Grade

School VI
Level
Learning
Teacher MUSIC
Areas
Teaching
2nd
GRADE 6 DAILY Dates and
Quarter Quarter
LESSON PLAN time

I. OBJECTIVES
A. Content Standard Demonstrates the concept of melody by using intervals
in major scales and in the minor scales
B. Performance Applies learned concepts of melody and other
Standard elements to composition and performance.
C. Learning Demonstrates the ability to sing, read and write simple
Competencies musical notation in the:
1.1 Key of C
MU6ME-11a-1
II. CONTENT
Melody, Intervals, Major Scales and Minor Scales

III. LEARNING
RESOURCES
A. References
1.TG /CG Pages Curriculum Guide in Music 6
1. Learners Materials
Pages
2. Textbook Pages Enjoying Life Through Music, Arts, Physical Education
and Health 6, pp. 32-33
Musika at Sining 4 p. 19
Banghay Aralin sa Musika 6 p. 63

3. Materials
Downloaded from
LRMDS
B. Other Learning Musical Score, Illustration Chart of C Major Scale
Materials

IV.PROCEDURES

A. Reviewing Previous Clap the following Rhythmic Pattern

Lessons
B. Establishing a
Purpose of the Say: Do you still remember when you were still young,
Lesson your mother used to sing lullaby in order for you to
sleep? (Yes)

I’ll sing for you an example of a lullaby and you follow

the tune with hand movement going up when the tune
is going up, going down when the tune is going down
or steady when the tune is the same.

Teacher will hum the song Ili-Ili Tulog Anay (or play the
music)
Ask: Did you like the song? How many hand movement
or changes did we have? Why?

Ask: When a mother is singing for her baby, what

makes the baby fall asleep? Is it the lyrics of the song?
(Tune, Melody)

C. Presenting Say: Melody is a succession of musical tones. It is

examples the most popular element of music. We can express
/instances of the our emotions through melody. It is also very
lesson important that we know how to read notes so that we
can easily sight read the melody of a musical piece

D. Discussing new Say: How can we make or create a melody? What will
concepts and be our guide in making simple melody?
practicing new
skills # 1
 Present the C Major Scale
 Ask:
1. How many notes do we have in the scale?
2. Where can we find the first note of the scale?
3. What is the pitch name of the first and the last
note?
4. What is the first sofa syllable? What is the last?
5. Where is re, mi, and fa?

 Present: Keyboard Chart and Step Chart

 Explain the Step Chart

Say: We have black keys and white keys on the
keyboard. From a white key to the next white key
with a black key in between, we have a whole step.
From a white key to the next white key without a
black key in between is a half-step. And from a white
key to the black key next to it, we have a half-step.
Therefore, every key represents ½ step.

 Analyze the steps interval of C Major Scale on the

piano.
1. Where is the first note of the scale? (At the left of
two black keys)
2. What is the step pattern of C Major scale?
 Major Scale
1 2 3 4 5 6 7 8

1 1 ½ 1 1 1 ½

Minor Scale

1 2 3 4 5 6 7 8

1 ½ 1 1 ½ 1 1

 Sing the scale together with Kodaly hand signs.

 Practice singing the scale by interval with Kodaly
hand signs.
do – do
do – re
do – mi
do – fa
do – so
do – la
do – ti
do – do

E. Discussing new Say: Every Major key has a relative Minor key. Here is
concepts and a relative minor key of C Major, A Minor.
practicing new
skills #2

 What is the first sofa syllable of the scale?

 What is the pitch name of the first and the last note?
 It is lower by how many steps?
 What is the pattern of the scale?

Present the Musical Score:

F. Discussing Major – “An Sakong Abaniko”
mastery lead to Minor – “Abaruray”
formative
assessments

Group activity

Song analysis:
Group 1- An Sakong Abanico
Group 2- Abaruray

 What is the first note of the song?

 What is the key?
 Clap the rhythm of the song.
 Read the sofa syllables.
 Sing and Clap the rhythm of the song in front of the
class.

G. Finding practical  Teach the song to the pupils and let them sing with
application of you.
concepts and  What is the song about?
skills in daily 1. “An Sakong Abaniko”
living 2. “Abaruray”
 ( The song “An Sakong Abaniko” is about the
importance of a fan to Bicolanos. And “Abaruray” is a
word used to describe a person who is dancing
through the music.)

H. Making 1. What are the two types of scales?

generalizations (Major and Minor Scales)
and abstractions 2. What are the differences of the scales?
about the lesson (1. The Major scale starts and ends with do, while
the Minor scale starts and ends with la in the
Key of C.
(2. They also have different patterns of whole step
and half-steps.) as shown below.

Major Scale
1 2 3 4 5 6 7 8

1 1 ½ 1 1 1 ½

Minor Scale

1 2 3 4 5 6 7 8

1 ½ 1 1 ½ 1 1

3. What is the emotion of the song?

Say: • The sofa syllables where the scales start and

Ends are called the Home tone (Tonic). Do for
the Major and la for the minor. (in the key of C)
• The key of C Major and the relative A Minor
does not have any sharp or flat sign at the
Beginning of the song.
• Other Major scales have a sharp and flat
Markings at the beginning of the song after
the G-clef sign.

Write the Major and Minor Scale of the following Keys

I. Evaluating and write the necessary accidentals.
Learning
A
G
D
E

Present the Musical Score “Martsa”. On your notebook,

write the sofa syllables in each measure.
 J. Additional Read, study and memorize the songs.
Activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of
learners who
earned 80%
in the
evaluation.
B. No. of
learners who
acquired
additional
activities for
remediation
who scored
below 80%.
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
 strategies
worked well?
Why did this
work?
F. What
difficulties did
I encountered
with my
principal can
help me
solve?
G. What
innovation or
localized did I
used /
discover
which I wish
to share with
other
teachers?

School Grade VI
Level
Teacher Learning MUSIC
Areas
 Teaching 2nd Quarter
GRADE 6 DAILY Dates and Quarter
LESSON PLAN time

I. OBJECTIVES

A. Content Demonstrates the concept of melody by using intervals in

Standard Major scales and in the Minor scales.
B. Performance Applies learned concepts of melody and other elements to
Standard composition and performance.
C. Learning Demonstrates the ability to sing, read and write simple
Competencies musical notation in the:
1.2 Key of G
MU6ME-11a-1
II. CONTENT
Melody, Intervals, Major Scales and Minor Scales

III. LEARNING
RESOURCES
A. References
1. TG /CG Pages Curriculum Guide in Music 6
2. Learners
Materials
Pages
3. Textbook Enjoying Life Through Music, Arts, Physical Education and
Pages Health 6, pp. 48-49
Umawit at Gumuhit p. 39
Banghay Aralin sa Musika 6 p. 78

4. Materials
Downloaded
from LRMDS
B. Other Learning Musical Score, Illustration Chart of G Major Scale
Materials
IV. PROCEDURES

A. Reviewing Review the past lesson the C Major Scale

Previous
Lessons
 Ask:
1. What is the name of the scale?
2. What is the tonic of the Major scale?
3. What is the hometone of the Minor scale?
4. What is the relative Minor of C Major scale?
5. Sing the C Major scale with Kodaly hand signs.

B. Establishing a
Purpose of the Ask:
Lesson  What is the pitch name of the second line?
 What is the pitch name above the fifth line?
 If the scale starts on the second line and ends above the
fifth line, what would be the name of the scale?
(G Major Scale)

Say: Today, we are going to learn a new song with the G

Major Scale.

C. Presenting Present the G Major Scale

examples
/instances of
the lesson

 Where is the first note of the scale?

 Where is the last note of the scale?
 What is the pitch name of the first and the last note?
 What is the name of the scale?
 Let us sing the G Major scale with Kodaly hand signs.

D. Discussing
new concepts
and practicing
new skills # 1

Ask: • What is accidentals?

• What is the effects of accidentals to a note/s?
• Why do we need to raise the seventh note of the
Scale? (Because of the pattern of the scale which
is 1 1 ½ 1 1 1 ½ step interval)
 • Sing the G Major scale with Kodaly hand signs.

Every Major scale has a relative Minor scale.

E. Discussing  Present the chart of the relative minor scale

new concepts
and practicing
new skills #2

Ask:
 Where is the first note of the scale? (first line)
 What is the pitch name of the first line? (E)
 What is the name of the scale? (E Minor scale)
 What is the first sofasyllable of the scale? (la)
 Sing the scale.

F. Discussing Present the musical sore of “Awit at Tugtog”,”Sa Sipag at

mastery lead Tiyaga”
to formative
assessments Group activity: Song analysis.
Devide the group into two.
Group 1- Awit at Tugtog
Group 2-Sa Sipag at Tiyaga
Group 1

 What is the first note of the song? (do)

 What is the key of the song? (G Major)
 Clap the rhythm of the song.
 Recite the sofasyllables according to the rhythm of the
song.
 Sing the melody of the song.
 .

Group 2

 What is the first note of the song? (la)

 What is the key of the song? (E Minor)
 Clap the rhythm of the song.
 Recite the sofasyllables according to the rhythm of the
song.
 Sing the melody of the song.

G. Finding Teach the song to the pupils and let them sing with you.
practical
application of Say: “Sa Sipag at Tiyaga”, by repetition, we will master this
concepts and song that we have studied.
skills in daily
living

H. Making Ask:
generalizations  How many sharp do we have in the G Major scale? (one)
and  What is the relative Minor of the G Major scale? (E Minor
abstractions scale)
about the  What is the emotion of the major key compared to the
lesson minor key?
 When the song ends in Do, what is the key? (Major)
 When the song ends in La, what is the key? (Minor)

I. Evaluating Using the whole note, write the sofasyllables in its proper
Learning places, in G Major scale.
 J. Additional Read and memorize the songs.
Activities for
application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who acquired
additional
activities for
remediation who
scored below
80%.
C. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What difficulties
did I
encountered
with my
principal can
help me solve?
 G. What innovation
or localized did I
used / discover
which I wish to
share with other
teachers?

Grade
School VI
Level
Learning
Teacher Music
Areas
Teaching
GRADE 6 DAILY Second
Dates & time Quarter
LESSON PLAN

I. OBJECTIVES
A. Content Standard
Demonstrate the concept of melody by using intervals in
major scales and in minor scales
 B. Performance
Standard Applies learned concepts of melody and other elements
of composition and performance

C. Learning
Competencies/ Demonstrates the ability to sing, read, and write simple
Objectives musical notations in the:
1.3 Key of F Major (MU6ME-IIa-1)

II. CONTENT
Major Scales

III. LEARNING
RESOURCES
A. References
1. TG /CG Pages K to 12 Music 6 Curriculum Guide pp. 70
2. Learners Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Materials Halina’t Umawit 5 (PRODED), pp. 16 & 72

IV. PROCEDURES

A. Reviewing previous A. Drill

lesson or presenting
the new lesson 1. Rhythm
Echo Clap:

2. Tonal:
Let the class sing the C major scale in ascending
and descending manner.

B. Review:
How do you know if a song is in a major key?

B. Establishing a
Purpose of the Show the class the staff with the pitch names.
Lesson
 What can you see in the staff?
What are these letters called?
Where is F located in the staff?
Say: It is the home tone of the key of F Major. It is where
“Do” is located.

C. Presenting
examples Show the class the F major scale. Discuss the intervals
/instances of the of the notes and the use of flat as the key signature of F
lesson major.

Let the class sing the F scale in ascending and

descending manner.

D. Discussing new
concepts and Present to the class the score of the song “Ang Guryon”.
practicing new skills Study the song.
#1 a. Clap the rhythm.
b. Read the notes using the rhythmic syllables
c. Read the lyrics of the song according to rhythm.
d. Read the notes syllables of the song
e. Let the class sing the so-fa syllables of the song.
f. Let the class sing the song correctly.
E. Discussing new
concepts and Group the class into four. Distribute to each group strips
practicing new skills containing melodic phrases in key of F Major.
#2
ACTIVITY:

Study the melodic phrases in the key of F major. Read

the so-fa syllables and sing it in front of the class.

Group I
 Group II

Group III

Group IV

F. Developing mastery
a. (leads to Present the song “Tayo’y Maglaro”. Let the class read
Formative the notes. Let them sing the so-fa syllables. Let them
Assessment) sing the lyrics of the song.
G. Finding practical
application of
concepts and skills How did you feel when you were able to read a musical
in daily living score? What helped you finish your task on time?
H. Making
generalizations and
abstractions about How do you know if a song is in the key of F Major?
the lesson
I. Evaluating Learning
Write the following rhythmic patterns in the staff in the
key of F major.
 J. Additional Activities
for application or Write a simple melody in the F Major key. Be able to sing
remediation it in class tomorrow.
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the
students’ progress this week
A. No. of
learners who
earned 80%
in the
evaluation.
B. No. of
learners who
acquired
additional
activities for
remediation
who scored
below 80%.
C. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encountered
with my
principal can
help me
solve?
G. What
innovation or
localized did I
used /
discover
which I wish
to share with
other
teachers?
 Grade
School VI
Level
Learning
Teacher MUSIC
Areas
Teaching
GRADE 6 DAILY Dates and 2nd Quarter
Quarter
LESSON PLAN time

I. OBJECTIVE
A. Content Standards
Demonstrates concept of melody by using intervals
in major scales and in minor scales

B. Performance
Standards Applies learned concepts of melody and other
elements to composition and performance

C. Learning
Competencies Analyzes the melodic patterns of songs in C Major
(MU6ME-IIa-2)

II. CONTENT
Major Scales

III. LEARNING
RESOURCES a. Curriculum Guide in Music 6

b. Umawit at Gumuhit 4 Tx, pp. 30, 33, 35, & 62,

Emelita C. Valdecantos

c. Musical scores of:

 Mother Earth’s Song

 Our Big Round Earth
 Batang Masipag
 Tayo’y Maglaro

IV. PROCEDURE
A. Review
1. Let the class sing the song “Tayo’y Maglaro”

What is the key signature of the song?

2. Drill:
Let the class sing the F Major scale in
ascending and descending manner.
B. Establishing a
Purpose for the Show the class a picture of a polluted environment.
Lesson

What can you say about the river?

If only this river could speak, what do you think will it

tell the people who threw these trashes into it?

C. Presenting
Examples/ Present the score of the song “Mother Earth’s Song”.
instances of the what key signature is the song?
New Lesson Why do you say so?
What is the time signature?
What is the tonic key?
Where the tonic key is located?
D. Discussing New
Concepts and Analyse the song
Practicing New  How many melodic phrases has the song?
Skills #1  Let the class read the lyrics according to the
rhythm of the song then sing the song.
 What is the key signature of the song?
 Is it in the major or minor key?
E. Discussing New
Concepts and Group the class into three.
Practicing New Give each group a task card for them to work on for
Skills #2 5 minutes.
Let each group present their output.
Process the children’s output.
(see attached activity sheets)

F. Developing Analyse the score of “Batang Masipag”. Answer the

Mastery (Leads following questions.
Formative Assess- 1. How many melodic patterns has the song?
ment) 2. What is the key signature of the song?
3. What letter name is in the third space of the
staff?

G. Finding Practical
Application of Everyday you go to school. On weekends you enjoy
concepts and skills with your family or friends somewhere, like the
in Daily Living beach, parks or malls. Where do you go after the
day’s activities outside your homes? How does it feel
going back home?
 Songs in the major keys also have their homes. It is
called the home tone. Like the C Major the home tone
is “Do” which may be on the ledger line or on the third
space of the staff.

H. Making Generaliza-
tions and What is the home tone of C Major? Where is it found
Abstraction about in the staff? What letter name are on the ledger line
the Lesson or the third space of the staff?

I. Evaluating
Learning Let the class answer the attached test items for this
lesson.

J. Additional Activiies
for Application or Look for short songs in C Major. Analyse the melodic
Remediation patterns of the song. Be able to tell the home tone of
the song.

V. REMARKS

VI. REFLECTIONS

EVALUATION:

Choose the letter of the correct answer.

1. Which of the melodic patterns below is in the key of C Major?

 Study the melodic pattern below. Answer items 2, 3 and 4.

2. What is the keynote of the song?

a. Fa b. Mi c. La d. So

3. What is the home tone?

a. Do b. La c. Mi d. Fa

4. Where is the home tone located?

a. On the second space of the staff

b. On the ledger line
c. On the third space
d. On the first line.

5. How do you know if a song is in the key of C Major?

a. It uses a sharp as key signature.

b. It uses a flat as key signature.
c. Its home tone is “do” which may be found on the ledger line below the staff
or on the third space.
d. Its home tone is “la”.
ACTIVITY 1

1. Study the melodic patterns below.

2. Box the keynote and circle the home tone.
3. Sing the two melodic patterns in front of the class with your group.

ACTIVITY 2

1. Study the song “Our Big Round Earth”.

2. How many melodic phrases has the song?
3. What key is the song?
4. What is the keynote of the song?
5. What is the home tone.

ACTIVITY 3

1. Analyze the song “Tulog Na”.

2. Identify keynote and the home tone.
3. Put a before them.
4. Sing the phrase where the keynote is and the phrase where the home tone is.
 Grade
School VI
Level
Learning
Teacher MUSIC
Areas
Teaching
GRADE 6 DAILY 2nd
Dates and
LESSON PLAN Quarter Quarter
time

I. OBJECTIVES
A. Content
Standards Demonstrates the concept of melody by using intervals
in major scales and in the minor scales

B. Performance
Standards Applies learned concepts of melody and other elements
to composition and performance

C. Learning
Competencies Analyses the melodic patterns of songs in G Major key
(MU6ME-IIa-2)

II. CONTENT Melody- Major Scales

III. LEARNING
RESOURCES a. Curriculum Guide in Music 6
b. Umawit at Gumuhit 4, tx, Emelita C.
Valdecantos
c. Umawit at Gumuhit 5,tx, Emelita C. Valdecantos
d. Musika at Sining 4, LM
e. Enjoying Life Through Music, Art, Physical
Education and Health 6, Marissa C. Pascual, et
al
f. Musical scores in G Major

 Handog sa Ina

 Wake Up

 Sayaw At Awit

 Masaya Kung Sama-sama

IV. PROCEDURE
A. Reviewing Previous Review:
Lesson or Let the class sing the song “Mother Earth’s Song”
Presenting the New
Lesson What is the key signature of the song?
How do we know if a song is in C Major?
 Drill:
Let the class sing the G Major scale in ascending and
descending manner.

B.Establishing a Purpose
for the Lesson What do you do to make your parents happy?
C.Presenting Examples/ a. Present the song “Handog sa Ina”
Instances of the New
Lesson  What key is the song?
 Why do you say so?
 What is the key and time signature of the
song?
 What is the first so-fa syllable?

b. Study the rhythm. Read the notes using the

rhythmic syllable.
c. Read the lyrics according to rhythm
d. Let the class read/sing the so-fa syllables.
e. Singing the song correctly.

D.Discussing New
Concepts and Practicing Analyze the song.
New Skills #1  What is the home tone of the song?
 What is the letter name where the home tone is?
 What key signature is used in G Major?
 Where is it located?

E.Discussing New
Concepts and Practicing Group the class into two. Distribute to each group
New Skills #2 activity sheet for them to work in five minutes.

(See attached activity sheets for this)

F.Developing Mastery Fill in the table the needed data.

(Leads to Formative
Assessment)
Data Sayaw at Awit
Home tone

Letter name where

the home tone is

Key signature used

G.Finding Practical/
Application of Concepts What attitude must everyone have in order to finish a
and Skills in Daily Living given task or activity like what you had?
 What is the importance of cooperation and teamwork in
every group activity?

H.Making Generalizations.
What is the importance of Key Signatures in a particular
musical piece?

I.Evaluating Learning
Let the class answer attached test items.

J.Additional Activities for

Application or Look for songs in the key of G Major. Box the keynote
Remediation and circle the home tone.

V. REMARKS

VI. REFLECTIONS

EVALUATION:
Analyse the song below. Fill in the table with the needed data.
DATA
1. Title of the song
2. Number of phrases of the song
3. Key signature used
ACTIVITY 1

Analyze the song “Wake Up”.

1. How many phrases has the song?
2. Compare the two phrases. Are they similar? How?
3. What is the home tone?
4. What key is the song?

ACTIVITY 2

Write the melodies on the staff in the key of G Major. The first few notes are done for
you.

Source: Enjoying Life Through Music, Arts, Physical Education and Health 6

1. What is the home tone?

2. What is the key signature?
3. Where is it located?
 School Grade VI
Level
Teacher Learning MUSIC
Areas
Teaching 2nd
GRADE 6 DAILY Dates and Quarter Quarter
LESSON PLAN time

I. OBJECTIVES

A. Content Standard Demonstrates the concept of melody by using intervals in

major scale and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standard composition and performance.
C. Learning Analyze the melodic pattern in G major scale.
Competencies MU6ME- IIa-2
II. CONTENT
MELODY
1. Major Scales
III. LEARNING
RESOURCES
A. References
1. TG /CG Pages K to 12 Curriculum Guide 2016
2. Learners
Materials Pages
3. Textbook Pages Umawit at Gumuhit 6 Valdecantos Emelita C1999. P 5-18,
25-26
Enjoying Life Through Music, Arts, Physical Education and
Health 6 pp 47-59 Marissa C. Pascual, Irene Feliz S. Reyes,
Ma. Elvira M. Garcia, Ma Mignon C. Artuz.
Musika, Sining, at Edukasyong Pangkatawan5 Violeta E.
Hornilla, Isabelo R. Magbitang, Rervillano a. Padiz, Jr.
Halinang Umawit at Gumuhit 5 Hazel P. Copiaco, Emilia S.
Hacinto
4. Materials
Downloaded
from LRMDS
B. Other
Learning Laptop and projector
Materials
IV. PROCEDURE
S
A. Reviewing Going back with our lesson yesterday. What key signature
Previous have we discussed?
Lessons Show the scale written in the key of C Major.
 What musical symbol do you see in it?
Name the pitches in the scale.
B. Establishin
ga
Purpose of
the Lesson

Ask: What musical symbol can you find at he fifth line of the
staff?

C. Presenting Present the scale in the key of G major scale.

examples
/instances
of the
lesson

What musical symbol found at the beginning of the staff after

the clef? (#)
What do we call this symbol? (harp sign)
Where is the sharp located? (5th line of the staff)
Say: The sharp sign shows the place of TI on the staff and
shows the places of the other pitches too. The sharp gives us
the key of G Major which mean that the pitch do is on the G
line or space of the staff.

D. Discussing Allow the pupils to analyze the song “Magtanim Ay Masaya”

new in the Key of G Major.
concepts
and
practicing
new skills
#1
 Ask: What musical symbol can you find at the beginning of
the staff of the song? (sharp sign)
Say: The sharp is always placed at the fifth line at the
beginning of the staff and gives us It is called the key
signature.
Where can you find Do in the song? (Second line of the staff
or G line.)
What is the tonic key of the song? (Do)
Say: The tonic key of the song “The Shower“is DO.
Is the song in major mode? (major mode)
So, what is the name of the key of the song? (G major)

.
E. Discussing Group activity
new Write out the melodies on the staff in the key of G major
concepts A. Group I:
and
practicing
new skills
#2

do Fa Mi Re

B. Group II:

La Re Do Ti
 do mi so Do
F. Discussing Analyze the melodic patterns in the song
mastery lead Fill in the data being asked for in the table below.
to formative Magtanim Ay
assessments Masaya
Tonic Key
Letter name
where the tonic
key is
Name of the Key
Signature

G. Finding What is the message of the song Magtanim Ay Masaya ” in

practical connection with our daily life?
application of
concepts and
skills in daily
living
H. Making = the sharp sign at the beginning of the staff serves as the
generalization key to be able to read the pitches of the staff.
s and = the key of one sharp gives the key of G major which means
abstractions that the pitch DO is on the G line or space of the staff.
about the =The sharp sign shows the place of TI on the staff and shows
lesson the places of the other pitches too.

I. Evaluating Analyze the statement about G major and e minor keys. Write
Learning TRUE if the statement is correct and FALSE if not.
1. The tonic key of the song is in major key
2. DO in key of G major is found on the G line of the
staff.
3. There are two sharps at the beginning of the staff.
4. One sharp is in the G major key.
5. The sharp sign is located at the 5th line of the staff.

J. Additional Study more about key of G major.

Activities for
application or
remediation
V. REMARKS
VI. REFLECTIO Assessing yourself as a teacher and analyzing the students’
N progress this week.
A. No. of
learners
who earned
80% in the
evaluation.
B. No. of
learners
who
acquired
additional
activities for
remediation
who scored
below 80%.
C. Did the
remedial
lessons
work? No. of
learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked
well? Why
did this
work?
F. What
difficulties
did I
encountered
with my
principal can
help me
solve?
G. What
innovation
or localized
did I used /
discover
which I wish
to share with
other
teachers?
 School Grade Level VI
Teacher Learning Areas MUSIC
Teaching 2nd
Dates and Quarter Quarter
time
GRADE 6
DAILY
LESSON
PLAN
I.OBJECTIVES

A. Content Demonstrates the concept of melody by using intervals in

Standard major scale and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standard composition and performance.
C. Learning Sing and plays solo with group / melodies songs in C major, G
Competenci major and F major. MU6ME-IIa-3
es
II.CONTENT
MELODY
1. Major Scales

III.LEARNING
RESOURCES
A. Reference
s
1.TG /CG Pages K to 12 Curriculum Guide 2016
2.Learners Materials
Pages
3.Textbook Pages Umawit at Gumuhit 6 Valdecantos Emelita C1999. P 5-18, 25-
26
Enjoying Life Through Music, Arts, Physical Education and
Health 6 pp 47-59 Marissa C. Pascual, Irene Feliz S. Reyes,
Ma. Elvira M. Garcia, Ma Mignon C. Artuz.
Musika, Sining, at Edukasyong Pangkatawan 5 Violeta E.
Hornilla, Isabelo R. Magbitang, Rervillano a. Padiz, Jr.
Halinang Umawit at Gumuhit 5 Hazel P. Capiaco, Emilia S,
Hacinto
4.Materials Down
loaded from LRMDS
B.Other Learning
Materials Laptop and projector
IV.PROCEDURES
A.Reviewing
Previous Lessons
 What is the key shown in the staff?

Where is the DO located?

What is the key signature if there is one sharp?

B.Establishing Present the song “Ang Guryon”

a Purpose of
the Lesson

What musical symbol can you see in the staff?

What is the tonic key of the song?
What is the key signature of the song?
Present another in key of C major”Harana Sa Bukid”
Ask: What is the tonic key of the song?

What is the key of the song

C.Presenting Let pupils learn the song “Ang Guryon“ in key of F major and “Harana
Examples/ Sa Bukid “in key of C Major by doing the following activities.
Instances of = Clap the rhythmic pattern of the song
the new = recite the lyrics of the song.
lesson. = clap the rhythmic pattern while reciting the lyrics of the song.

D.Discussing
new
concepts and
practicing
new skills #1
F.Discussing Let the pupils listen to the song “Ang Guryon” and “Harana Sa Bukid
new as teacher plays the recorder or by using local instruments.
concepts and = Give other activities like clapping the rhythmic pattern of the song
practicing while listening.
new skills #2 Pupils do the following
Clap the rhythm of the song correctly.
Recite the lyrics of the song while clapping.

Listen to the song “Ang Guryon: “and “Harana Sa Bukid “then try to
sing it by following the tune of the song’
Sing the song repeatedly for mastery.
Group the pupils into two let them sing/play the song using a recorder
or any local instruments.
Practice the song for presentation.

G.Discussing Group presentation

mastery lead Group I: Sing the song “Ang Guryon”by following the accurate pitch of
to formative the song.
assessments Group II: sing the song “Harana Sa Bukid “by following the accurate
tune /pitch of the song.
H.Finding What is the message of the song in connection with our daily life?
practical
application of
concepts and
skills in daily
living
I.Making Why do we need to sing the song correctly? How will you sing the
generalizatio song properly?
ns and
abstractions
about the
lessons
J.Evaluating
Learning
 Giving grade using rubrics to the group presentation

Criteria Advanc Proficie Approachi Developi Beginni

ed nt ng ng ng
(5) ( 4) Proficienc (2) ( 1)
y
(3)
Performan Can Can Can Can Cannot
ce always frequen sometime rarely perform
perform tly s perform perform with
with perform with with accurat
accurat with accurate accurate e pitch
e pitch accurat pitch and pitch and and
and e pitch rhythm rhythm rhythm
rhythm and
rhythm

K.Additional
Activities for
application or
remediation
V.REFLECTI Assessing yourself as a teacher and analyzing the students’ progress
ON this week.
A. No. of
learners
who
earned
80% in
the
evaluatio
n.
B. No. of
learners
who
acquired
additional
activities
for
remediati
on who
scored
below
80%.
C. Did the
remedial
lessons
work?
No. of
 learners
who have
caught up
with the
lesson.
D. No. of
learners
who
continue
to require
remediati
on.
E. Which of
my
teaching
strategies
worked
well?
Why did
this
work?
F. What
difficulties
did I
encounter
ed with
my
principal
can help
me
solve?
G. What
innovatio
n or
localized
did I used
/ discover
which I
wish to
share
with other
teachers?
 Grade
School VI
Level
Learning
Teacher MUSIC
Areas
Teaching
GRADE 6
Dates and 2nd Quarter
DAILY Quarter
time
LESSON PLAN
I. OBJECTIVES
A. Content Demonstrates the concepts of melody by using intervals in
Standards Major scales and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standards composition and performance
C. Learning 1. Creates simple melody in C major.
Competencies/ 2. Reads sofa syllables of the melody in C major.
Objectives write LC 3. Shows willingness in creating simple melody.
code for each
II. CONTENT Melody: Key of C Major (MU6ME-IIa-4)
III. LEARNING RESOURCES
A. Reference Musika at Sining 4 p. 17, 40, 138 , Music Horizon p. 31
B. Materials Chart, songs
C. Other Learning Musical scores
Resources https://musecore.com
IV. Procedure
A. Reviewing Fill in the corresponding sofa syllable of the following pitch
previous lesson or names in the Key of C.
presenting new
lesson

1. 2 3. 4. 5. 6. 7. 8.

B. Establishing Look at the musical score below.

Purpose of the
Lesson

What do you see?

(G-clef, staff, notes and time signature)
This is an example of a melody in the Key of C Major
C. Presenting Presentation of the song in the Key of C Major.
Examples/Instances
of the new lesson
D. Discussing new A. Analyze the song
concepts and 1. What is the title of the song?
practicing new skills 2. Who are the composers of the song?
#1 3. What is the key signature of the song?
4. What is the time signature?
5. What is the first note?
B. Create the melody of the whole song

mi fa so la so mi fa so la so do ti la ti --- re mi fa so fa

re mi fa so fa ti la so la -- mi fa so la so mi fa so la so

do ti do re -- re do ti la so do ti la so fa so la ti do

Can you now create your own melody?

E. Discussing new Group Activity

concepts and
practicing new skills 1. Divide the class into three groups.
#2
Group A- Create a melody in the Key of C with 4 time signature
4

Group B- Create a melody in the Key of C with 3 time signature

4

Group C- Create a melody in the Key of C with 2 time signature

4
 2. Presentation of Group Work

RUBRICS
(Criteria for Work Evaluation)
APPROACHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (2) (1)
(3)
Performance Can perform Can perform the Can perform the Can rarely Cannot
the melody melody melody perform the perform the
accurately all accurately most accurately melody melody
throughout of the time sometimes

F. Developing Individual Activity: Create a melody in the Key of C.

Mastery

1.

2.
G. Finding Practical Value Integration:
applications of a What did you feel while creating simple melody?
concepts and skills
in daily living
H. Making How do you create simple melody in Key of C Major?
Generalization We can create simple melody in the Key of C by knowing
the key signature of the song and finding its “do”. Once you
know the “do” you will be able to know the melody of the song.
I. Evaluating Create a simple melody by putting the sofa syllable on the
Learning numbers below.

1._ 2._ 3._ 4. _ 5. _ 6. _ 7. _ 8. _ 9. _ 10. _

J. Additional Memorize the melody of “Will You Dance With Me”.

activities or
remediation
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% in the evaluation

B. No. of learners who requires additional acts for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with the lessons
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?
 School Grade Level VI

Learning
Teacher MUSIC
Areas

GRADE 6 Teaching
DAILY Dates and 2nd Quarter
Quarter
LESSON time
PLAN

I. OBJECTIVES
A. Content Demonstrates the concepts of melody by using intervals in Major
Standards scales and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standards composition and performance
C. Learning 1. Creates simple melody in G Major.
Competencies 2. Reads sofa syllables of the melody in G Major.
3. Shows willingness in creating simple melody.
II. CONTENT Melody: Key of G Major (MU6ME-IIa-4)
III. LEARNING RESOURCES
A. Reference Music Horizon p. 82, p. 116
B. Materials chart, songs
C. Other Learning Musical scores
Resources https://musecore.com
IV. Procedure
A. Reviewing Fill in the corresponding sofa syllable of the following pitch names
previous lesson or in the Key of G.
presenting new
lesson

1. 2. 3. 4. 5. 6. 7. 8. __

B. Establishing Look at the musical score below.

Purpose of the
Lesson

What do you see?

(G-clef, staff, notes, time signature and 1 sharp)
This is an example of a melody in the Key of G Major.
C. Presenting Presentation of a song.
Examples/Instances
of the new lesson
 OH MY DARLING, CLEMENTINE

D. Discussing new A. Analyze the song

concepts and 1. What is the time signature of the song?
practicing new skills 2. How many sharp keys?
#1 3. What is the key signature?
4. Where can we find the “do” in the song?
5. What is the first note of the song?

B. Sight read the melody of the song

E. Discussing new Group Activity

concepts and
practicing new skills 1. Divide the class into two groups.
#2
Create a melody on the song
Group A- Create a melody in Key of G Major in 6/8 time signature

Group B- Create a melody in Key of G Major in 3/4 time signature

 2. Presentation of Group Work

RUBRICS
(Criteria for Work Evaluation)
APPROACHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (2) (1)
(3)
Performance Can Can Can Can Cannot
perform perform perform rarely perform
the the the melody perform the
melody melody accurately the melody
accurately accurately sometimes melody
all most of
throughout the time
F. Developing Individual Activity
Mastery

G. Finding Practical Value Integration:

applications of a What did you feel while creating and singing melody?
concepts and skills
in daily living
H. Making How do you create simple melody in Key of G Major?
Generalization We can create simple melody in the Key of G by knowing
the key signature of the song and finding its “do”. Once you know
the “do” you will be able to know the melody of the song.
I. Evaluating Create a melody on the following
Learning

1. _ 2._ 3._ 4._ 5._ 6. _ 7.__ 8. 9. 10.

J. Additional Memorize the melody of “Clementine”.

activities or
remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who requires additional acts for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
 Grade
School VI
Level
Learning
Teacher MUSIC
Areas

GRADE 6 Teaching
2nd
DAILY Dates and
Quarter Quarter
LESSON time
PLAN

I. OBJECTIVES
A. Content Demonstrates the concepts of melody by using intervals in Major
Standards scales and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standards composition and performance
C. Learning 1. Creates simple melody in F Major.
Competencies 2. Reads sofa syllables of the melody in F Major.
3. Shows willingness in creating simple melody.
II. CONTENT Melody: Key of F Major (MU6ME-IIa-4)
III. LEARNING RESOURCES
A. Reference
B. Materials Chart, songs
C. Other Learning Musical scores
Resources https://musecore.com
IV. Procedure
A. Reviewing Fill in the corresponding sofa syllable of the following pitch
previous lesson or names in the Key of F.
presenting new
lesson

1. 2. 3. 4. 5. 6. 7. 8.
B. Establishing Look at the musical score below.
Purpose of the
Lesson
What do you see?
(G-clef, staff, notes time signature and 1 flat key)
This is an example of a melody in the Key of F Major.
C. Presenting Presentation of the song “AULD LANG SYNE”
Examples/Instances
of the new lesson
D. Discussing new A. Analyze the song
concepts and 1. What is title of the song?
practicing new skills 2. What is the time signature?
#1 3. How many flat keys are there?
4. What is the key signature?
5. Where can we find the “do” in the song?
6. What is the first note of the song
B. Create the melody of the song

so do do do mi re do re mi re do do mi so la la

la so mi mi do re do re mi re do la la so do do

la so mi mi do re do re la so mi mi so la la

do so mi mi do re do re mi re do la la so do do

E. Discussing new Group Activity

concepts and 1. Divide the class into two groups.
practicing new skills
#2 Create a melody on the song
Group A- Create a melody in Key of F Major in 4 time signature
4

Group B- Create a melody in Key of G Major in 3 time signature

4

2. Presentation of Group Work

RUBRICS
(Criteria for Work Evaluation)
APPROACHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (2) (1)
(3)
Performance Can perform Can perform Can perform the Can rarely Cannot
the melody the melody melody perform the perform the
accurately all accurately accurately melody melody
throughout most of the sometimes
time

F. Developing Individual Activity: Create a melody in the key of F.

Mastery 1.

2.
G. Finding Practical Value Integration:
applications of a What did you feel while creating the melody?
concepts and skills
in daily living
H. Making How do you create simple melody in Key of F Major?
Generalization We can create simple melody in the Key of F Major by
knowing the key signature of the song. Once you know the “do”
you will be able to know the melody of the song.
I. Evaluating Create a melody on the following:
Learning

1. 2. 3. 4. 5.

J. Additional Memorize the melody of “Auld Lang Syne”

activities or
remediation
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% in the evaluation

B. No. of learners who requires additional acts for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with the lessons
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why
did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
 Grade
School VI
Level
Learning
Teacher MUSIC
Areas

GRADE 6 Teaching
2nd
DAILY Dates and
Quarter Quarter
LESSON time
PLAN

I. OBJECTIVES
A. Content Demonstrates the concepts of melody by using intervals in
Standards Major scales and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standards composition and performance
C. Learning 1. Sings self-composed melodies in C Major keys.
Competencies 2. Appreciates self-composed melodies in C Major keys.
3. Shows enthusiasm in singing.
II. CONTENT Melody: Key of C Major (MU6ME-IIa-5)
III. LEARNING RESOURCES
A. Reference
B. Materials Chart, songs
C. Other Learning Musical scores
Resources https://musecore.com
IV. Procedure
A. Reviewing Create a melody in C Major.
previous lesson or
presenting new
lesson
1. 2. 3. 4. 5. 6. 7.

B. Establishing We have already learned how to create simple melodies in C

Purpose of the Major scales.
Lesson
This time you will sing the melody you have composed in C
major keys.
C. Presenting Presentation of the song in key of C major
Examples/Instances
of the new lesson
D. Discussing new A. Analyze the song
concepts and 1. What is title of the song?
practicing new skills 2. What is the time signature?
#1 3. What is the key signature?
5. Where can we find the “do” in the song?
6. What is the first note of the song
B. Singing of the self-composed melody of the song
(The teacher will model the singing of the melody and
afterwards the pupils.)

mi re do re ti do so so

la do ti re mi re

fa mi so fa mi mi so

la do ti re do do
Can you now sing your self-composed melody?
E. Discussing new Group Activity
concepts and
practicing new skills 1. Divide the class into two groups.
#2 Sing the melody in group.
Group A- Sing a melody in Key of C Major in 3 time signature
4
 Group B-Sing the melody in Key of C Major in 2 time signature
4

2. Presentation of Group Work

RUBRICS
(Criteria for Work Evaluation)
APPROACHING DEVELOPIN
ADVANCED PROFICIENT BEGINNING
CRITERIA PROFICIENCY G
(5) (4) (3) (2) (1)
Performance Can perform Can perform Can perform the Can rarely Cannot
the melody the melody melody perform the perform the
accurately all accurately accurately melody melody
throughout most of the sometimes
time

F. Developing Individual Activity: Sing the melody in the key of C.

Mastery
Sing the melody in the Key of C with 4 time signature
4

G. Finding Practical Value Integration:

applications of a What did you feel while singing the melody?
concepts and skills
in daily living
H. Making Were you able to sing your self-composed melody in Key of C
Generalization Major? Why?

We are able to sing the melody of the song because we

know the key of the song.
I. Evaluating Sing the melody of the following:
Learning

mi fa so la so mi fa so la so do ti la ti --- re mi fa so fa

re mi fa so fa ti la so la -- mi fa so la so mi fa so la so

do ti do re -- re do ti la so do ti la so fa so la ti do

J. Additional Memorize and Sing the song of “Will You Dance With Me?”
activities or
remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who requires additional acts for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
 School Grade Level VI
Learning
Teacher MUSIC
Areas

Teaching
GRADE 6
Dates and 2nd Quarter
DAILY Quarter
time
LESSON
PLAN

I. OBJECTIVES
A. Content Demonstrates the concepts of melody by using intervals in Major
Standards scales and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standards composition and performance
C. Learning 1. Sings self-composed melodies in G Major keys.
Competencies 2. Appreciates self-composed melodies in G Major keys.
3. Shows enthusiasm in singing.
II. CONTENT Melody: Key of G Major (MU6ME-IIa-5)
III. LEARNING RESOURCES
A. Reference
B. Materials Chart, songs
C. Other Learning Musical scores
Resources https://musecore.com
IV. Procedure
A. Reviewing Create a melody in G Major.
previous lesson or
presenting new
lesson

1. _ 2._3. 4. 5._ 6. _7. _ 8._ 9._ 10._11._12._

B. Establishing We have already learned how to create simple melodies in G

Purpose of the Major scales.
Lesson
This time you will sing the melody you have composed in G
Major keys.
C. Presenting Presentation of the song in key of G Major
Examples/Instances
of the new lesson
D. Discussing new A. Analyze the song
concepts and 1. What is title of the song?
practicing new skills 2. What is the time signature?
#1 3. What is the key signature?
5. Where can we find the “do” in the song?
6. What is the first note of the song
B. Singing of the self-composed melody of the song
(The teacher will model the singing of the melody and
afterwards the pupils.)

fa mi fa so so fa la do so

la do ti re re

la fa mi re do do
Can you now sing your self-composed melody?
E. Discussing new Group Activity
concepts and 1. Divide the class into two groups.
practicing new skills Sing the melody in group.
#2 Group A- Sing a melody in Key of G Major in 3 time signature
4
OH MY DARLING, CLEMENTINE
 Group B-Sing the melody in Key of C Major in 4 time signature
4

2. Presentation of Group Work

RUBRICS
(Criteria for Work Evaluation)
APPROACHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (3) (2) (1)
Performance Can perform Can perform Can perform the Can rarely Cannot
the melody the melody melody perform the perform the
accurately all accurately accurately melody melody
throughout most of the sometimes
time

F. Developing Individual Activity: Sing the melody in the key of G.

Mastery
1.

2.
G. Finding Practical Value Integration:
applications of a What did you feel while singing the melody?
concepts and skills
in daily living
H. Making Were you able to sing your self-composed melody in Key of G
Generalization Major? Why?
We are able to sing the melody of the song because we
know the key of the song.
I. Evaluating Sing the melody of the following:
Learning

mi fa so la so do re do ti re re mi fa so fa re mi re
J. Additional Memorize and Sing the song of “Oh my darling, Clementine”
activities or
remediation
V. REMARKS

VI. REFLECTIONS

A. No. of learners who earned 80% in the evaluation

B. No. of learners who requires additional acts for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
 School Grade Level VI
Teacher Learning Areas MUSIC

Teaching Dates
GRADE 6 2nd Quarter
and time Quarter
DAILY
LESSON
PLAN

I. OBJECTIVES
A. Content Demonstrates the concepts of melody by using intervals in Major
Standards scales and in minor scale.
B. Performance Applies learned concepts of melody and other elements to
Standards composition and performance
C. Learning 1. Sings self-composed melodies in F Major keys.
Competencies 2. Appreciates self-composed melodies in F Major keys.
3. Shows enthusiasm in singing.
II. CONTENT Melody: Key of F Major (MU6ME-IIa-5)
III. LEARNING RESOURCES
A. Reference
B. Materials Chart, songs
C. Other Learning Musical scores
Resources https://musecore.com
IV. Procedure
A. Reviewing Create a melody in F Major.
previous lesson or
presenting new
lesson
1._ 2._3._4._ 5._ 6._7._ 8._ 9._ 10._11._12._13._14._15._

B. Establishing We have already learned how to create simple melodies in F

Purpose of the Major scales.
Lesson
This time you will sing the melody you have composed in F
Major keys.
C. Presenting Presentation of the song in key of G Major
Examples/Instances
of the new lesson
D. Discussing new A. Analyze the song
concepts and 1. What is title of the song?
practicing new skills 2. What is the time signature?
#1 3. What is the key signature?
5. Where can we find the “do” in the song?
6. What is the first note of the song
B. Singing of the self-composed melody of the song
(The teacher will model the singing of the melody and afterwards
the pupils.)

Can you now sing your self-composed melody?

E. Discussing new Group Activity
concepts and 1. Divide the class into two groups.
practicing new skills Sing the melody in group.
#2 Group A and B- Sing a melody in Key of F Major in 3 time
signature 4
 2. Presentation of Group Work

RUBRICS
(Criteria for Work Evaluation)
APPROACHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (3) (2) (1)
Performance Can perform Can perform Can perform the Can rarely Cannot
the melody the melody melody perform the perform the
accurately all accurately accurately melody melody
throughout most of the sometimes
time

F. Developing Individual Activity: Sing the melody in the key of F.

Mastery

G. Finding Practical Value Integration:

applications of a What did you feel while singing the melody?
concepts and skills
in daily living
H. Making Were you able to sing your self-composed melody in Key of F
Generalization Major? Why?
We are able to sing the melody of the song because we
know the key of the song.
I. Evaluating Sing the melody of the following:
Learning

J. Additional Memorize and Sing the song of “Music Alone Shall Live”
activities or
remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who requires additional acts for
remediation who scored below 80%
C. Did the remedial lessons work?
No. of learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?