusika?)

What objects can you associate with those shapes?

(Unsa nga mga butang nga maanggid sa maong mga porma?)

Describe the figures. Are they symmetrical or assymetrical? Why?

(Manag-angay ba o dili ang mga porma? Ngano man?)

Which musical lines are similar and dissimilar?

(Asa man nga linyang pangmusika ang pareha ug managlahi?)

Application

1. Say: Connect the dots which represent the notes of a musical scale to

form a shape and associate as to what object you have formed. Then, tell

whether the musical lines are similar or dissimilar. (Isumpay ang mga

tuldok nga nagpresentar sa mga nota aron makamugna og usa ka porma

ug ilha kon unsa nga butang ang may susama og porma. Isulti pud kon

pareha o dili ang mga linyang pangmusika.)

a.

b.

c.

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d.

2. Flash the cards of musical lines. Let the pupils shake their hips for similar

musical lines and let them shake their headfor dissimilar lines.

Pattern A

Pattern B

Pattern C

Pattern D

C

Z Z

C

CZ

CZ

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Pattern E

Pattern F

Pattern G

Generalization Ask: How do we differentiate similar from dissimilar musical lines?

(Unsay kalainan sa pareha ug managlahing linyang pangmusika?)

Evaluation:

Directions: The dots represent the notes in a musical scale. Write S if the figure shows

similar musical lines and D if it is a dissimilar musical line. Draw in the box any object

that resembles to the object formed when connecting the dots.

1. _______

CZ

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2. _______

3. _______

4. ______

Assignment:

Have the pupils draw similar and dissimilar musical lines with dots that represent

musical notes and beside each draw also the figure that is formed when connecting the

dots.

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Music 2 – Teacher’s Guide: Unit 1 – Week 5 (Timbre)

Content Standards:

sings with pleasing vocal quality on pitch.


uses voice and other sources of sound to produce a variety of timbres.

Competency:

sings a song using appropriate breath control.


sings a song with appropriate and pleasing voice quality or tone color.

sings a song using proper breath control and posture.

cites ways on how to be of help to the family.

Learning Content:

A. Lesson: Timbre: Introduction to Voice Production - Singing with Pleasing Vocal

Quality on Pitch

B. Reference: K-12 Curriculum Guide for 1st Quarter, Week 5

C. Materials:

- cassette tapes

- sample songs etc.

D. Value Focus : helpfulness in ones‟ family


Priming Activity

1. Have a breathing exercise – inhale and exhale and a vocal warm-up

exercises:

- Have them say "Hmmm andpractice a basic scale of 3 notes within a 5 note

range, humming from Do to Mi to So then back to Mi and Do - Do Mi So Mi

Do.

- Have them blow air out from their lips, producing a 'brbrbrbr' sound, andtheir lips will vibrate naturally and easily.

- Have the boys sing do, re, mi, fa, so la, ti, do. Let also the girls do the same.

(Determine who among the girls have high and medium high voice quality

and those who low and medium low voice among the boys.)

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2. Show picture of a family.

3. Ask:

Who are the members of this family?

(Kinsay mga miyembro aning pamilya sa hulagway?)

How about your family?

(Kinsay mga miyembro sa imong kaugalingong pamilya?)

Presentation

1. Present and sing the song “Usa Kami Ka Panimalay”.Emphasize the breathing

points and proper posture while singing.

Usa Kami Ka Panimalay

(breath) Usa kami ka panimalay

(breath) Malipayon kami sa balay

(breath) Kaming tanan magtinabangay(breath) Aron malipay.

(breath) Si Tatay ang punuang kahoy

(breath) Si Nanay ang dahon sa sanga

(breath) Kaming mga anak maoy bunga

(breath) Sa paghigugma.

2. Ask:


(Unsa mahitungod ang kanta?)

- What makes the family happy?

(Unsay makapalipay sa pamilya?)

- What do you do to make your family happy?

(Unsay imong mabuhat aron malipay ang inyong pamilya?)

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3. Sing the song again with the pupils emphasizing proper breathing points and

posture.

4. Group the girls with high and medium high voice and the boys with low and

medium low voice. Have each group sing the same song. Then have them

sing together but sticking to their voice range.

Analysis

What enables us to speak and sing? (Answer: voice)

(Unsay mogawas sa atong baba nga maoy gigamit nato sa pagsulti ug

pagkanta?)

How did we sing the song?

(Giunsa nato pagkanta?)

When singing, what must we consider? Why? (Answer: proper breath control

and posture)

(Sa pagkanta, unsay angayan nga buhaton? Ngano man?)

Describe the voice quality of the girls while singing the song. Is it high or low?(Unsa may kalidad sa tingog sa mga babaye, taas ba sila og tingog o mubo?)

Describe the voice quality of the boys while singing the song. Is it high or low?

(Unsa may kalidad sa tingog sa mga laki, taas ba sila og tingog o mubo?)

Did you hear a pleasant sound when both boys and girls sing together?

(Nindot bas a pangdungog ang tingog samtang gadungan ang mga lali ug

babaye?)

Did you hear different voice quality when the class sings together?

(Nakadungog ba kamo og lain-laing kalidad sa tingog samtang gadungan

kamo og kanta?)

Application:

1. Have the pupils sing the song again by voice range or quality (hig, medium

high, low and medium low) with proper breath control and posture.

2. Have all groups sing together.

Generalization

- What are the different voice qualities that are produced by both girls and boys in

singing?

(Unsa ang nagkalain-laing kalidad sa tingog ang mamugna sa babaye ug laki

sa pagkanta?)

Remember:

1. Timber is the color or quality of sound.

2. Soprano, alto, tenor and bass may illustrate timber.

3. To produce timber is also the use of musical instrument which carries a

distinct pitch color.

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Evaluation:

Group the pupils into 4(according to their voice quality – high, medium high, low

and medium low) and let each group practice and present the song “Lubi-Lubi” with

proper breathing and posture.

Lubi – Lubi

Enero, Pebrero

Marso, Abril, Mayo

Hunyo, Hulyo, Agosto

Setyembre, Oktubre

Nobyembre, Disyembre

Lubi-Lubi.

SUGGESTED RUBRIC

(SUMBANAN)

Expected Performance: Sing the song, “Lubi-Lubi” with pleasant and appropriate voice

quality along with proper breathing and posture.

Agreement:

Have the pupils master the songs, “Usa Ka Panimalay” and “Lubi – Lubi” with

pleasant and appropriate voice quality with proper breathing and posture.

RATING

(PAGBILI0

INDICATORS

(TIMAILHAN)

SYMBOLS

(SIMBOLO)

Very Good

(10 points)

- Sings with appropriate and pleasant

voice quality with consistent and

proper breathing and timing.

Good

(8 points)

- Sings with appropriate and pleasant

voice quality but inconsistent

breathing and timing.

Fair

(6 points)

- Sings with unpleasant and

inappropriate voice quality and

inconsistent breathing and

inaccurate timing.

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Music 2 – Teacher’s Guide: Unit 1 – Week6 (Dynamics)

Content Standards:

distinguishes between “loud” and “soft” in music.


applies dynamic levels to enhance poetry, chants, drama, and musical stories.

Competency:

distinguishes “loud”, “medium”, and “soft” in recorded music.


distinguishes “loud”, “medium”, and “soft” in recorded music.

cites examples of music that are “loud”, “medium”, and “soft”.

manifests appreciation for friends

Learning Content:

A. Lesson: DYNAMICS – Sound Volume in Music Distinguishing“Loud”,

“Medium”, and “Soft” in Recorded Music

B. Materials :

- CD player

- recording device

- recorded music

- cassette tapes

C. Value Focus : friendliness


Priming Activity

1. Have them sing the song, “Usa Kami Ka Panimalay” with appropriate voice

range and quality and with proper breathing/posture.

2. Ask:

Have you experienced being with friends whom you have not seen for a

long time? What did you feel?

(Nakasuway ba mo nga nagkakitag usab sa inyong mga higala nga

dugay-dugay na nga wala ninyo makit-i? Unsay inyong gibati sa dihang

nagkakita kamo?)

Presentation:

1. Lead the pupils in singing the song, “Kon Kita Magakatigom” with emphasis

on the loud, medium and soft voice.

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Kon Kita Magakatigom

Kon kita magakatigom

(Katigom, katigom)


Maglipay kita

Ang imong (higala)

Ako sang (higala)


Maglipay kita.

(Note: Sing underlined words in a loud voice. Sing line or words enclosed in parenthesis

in a medium voice and without line and parenthesis in soft voice.)

Ask:

What is the song about?

(Unsa man kabahin ang awit?)

What does one usually feel when friends will gather together? Why?

(Unsa may imong bation kon magkatigom kamong maghigalaay?

Ngano man?)

Is it important to give importance to one‟s friendship? Why?

(MahinungdanoN ba nga tagaan nato og bili ang paghinigalaay?

Ngano man?) 2. Let pupils sing the song again in a soft, medium and loud manner.

Analysis

Ask:

How do you sing the song?

(Giunsa man ninyo pagkanta?)

Was it sung in a loud voice? In a soft voice?

(Makusog ba o mahinay ang tingog sa atong pagkanta?)

Which words or phrases in the song were sung in a loud voice? In a soft

voice?

(Unsa nga mga pulong o linya sa kanta ang gikanta og makusog ug

mahinay?)

Can you distinguish loud, medium and soft music?

(Makaila ba kamo sa kalainan sa makusog, igo-igo ug mahinay nga

tingog?)

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How do you feel while listening to loud music? medium music? soft

music?

(Unsay inyong gibati samtang naminaw kamo sa makusog? Igo-igo?

Mahinay nga awit?)

Application

1. Let the pupils listen to the lines of various recorded songs.Let them stand if the music played is in a loud sound, stomp their right foot if medium and clap

their hands if the music played is in a soft sound. (Note: The songs below are

just examples. The teacher may look for other songs suited for the pupils. If

there is no available recorded music, the teacher will sing the songs.)

2. Group the pupils into three. Each group will sing a familiar folk song

according to the assigned sound.

First group – sing in loud sound

Second group – sing medium sound

Third group – sing soft sound

Generalization:

- How do you distinguish loud, medium and soft music?

(Giunsa man ninyo pag-ila sa makusog, igoigo ug mahinay nga awit?)

Evaluation:

Directions: Listen to the recorded music. Write L if the song is loud, M if mediumand S if it is softly sang. (The teacher may sing the song if there is no availablerecorded music.)

1. Usa Kami Kami Ka Panimalay ______

2. Magtanom Dili Tiaw ______

3. Batang Gamay _______

4. Dula, Dula‟g Bola ______

5. Gagmay nga Sundalo ________

Assignment:

Let the pupils write down in their Music notebook the lyrics of a song with soft,

medium or loud music.

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Music 2 – Teacher’s Guide: Unit 1 – Week7 (Dynamics)

Content Standards:

- distinguishes between “loud” and “soft” in music.

- distinguishes between “louder” and “softer” in music.


- applies dynamic levels to enhance poetry, chants, drama, and musical stories

Competency:

- replicates “loud”, “medium” and “soft” vocally or with instruments.


- replicates loud/louder and soft/softer music vocally or with instrument.

- produces loud/louder and soft/softer sound using any musical instrument

- recognize the importance of the farmers‟ work

Learning Content:

A. Lesson: DYNAMICS: Sound Volume in Music- Replicating “Loud”,

“Medium” and “Soft” vocally or with instruments.

B. Materials:

- musical instruments like bass drum

- lyre

- castanets

C. Value Focus: appreciation to farmer‟s work


Priming Activity

1. Review:

a. Recall the recorded songs as a continuation of dynamics in music. Ask:

Which has a soft and loud sound?

b. Call a pupil or two to sing their written song with soft, medium or loud

sound.

2. Motivation:

a. Show a picture.

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b. Ask:

What do you see in the picture?

(Unsa man ang imong mga nakita sa hulagway?)

What are the farmers doing?

(Unsay gibuhat sa mga mag-uuma?) Are farmers important in our community? Why?

(Mahinungdanon ba ang mga mag-uuma sa atong kumonidad?

Ngano man?)

Presentation:

1. Present and sing the song, “Magtanom Dili Tiaw” (emphasizing loud, medium

and soft voice) and have the pupils sing after.

Magtanom Dili Tiaw

(Tune: Magtanim ay Di Biro)

Magtanom dili tiaw

Magduko tibuok adlaw

Dili ka makatindog

Dili ka makalingkod.

Magtanom dili tiaw

Magyuko tibuok adlaw

Dili ka makatindog

Dili ka makalingkod

Dali na

Dali na mga kauban

Atong ituyhad ang kalawasan

Aron mabag-o ang atong kusog

Para sa ugma nga panglimbasog

2. The teacher then sings together with the class with soft and loud beating of

the drum (or any musical instruments).

3. Ask:

What does the song tell us? (Unsa man kabahin ang awit?)

Is it easy to become a farmer? (Sayon ba mahimong mag-uuma?)

How do we show that we care for their hardwork in the field? (Unsaon

nato pagpakita nga gihatagan nato og bili ang kakapoy sa mga mag-

uuma sa pagpananom?)

How did we sing the first, second and third line of the song? (Giunsa nato

pagkanta ang una, ikaduha ug ikatulo nga linya sa awit?)

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How did we beat/play the musical instrument while singing the song for

the first and second time? (Giunsa nato pagpatingog ang “musical

instrument”?)

4. Divide the class into four groups. Assign a group to sing it in soft, softer, loud

and louder voice. (Magtanom Dili Tiaw)

Group 1 – soft voice – first stanza

Group 2 – softer voice – first stanza

Group 3 – loud voice – second stanza

Group 4 – louder voice – second stanza

Let all pupils sing the third stanza with the combination of soft, softer, loud

and louder voice at your hand signal.

Analysis / Discussion:

Ask:

- How do you feel while singing the song? (Unsay inyong gibati samtang

kamo nagkanta?)

- How did we sing each stanza of the song? (Giunsa nato pagkanta ang

matag “stanza” sa awit?)

- What did you do while singing the song? (Unsa man ang inyong gibuhat

samtang nagkanta?)

Application:

Group the class into 4 and let each group sing each stanza of the song with the

use of

Group 1- first stanza with soft voiceGroup 2- second stanza with softer voice

Group 3- third stanza with loud voice

Group 4- fourth stanza with louder voice

Generalization:

How are we going to produce loud/louder, soft/softer music?

Evaluation:

Directions: Group the pupils with ten members each. Have each group sing the

same song demonstrating soft/softer and loud/louder voice with the use of any

available instrument (or any improvised instrument).

Example:

Group 1 – bottle Group 3 - drum

Group 2 – sticks Group 4 – tambourine

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(Use rubric to rate the pupil‟s performance. Below is a suggested rubric.)

SUGGESTED RUBRIC

Expected Performance: Demonstrate singing “Magtanom Dili Tiaw” with soft/ softer and loud/louder voice using any instrument.

RATING INDICATORS

Very Good

(10 points)

- Sings with consistent clarity of soft/softer and

loud/louder voice

- Plays instrument with accurate and proper

timing

Good

(8 points)

- Sings with frequent clarity of soft/softer and

louder voice


Fair

(6 points)

- Sings with inconsistent clarity of soft/softer

and loud/louder voice

- Plays instrument with inaccurate timing

Agreement:

Let the pupils master the song, “Magtanom Dili Tiaw” with the use of any available

musical instrument/improvised instrument at home with emphasis on the soft, softer,

loud and louder sound while singing the song.

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Music 2 – Teacher’s Guide: Unit 1 – Week 8 (Tempo)

Content Standards:

distinguishes between “fast” and “faster”, “slow” and “ slower” in music.


uses varied tempo to enhance poetry, chants, drama, and musical stories.

Competency:

distinguishes “slow”, “slower”, “fast” and “faster” in recorded music.


distinguishes “slow”, “slower”, “fast” and “faster” in recorded music.

uses varied temo in chanting or singing.

manifests appreciation on recorded music.

Learning Content:

A. Lesson : TEMPO : Sound Speed in Music- Distinguishing “Slow”, “Slower”,

“Fast” and “Faster”‟ in Recorded Music

B. Materials :

- Cassette Recorder

- Cassette Tapes

- Chart

C. Values : Love for Music

D. Integration : Arts & Science

E. Concepts :


Priming Activity:

1. Have the pupils sing “Magtanom Dili Tiaw” with the use of varied instruments

as practiced at home.2. Motivation:

Ask:

- How does a horse run? How about a goat? Which runs faster?

- How does a turtle walk? How about a carabao? Which walks

slower?

1. The rate of movement in music is speed.

2. The speed in music is tempo.

3. Tempo has three kinds, namely: Lento which means slow, andante -

moderate and allegro - fast.

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Presentation:

1. Say: Just like animals, music has also varied speed. Listen to this recorded

music and take note of its speed.

2. Play the recorded music with varied tempo. (You may play it several times for

the pupils to be familiar with the music.)

(Below are just examples of the recorded music with varied tempo.)

Dula-dula’g Bola

(Tune: Those Were The Days)

Dula-dulag bolaHinay sa pagpasa

Mag-amping taWalay madisgrasyaMagdula ta‟s plasa Malingaw pa kita

Ayayayay sigeng gakatawa.

Pobreng Alindahaw

Ako‟y pobreng alindahaw

Sa huyohuy gi-anud-anud

Nangita ug kapanibaan ahay

Sa tanaman ug sa mga kabulakan.

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Ako Kini si Angi

Ako kini si Angi,

Ang opisyo ko'y panahi;

Adlaw ug gabii

Kanunay ako nagtahi.

Bisan nako'g unsaon,

Wala'y kuwartang matigum,

Kay ang akong pagpanahi

Igo ra's panginabuhi.

Batang Gamay (Tune: Ili-ili Tulog Anay)

Batang Gamay

Katulog na

Wala dinhi

Atong Mama

Tuas Tyangge

Namalit pa

Batang Gamay

Katulog Na.

3. Have the pupils sing the familiar recorded songs.

Analysis:

Ask:

- Do the different music have the same speed?(Pareha ba ang kapaspason/kahinayon sa mga musika?)

- Which music has slow tempo?

(Asa man nga musika ang hinay nga tempo?)

- Which music has slower tempo?

(Labing hinay nga tempo?) (Compare 2 music played.)

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- Which music has fast tempo?

( Asa man nga musika ang may tulin ngatempo?) (Compare 2 music

played.)

- Which music has faster tempo?

(Labing tulin nga kompas?)(Compare 2 music played.)

- Describe the varied tempo in recorded music.(Unsa may imong ikasulti sa mga tempo sa “recorded” nga musika?)

Application:

1. Pupils are grouped into 4. Assign a song for each group to sing with different

tempo. Let the other group listen and distinguish the tempo.

Group 1 – slowGroup 2 – slower Group 3 – fastGroup 4 – faster

(Suggested songs: Bahay Kubo, Si Felimon)

2. The pupils will sing a song and at the same time clap their hands according to

its tempo as directed by the teacher. (Example: Birthday song in different

tempi)

Generalization:

What are the different tempi in chanting or singing?

Evaluation:

Directions: Draw a star ( ) for fast tempo, a sun ( ) for faster tempo, planet

( ) for slow tempo and a moon ( ) for slower tempo. The teacher will sing

the song or play recorded music to be distinguished by the pupils.

(Below are just examples. The teacher may present songs within the pupils‟

context.)

1. Dula-dulag Bola

(Tune: Those Were The Days)

Dula-dulag bola

Hinay sa pagpasa

Mag-amping ta

Walay madisgrasya

Magdula ta‟s plasa

Malingaw pa kita

Ayayayay sigeng gakatawa.

Answer: _______________

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2. Pobreng Alindahaw

Ako‟y pobreng alindahaw

Sa huyohuy gi-anud-anud

Nangita ug kapanibaan ahay

Sa tanaman ug sa mga kabulakan.

Answer: ______________

3. Ako Kini si Angi

Ako kini si Angi, Ang opisyo ko'y panahi;

Adlaw ug gabii

Kanunay ako nagtahi.

Bisan nako'g unsaon,

Wala'y kuwartang matigum,

Kay ang akong pagpanahi

Igo ra's panginabuhi.

Answer: _____________

Batang Gamay (Tune: Ili-ili Tulog Anay)

Batang Gamay

Katulog na

Wala dinhi atong Mama

Tuas Tyannge

Namalit pa

Batang Gamay

Katulog Na.

Answer: _____________

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Assignment:

Let the pupils practice the song, “Leron, Leron Sinta” with the assigned tempo per

group for oral presentation.

Group 1 – Singing with slow tempo Group 3 – Singing with fast tempo

Group 2 – Singing slower tempo Group 4 – Singing with faster tempo

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Music 2 – Teacher’s Guide: Unit 1 – Week 9 (Tempo)

Content Standards:

distinguishes between “fast”, “faster” and “slow” and slower in music.


uses varied tempi to enhance poetry, chants, drama, and musical stories.

Competency:

replicates “slow”, “slower”, “fast” and “faster” vocally or with instruments.


replicates “slow”, “slower”, “fast” and “faster” vocally.

demonstrates “slow”, “slower”, “fast” and “faster” through playing musical

instrument.

manifests appreciation of the gift of hearing through active listening

Learning Content:

A. Lesson : Tempo: Sound Speed in Music – Replicating “Slow”, “Slower”,

“Fast”, and “Faster” Vocally or with Instruments

B. Materials:

- musical instruments (drum, piano, flutes, xylophone, guitar, song )

C. Value focus : Attentiveness


Preliminary Activities:

1. Have a group presentation of the song, “Leron, Leron” in varied tempi as

assigned in a group.

2. Review:

Name the musical instruments in the picture (maracas, drum, guitar,

trumpet, xylophone, cymbals).

3. Motivation:

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Ask:

a) Have you participated in a parade?

(Nakaapil nab a mo og usa ka parada?)

b) What different sounds do you hear during parade?

(Unsa nga mga tingog ang inyong madunggan sa parada?)c) What instruments produce the sounds you heard?

(Sa unsang mga instrumento nagagikan ang mga tingog?)

d) Can you play the instruments you mentioned?

(Makamao ba kamong motugtog sa mga instrumento?)

Presentation/Discussion:

1. Present and sing the song in varied tempo while the pupils listen.

(If possible bring the instruments mentioned in the song.)

Do You Know the Name of This

Do you know the name of this

Yes I know the name of that

It‟s a little guitar

That will sound tiring-ting-ting

If you hear the sound of this

Teacher loves you and me

Tiring-ting-ting (3x)

Violin – Ngek-ngek-ngek

Drum – Boroom-boom-boom

Trumpet – Toot-torot-toot-toot

2. Ask:

What instruments are mentioned in the song? (Unsa nga mga instrument

ang gihisgotan sa awit?)

Give the sound of each instrument. (Ihatag ang tingog sa matag

instrumento.)

What makes you hear those sounds? (Giunsa man ninyo pagkadungog

sa maong mga tingog?)

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Who gives you the sense of hearing? (Kinsa man ang gahatag kanato og

gasa sa pandungog?)

How do you show that you are thankful for the gift of hearing? (Unsaon

nato pagpakita nga mapasalamaton kita sa gasa sa pandungog?)

(The teacher explains/expounds the importance of listening.)

What instrument do you like to play? Why? (Unsa ang instrumento ngamakamauhan nimong patugtogon? Ngano man?)

Is it important for a child to learn how to play musical instruments? Why?

Why not? (Importante ba sa usa ka bata nga makat-on og pagtugtog sa

mga instrumento? Ngano man?)

3. Let the pupils sing the song in varied tempo. Model how to sing in different

tempo.

Analysis:

- How did we sing the song? (Giunsa man pagkanta ang maong awit basi sainyong nadungog?)

(Possible answer: slower, slow, fast and faster)

Application:

Group the pupils into 4 and let each group sing the song, “Do You Know the

Name of This” with their improvised musical instrument in varied tempi as

assigned. (Sample improvised musical instruments: comb and paper, coconut

leaves, sticks, empty cans, etc.)

Group 1 – slow tempo

Group 2 – slower tempoGroup 3 – fast tempo

Group 4 – faster tempo

Generalization:

- What are the different tempos demonstrated through playing musical

instruments?

Evaluation:

(The teacher prepares a rubric in rating the groups‟ presentation.) With the same

group, let them present the song, “Kon Kita Magakatigom” accompanied by anyavailable instruments replicating slow, slower, fast and faster tempo.

Group 1 & 2 – slow & slower tempo

Group 3 & 4 – fast & faster tempo

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SAMPLE RUBRIC

(SUMBANAN)

Expected Performance: Performs a song “Magtanom Dili Tiaw” , “Kon Kita

Magakatigom” accompanied by any available instruments replicating slow, slower,

fast and faster tempo.

RATING INDICATORS

Very Good

(10 points)

- Sings with consistent clarity of voice

replicating slow, slower, fast and faster

tempo.

- Plays instrument with accurate and proper

timing

Good

(8 points)

- Sings with frequent clarity of voice


tempo.


Fair

(6 points)

- Sings with inconsistent clarity of voice


tempo.

- Plays instrument with inaccurate timing

Agreement:

Let the pupils practice singing any song already learned accompanied by an

instrument replicating slower, slow, fast and faster tempo.

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Music 2 - Teacher’s Guide: Unit 2 – Week 1

Content Standard

demonstrates understanding of rhythmic patterns

Performance Standard

plays simple “ostinato” patterns on classroom instruments and other sound

sources

Competency

imitates and replicates simple series of rhythmic sounds

Learning Objectives

imitates and replicates simple series of rhythmic sounds

performs the given task with accuracy and expression

emphasizes the importance of the value of cleanliness

Learning Content

A. Topic :Rhythm: Understanding of Rhythmic Patterns

B. Materials: objects that produce sound, charts of the songs,charts of the rhythmic

patterns

C. Value Focus :Cleanliness

Learning Activities

Drill / Review

Have the pupils sing the song, “Ulo, Abaga” by row as learned in the previouslesson.

Row 1 – sings the song

Row 2 – acts the song

Row 3 – claps the song

Row 4 – plays the instruments asked of them to bring

Why did we act the song? clap?Why did we play instruments while singingthe song?

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Introductory Activity

- Present the song, “Duha Akong Kamot”.

“DUHA AKONG KAMOT”

(Tune: I Have Two Hands)Duha akong kamot,

Wala ug tuo,Ipataas

Nindot kaayo.Ipalakpak,

Usa, duha, tulo.Limpyong kamot,

Maayong tan-awon.


(Unsa kabahin sa kanta?) - Why do we have to keep our hands clean?

(Nganong kinahanglan nga limpyo ang atoang mga kamot?)

- Emphasize the value of cleanliness.

- Have the pupils sing the song facing their seatmate. Clap according to the

rhythm as they sing the song.

- Have the pupils observe while the teacher claps the song.

- Have the pupils clap with the teacher.

Tell the pupils that they could also tap their lap.

Presentation:

- Present the following patterns for echo clapping. Clap once for 1 then let thepupils follow. Clap twice for 2 then let the pupils follow. Do simultaneousclapping following the pattern.

Note: 1 – one pulse beat

2 - two pulse beats

2

41 2

clap clap clap1 2

clap clap clap

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2

41 2

clap clap clap1 2

clap clap clap

3

41 2 1

clap clap clap clap1 2 1

clap clap clap clap

3

41 2 1

clap clap clap clap1 2 1

clap clap clap clap

4

4

1 2 1 1

clap clap clap clap clap

1 2 1 1


4

41 2 1 1

clap clap clap clap clap1 2 1 1


What have you observed with the patterns?(Unsa man ang inyong namatikdan sa sumbanan?)

Is rhythm produced through clapping?( Aduna bay ritmong nahimo gumikan sa atoang pagpakpak?)

Analysis How did we go through the activity?

(Giunsa nato ang mga buluhaton?)

How many beats or claps does 1 receive?

(Pila ka “beats” o pakpak ang madawat sa 1?)

How many beats or claps do 2 r eceive?

(Pila ka “beats” o pakpak ang madawat sa 2 ?)

Why do you think we clap the patterns?

(Nganong atoa mang gipakpak ang mga sumbanan?) What is rhythm?(Unsa ang ritmo?)

In our activity, how did we perform rhythm?

(Sa atoang buluhaton, giunsa nato pagpakita o pagbuhat ang ritmo?)

Can you think of other ways of performing rhythm?

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(Aduna ba kamoy nahunahunaan nga mga laing pamaagi sa pagbuhat o

pagpapakita sa ritmo?)

What are rhythmic patterns?(Unsa ang “rhythmic patterns”?)

Can you point out on the chart which is the rhythmic patterns?

(Mahimo ba ninyong itudlo didto sa tsart kon asa ang mga “rhythmic

patterns”?)

Application

Show some patterns and play on available classroom instruments like emptybottles or empty glasses or other sound sources for the pupils to follow.

2

41 1 1 1

3

42 1 1 2 1 1

3

41 1 1 1 1 1

4

4 1 1 1 1 1 1 1 1

Generalization

What is a rhythmic pattern?(Unsa ang rhythmic pattern?)

Evaluation

Group the class into four. First and second group will perform the first rhythmicpattern while the third and fourth group will perform the second rhythmic pattern.

Note: Patterns follow the 44 time signature.

Groups 1 & 2

1 1 1 1 1 1 1 1

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Groups 3 & 4

1 2 1 1 1 2 1 1

Rubrics

Note : Utilize this rubric in assessing pupil performance.

RATING INDICATORS SYMBOL

Very Good

(10 points)

Performs the patterns correctly withno error committed.

Good

(8 points)

Performs the pattern with one or twoerrors committed.

Fair

(6 points)

Performs the pattern with three or more errors committed.

Assignment

Practice the song, “Sidlak, Sidlak Bitoon” following the pattern.

SIDLAK, SIDLAK BITOON

(Tune: Twinkle, Twinkle Little Star)


1 1 1 1 1 1 1 1

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Bi – to – on nga ma - si – ga

1 1 1 1 1 1 1 1

Dya – man - te kon tu – tu - kan

1 1 1 1 1 1 1 1

Bi – nu – hat sa Gi – no – o

1 1 1 1 1 1 1 1

Sid - lak, sid - lak bi – to – on

1 1 1 1 1 1 1 1

Bi – to – on nga ma - si - ga

1 1 1 1 1 1 1 1

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Music 2 – Teacher’s Guide: Unit 2 - Week 2

Content Standard

distinguishes high and higher; low and lower tones


correlates musical pitches to visual imagery

Competency

responds to pitch range of tones through body movements, singing, and playingsources of sounds

Learning Objectives

identifies high and higher, low and lower tones

responds to pitch range of tones through body movements, singing, and playingsources of sounds


shows enthusiasm in doing the activity

Learning Content

A. Topic : Pitch: Distinguishing High and Higher, Low and Lower Tones

B. Materials :chromatic pitch pipe, objects that produce

sound, charts of the songs

C. Value Focus :Health Consciousness

Developmental Activities

Drill / Review

Sing “Kumusta” in lower, low, high, higher tones.

__________Kumusta

___________Kumusta

____________Kumusta

____________Kumusta

Let the pupils sing the song as a class in lower, low, high, higher tones. Have the pupils sing it by row.

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Row 1 – lower

Row 2 – low

Row 3 – high

Row 4 – higher

How did we sing the song?(Giunsa nato pagkanta ang kanta?)

Why do people sing in different tones?(Ngano man ang mga tawo mokanta ug lain-laing tono?


Have the pupils name the fruit trees and vegetables found in their

backyard.

Present and sing the song, “Among Balay”.

“AMONG BALAY”

(Tune: Bahay - Kubo)

What fruits are mentioned in the song? Vegetables?

(Unsa ang mga prutas nga napanganlan sa kanta? mga utanon?)

Do you eat those fruits? Vegetables?

(Mokaon ba kamo aning mga prutasa? mga utanon?)

Why do we have to eat those fruits? Vegetables?

(Nganong kinahanglan man kita nga mokaon aning mga prutasa? mga

utanon?)

Stress the importance of eating nutritious food.

I

Among balay

Nindot bisan gamay

Sa palibot may tanom

Prutas ug utanon.

Saging, kaimito,

Tambis, abokado,Petsay, balatong ug

repolyo.

II

Kamunggay,

alugbati,

Kapayas ug mga sili.

May mga kalabasa,

Labanos, mustasa,

Sibuyas, tamatis, Ahos ug luy-a,

Guyabano,

Mangga ug mabolo.

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Presentation:

Sing the whole song again with the pupils.

Set the song in the Key of C using pitch pipe. Sing the song with an

accompaniment and then have the pupils follow.

Set the song in the Key of F using pitch pipe. Sing the song with an

accompaniment and then have the pupils follow.

What have you noticed with the pitch of the song? (Unsa ang inyong

namatikdan sa “pitch” sa kanta?)

Emphasize the difference of the pitch of the song sang in the Key of C and in

the Key of F. Elaborate further that the pitch of the song can be changed from

high to low or low to high by changing the keys of the song or its tonality.

Sing the song again in the Key of C, still with an accompaniment,

demonstrating the created actions or body movements for the song. (Think of

creative actions or body movements for the song.) Then, have the pupils sing

and do the actions of the song.

Sing the song again in the Key of F, still with an accompaniment,demonstrating the created actions or body movements for the song. Then,

have the pupils sing and do the actions of the song.

Analysis

How many times did we sing the song?(Kapila nato gibalik-balik og kanta ang

kanta?)

In what key did we set the song the first time we sing it? second time? (Unsa nga

“key” ang atoang gitamdan sa unang higayon nga kita nanganta? ikaduhang

higayon?)

How did we sing the song the first time? second time? (Giunsa nato pagkanta

ang kanta sa una nga higayon? ikaduhang higayon?)

Can we associate actions or movements to a song when sang in different

pitches?(Maubanan ba nato og mga lihok kon ang kanta gikanta nato sa

nagkalahe-laheng “pitches”?)

What actions or movements can we associate to a song sang in low pitch? highpitch? (Unsa nga mga lihok ang pwede natong mahimo kon ang kanta gikanta sa“low pitch”? “high pitch”?)

Application

Sing any local song familiar to the pupils by line with low and high pitch. Set thestandard of the song in the Key of C and in the Key of F with the use of pitch pipe.Have the pupils stand if it‟s in the high pitch and sit on the chair if the pitch given islow.

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Generalization

What are the different range of tones?(Unsa ang nagkalahi-lahi nga “range of tones”?)

How did we respond to the pitch range of tones?(Giunsa nato pagtubag ang “pitch range” sa mga tono?)

Evaluation

Group the class into four.

Let groups one and two present “Leron-Leron Sinta” set in the Key of C usingpitch pipe) and groups three and four present in high pitch set in the Key of Fusing pitch pipe. Have them create their own movement/action as they sing thesong with an accompaniment using any instrument available or any other objectin the classroom that produces sound.

Rubrics



Very Good

(10 points)

Sings in the correct pitch perfectly welland acts the song correctly andcreatively.

Good

(8 points)Sings in the correct pitch moderatelywell and acts the song correctly.

Fair

(6 points)

Sings well in the correct pitch and actsthe song.

Agreement

Practice singing your favorite song in the Key of C and in the Key of F.

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Content Standard

distinguishes “high and higher”; “low and lower” tones


matches the melody of a song with correct pitch

Competency

demonstrates high and low tones through singing or playing musical instruments

Learning Objectives

demonstrates high and low tones through singing or playing musical instruments


listens attentively when somebody performs explains how to show hardwork

Learning Content

A. Topic : Melody (Pitch): Distinguishing High and Higher, Low and Lower Tones

B. Materials : chromatic pitch pipe, guitar or objects that produce sound, chartsof the songs

C. Value Focus : Sense of industry and hardwork


Drill / Review

Have the class sing, “Among Balay” in low and high tones.Give the tone first in every variation.

Have pupils change the pitch of the song according to the actions shownby the teacher.

Hand in the forehead – high pitch

Hand in the chest - low pitch

How did we sing the song?

(Giunsa nato pagkanta ang kanta?)


Present pictures of a farmer or any pictures showing a person planting.

Ask the pupils if they have tried planting. Let them describe their experience.

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Presentation / Discussion

Present the song about planting.

“MAGTANOM DILI TIAW”

(Tune: Magtanim ay „Di Biro)

Magtanom dili tiaw

Magyuko tibuok adlaw

Dili ka makatindog


Magtanom dili tiaw

Magduko tibuok adlaw

Dili ka makatindog


Dali na, dali na, mga kauban

Atong ituyhag ang kalawasan

Aron mabag-o ang atong kusog

Para sa ugma nga panglimbasog.

What is the song about?(Kabahin sa unsa ang kanta?)Is planting rice an easy work to do?

(Dali ba nga trabaho ang pagpananom og humay?)Have you experienced planting rice? (Nakasuway na ba kamo sa pagpananom og humay?)What lesson can we learn from the song? (Unsay atoang makat-unan gumikan sa kanta?)

Sing the song in high pitch and in higher pitch.- How did I sing the song? (Expected answer: high or higher pitch)(Giunsa nako pagkanta ang kanta?)

Then, sing the song in low pitch and in lower pitch.- How did I sing the song? (Expected answer: low or lower pitch)

(Giunsa nako pagkanta ang kanta?)

Have the pupils sing in varied keys or tonalities following the given pitch (bythe teacher).- Key of F- Key of C-

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Analysis

What are the different pitches?(Unsa ang mga nagkalahe-laheng mga“pitches”?)

In our activity, how did we demonstrate the highness or lowness of tones?(Saatoang buluhaton, giunsa nato pagpakita ang kataason o kauboson sa

mga tono?) Can you think of other ways of demonstrating the highness or lowness of

tones?(Aduna ba kamoy nahunahunaan nga lain nga mga pamaagi sa pagpakita sa kataason o kauboson sa mga tono?)

Application

Have the pupils sing the song, “Kon Kita Magakatigom”.

Group the class into four.Note: Always give the pitch for each group before they present.

Groups 1& 2 – Sing in low pitchGroups 3 & 4 – Sing in high pich

Have them accompany it with an instrument or any other object in theclassroom that produces sound.

Generalization

How do we demonstrate the highness or lowness of tones?(Giunsa nato pagpakita ang kataason o kauboson sa mga tono?)

Evaluation

With the same grouping, have the pupils sing the song, “Usa Kami KaPanimalay” in high and low pitch (in Key of F and Key of C). Let the leader give the

correct pitch using a pitch pipe. Have the group accompany with an instrument or anyother object in the classroom that produces sound.

USA KAMI KA PANIMALAY

Usa kami ka panimalayMalipayon kami sa balayKaming tanan magtinabangay

Aron malipay.

Si Tatay ang punuang kahoy

Si Nanay ang dahon sa sangaKaming mga anak maoy bungaSa paghigugma.

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Rubrics



Very Good

(10 points)

Sings in the correct pitch and usesan accompaniment perfectly well.

Good

(8 points)

Sings in the correct pitch and usesan accompaniment moderately well.

Fair

(6 points)

Sings in the correct pitch and usesan accompaniment well.

Agreement

Sing the song “Kon Kita Magakatigom” in various keys or tonalities.

KON KITA MAGAKATIGOM

Kon kita magakatigom,Katigom (2x)Kon kita magakatigom,Maglipay kita.

Ang imong higala, Ako sang higala.

Kon kita magakatigom,Maglipay kita.

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Content Standard

identifies the beginning and the end of a song


creates melodic rhythmic or introduction and ending of songs

Competency

demonstrates the beginning and ending of a song through movements andsounds (instrumental and vocal)

Learning Objectives

identifies the beginning and the end of a song demonstrates the beginning and ending of a song through movements and

sounds (instrumental and vocal)


listens attentively when somebody performs

Learning Content

A. Topic : Form: Demonstrating Beginning and Ending of a SongB. Materials: objects that produce sound, charts of the songsC. Integration : Animal Movements


Review

What are the different musical lines?

(Unsa man ang mga nagkalahi-lahing mga “musical lines”?)

Have pupils give examples by letting them draw it on the board.

Motivation

Show a picture of a frog.

Produce the sound of a frog.

Act out the movement of the frog.

Move like a frog and produce its sound.

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Presentation/Discussion

Tell the pupils that they are going to listen to a song about the frog, “Ang Baki”.

ANG BAKI

Dunay baki sa may sapaMalipayon siya

Gamay'g ilong,Dako'g baba,Kusog nga mokanta

O gak gak gakO gak gak gak

Naglangoy-langoy siya

O gak gak gakO gak gak gakMipauli siya.

What is the song about?(Kabahin sa unsa ang kanta?) Describe the frog. (Ihulagway ang baki.)In our song, where does the frog come from? (Sa atoang kanta, diin mangikan ang baki?)Where will it go?(Asa man kini padulong?)

How does the song end? (Unsay homan sa kanta?) Sing the song again with action. Have the pupils sing the song with action. Have the pupils read the first line of the song.

- What is the first word of the first line of the song?(Unsa man ang unang pulong sa unang linya sa kanta?)

Explain that the first word of the first line of the song is the beginning of thesong.

Have the pupils read the last line of the song.- What is the last word of the last line of the song? (Unsa man ang

katapusang pulong sa katapusang linya sa kanta?) Explain that the last word of the last line of the song is the ending of the song.

Elaborate further that the end line of the song defines the home tone, resttone or end tone of the song.

Analysis

How do we identify the beginning of the song? end of the song? (Unsaon

nato pag-ila ang sinugdanan sa kanta? katapusan sa kanta?)

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What indicates that it is the beginning of the song? end of the song? (Unsa

may timailhan nga kana sinugdanan sa kanta? katapusan sa kanta?)

Application

Group the class into four. Give the song, “Ako si Takuri”. Sing it first then have the pupils follow.

“AKO SI TAKURI” (Tune: I‟m a Little Tea Pot)

Ako si takuri, gamay ug dako

Kini ang kuptanan ug kini ang ipisan

Kon mobukal, mokulo-kuloHaunon mo ako ug ibubo.

Let each group sing and demonstrate the actions of the song.

Let them identify the beginning and ending line and word of the song.

Generalization

How do we identify and demonstrate the beginning of the song? end of the song?

(Giunsa nato pag-ila ug pagpakita ang sinugdanan sa kanta? katapusan sa

kanta?)

Evaluation

With the same grouping, give strips containing the lines of the song,“Ako si Takuri” to

each group which they are going to arrange. Then, the group has to sing and act out the

beginning and ending of the song.

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Rubrics



Very Good

(10 points)

Arranges the lines of the song withno error.

Identifies the beginning and endingof the song with no error.

Sings and acts out the beginningand ending of the song correctlyand creatively.

Good

(8 points)

Arranges the lines of the song with

one error.

Identifies the beginning and endingof the song with one error.

Sings and acts out the beginningand ending of the song correctly.

Fair

(6 points)

Arranges the lines of the song withtwo or more errors.

Identifies the beginning and theending the song with two errors.

Sings and acts out the beginningand ending of the song.

Agreement

Practice at home the newly-learned songs and identify its beginning and ending.

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Content Standard

Responds to differences in sound quality coming from a variety of soundsources


Uses voice and other sources of sounds to produce a variety of timbres

Learning Objectives

identifies the sources of sounds

imitates sounds coming from animals, transportation and things around us

manifests appreciation of sounds produced by nature

Learning Content A. Topic : Timbre - Identifying Sources of SoundsB. Materials : anything that produce sounds. e.g. horn, bell, etc.

Learning Activities

Drill/ReviewInhale and exhale activitiesSinging a song

Presentation: The teacher tells a story.

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What sounds did you hear? Can you tell me where those sounds came from?(Unsa nga tingog ang inyong nadungog? Nakahibalo ba kamo kung asanagagikan ang maong mga tingog?)

Pupils Activity Let the pupils identify the different sounds they hear from the following animals.

Falls, Thunder, and WindBy: Ronil D. Manayon

There were three friends namely Falls, Thunder and Wind. Falls lived on amountain and she has a clean source of water. She will be visited from time to time by her two friends, Thunder and Wind. Falls has a cooler place and sometimes accompanied withthe breeze of Wind. Wind enjoyed watching the trees and plants dancing with her gentlesounds.

One day, Wind got angry and shouted aloud and crashed everything that tries tostop her. Thunder knew what had happened. And to show Thunder’s sympathy to Wind, the whole place suddenly turned dark.

The whole world seemed to crumble with the anger of Thunder .In every timeThunder roared, the people living near to them prayed to God that it will all and soon stop.The Lord heard the people‟s prayer and soon Wind and Thunder stopped. And what can beheard around is the only and the soft voice of Falls.

Si Busay, Dalugdog, ug si Hanginni: Ronil D. Manayon

May tulo ka managhigala nga ginganlan ug Busay, Dalugdog ug Hangin.

Si Busaynagpuyo sa usa ka bukid ug aduna siya‟y malimpyo nga tubig .

Magaduawan kaniya ang iyang duha ka higala nga si Dalugdog ug si Hangin. Si

Busay adunay mabugnaw nga palibot nga usahay dinuyugan sa huyuhoy ni

Hangin.Si Hangin malingaw og pagtan-aw sa mga kahoy ug mga tanaman nga

mosayaw pinaagi sa iyang huni.

Usa ka adlaw nasuko si Hangin ug siya misyagit sa makusog ug iyang

gikusokuso pag-ayo ang tanan nga ningbabag kaniya. Dili lilong ni Dalugdog ang

panghitabo. Kuyog sa simpatiya ni Dalugdog, kalit lang mingitngit ang palibot ug

giduyugan niya si Hangin.

Susama sa mabuak ang kalibutan sa kasuko ni Dalugdog.Ug matag tingogni Dalugdog mao usab ang pag-ampo sa mga lumulopyo nga nagpuyo haduol

kanila nga unta ihunong na ang tanan. Gidungog sa kahitas-an ang pangaliya sa

katawhan, og mihunong na si Hangin ug si Dalugdog. Ug ang madungog na

langsa palibot ang nag-inusarang inanay nga tingog ni Busay.

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A. C.

B. D.

Let pupils identify different sounds produced by the following:

- Do they have the same sounds?

(Aduna ba sila‟y managsamang tingog?)

- Which sounds did you like to hear?

(Asa sa mga tingog ang imong ganahan nga paminawon?)

- Why do you like to hear these sounds?

(Ngano man nga ganahan ka nga maminaw niini nga mga tingog?)

- Do you produce sounds? How?

(Makahimo o makamugna ba kamo og tingog? Unsaon man?

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ApplicationGroup pupils and let each group select or identify objects, things or animals that

produce sounds.Each group will also present each object, thing or animal and imitate the sounds

it produced.

EvaluationThe teacher produced the sound and the pupil will select which pictures

produced the sound.

A. C.

B. D.

Assignment

Give at least 5 things at home that produced sounds.

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MUSIC 2 – TEACHER’S GUIDE: Unit 2 - Week 6

Content Standard

distinguishes between loud and soft in music

distinguishes between louder and softer in music


shows dynamic changes with movementss

Learning Objectives

interprets through movements the dynamics of a song

responds to sound dynamics through movements

follows movements correctly

Learning Content

A. Topic : DynamicsB. Materials : musical instruments, cassette tape, CD Player, recorded music

Developmental ActivitiesDrill

- Let the pupils recite the chant “Usa, Duha, Tulo ” by rows.

Usa, Duha, Tulo

Usa, duha, tulo, ako dunay liso

Upat, lima, unom , akong gitanom

Pito, walo, siyam, akong gibubuan

Pagkanapulo akong gipupo.

- Teacher shows picture about the song.What do you see in the picture?

(Unsay nakita ninyo sa hulagway?)Why do we plant trees?(Nganong kinahanglan nga mananom kita ug mga kahoy?)

Presentation/Discussion- Let the pupils recite the chants and interpret thrugh body movements.- Through modeling of action by the teacher the pupils will imitate the body

movements.- Then the teacher restates the chants and the pupils interpret the movements.- Let them distinguish the movements of their body in the first and second

chants.

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What lines in the chant execute big movement/small movement?(Unsa ang linyasa kanta nga mihimo dinagko nga lihok/ginagmay nga lihok?)

Application

Let the pupils hear while the teacher plays the recorded song”MAG-EXERCISEKITA”

Play the song again, the pupils do their movement.- First, in the form of jumping-signifies big movement.- Second, in the form of dribbling-signifies medium movement.- Third, in the form of stretching-signifies soft movement.

Evaluation

Divide pupils into four and have them sing the song with action “Si Kristo angGisandigan”(in the tune of “Si Jesus ang Sandigan”).

Si Kristo ang Gisandigan

Si Kristo ang gisandigan dili maguba (2x)Kusganon sama sa kabungturan

Dili maguba.Agreement

Memorize the song “Si Kristo ang Gisandigan” for the warm up exercise beforewe start our lesson next meeting.

“MAG-EXERCISE TA”

( IN THE TUNE OF Mag-exercise Tayo tuwing

Umaga)

Mag-exercise ta sayo sa buntag, sayo sabuntag, sayo sa buntagMag-exercise ta sayo sa buntag,Aron

mabaskog ang atong lawasSa gabii,musayo tag katulog, Ug sa buntagmusayo ta ug mataUg unya magjoggingjogging, Sa plasamagtumblingtumbling

Ang liog ta atong ipalingpaling, Ang hawak ta atong ikindingkindingBraso’g kamot nato, Atoa siyang

isuntoksuntok.

Usa,duha,tulo,upat,lima,unom,pito,waloWalo,pito,unom,lima,upat,tulo,duha,usa.

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MUSIC 2 – TEACHERS’ GUIDE: Unit 2 – Week 7

Content StandardDistinguishes between “fast”,”faster”,”slow” and “slower”

Performance StandardUses varied tempi to enhance poetry, chants, drama and musical stories

Learning Objectives

Identifies tempo variations through movements

Demonstrate tempo variations through movements

Performs creative movement with enthusiasm

Learning Content A. Topic: Tempo Variations with MovementsB. Materials: charts with song “Tayo‟y Sumakay” and “Que Sera Sera”

C. Values: Manifest enthusiasm in creating actions


Motivation

How does a rabbit run/ a turtle run?

How does a rabbit/turtle run?(Unsa modagan ang kuneho o ang bao?)

How does a clock /an electric fan rotate?(Giunsa sa pagtuyok sa orasan o sa electric fan?)

Have you heard the news about typhoon “Pablo” that hit the Philippines

recently in December 2012?(Nakadungog ba kamo sa balita mahitungod sa Bagyong “Pablo” nga miigo aPilipinas niadtong Disyembre 2012?)

What areas had storm signal number 1,2 and 3?(Asa nga mga lugar ang gipaubos sa Signal number 1, 2 and 3?)

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What other things you know that move fast or slowl?(Unsa pa ang laing mga butang nga imong nahibaw-an nga molihok og kusogo hinay?)

Presentation/Discussion:

Present the chart on the board with the following patterns.

1. )П П П П П П П П П П П П

2. ) Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ

3. ) Г Ӏ Г Ӏ Г Ӏ Г Ӏ Note: П - ½ pulse beat

Ӏ - 1 pulse beat Г - 2 pulse beats

Let the pupils follow the teacher as she or he claps his or her hands faster with two lines connected by a bar. The lines without a bar are clapped slower.

Let the pupils follow the teacher demonstrates the lines without a bar bystamping his or her feet.

What different tempo have you learned?(Unsa ang mga nagkalain-laing tempo ang imong nakat-onan?)

How do we clap our hands when it is a straight line?(Giunsa nato pagpakpak ang atong mga kamot kung kini tul-id nga linya?)

How did we stump our feet when it is connected line?(Giunsa nato pag padyak ang atong mga tiil kung kini nagsumpay nga

linya?)

Which is faster connected lines or straight lines?(Asa may mas paspas ang gingsumpay nga linya o ang tul-id nga linya?)

Which is slower straight line or right angle?(Asa may mas hinay ang tul-id nga linya o ang nagbuyon nga linya?)

What tempo does the straight line represents?

(Unsa nga tempo ang gipakita sa tul-id nga linya?) What tempo do the connected lines represent?

(Unsa nga tempo ang gipakita gingsumpay nga mga linya?)

Have them listen as the teacher sings and demonstrates actions with thesong “Tayo‟y Sumakay sa Kabayo” in fast tempo and slow tempo.

(Teacher creates their own action)

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Musakay Kita sa Kabayo( Tune: Tayo‟y Sumakay sa Kabayo).Manakay kita sa kabayo

Kay kusog modagan ang kabayo

Kon modagan morag ipo-ipo

Dali na,manakay ta.

Hiya pagdali (3x)

Pakosgi ang dagan mo.

Rakatak,katak,rakatak,hiya(3x)

Pakosgi ang dagan mo

Have the pupils sing the song and do the actions following with the teacher.

Have them sing with fast and slow tempo.

Analysis:

What do you feel when we sing the song fast?(Unsa ang inyong gibati samtang nagkanta kita og paspas?)

What do you feel when we sing the song slowly?

(Unsa ang inyong gibati samtang nagkanta kita og inanay?)

What do you feel when we perform the actions?(Unsa inyong gibata samtang kita naghimo sa mga lihok?)

Which tempo do you like when singing “Mosakay Kita sa Kabayo”? Why?Why not?(Asa nga tempo ang imong naganahan samtang nagkanta kita sa “MosakayKita sa Kabayo”? Ngano man? Nganong dili?

Application Divide the class into four groups. Give them 10 minutes to practice and let

each group perform in front of the class.( Bahinon ang klase sa upat ka grupo. Hatagan og napulo ka minutoaron magbansay sa ilang ipasundayag).

Let group 1 and 2 sing fast the song“ Tayo‟y Sumakay sa Kabayo”. Childrencreate their own actions.

( Ang grupo 1 ug 2 mukanta ug paspas sa “ Tayo‟y Sumakay saKabayo” dayon gam –an ninyo og kaugalingong aksyon.

Let group 3 and 4 sing the song “Usa Kami Ka Panimalay” and perform itslowly. Have them create their own actions.

( Ang grupo 3 ug 4 mukanta sa “Usa Kami Ka Panimalay” nga hinay

dayongam- an og kaugalingong aksyon ) Each group should show their love in performing their own creative actions.

(Kada grupo kinahanglan nga ipakita ang paghigugma sa paghimoogkaugalingong aksyon)

Generalization

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What are the different movements that represents tempo?(expected answers: fast movements represents fast tempo and slow movements

represents slow tempo)

Evaluation

Let the same group demonstrate the following as indicated in the lines.Let group 1 and 2 create their own actions as they sing “Si Felimon” with fast

actions.

Group 3 and 4 create their own movements as they sing “Usa Kami Ka

Panimalay” with slow actions.

“ Si Felimon, si Felimon” Si Felimon, si Felimon, namasol sa kadagatan

Nakakoha ,nakakohaog isdang tambasakan

Gibaligya,gibaligya sa merkadong bag- o

Ang halin poros piso(2x)

Igo ra sa posporo.

“Usa Kami ka Panimalay”

Usa kami ka panimalay

Malipayon kami sa balay

Kaming tanan nagtinabangay

Aron malipay

Assignment:

As preparation for the next lesson, write the names of the months in sheet of paper.

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MUSIC 2 - TEACHER’S GUIDE: Unit 2 - Week 8

Content Standard

distinguishes between “fast”, “faster”, “slow”, “slower”


uses terms “fast”, “faster”, “slow” and “slower” to identify tempo variations

Competency

responds to tempo variations with movement or dance

Learning Objectives

responds to tempo variations with movement or dance

performs the given task with accuracy and expression shows cooperation and willingness in doing the activity

Learning Content

A. Topic : Tempo Variations with MovementsB. Materials : charts of the songsC. Integration : Cooperation


Drill

- Have the pupils sing and clap the song, “Usa, Duha, Tulo” according torhythm.

Presentation:

Present the song “Kini ang Adlaw”.

KINI ANG ADLAW

(Tune: “This is the Day”)

Kini ang adlaw, kini ang adlaw

Nga gibuhat sa Diyos, nga gibuhat sa Diyos

Managmaya, managmaya ug managkalipay.

Kay kini ang adlaw nga gibuhat sa DiyosManagmaya ug managkalipay

Kini ang adlaw, Kini ang adlaw

Nga gibuhat sa Diyos.

Sing the song and show actions like heel-toe, side by side alternately.

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Have the pupils sing and follow the actions of the song shown.

Note: Innovate any action preferable.

Sing the song in slow, slower tempo with actions.

Have the pupils follow after the teacher demonstrates.

Sing the song in fast, faster tempo with actions.

Have the pupils follow after the teacher demonstrates.Analysis

What have you observed with our actions when we sing the song slow? (Unsa

man ang inyong namatikdan sa mga lihok samtang nagkanta kita og hinay?)

What have you noticed with our actions when we sing the song fast? (Unsa

man ang inyong namatikdan sa mga lihok samtang nagkanta kita og paspas?)

Activity / Application

Group the class into four. Have them sing and do the actions of the songs, “Manakay Kita sa

Kabayo” and “Natulog Pa Ba Ka?”.

Let them identify which song is to be sung fast and which is to be sung slow.

Manakay Kita sa Kabayo

(Tune: “Tayo‟y Sumakay sa

Kabayo”)

Manakay kita sa kabayo.

Kay kusog modagan ang kabayo.

Mura kini‟g ipo-ipo.

Dali na, manakay „ta..

Hiya! Pagdali.

Hiya! Pagdali.

Hiya! Pagdali.

Pakusgi ang pagdagan.

Rakatakatak! Rakatak! Hiya!



Pakusgi ang pagdagan.

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Generalization

What will happen to the movement or action if the tempo of the song is slow?(Unsay mahitabo sa atoang lihok kon hinay ang “tempo” sa kanta?)

How about if the tempo of the song is fast?(Unsa usab kon paspas ang “tempo” sa kanta?)

Evaluation

Using the same grouping, distribute the activity cards. Have the leader of the group pick out (through drawn by lot) as to what song they

will sing and what tempo they will follow.

Songs to be drawn by lot:

- Tong, Tong, Tong- Magtanim ay „Di Biro - Usa, Duha, Tulo- Usa Kami Ka Panimalay

Have them perform the song with actions or dance steps and maybeaccompanied by any percussion or string instrument or any other availableinstruments in the classroom that produces sound.

Natulog Pa Ba Ka?

(Tune: “Are You Sleeping?”)

Natulog pa ba ka?

Natulog pa ba ka?Batang gamay,

Batang gamay,

Nibagting na‟ng kampana,

Nibagting na‟ng kampana,

Bangon na,

Bangon na.

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Rubrics



VeryGood(10 points)

Sings the song with no error. Acts out or dances the song correctly andcreatively.Performs the song with an accompaniment usingtwo or more instruments.

Good(8 points)

Sings the song with one or two errors. Acts out or dances the song creatively.Performs the song with an accompaniment usingone instrument.

Fair (6 points)

Sings the song with three or more errors. Acts out or dances the song.Performs the song with no accompaniment.

AgreementPractice singing the song “Kini ang Adlaw” following the correct tempo.

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Music 2 – Teacher’s Guide Unit 3: Week 1 – Rhythm

Content Standard

demonstrates understanding of rhythmic patterns


plays simple ostinato patterns on classroom instruments and other soundsources

Learning objectives

create simple ostinato patterns in groupings of 2s, 3s, and 4s through bodymovements

perform the created simple ostinato patterns in grouping of 2‟s,3‟s,4‟s throughbody movements

respect one‟s creativeness

Learning Content

A. Lesson: Rhythm – Creating Simple Ostinato Patterns in Groupings of 2s, 3s and4s through Body Movements

B. Materials:

Chart for the song “ SHILO “

Chart for the pattern to be demonstrated

Activity cards for group work

Empty bottles

Empty glassC. Value Focus: creativenessD. Concept:

Ostinato – a melody that is repeated at the same pitch


Motivation

a. Have pupils sing the song “SHELO” SHELO

Aduna koy gamayng iro

Ginganlan nakog Shelo

S H E L O (3x)

Shelo iyang ngalan oh!

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b. Let them clap their hands while singing the songc. Following the number of beats stated below the lines in the chart, let them

clap following the pulse beat.

1 – one clap

2 – one clap then close hands forward

“SHELO”

aduna ko‟y gamay‟ng iro

1 1 1 1 1 2 1

ginganlan nako‟g SHELO

1 1 1 1 1 2 1

S H E L O(3x)

2 2 1 1 2

SHELO iyang ngalan oh1 1 1 1 2 2

Ask:

What did you do while singing the song?

How many counts are there in line 1? line 2? line 3? line 4?

Presentation/Discussion1. Teacher demonstrates the following rhythmic patterns by clapping the hands.

a.

clap rest clap rest clap rest clap rest clap rest clap rest

b.

clap clap clap clap rest clap clap clap clap rest clap clap clap clap rest

c.

clap rest clap clap clap rest clap clap clap rest clap clap

2. Let the pupils follow the different patterns as demonstrated by the teacher.3. Ask: What patterns are demonstrated?

(Expected answer: rhytmic pattern. Guide the pupils to say this term. Introduce

another term for rhythmic pattern which is simple rhythmic ostinato.)

4. Have the pupils do the activities again as stated in illustration 1,2 and 3.

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Analysis

Ask

What do you feel when you do the activities?(Unsa ang inyong gibati sa dihang inyong gihimo ang buluhaton?)

How many claps are there in each measure of illustration number 1?(Pila ka pakpak aduna ang matag measure sa hulagway sa unang

numero?

How many counts are there in each measure of illustration 2?(Pila ka ihap ang anaa sa matag measure sa hulagway sa ikaduhang

numero?)

How many counts are there in each measure of illustration 3?

(Pila ka ihap ang anaa sa matag measure sa hulagway sa ikaduhangnumero?)

How did we perform illustration 1,2 and 3?(Giunsa nato paghimo ang hulagway sa una, ikaduha ug ikatulo nga

numero?

Application

Ask for volunteer to perform the following simplerhytmic ostinato pattern such as:

walking forward and backward (two step forward,two step backward in 8counts)

bending your head sideward moving to the left then moving to the rightthen position (1count to the left,to the right then 1 count position in 8counts)

What are other ways of performing ostinato pattern?

Have the pupils respect the creativity of their classmates by appreciatingtheir performance.

Generalization

What is a simple rhythmic ostinato pattern?

Evaluation

Group the class into 2‟s, 3‟s, and 4‟s.

Let each group perform the activity written in the activity card.

Group 2‟s – Walk 2 steps forward then 2 steps backward in 16 counts.

Group 3‟s – Raise your arms forward – count 1

Raise your arms sideward – count 2

Raise your arms upward – count 3

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Raise your arms down – count 4

Group 4‟s – Bend your head forward

Then Position Count 1

Bend your head backward


Bend your head to the left


Bend your head to the right


(Do this in 16 counts).

Rating Indicator

Excellent All members in the group perform well.Very Satisfactory Some members in the group did not perform well.

SatisfactoryMost of the members in the group did not performwell.

Agreement

Let the pupils bring any instrument that can create sounds such as paper and comb

or coconut leaves.

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Unit 3: Week 2 – Melody

Content Standard

recreate simple melodic patterns


echo simple melodic patterns

Learners Objectives

sing with correct pitch using rote songs, echo songs, simple children‟smelodies

perform the song with correct pitch using echo and simple melody.

participate cooperatively during group activities

Learning Content/ TopicLesson: Melody: Singing with correct pitch using rote songs, echo songs, simple

children‟smelodiesMaterials: Chromatic Pitch Pipe/charts of the song/ CD/ Recorded song/ picture of children riding on a boat


Review

What are the different pitches? (Unsa ang mga lain-laing tono?) (high, higher,

low, lower)

Let the pupils sing by rows in high, higher, low and lower pitch of the song “Kon

Kita Magakatigom”

Give the correct high, higher, low and lower pitch

Motivation

Show picture of children riding on a boat

- Who are riding on the boat?(Kinsa ang mga nagsakay sa sakayan?)

- Have you experienced riding on a boat?(Nakasulay na ba kamo og sakay sa sakayan?)

- What have you observed when riding on a boat?(Unsa ang inyong nabantayan samtang nagsakay kamo sa usa ka

sakayan?)

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Presentation/ Discussion

Present and sing the song “Bugsay, Bugsay”

“Bugsay Bugsay”

A

May duha ka sakayan naglumbaay

Naglumbaay, naglumbaay

Sa sakayan natulog si Hesus

B

Bugsay , bugsay kiling-kiling dyutay (line 1)

Bugsay,bugsay kiling-kiling dyutay (line 2)

Bugsay,bugsay kiling-kiling dyutay (line 3)

Bugsay, bugsay sa barutong gamay (line 4)

Ask: -How many boats are racing in the song?

(Pila ka sakayan ang naglumbaay sa kanta?)

-Who is sleeping on the boat? (Kinsa ang natulog sa baruto?)

-If you were sleeping on the boat, how would you react?

(Kon ikaw ang natulog sa baruto, unsay imong bation?)

Sing the song by lines and let the pupils follow the correct pitch.

Let them observe which line/s in the lyrics is/are repeated.

Sing the whole song together with the pupils.

Let the pupils sing the whole song by themselves.

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Analysis

Ask

1. What words were repeated in the song? (Unsa nga mga pulong ang gibalik-balik pagkanta?)

2. Did you follow the correct pitch given by the teacher? (Nakasunod ba kamosa insaktong tono nga gihatag sa inyong magtutudlo?)

3. Are you enjoying while singing the song? Why? (Nalingaw ba kamosamtang nagkanta sa maong awit?Ngano man?)

Application

Divide the class in groups of 2

Let them sing the song “Bugsay” through echo singing.

All groups will sing the first part of the song.

Group 1- will sing first the underline word Bugsay

Group 2- will echo the word Bugsay

(Note: Let the group exchange roles.)

Let each member of the group cooperate.

Generalization

Why is correct pitch important when we sing songs?

(Ngano man nga importante ang saktong tono samtang magkanta og mga awit?

Evaluation

Let the same group sing the song “Bangon, Bangon“.

Let the first and second group sing the whole song.

(Note: Let the groups exchange roles.)

Agreement

Let the pupils practice the song, “Bangon, Bangon” with action and be ready to

perform in the next meeting.

Let group 1 sing: Let group 2 sing:

Lines 1357

Lines 2468

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Unit 3: Week 3 – Form

Content Standard

recognize repetitions within a song


repeat the designated musical lines in a song

Learners Objectives

indicate repeated musical passages through movements.

show respect to family members

Content Topic

Lesson: Recognizing repetitions within a song

Materials: pitch pipe, strips of musical lines, chart of the song

Value focus: respectfulness

Concept:

Movements mean the act of moving to change position


Motivation

Ask: Have you played puzzle games?

(Nakasulay na ba kamo og dula og mga “puzzle games”?)

Show strips of paper/Cartolina with musical lines of a song.

Give the strips to selected pupils and have them read each line and arrange the

strips to form the whole song.

Ask: What have you formed? What is the title of the song?

(Unsa man ang inyong namugna? Unsa ang ulohan kanta?

Presentation

Present the whole song formed by the pupils.

Asa si Tatay?(Tune: Are You Sleeping?)

Asa si Tatay, asa si TatayDia ra ko, dia ra ko

Kumusta ka Tatay, kumusta ka TatayMaayo man, maayo man.

(Note: The underlined word can be replaced with Nanay, Inday, Dodong)

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Discussion

Ask: Who is mentioned in the song?

(Kinsa ang gihisgutan sa kanta?)

Is the father important in a family? Is the mother important in a family?

(Mahinungdanon ang tatay sa usa ka pamilya? Mahinungdanon ba ang

nanay sa usa ka pamilya?)

How do you show respectand love to your parents? (Unsaon nimo pagpakita

ang imong respeto ug gugma sa imong mga ginikanan?)

Demonstrate each line and its corresponding actions.

Ask: Which lines are repeated? (Asa nga mga linya sa kanta ang gibalik-balik?

Have the pupils indicate the repeated lines.

Have the pupils create their own actions with the repeated lines.

Give the correct tune of the song.

Have pupils follow the created actions of the repeated lines.

Analysis

Ask: Do you like the song and its movements?

(Nagustuhan ba ninyo ang kanta ug ang iyang mga lihok?)

Are there repeated actions in each repeated lines of the song?

(Aduna bay gabalik-balik nga mga lihok sa gabalik-balik nga pulong sa

kanta?)

Application

Let the class sing the song, “Asa si Nanay?” with the same tune and call a pupil

to lead the actions.

Let them show their own creative movements

Asa si Nanay?(Tune: Are You Sleeping?)

Asa si Nanay, asa si NanayDia ra ko, dia ra ko

Kumusta ka Nanay, kumusta ka NanayMaayo man, maayo man

Generalization

How do you identify repeated musical lines? (Giunsa nimo pag-ila ang mgagabalik-balik nga “musical lines”?)

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Evaluation

Divide the class into four groups.

Distribute an activity card to each group with the following activities to be done for

the presentation.

Let them choose who will act as Nanay, Tatay, Inday and Dodong in each group.

Have them create their own movements.

Have them sing the song and indicate the repeated passage with actions then let

them sing the song with all the members of the family.

(Note: Teacher utilizes rubric in assessing group performance)

AgreementLet them bring a family picture/cut-out or let them draw it in a paper and label each

family member.

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Unit 3: Week 4 – Timber

Content Standards

respond to differences in sound quality coming from a variety of sound sources

Performance Standards respond to differences in sound quality coming with appropriate movement

Learners Objectives

Replicate different sources of sounds and associates them with body

movements.

Produce different sounds and associate them with body movements.

Show love and care of house pets.

Content Topic

Lesson: Different sources of sounds and associate them with body movements

Materials: pictures of animals, objects producing sounds, charts with songs

Value focus: love and care of house pets

Learning ActivitiesPreliminary Activities

Checking of Assignments

Review:

Ask the pupils to sing the song “Asa si Tatay”

Ask: What are the repeated lines in the song?

Drill:

Have pupils produce sounds of objects, animals and transportation and

ask: What is the sound of an ambulance? A cat? A jeepney? Etc.

MotivationPresent pictures of animals and other objects that produce sounds.Have pupils tell something about the pictures and let them produce the sound of each picture shown.

Presentation/Discussion Have pupils chant the given lines below.Have them chant with action of the animals.Have the pupils create/think of an action of the animals mentioned in thepassages.

Eg. Katy – jumpDoggy – walk

Ducky – wiggle

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Katy,katy meow

Katy,katy meow

Katy,Katy,meow

Meow,Meow,Meow (2x)

Doggy,doggy aw

Doggy,doggy, aw

Doggy,doggy, aw

Aw,aw,aw (2x)

Ducky,ducky, kwak

Ducky, ducky, kwak

Ducky,ducky, kwak

Kwak, kwak ,kwak(2x)

Ask:What is the sound of the cat, the dog and the duck? (Unsa ang tingog sa iring, iro

ug itik?)What other animals produce sounds? (Unsa pa nga mga hayop ang inyong

nailhan ug unsa ang ilang tingog?)How do we show that we care and love our pets at home? (Unsaon nato

pagpakita nga gihigugma ug gipangga nato ang atong mga binuhi nga hayopsa atong panimalay?)

Tell the pupils that we can create sounds from objects or other things such asempty bottles, musical instruments that can be associatedwith body

movements.Tell the pupils that musical instruments like drums, trumpets,and guitars arecommonly used to produce sounds.

ApplicationDivide the class into four groups.Let the first two groups name two animals that produce sound and demonstrate the

actions of animals.Eg: Unggoy – jumping while swaying their hands –ngook, ngook, ngook

Baka – walking while swaying their hips – ngaa, ngaa, ngaa

The third and fourth groups name objects that produce sounds.

Evaluation Let the same group do the following activities.Distribute the activity cards to each group.Let each group give the sounds associated with actions.Each group will select a leader and let her/him lead the activities assigned.

Group I – Baki –molukso sulod sa 16 ka ihapTingog – kokaak, kokaak, kokaak, kokaak

Group II – Ambulance – modagan upat ka tuyokTingog – weh, weh, weh

Group III – Kanding – ihimbay ang lawas nga galakaw sulod sa 16 ka ihapTingog – meee, meee, mee

Goup IV – empty bottle – molakaw nga nagtul-id ang lawas sulod sa 16 ka ihap(Note: Teachers utilizes rubrics in assessing group performances)

AssignmentLet the pupils write in their paper two animals with their sounds.

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Unit 3: Week 5 – Dynamics

Content Standards

Distinguish between loud and soft in music. Distinguish between louder and softer in music.

Performance Standards

apply dynamic levels to enhance poetry, chants, drama, and musical changeswith movements.

show dynamic changes with movements.

Learning Objectives

Distinguish music as to loud, medium, and soft

Associate movements of animals to dynamics

Show love of animals

Learning Content / Topic:

Lesson: Association of Animal Movements to Dynamics

Materials: pictures, charts, meta strips

Value focus: Love of animals


Preliminary Activity

Drill:

Name animals that produce sound

Introduce a guessing game to the pupils.

Form groups of two. Let Group Ido the action of an animal and Group IIwill name the animal doing the action and vice versa.

Group I Group II

rabbit horse

cat carabao

chicken cow

Let them act the way they moveand ask:How does group I move? (Giunsa paglihok sa unang pondok?)

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How about group II? (Ikaduhang pondok?)

How do they differ from each other? (Unsaangkalainansa matag usanila?)

How do you show your love of animals? (Unsaon pagpakita nga duna kay

paghigugma sa mga mananap?)

Application

Display pictures of different animals:

a. Horse runningb. Carabao walkingc. Turtle walking slowly.

(Teacher may provide other examples)

Have children imitate animal movement seen in the picture.

Let them identify the movement if it is loud, medium or soft.

Generalization

What are the different movements of animals?

Evaluation

Identify the different movements of animals/insects. Write L if it is loud, M if it is

medium and Sif it soft on the space provided.

1. Cow __________ 4. Pig

2. Monkey __________ 5. Ant3. Rabbit __________ 6. Snail

Assignment

Let the pupils copy the following and answer if it moves loud and answer if it

moves slow.

1. Dog2. Chicken3. Rat

4. Cat

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Unit 3: Week 6 – Tempo

Content Standard

Distinguishes between fast, faster, slow and slower


Shows tempo variations with movements

Uses terms “fast”, “faster”, “slow” and “slower” to identify tempo variations


Identify tempo variations using terms like “fast”, “faster”, “slow” and “slower” inanimal movements.

Mimic animal movements like fast, moderate and slow.

Show importance of animals

Learning Content / Topic:Lesson: Tempo – speed at which music is performedMaterials: Animal Pictures, Word strips, & ChartsValue focus: Love of Animals



Recall the two songs learned “Tayo‟y Sumakay sa Kabayo” (Manakay Kita sa

Kabayo) and “Are You Sleeping” (Natulog Ka Pa Ba?)

Ask: What is the tempo of the song “Tayo‟y Sumakay sa Kabayo? How about“Natulog Ka Pa Ba”?

Motivation

1. Guessing gameDivide the class into 2 groups. The first group will give the sound and the 2nd

group will guess and pick up the picture that resembles the sound.

(Note: Teacher prepares different pictures of animals, objects and transportations)

Presentation

Let the pupils group the following animals as to how they move:

A. slow B. slower C. fast D. faster

turtle horse snailcat cow dogworm duck

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(Note: Animals are presented in pictures)

Ask the following questions:

How do these animals move? (Unsa ang mga lihok sa mga mananap?)

Which animals move slow / slower? fast/faster?

Explain that animals have varied movements.

Have the pupils give other examples of animals that move slow, slower, fast and

faster.

Ask: Why are animals important to us? (Nganong importante ang mga mananap?)

Application

Divide the class into 3 groups. Choose a leader and let him/her pick up a picture of

an animal for the group to act out following the correct tempo assigned by the teacher.

Horse Carabao Dog Turtle

Generalization

Why do animals differ in the way they move?

(Nganong ang mga mananap managlahi sa paagi sa ilang paglihok?)

Evaluation

Each group will perform through a chant or rap following an animal movement.

Eg. Chant

Kami ang mga (name of animal )

Hinay/Kusog modagan

Makatabang sa mga katawhan

Sa panahon sa kalisdanan.

a) turtle – bao (slower)b) duck – itik (slow)c) horse – kabayo (faster)

d) pig –baboy(fast)

Assignment

Let the pupils choose a song and practice singing following any movement of an

animal.

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Unit 3: Week 7 – Texture

Content Standard

Distinguish between thinness and thickness of musical sound through layeringof sound.

Performance Standard distinguish between single musical line and multiple musical lines which occur

simultaneously

show awareness of texture by correlating visual images to music


Demonstrate the concept of texture by singing two-part round.

Sing properly and correctly the round songs.

Learning Content / Topic

Lesson: Concept of Texture in Music through Round Singing

Materials: Song charts

Value focus: Love of Music

Integration: Arts (Scribbling)



Pupils will sing a song together with a hand/dance movement. Eg. “Tiil,

Tuhod,Abaga, Ulo”

Presentation

Ask: Who do you look for when you arrive at home?

Present and sing the song” AsasiTatay”

AsasiTatay(Tune: Are you Sleeping)

AsasiTatay, asasiTatay (Nanay)

Aniara, aniara

KumustakaTatay (2x)

Maayora (2x)

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Ask: How did you feel upon listening to the song? (Samtang namati ka sa kanta

unsay imong gibati?)

Discussion

Teach the children on how to sing a two-part round song.

Divide them into two.

Let the first group sing the first line then followed by the second group when the

first group sings the second line until the whole song is being sang into two-part

round .

Have them exchange part.

Ask:

a) How did you feel while singing the two-part round song?(Unsaygibatinimosadihangmikantaka?)

b) Why were you able to sing the song in two-part roundsong?(Nganongnakahimokapagkanta?)

c) Do you like the way we sing the song?(Nagustuhanbanimoangpamaagisapagkanta?)

d) Did you find difficulty in singing the song and why?e) What are the things that you need to do in order to sing it properly? (Unsay

imongbuhatonaronmakahimokapagkantasa insakto?)

Application

Let them sing again the song “AsasiTatay replacing the word Tatay to Nanay,

Dodong and Inday in two-part round song. (Note: Teacher will let the pupils sing

with thinness and thickness of voice)

Generalization

How did you sing the two-part round song? (Giunsa ninyo pagkanta ang duha

ka libot o tuyok nga kanta?

Evaluation

Let the pupils sing another two-round song. Eg. “Row, Row, Your Boat”

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Bugsay ,BugsaysaSakayan

(Simplified by: F Girasol)

Bugsay, bugsaysasakayan

Padulongsasapa

Maglipay ta (2x)

Kay abotna ta!

Agreement

Let the pupils practice singing the two-round “Bugsay, BugsaysaSakayan” song

for an oral presentation next meeting.

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Music 2 – Teachers Guide Unit 4: Week 1 – Rhythm

Content Standard:- demonstrates understanding of rhythmic patterns

Performance Standard:- plays simple ostinato patterns on classroom instruments or other sound sources.

Learning Objectives:- play simple ostinato patterns on classroom instruments or other sound sources

(eg. sticks, drums, triangle, nails, coconut, shells, bamboo, empty boxes, etc.)- show appreciation of the sounds produce by the different musical instrument.- manifest proper care of the different musical instrument.

Learning Content: A. Lesson: Ritmo – MakanunayonngaKumpas (Steady Beats –Ostinato Pattern)

B. Galamiton: maracas, platilyo (cymbals), tambol, tamborin,triyangulo, ug silopon,mgatukog, tukogsakawayan,bagol, lansang, basiyo sa karton uguban paC. Value: Care for Musical Instruments


Preliminary Activities:Review:

Model the clapping and stomping of the rhythmic pattern.

Let the pupils clap or stomp the steady beats following simple rhythmicpatterns.

Pattern A


Pattern B

ӀППӀ ӀППӀ ӀППӀ

Presentation/Discussion :1. Present 3 realia/pictures of different musical instruments (eg. Drum, maracas,

tambourine).2. Let pupils identify these musical instruments.3. Play different musical instruments/other sources one at a time in different

simpleost inato patterns previously learned.

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Pattern A

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Pattern B

Ӏ П Ӏ Ӏ П Ӏ Ӏ П Ӏ (Note: Time signature for pattern A is and pattern B is

1 line receives 1 pulse beat/clap

Connected 2 lines receive 2 times beats /claps)

4. Ask:

How did we clap in the first pattern?(Giunsa nato pagpakpak sa unang kumpas?)

How about in the second pattern? (Expected answers: pattern A – 4 countsin every measure/pattern B – 3 counts)

Let the pupils repeat the activity several times.

5. Pupils take turns in playing the instruments. (Make use of any available musicalinstruments/other sources. No pointed or sharp objects should be used.)

(Marakas, tukog sa kawayan, tambol, tamborin, bagol ug botelya)

1

2

4

4

3

4

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6. Ask:a. What were the instruments played?

(Unsa ang mga tulonggon nga atong gitugtog?)b. What rhythmic patterns did we follow?

(Unsa nga kumpas ang atong gisunod sa pagtugtog sa mga tulonggon?) (4ug 3 ka ihap)

c. Were the patterns you performed showed the same counts/beats?(Pareho ba ang mga patterns o kumpas nga inyong gipatugtog?)

d. What did you feel while playing the instruments with different rhythmicpatterns?Why?(Unsay inyong gibati samtang nagtugtog sa mga instrumento subay sa mgalain-lain nga mga kumpas?) Ngano man?

e. If you have musical instruments,how will you take care of them?(Kung aduna kamoy mga nagkalain-laing tulonggon unsaon man nimo kinipag-atiman?)

f. Can you play now simple ostinato pattern? How?

(Makatukar ba kamo karon og yano nga kumpas nga ostinato? Unsaon?)

Application

1. Divide the class into 4 groups. Provide each group with instruments and let themplay simple ost inato pattern they choose.

2. Let the pupils perform different ostinato patterns with the use of any availableinstruments.

Group 1 – Sticks

Ӏ П П Ӏ Ӏ П П Ӏ Ӏ П П Ӏ Group 2 – Drums/improvised drums

Ӏ Ӏ Ӏ Group 3 – Empty boxes

Ӏ Ӏ П П Ӏ Ӏ П П Ӏ Ӏ П П Group 4 – Spoons

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ 3. Ask:

What were the patterns you followed? (Draw out answers in each group)(Unsa nga mga kumpas ang gisunod ninyo?)

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Evaluation:

Let the pupils do synchronized performance by playing simpleost inato patterns by10‟s using their improvised musical instruments.

Ӏ П П Ӏ Ӏ П П Ӏ Ӏ П П Ӏ

Ӏ Ӏ Ӏ

Ӏ Ӏ П П Ӏ Ӏ П П Ӏ Ӏ П П

Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ

Agreement:Have the pupils make their own simple ostinato pattern and let them practice it by

playing with any improvised instrument.

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Music 2 – Teachers GuideUnit 4: Week 2 – Melody

Content Standard:

- correlates melodic patterns to visual imagery

Performance Standard:

- illustrates appropriately the melodic contour through body staff, writing themelodic line “on the air” and line notation


- illustrate the melodic contour throughi. body staff ii. writing the melodic line “on the air”

iii. line notation- tell what musical staff is- identify the letter names of the lines and spaces- identify the singing names of the lines/spaces- participate actively in group activities

Learning Content:

A. Melody – Simple Melodic Contour B. Materials: ukulele, or any musical instruments availableC. Value Focus : cooperation in group activity


DAY 1

Preliminary activities:

Pupils sing the so-fa syllables (do, re, mi, fa, sol, la, ti, do)

Presentation:

Present a musical staff.

4th space

3rd space

2nd space

1st space

line 5

line 4line 3line 2line 1

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Ask:

How many spaces did you see?(Pila ka hawan/bakante nga lugar ang inyong nakita?)

How many lines did you see?(Pila ka linya ang inyong nakita?)

What is a musical staff?(Unsa ang musical staff?)

Present the pitch names/letter names.

E

CA

F

Ask: What are the pitch/letter names of the lines?

(Unsay letter names sa matag linya?)

What are the pitch/letter names of the spaces?(Unsay mga “letter names” sa matag hawan/bakante nga lugar?)

Show the singing/letter names and the equivalent letter names of the lines/spaces.

Ask:

What are the so-fa syllables?(Unsa man ang mga so-fa syllables?)

What are the singing names on the lines?(Unsa man ang mga singing names sa matag linya?)

Show the singing names on the spaces.

E miC do

A la

F fa

F

B

E

G

D

E

G

D

B

F fa

ti

mi

resol

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Ask:

What are the singing names on the spaces?(Unsa man ang mga “singing names” sa matag hawan/bakante samusical staff?)

(Note: Teacher should emphasize the letter names and singing names.)

Present the pitch names/letter names in the musical staff again.

What are the pitch/letter names of the lines?(Unsa ang mga letter names sa matag linya?)

What are the pitch/letter names of the spaces?Unsa ang mga letter names sa matag hawan/bakante sa musical staff?)

(Note: Letter for the lines are E, G, B ,D, F, letter names for the spaces are F A

C E. Singing names/pitch names for the lines are mi, sol, ti, ri, fa, singing

names/pitch names for the spaces are fa, la, do, mi.)

What is the importance of a musical staff?

Present a G –Clef on a musical staff.

(Note: G –Cleff is a symbol placed at the beginning of the staff.)

Ask: What is a G-Clef?(Unsa ang G- Clef?)Where can you find the G- Clef? (Asa makita ang G-Clef sa musical staff?)

Application:

Let the pupils work in groups.

Have them draw a musical staff and write the letter names of the lines and spaces.

Have them draw another musical staff and write the singing names of the lines and

spaces.

Check if there is cooperation among group members while doing the activity.

Evaluation:

Oral test:

1. What is a musical staff?(Unsa man ang musical staff?)

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2. What are the letter names of the lines?(Unsa ang mga “letter names” sa matag linya?)

3. What are the letter names of the spaces?(Unsa man ang mga “letter names” sa matag hawan/bakante nga lugar sa

musical staff?)

4. What are the singing names of the lines?(Unsa man ang mga singing names sa matag linya sa musical staff?)

5. What are the singing names of the spaces?(Unsa man ang mga “singing names” sa matag hawan/bakante nga lugar sa

musical staff?)

Assignment:

Let the pupils draw a musical staff with G- Clef symbol in their notebook and let

them write the singing names and letter names on the line/spaces.

DAY 2


Ask:

What is staff?

How many lines and spaces are there in a staff? (Note: Teacher may show a body staff.)

Presentation/ Discussion:

Present the “DO-RE-MI/ So-fa Syllables” Song

DO – Lagsaw, baye nga lagsaw

RE – Ang silaw sa adlaw

MI – Nagpasabot nako

FA – Daganon halayo

SO – Sigi ug panahi

LA – Ang mosunod SO

TI – Manginom ta og tsa, ug mobalik ta sa DO. Oh! Oh! Oh!

Ask:

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dore

mifa

sola

doti

dore

mifa

sola

doti

What is the song all about? (Unsa man ang kanta?)

How many names of the so-fa syllables are there?(Pila man ka so-fa silabaang anaa?)

What are they?(Unsa man kini?)

Present a body staff showing the positions of the so-fa of the corresponding notes of

the so-fa syllables. (Note: Teacher sings it.)

Ask:

What are found in the body staff?(Unsay makita sa “body staff”?)

Where are they written?(Asa man kini gisulat?)

How are they arranged?(Giunsa man kini paghan-ay?)

Pupils sing the so-fa syllables slowly going up.

Present a body staff with the tones going downward. (Note: Teacher sings it.)

Ask:

What have you noticed with the tones as you sing the song?(Unsay inyong nabantayan sa tono sa kanta?)

Look at the arrangement of the notes, where are theygoing?

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dore

mifa

sola

doti

dore

mifa

sola

doti

(Tan- awa ang pagkahan-ay sa mga nota, asa man kini padulong?)

What have you noticed with the tones?(Unsay Inyong naobserbahan sa tono sa kanta?)

Pupils sing it slowly downward.

Elicit from the pupils that tones/ notations maybe going upward (ascending) and

going downward (descending) and they are written on lines and spaces.

Activity

Let the pupils practice writing the melodic outline/ contour on the air.

Evaluation:

Let the pupils copy the staff and write/draw the notes as indicated below. The first

has been given.

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do re mi fa so la ti do

do ti la so so so fa mi re do

Assignment:

Copy the staff. Draw the notes of the given so-fa syllables.

fa so la ti do

ti la mi re do

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Music 2 – Teachers GuideUnit 4: Week 3 – Form

Content Standards:

recognizes repetitions within a song


repeats the designated musical lines in a song


echo repetition of musical lines

perform the given task with accuracy

show appreciation of God‟s creation

Learning Content: A. Lesson: Form – Repeats in MusicB. Materials: pictures, charts and songs

C. Value Focus: cooperation



1. Checking of assignment.2. Let pupils write melodic contour on the air.

Motivation

Present picture of a farm. Let the pupils enumerate the animals found in the farm.

Ask:

What animals arefound in the farm?(Unsay mga hayop nga nakita ninyo sa uma?)

Who made these animals? (Kinsay naghimo sa mga hayop?

Are they helpful to us? Why?(Nakatabang ba ang mga hayop kanato?Sa unsang paagi?)

Presentation

Present andsing thesong below and let the pupils repeat each line correctly.

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Si Noy Dodo

(Tune: Old Macdonald)

Si Noy Dodo, mayuma,Eey, Aay, Eey, Aay Oh,Sa iyang uma may bakaEey, Aay, Eey, Aay Oh,

Moo, moodiriMoo, moodidto

BisanasaMoo, moo, moo

Si Noy Dodo may umaEey, Aay, Eey, Aay Oh,

(Underlined words can be replaced by the following:baboy – oynk-oynk; itik – kwak-kwak; kanding – mee-mee; iro – aw-aw)

Ask:

1. What are the repeated lines found in the song?(Unsay mga gibalik-balik nga mga linya sa kanta?)

2. What have you observed in the melody or tune of the repeated lines?(Unsay inyong naobserbahan sa tono sa mga gibalik-baliknga linya?)

3. Is it easy to sing songs with repeated lines? Why?

(Sayon ba ang pagkanta sa mga linya sa kanta nga gibalik-balik? Ngano

man?

4. How did you feel while singing the song? Why?(Unsay inyong gibati samtang kamo nagkanta? Ngano man?)

5. Sing the whole song again emphasizing the repeated musical lines.

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Application

Form two groups. Group 1 will sing the line marked (A)while group 2 will sing the

line marked (B).Lines marked A&B to be sung by the two groups.

“MartsaGagmayngaSundalo”

(Tune: Here We Sit Like Birds in the Wilderness)

Martsa, martsa (A & B)

Gagmayngasundalo (A)

Gagmayngasundalo (B)

Gagmaynga sundalo (A)


Gagmayngasundalo (A & B)

SundalosaGinoo (A & B)

SundalosaGinoo (A)

Sundalosa Ginoo. (B)


Gagmayngasundalo (A & B)

SundalosaGinoo. (A & B)

Direct pupils to box the repeated lines in the song and read it.

Ask:

What are the repeated lines in the song?(Unsay mga gibalik-balik nga linya sa kanta?)

What can say about the tune of the repeated lines?(Unsay imong masulti sa tono sa mga gibalik-balik nga linya sa kanta?

Can you echo the repeated lines in the song?(Maka “echo” ba mo sa gibalik-balik nga linya sa kanta?)

Evaluation

Divide the class into 2 groups. Let each group sing the song. Group 1 will sing the

lines marked 1, and group 2 will sing the lines marked 2.

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Have each group create their own actions as they sing the song. (Preparation – 5

minutes; Presentation – 5 minutes)

(Note: Teacher may provide any local familiar repeated song.)

“Bangon, Bangon”

(Tune: Are you Sleeping)

Bangon, Bangon(1)

Bangon, Bangon(2)

Dodong Juan (1)

Dodong Juan(2)

Bagting nang Kampana(1)

Bagting nang Kampana(2)

Ding, Ding, Dong(1)

Ding, Ding, Dong(1)

Agreement:

Practice singing the repeated songs you learned.

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Music 2 – Teachers Guide Unit 4: Week 4 - Timber

Content Standard:

responds to differences in sound quality coming from a variety of sound sources


associates common musical instruments by their sound and image


identify common musical instruments by their sounds and images.

show appreciation of the different sounds of the musical instruments. manifest proper care of musical instruments.

Learning Content:

A. Lesson:Timber – Introduction to voice production – Differentiation in sound quality

– Introduction of musical instruments

B. Materials: realia or pictures of the different musical instruments, recordedmusic/sounds

C. Value Focus: Appreciation of the different musical sounds/instruments.


Preliminary Activities:

Ask:

1. Do you have any musical instruments at home?(Aduna baka moy tulonggon sa balay?)

2. Can you name them? (Nganli kini)3. What are their sounds? (Unsay ilang tingog?)

The teacher presents real instruments or pictures.Let the pupils name them.

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Presentation /Discussion

Present any song, poem, rhyme, jingle, and rap about musical instruments.(Teacher

may use these songs below.)

TAMBOL

Bum taratatat (2x)

Tararat,Tararat

Bum, Bum,Bum

(Repeat)

GITARA, SISTA

Kuting kuting dala dalag gitara

Libot libot sa balay ni Ana

Pagmata na Ana,

Kay naay nangharana

Nagkanta bahin sa gugma.

TRUMPETA

Ang trumpeta patingugon(2x)

Torototot!

Gusto kong mouban sa Diyos

Ang trumpeta patingugon

Torototot!

Ask:1. What are the songs all about?

(Kabahin sa unsa ang mga kanta?)2. What are the instruments mentioned in the song?

(Unsa man ang mga tulonggon nga gihisgotan sa kanta?3. Do the instruments have the same sounds?

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(Pareho ba sila tanan og tunog?)

4. Can you identify the sound of each instrument?(Kaila ba mo sa tingog aning mga tulonggon?)

(Teacher may play any musical instruments or presents recorded sounds of the

different musical instruments.)

5. What is the sound ofa drum, cymbals, trumpet, violin, clarinet,and other musical instruments?(Unsay tingog sa tambol, ukelele, trumpeta, biyolin, gitara ug uban pa?)

6. Can you identify the sound of each musical instrument?(Nakaila ba kamo sa tunog sa matag tulonggon?)

For Value Integration, ask:

How will you take care of these musical instruments?(Unsaon man ninyo pag-atiman ang mga tulonggon sa musika?

Pupils’ Activity

Play real instruments/recorded sounds of the different musical instruments and let

the pupils identify the source of its sound.

(Note: Teacher may use any local musical instruments e.g. sticks, coconut shells,

etc.)

guitar drum cymbals

triangle violin tambourine

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Application

Group the pupils into 2, first group holds pictures of musical instruments, second

group has flashcards with the corresponding sound of the musical instruments. (Do the

activity in 5 minutes)

At a go signal,let the pupils find their pair.(Using Think, Pair and Share)

Ask:

1. How did you find the activity?(Unsay inyong ikasulti sa inyong gibuhat?)

2. Were you able to match the picture of the musical instrument to its sound?(Husto bang pagkapares ang mga hulagway sa mga tulonggon ngadto sa

iyang tunog?)

Generalization:

What are the different musical instruments?

(Unsa ang mga nagkalain- lain nga instrumento sa musika?)

What are their sounds?(Unsa ang ilang mga tingog?)

Evaluation:

Draw a line to connect the musical instruments in column A with its corresponding

soundin column B.(Iparesangmgatulonggonsakolom A sailangtingogsakolom B.)

Kolom A Kolom B

1.

kuting-kuting

2.

pompyang

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3.

eeng-eeng

4.

tssk-tssk

5.

bum-bum

Agreement:

Practice playing anymusicalinstrument available at home. (Ukelele, guitar, flute,

sticks, coconut shells, etc.)

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Music 2 – Teachers Guide Unit 5: Week 5 – Dynamics

Content Standards:

distinguishes between “loud”, and“soft” in music.

distinguishes between “louder” and “softer” in music


uses appropriate terminology to indicate understanding of volume variations.


use terms loud, louder, soft and softer to identify volume variations.

make loud, louder, soft and softer sounds

cooperate with others while performing the activities

Learning Content:

A. Topic:DYNAMICS- Sound Volume in music

B. Materials: CD Player/VCD player, recorded music

C.Value Focus:care for other siblings

D.Concept :

Volume – loudness or fullness of soundsVariation – a change in the normal movementLoud – making a great soundSoft – a pleasant sound


DAY 1

Review:- Pupils sing the song, “MartsaGagmayngaSundalo” in a soft voice.

Motivation- Present picture of a farmer planting in the field.- Ask about the picture.

Presentation/Discussion:1. Present and sing the song “MagtanomDiliTiaw”in a regular melody2. Sing it also with varied dynamics – loud to louder.

Lines labelled 1 shall be sang in loud voice, and lines labelled 2 shall be sang inlouder voice.

Magtanom DiliTiaw(Tune:Magtanim ay Di- Biro)

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1 Magtanom dili tiaw

2 Magyuko tibuok adlaw1 Dili ka makatindog2 Dili ka makalingkod

(Repeat)

Ask:

1. In lines 1, how did we sing it?(Giunsa nato pagkanta ang mga linyanga gimarkahan og 1?

2. In lines 2, how did we sing it?(Giunsa nato pagkanta ang mga linyanga gimarkahan og 2?

3. How did we sing the song?(Giunsa nato pagkanta ang“MagtanomDiliTiaw”?)

4. Were there changes in the volume as we sing the song? What are they?(Aduna bay kausaban sa gikusgon sa atong tingog samtang kita nagkanta?Unsa man kini?)

Emphasize the different dynamics in music using the terms loud and louder bysinging the sing again )

Application:Group activity: Divide the class into 2 (boys and girls). Let each group sing following

the dynamics as indicated below:(Girls – loud voice, Boys – louder voice)

Among Balay

(Tune: Bahay Kubo)

Among balay(girls)

Nindot bisan gamay(boys)

Sa palibot may tanom

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(girls)Prutas ug utanon

(boys)Saging, kaimito, tambis,abokado

(girls)Petsay, balatong, ugrepolyo

(boys)

Ask:1. How did the girls sing their assigned lines in the song?

(Giunsa pagkanta sa mga babaye ang linya sa kanta nga gigahin alangkanila?)

2. How about the boys?(Giunsa man usab pagkanta sa mga lalaki?)

3. What were the two volumes emphasized in ouractivity?

Evaluation:

Distinguish the volume/dynamics of the song whether it is loudor louder. Write L onthe blank if it is loud and write LR if it is louder.

(Teacher may play recorded music or sing the songs below)

______ 1. (louder)Tong, tong, tong Pakitong-kitong ______2. (loud) May Masadyang Panimalay ______ 3. (louder)Boom Tarat Tarat ______ 4.(loud) Watermelon

Agreement:

Have the pupils practice singing the song learned “Among Balay”fr om loud tolouder.

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DAY 2


Preliminary Activities

Review: “What are the two kinds of volumes you have learned?” Ask:

Who are the members of your family? (Kinsa ang mga miyembro sa inyongpamilya?)

How important are they to you? (Unsa sila ka importante sa imo?)

Presentation/Discussion1. Present and sing the song “Usa Kami Ka Panimalay” in a regular melody. 2. Sing it with varied volume from soft to softer.

(First round: soft volume; second round: softer volume)

“Usa Kami Ka Panimalay” (Folk Song)

Usa kami ka panimalayMalipayon kami sa balayKaming tanan nagtinabangay

Aron malipay

Si Tatay ang punoang kahoySi Nanay ang dahon sa sangaKaming mga anak maoy bungaSa paghigugma

Ask:1. What is the song all about?

(Mahitungod sa unsa angkanta?)2. How do you show your love to your family?

(Unsaon nimo pagpakita sa imong gugma sa imong pamilya?)3. How did we sing the song in the first round?second round?

(Giunsa nato pagkanta sa unang hugna?Sa ikaduhang hugna)4. Which is pleasant to hear? Why?

(Hain ang maayo paminawon? Ngano man?)

Emphasize the different volumes in music using the terms soft and softer by singinglines of the song again.

(Hatag ug pahinung-at ang lain-laing kabag-on sa tingog sa musika gamit ang mgapulong humok ug mas humok,pinaagi sa pagkanta pag-usab sa mga linya sa awit)

ApplicationDivide the class into 2 groups. Let them sing the song “May MasadyangPanimalay”

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Group 1 – Humok (Soft Volume)Group 2 – Mas Humok (Softer Volume)

Evaluation:Distinguish the volume of the song whether it is softor softer. Write softor softer on

the blank.

_______ 1. (soft) Duha AkongKamot _______ 2. (softer) Ang Kang Indayng mga Saging _______ 3. (softer) Asa siTatay _______ 4. (soft) Pulo ka mgaTudlo

Agreement:Practice singing songs with soft/ softer volume.

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Music 2 – Teacher Guide Unit 4: Week 6 – Tempo

Content Standard:

distinguishes between “fast”, “faster”, “slow” and “slower”


shows tempo variations with movements

uses terms “fast”, “faster”, “slow” and “slower” to identify tempo variations


respond to correct tempo of a song as guided by the hand signal of the teacher (e.g. The teacher‟s slow hand movement means “slow” while “fast” handmovement means fast.)

find enjoyment in doing different activities

cooperate with others while performing movements

Learning Content: A. Lesson: TEMPO – Sound Speed in musicB. Materials: Charts of songs, recorded musicC. Value Focus: Appreciate music and love for singing


DAY 1

Drill/Review

Let the pupils sing the song Usa Kami Ka Panimalay” following the dynamics theylearned (from loud to louder).

Presentation/ Discussion:

Present the song and sing with varied tempo(fast, faster)

Pupils sing songs with varied tempo following the hand signals/movements of the

teacher (fast to faster)

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Sing the song in two rounds with varied tempo. Emphasize/show hand movements

while singing the song from fast to faster.

Let the pupils sing the song with hand movements following the teacher‟s signal.

Ask:

1. Which round of the song shows fast hand movements?(Haing hugna sa awit ang nagpakita og paspas nga tempo?)

2. Which round of the song shows faster hand movements?(Haing hugna sa awit ang nagpakita og mas paspas nga tempo?)

3. What have you observed with the hand signals of the teacher while singing?(Unsay inyong namatikdan sa mga lihok sa kamot sa magtutudlo samtang

nag-awit?)

4. What will be the tempo of the song if my hand moves fast? How about if itmoves faster?(Unsay mahitabosa tempo sa awit kon paspas ang kumpas sa kamot sa

magtutudlo?Unsa man usabangmahitabosa tempo sa kanta kon mas paspas

pa ang lihok sa kamot? )

5. When shall we use fast and faster hand movements?(Kanus- a gamiton ang paspas ug mas paspas pa nga kumpas sa kamot?)

4. How did you feel while singing the song with different tempo?

(Unsay inyong gibati samtang nagkanta sa kanta nga adunay nagkalain-lainnga “tempo”)

Pulo Ka MgaTudloTune :SampungMgaDaliri

Pulo ka mga tudlo Limpyo nga mga ngiponSa kamot ug tiil Lami ikaonDuha kadalunggan, Dilang gamay ang nagsultingDuha ka mata Dili ka manglimbong.Ilong nga nindot pa.

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Application:

Divide the class into 2 groups. Let each group choose a leader.

Let them sing the song with the tempo assigned to them.

Group members sing the song following the hand signals of their respectiveleader.(Note: Leader act as teacher)

May Masadyang Panimalay

(Tune: Mulberry Bush)Group 1 – fast tempoGroup 2 – faster tempo

Evaluation:

The teacher sings songs with different tempo. Let the pupils distinguish whether it is“fast”, “faster ”. Have them write the answers on their paper.

(Fast Tempo) (Faster Tempo)

May MasadyangPanimalayTune: This is the Way

May masadyang panimalayMay masadyang panimalayMay masadyang panimalay

Akong nahibaloanSi Tatayug si Nanay

Si Dodong ugsi IndaySilang tanan naghigugmaay

Sa usa ka panimalay.

1. Ang Kang IndayngmgaSaging)

AngkangInday‟ngmgasaging WalanamungakaygihanginKonwala pa hangin-hangina

Angkanginday‟ngsaging Daghanugbunga.

2. May Sinina Kong Bag-o

May seninakong bag-oPinalitsamerkadoGitahisaakongNanayKanakogipaangay

May laso, may medyas,may sapatoskong bag-oGiparesansapetikot, sadalanpakimbot-kimbot.

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Agreement:Practice singing at home the songs you learned with the different tempo. (fast,

faster)

DAY 2

Developmental Activities:Preliminary Activities:

Review: What are the types of tempo you learned last meeting?Motivation: Teacher shows a picture of a basket full of different kinds of local fruits.

Then ask:

What is your favorite fruit? (Unsa ang paborito nimo nga prutas?)

Why do you like it? (Nganong gusto man nimo kini?)

Who likes bananas? Why? (Kinsay ganahan og saging? Ngano man?)

Presentation:1. Teacher presents and sings the song “Ang Kang Indayng Mga Saging”.

2. Vary the tempo of the song.(First round slow, second round slowerwith handsignals of the teacher.)

3. Pupils sing the song with slowtempo following the hand movements of theteacher.

4. Movethe hands slower than the first and let the childrensing with slower tempo.

Ang Kang IndayngmgaSaging)( Folk Song)

AngkangIndayngmgasagingWalanamungakaygihangin

Konwala pa hangin-hangina

AngkangindayngsagingDaghanogbunga

Ask:1. What is the song all about?

(Bahinsaunsa man angkanta/ Unsay buotipasabot sa kanta?)2. What benefits can you get from eating fruits?

(Unsay mga kaayohan nga atong makuha kon mokaon kita og prutas?)

3. Usa Kami kaPanimalay

Usa kami kapanimalayMalipayon kami sabalayKamingtanannagtinabangay

Aronmalipay.

Si Tatayangpuno-anngakahoySi NanayangdahonsasangaKamingmgaanakmaoybungasa paghigugma.

4. May MasadyangPanimalayTune: This is the Way

May masadyangpanimalayMay masadyangpanimalayMay masadyangpanimalay

AkongnahibaloanSi TatayugsiNanaySi DodongugsiIndaySilangtanannaghigugmaaySa usakapanimalay.

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3. How did we sing the song in the first round?(Giunsanatopagkantasaunanghugna?)

4. How about in the second round?(Unsa man usabsaikaduhanghugna?)

5. What is the tempo of the song, if the hand movement is slow?(Unsay tempo sakanta kung hinayangkumpassakamot?)

6. What is the tempo of the song, if the hand movement is slower?(Unsay tempo sakanta kung mas hinay pa ang kumpas sa kamot?)

7. What are the 4 tempo of the song?(Unsaang 4 kamga tempo sakanta?)

8. How did you feel while singing the song?(Unsayinyonggibatisamtangkamonagkanta?).

Application (Using Total Physical Response-TPR)

Have the class sing the song “ Ang Kang Indayng mga Saging.” If the tempo is slow,let them dance. If the tempo is slower , let them sit, basing upon the handsignals/movement of the teacher.

Ang Kang IndayngmgaSaging)( Folk Song)

AngkangIndayngmgasagingWalanamungakaygihangin

Konwala pa hangin-hangina Angkangindayngsaging

Daghanugbunga.

Evaluation:Group Activity

Divide the class into 2 groups. Let each group choose a leader to act as theteacher.Have them sing any song they choose following the hand signals of their leader.

Group 1 Sing with slow tempo (leader shows slow hand movement)Group 2 Sing with slower tempo (leader shows slower hand movement)

BatangGamay(Tune: Ili-Ili)

Batang gamay katulog naWala dinhi atong mamaTuas tyangge namalit paBatang gamay katulog na

Agreement

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Practice singing songs with slow/slower tempo.

Music 2 – Teachers Guide Unit 4: Week 7 – Texture

Content Standards:

distinguishes between thinness and thickness of musical sound through layeringof sound


shows awareness of texture by correlating visual images to music


identify musical density using recorded music ex. music with layeredorchestration vs. music with single instrument accompaniment.

listen to music with appreciation

participate in group activities

Learning Content: A. Lesson: TEXTURE – Musical LayeringB. Materials: VCD/ DVD player, recorded musicC. Value Focus: Love for MusicD. Concept:

Texture is one of the basic elements of music . Texture refers to the way multiple voices (or instruments) interact in acomposition.Musical density refers to the thinness or thickness of musical sound or thenumber of instruments used for accompaniments.

Developmental Activities:Preliminary Activities:

Review:What are the four types of tempo in music?Motivation: Show pictures with single instrument or orchestra

A B

Ask:

7/16/2019 MUSIC K-12 Grade 2


1. What musical instrument/s is/ are being used in figure A?(Unsang tulonggon ang gipakita sa ludlis A?)

2. How about in figure B?(Unsa man sa ludlis B?)

Presentation:Pupils listen toanysongwith one accompaniment (use any available instruments).

Play recorded music with several instruments/ orchestration. Ask:

1. In the first song you heard, how many instrument was played? (Sa unang kanta nga inyong nadungog, pilaka tulonggon ang gigamit?)

2. In the second song played, how many musical instruments did we hear?(Sa ikaduhang kanta nga inyong nadungog, pila ka tulonggon ang inyongnadungog?

3. How do you compare the first song to the second song played?(Unsaon pagtandi ang unang tugtog sa ikaduhang tugtog?)

4. Which of the two songs you like most? Why?(Hain sa duha katugtog ang imong nagustuhan? Ngano man?)

5. What did you feel while listening to the songs?

(Unsay inyong gibati samtang naminaw kamo sa mga awit?

Teacher explains musical orchestration and music with single musicalaccompaniment.)

The density of the music is thin if it has single instrument accompaniment or withsingle musical line only. However, if the music has layered orchestration, then thedensity is thick.

Application: (Using Total Physical Response-TPR)

Game: Play any song with one musical accompaniment or with two or more musical

instruments If they hear one musical accompaniment they stand and if they

music k-12 grade 2

Documents