Grade

School VI
Level
MUSIC
Learning
Teacher Lesson
Areas
#1
GRADE 6 Teaching
1st
DAILY Dates and
Quarter Quarter
LESSON PLAN time

I. OBJECTIVES
A. Content Standard Demonstrates understanding of the concept of rhythm by
applying notes and rests , rhythmic pattern and time
signatures.
B. Performance Responds to beat in music heard with appropriate
Standard conducting patterns of 2 3 4 and 6 time signatures
444 8
C. Learning Identifies the notes / rests used in a particular song 2 3 4
Competencies time signatures 444

MU6RH-Ia-1
II. CONTENT
RHYTHM
Musical Symbols and
Concepts:
1. Notes and Rests

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
4. Materials Musical Scores: “ Magtanim Ay Di Biro”
Dowloaded from Leron Leron Sinta “
LRMDS “ Maraming Salamat”
B. Other Learning
Materials Laptop and projector

IV. PROCEDURES

A. Reviewing Let the pupils sing the Welcome Song “ Magtanim Ay DI

Previous Lessons Biro” . Clap/ tap the beat of the song
Pairing Game: Distribute flashcards to pupils containing
notes and rests. Pupils with the same notes / rests will sit
together and show their flashcards to class.
B. Establishing a
Purpose of the Today, we are going to identify the notes and rests.
Lesson

1
C. Presenting Present the song “ Magtanim Ay Di Biro “. Let the pupils
examples sing the song. Clap/ tap the beat of the song.
/instances of the
lesson
D. Discussing new Analyze the song.
concepts and What is the time signature of the song ? What does the
practicing new upper number in the time signature mean? How about
skills # 1 the lower number ? What are the notes and rests you
find in the song ? ( quarter note) (eight note)
(quarter note ) ( half note ) . (dotted quarter note )

E. Discussing new The teacher will present a chart of notes and rests.
concepts and
practicing new
skills #2
F. Discussing Let the teacher present another song. The pupils will
mastery lead to identify the different notes found in the song.
formative
assessments
G. Finding practical Present another musical score “ Leron, Leron Sinta.
application of Let the pupils write the different notes and rests used in
concepts and the song.
skills in daily
living
H. Making What are the notes and rests used in songs with 2 3 4
generalizations 4 4 4
and abstractions time signature?
about the lesson
What note / rest recieves 1 beat in 2 3 4 time signature?
444
I. Evaluating Present the musical score of “ Maraming Salamat”.
Learning ( Please see Annex 3)

Identify the notes and rests found in the song.

Write them on your paper.
1. How many quarter notes are found on the first
phrase?
2. How many quarter rests are there in the song?
3. How many eight notes are found on the 2nd
phrase.

J. Additional
Activities for
application or
remediation

2
 RHYTHM
Notes and Rests
1st Quarter

3
 RHYTHM
Notes and Rests
1st Quarter

4
5
 School Grade VI
Level
Teacher Learning MUSIC
Areas Lesson
GRADE 6 DAILY #2
LESSON PLAN Teaching 1st
Dates and Quarter Quarter
time

I. OBJECTIVES

A. Content Demonstrates understanding of the concept of rhythm

Standard by applying notes and rests , rhythmic pattern and time
signatures.
B. Performance Responds to beat in music heard with appropriate
Standard conducting patterns of 2 3 4 and 6 time signatures
444 8
C. Learning identifies the notes / rests used in a particular song 6
Competencies 8
time signatures.
MU6RH-Ib-e-2
II. CONTENT
RHYTHM
Musical Symbols and
Concepts:
Notes and Rests

III. LEARNING
RESOURCES
A. References
1. TG /CG Pages K to 12 Curriculum Guide 2016
2. Learners
Materials
Pages
3. Textbook Umawit at Gumuhit 6 Valdecantos Emelita C1999. P 5-
Pages 18, 25-26
4. Materials Musical Scores: “ The Farmer In The Dell
Dowloaded “Itsy Bitsy Spider
from LRMDS “For He”s jolly Good Fellow” and “Going Over The Sea
B. Other Learning
Materials Laptop and projector

IV. PROCEDURES

A. Reviewing Let the pupils sing a song .

Previous
Lessons
B. Establishing a Today, we are going to identify the notes and rests
Purpose of the used in a song with 6 time signature.
Lesson 8

6
C. Presenting Present the musical score of the song “ The Farmer In
examples The Dell “. Let the pupils sing the song. Clap/ tap the
/instances of beat of the song.
the lesson
Present the chart of notes and rests in 6 time signature.
D. Discussing 8
new concepts Briefly discuss the values of notes and rests in 6 time
and practicing signature . 8
new skills # 1

Let the pupils compare value of the notes and rests in

E. Discussing 6 time signature with 2, 3, 4 time signature.
new concepts 8 4 44
and practicing
new skills #2

F. Discussing Show the different notes and rests and let the pupils
mastery lead give the correct value.
to formative
assessments

G. Finding Present another musical score “Itsy Bitsy Spider Play

practical the song and the pupils will do the following.
application of ( Group Activity)
concepts and Activity 1. Clap/tap the beat of the song.
skills in daily Activity 2. Draw the notes and rests used in the song
living

H. Making What are the kinds of notes/ rests used in the song with
generalizations 6 time signature?
and 8
abstractions
about the
lesson What note or rest recieves 1 beat ?
Present the musical score “ Itsy Bitsy Spider”
Identify the notes and rests found in the song.
I. Evaluating
Learning

J. Additional Identify the kind of notes/rests found in the song ”Going

Activities for Over The Sea”
application or
remediation

7
8
RHYTHM
Notes and Rests
1st Quarter

9
RHYTHM
Notes and Rests
1st Quarter
For He’s Jolly Good Fellow

10
 Grade
School VI
Level
MUSIC
Learning
Teacher Lesson
Areas
#3
GRADE 6 Teaching
1st
DAILY Dates and
Quarter Quarter
LESSON PLAN time

V. OBJECTIVES
D. Content Standard Demonstrates understanding of the concept of rhythm
by applying notes and rests , rhythmic pattern and time
signatures.
E. Performance Responds to beat in music heard with appropriate
Standard conducting patterns of 2 3 4 and 6 time signatures
444 8
F. Learning 3.1 Demonstrates the conducting of 2, 3, 4, and 6
Competencies time signatures 4 4 4 8

MU6RH-1b-e-3
VI. CONTENT
5. Musical Symbols and Concepts: Conducting

VII. LEARNING
RESOURCES
C. References
1.TG /CG Pages K to 12 Curriculum Guide 2016
6. Learners Materials
Pages
7. Textbook Pages Enjoying Life Through Music, Arts, Physical Education
and Health 6, page 7
Umawit at Gumuhit pp. 2 and 58

8. Materials Musical Scores: “ Magtanim Ay Di Biro”

Downloaded from Leron Leron Sinta “
LRMDS “ Maraming Salamat”
D. Other Learning
Materials
VIII. PROCEDURES

What are the time signatures that you have learned in

K. Reviewing the previous lessons?
Previous Lessons
L. Establishing a
Purpose of the 1. Show a picture of a conductor conducting a choir
Lesson or an orchestra. ( or a video)
2. What do you see?
3. What is he doing?

11
M. Presenting Let the pupils sing previously learned songs as the
examples teacher does the conducting gestures.
/instances of the
lesson Say: A conductor is a person who stands in front of a
group of people while they sing or play musical
instruments and directs their performance by showing
the beat of a song through arm movements that follow
certain patterns.
2 3 4
4 4 4
Simple duple simple triple simple quadruple

N. Discussing new
concepts and 1. Show the conducting patterns in 2 3 4 time
practicing new signatures.
skills # 1 4 4 4

2. Discuss each conducting pattern and give guidelines

in proper conducting.

a. Demonstrate the conducting gestures while pupils

are imitating the arm movement.
b. Play a music and let the learners conduct.

1.How will you conduct in 6 time signature?

O. Discussing new 8
concepts and

12
 practicing new 2.Demonstrate the conducting gestures in 6
skills #2 Time signature ? 8

P. Discussing Group Activity:

mastery lead to Each group will be asked to find a song of their choice
formative in different time signatures. Assign a conductor in each
assessments group while the members of the group sing.

Q. Finding practical If you are the conductor, how will you lead the group?
application of
concepts and (Conductors lead the group of singers or musicians
skills in daily through arm movement. We see conductors in church
living choirs, school choirs, marching bands and in a concert
orchestra. Just like in an organization, everyone is
expected to follow the direction of the leader who leads
the group to ensure the success of the group. Likewise,
the orchestra or choir should follow the conductor.)

What is conducting?
R. Making
generalizations Why is it important to have a conductor in a group
and abstractions of musicians?
about the lesson

S. Evaluating Perform the conducting gestures;

Learning
1. Lupang Hinirang 2
4

2. Ako ay Pilipino 3
4

3. Mananggete 4
4

4.For He”s A Jolly Good Fellow 6

8

Suggested Rubrics:

5 points – The correct beat pattern is maintained

clearly and consistently throughout;
The beat remain steady

4 points – The correct beat pattern is maintained

clearly throughout most of the measures; The beat is
almost always steady with 2-3 errors .

3 points – The correct beat pattern is maintained

throughout most of the measures; the

13
 beat is steady most of the time with 4-5
errors

2 points – The beat pattern is inconsistent throughout

the measures; the beat is sometimes steady with 6-7
errors.

1 point – The beat pattern is hard to recognize,

incorrect or is not maintained; the beat is unsteady with
8 above errors.

T. Additional 1. Let the pupils form a group.

Activities for 2. Let them choose a song to perform and choose a
application or conductor.
remediation 3. Let them perform in front of the class.

School Grade Level VI

Learning MUSIC
Teacher
Area Lesson#4

Daily Lesson Teaching FIRST

Quarter
Log Date/Time QUARTER

I. OBJECTIVES
A. Content Standards
Demonstrates understanding of the concept of
rhythm by applying notes and rests, rhythmic
patterns and time signature

B. Performance
Standards Responds to beats in music heard with
appropriate conducting patterns in 2, 3, 4, and 6
4 4 4 8

C. Learning
Competencies 1. Identifies through conducting the
relationship of the first and last measures in
an incomplete measure (MU6RH-If-4)

II. CONTENT Conducting

III. LEARNING
RESOURCES a. Curriculum Guide in Music 6
b. Musika at Awit 6, Raul M. Sunico, pp. 12-
13
c. Musical scores in 6
8

14
  Ang Saranggla, F, mi, 4th beat

 For He’s a Jolly Good Fellow, F, so,

6th beat

IV. PROCEDURE
A. Reviewing
Previous Let the class sing the song “Ako Mananggete”
Lesson or while conducting the song.
Presenting the
New Lesson On what beat did you start conducting the song?
On what beat did the song end?
Why?

B. Establishing a
Purpose for the Have you tried kite flying?
Lesson
How does it feel playing with kites?

C. Presenting
Examples/ Present the song “Ang Saranggola”
Instances of the
New Lesson

Teach the song by rote.

D. Discussing New
Concepts and a. Study the song.
Practicing New
What is the time signature of the song?
Skills #1
How many beats are there in a measure of
6?
8
How do we count the beats in this time
signature?

b. Rhythm:
Let the class clap the rhythm of the song
while saying the rhythmic syllables.

c. Look at the first measure of the song.

15
 What can you say about it? How many
beats are there? How about the last
measure?

When a song has incomplete number of

beats in the first and last measures, we call
it a broken measure. The number of beats
in the last measure completes the number
of beats in the first measure.
Do you know how to conduct a broken
measure? Let me show you.

E. Discussing New
Concepts and
Let the class sing again while the teacher
Practicing New
conducts. Tell the class to observe
Skills #2
carefully how the song is conducted.
This time the class sings the song while
conducting with the teacher to show the
relationship of the first and last measure of
the song.

F. Developing
Group the class into two.
Mastery (Leads
to Formative GROUP I
Assessment)
Study the song “For He’s a Jolly Good
Fellow”. Sing it with your group while
conducting its time signature. Perform in
front of the class to show the relationship
of the first and last measures of the song
which are incomplete. (See attached
musical score for this activity).

GROUP II
Study the first and last measure below.
Show their relationship through
conducting.
Perform with your group in front of the
class.

16
G. Finding What attitude must everyone have in order to
Practical/ finish a given task or activity like what you had?
Application of
Concepts and
Skills in Daily What is the importance of cooperation and
Living teamwork in every group activity?

H. Making
Generaliza- What is the relationship of the first measure to the
tions. last measure of a song with incomplete measure?

How can we show their relationship?

I. Evaluating
Learning Evaluate each group’s performance (Developing
Mastery phase) using the rubrics below.
APPROACHI
CRITERIA ADVANCE PROFICI NG DEVELOPI BEGINNI
D ENT PROFICIENC NG NG
(5) (4) Y (2) (1)
(3)
Pitch and Can Can Can perform Can rarely Can hardly
Rhythm perform perform with accurate perform with perform in
with with pitch and accurate correct
accurate accurate rhythm with pitch and pitch and
pitch and pitch and some rhythm with rhythm but
rhythm all rhythm mistakes many attempted
throughout mistakes to perform
with fluency

Performanc Conducts Conducts Conducts the Conducts Did not

e the song the song song the song able to
correctly accurately accurately accurately conduct
and and and showed but was not the song
properly showed the able to show but
showed the the relationship of the attempted
relationship relationshi the first and relationship to perform
of the first p of the last measures of the first
and last first and with minimal and last
measures last mistakes measures
measures
of the
song

J. Additional
Activities for Look for any song with incomplete measure in 6.
Application or 8
Remediation
Practice conducting it and be ready to perform it in
class tomorrow.

17
18
 School Grade Level VI
Learning
Teacher MUSIC
Area

Daily Lesson Teaching FIRST

Quarter
Log Date/Time QUARTER

I. OBJECTIVE
A. Content Standards
Demonstrates understanding of the concept of
rhythm by applying notes and rests, rhythmic
patterns and time signatures

B. Performance
Standards Responds to beats in music heard with
appropriate conducting patterns of 2, 3, 4, and 6
4 4 4 8

C. Learning
Competencies 1. Identifies through conducting the
relationship of the first and last measures
in an incomplete measure in 2, 3, 4,
(MU6RH-If-g 4) 4 4 4

2. Shows through conducting the relationship

of the first and last measures of songs with
incomplete measures in 2, 3, and 4
4 4 4

3. Sings with enjoyment while conducting the

songs with incomplete measures

II. CONTENT Conducting

III. LEARNING
RESOURCES a. Curriculum Guide in Music 6
b. Enjoying Life Through Music, Art, Physical
Education and Health 6, Pascual, Marissa
C., et al
c. Musika at Sining 4, LM, pp. 9, 24
d. Umawit at Gumuhit 4 Tx, p. 63, Emelita C.
Valdecantos
e. The 21st Century MAPEH in Action 6,
Ligaya Bautista Garcia-Quinitio, et al
f. Musical scores of:

 Magtanim ay Di Biro, C, 2, mi, ↑

4
 An Sakong Abaniko, C, 3, so→
4
 Mananggete, C, 4, mi, ↑
4

19
  She’ll Be Coming Round the
Mountain, G, 2, so, ↑
4
 Tayo Na, C, 2, do, ↓
4
 We’re on the Upward Trail, G, 4,
do,↓
4
 The Farmer In The Dell, F, 4, ↑
4

IV. PROCEDURE
A. Review
Let the class sing the song “Tayo Na!” and “We’re
on the Upward Trail”
What are the time signatures of the song?
Can you show me the conducting gestures of the
first song? Of the second song?
B. Establishing a
Show the class the musical score of “Magtanim ay
Purpose for the
Di Biro” in a chart.
Lesson
Scan the song-
a. What is the time signature of the song?
How many beats are there in a measure?
How do we count the beats in every
measure?
b. Clap the rhythm of the song while saying
the rhythmic syllables of the notes.
C. Presenting
Examples/ Let the class sing the song while the teacher
instances of the conducts the song.
New Lesson
You are going to sing the song as I conduct
its time signature. Observe carefully as I
do it.

You will sing the song again but this time,

you are going to conduct with me while
singing.

D. Discussing New
Concepts and How did we conduct the song?
Practicing New
Skills #1 What beat did we start conducting the
song?
What beat did the song end?

20
 Why do you think we started conducting
the song on the second beat and ended on
the first beat?

(Direct pupils’ attention to the first and last

measures of the song)

Ask:

What can you say about the first and last

measures of the song?

(Guide the pupils to be able to say that the first

and last measures of the song are incomplete.)

Does the first measure affects the last

measure of the song? How?
Is there any relationship between the first
and last beats of the song with incomplete
measure?
What is it?

E. Discussing New
Concepts and Present other songs, one in 3 and one in 4.
Practicing New 4 4
Skills #2 Discuss the songs following the steps done with
the first song. (See attached musical scores for
this activity)

F. Developing
Mastery (Leads Group the class into three. Ask the leader of each
Formative Assess- group to pick one envelope containing one
ment) musical score which may be in 2, 3, or 4 time
signatures.
4 4 4

ACTIVITY:

Sing the song with your group showing the

relationship of the first and last measure of
the song with incomplete measure,
through conducting.

Perform with your group in front of the

class.

G. Finding Practical
Application of How did you feel when you were able to perform
concepts and skills the assigned task with your group?
in Daily Living
What is the importance of teamwork in achieveng
a particular goal?

21
H. Making Generaliza-
tions and What is the relationship of the first and last
Abstraction about measure of a song with an incomplete measure?
the Lesson
How were you able to show their relationship?

I. Evaluating
Learning Using the rubrics below, evaluate pupils’ group
performance (Developing Mastery phase)
Approaching
Advanced Proficient Proficiency Developing Beginning
CRITERIA (5) (4) (3) (2) (1)

Pitch and Can always Can Can perform Can rarely Can hardly
Rhythm perform with perform with with accurate perform with perform in
accurate accurate pitch and accurate with correct pitch
pitch and pitch and rhythm with many and rhythm but
rhythm all rhythm all some mistakes attempted to
through- out through-out mistakes perform
with fluency

Performance Conducts Conducts Conducts the Conducts the Did not able to
the song the song song song but did conduct the
accurately accurately accurately and not able to song but
and and showed showed the show the attempted to
properly the relationship of relationship of perform
showed the relationship the first and the first and
relationship of the first last measure last measure
of the first and last in an of an
and last measure of incomplete incomplete
measures of an measure with measure
an incomplete minimal
incomplete measure mistakes
measure

J. Additional Activiies
for Application or Look for other songs in with incomplete measure
Remediation in 2, 3, 4 time signature .
4 4 4
Study it and be able to conduct it in class
tomorrow.

22
23
24
 School Grade Level VI
Learning
Teacher MUSIC
Area

Daily Lesson Teaching FIRST

Quarter
Log Date/Time QUARTER

I. OBJECTIVES
A. Content
Standards Demonstrates understanding of the concept of
rhythm by applying notes and rests, rhythmic
patterns and time signature

B. Performance
Standards Responds to beats in music heard with appropriate
conducting patterns of 2, 3, 4 and 6
4 4 4 8

C. Learning
Competencies 1. Creates rhythmic patterns in 6 time
8
signature (MU6RH-Ig-h-5)

2. Performs the created rhythmic patterns with

enjoyment

II. CONTENT
Rhythmic Patterns

III. LEARNING
RESOURCES a. Curriculum Guide in Music 6
b. Umawit at Gumuhit 6, Emelita C.
Valdecantos, 1999, pp. 5, 20

IV. PROCEDURE
A. Reviewing
Previous Clap the rhythmic patterns below
Lesson or
Presenting 2│∏∏│∏ I │I I │

25
 the New 3│I I I │I ∏∏│
Lesson
4│I I I I│∏ I I I│

Review the notes and rests and their value in 2, 3,

and 4 4 4
4

B. Establishing a Notes and rests have specific value according to a

Purpose for particular time signature.
the Lesson
Do you know the value of each note and rest in 6?
8
C. Presenting
Examples/ Study the table below.
Instances of
the New
Lesson

What can you say about the value? Do the notes

have the same value in 4 and 6?
4 8

How do they differ?

D. Discussing
New Examine the rhythmic pattern.
Concepts and
Practicing
New Skills #1

What do you see in the rhythmic pattern?

How many eighth notes are there?
How many beats does each receive?

Explain to the class that the rhythmic pattern is the

regular rhythm in 6.
8

E. Discussing
New Group the class into four.
Concepts and
Practicing
ACTIVITY:
New Skills #2

26
 With your group, create a rhythmic pattern
different notes and rests in 6.
8

Present your work in class by clapping the

pattern you made.

Process the pupils’ outputs by asking:

What did you consider in creating a rhythmic

pattern in 6?
8

What helped you finish your work on time?

F. Developing
Mastery Use a bar line to group the notes and rests to create
(Leads to a rhythmic pattern.
Formative
Assessment)

G. Finding
Practical/ How did you feel after having finished your wok on
Application of time?
Concepts and
Skills in daily What attitude helped you finish your activity
Living correctly?

H. Making
Generalizatio What is the importance of having knowledge about
ns and notes and rests and their value in creating rhythmic
Abstractions patterns in a particular time signature?
about the
Lesson
I. Evaluating
Learning Create three (3) rhythmic patterns with two
measures each in 6 time signature.
8

J. Additional
Activities for Create three rhythmic patterns in 6.
Application or 8
Remediation
Be able to clap your created pattern in class

27
 School Grade Level VI
Grade 6 Learning MUSIC
Daily Teacher
Area Lesson 5
Lesson
Log Teaching FIRST
Quarter
Date/Time QUARTER

I. OBJECTIVES
A. Content Demonstrate understanding of the concept of rhythm by
Standards applying notes, and rest, rhythmic pattern and time signature.
B. Performance Responds to beats in music heard with appropriate rhythmic
Standards pattern of 2 time signature
4
C. Learning 1. Identify rhythmic pattern in 2 time signature.
Competencies/ 4 2
Objectives write LC 2. Create regular rhythmic pattern in 4 time signature.
code for each 2
3. Sing songs in 4 time signature correctly.
II. CONTENT Musical symbols and Concept: Rhytmic Pattern- (MU6RH-if-
4) (MU6RH-lg-h-5)
III. LEARNING
RESOURCES
A. Reference: CG, MAPEH for Brighter World p. 10-11
B. Materials: Musical Scores from www.google.com, laptop
C. Other Learning PowerPoint Presentation, www.youtube.com
Resources
IV. Procedure
A. Reviewing Kinds of Notes Syllables No. of beats
previous lesson or 1. whole note ta-a-a-a 4
presenting new
lesson
2. half note ta-a 2
3. quarter note ta 1
4. ♪ eighth note ti ½
5. sixteenth note ti-ti ¼

B. Establishing Marching while singing the song “When the Saints Go

Purpose of the Marching “ in 2 time signature
Lesson 4
C. Presenting In this lesson, you will learn to create rhythmic patterns in
Examples/Instances the different time signatures
of the new lesson a. 2 ll: l l l :ll
4 11 / 1 1/11 /11

b. 2 ll: l l l :ll
4 2 2 2 2

c. 2 ll: l l l l :lI
4 1 ½½ 1½ ½ 1 ½½ 1 ½½
Note: Teacher may give rhythmic patterns in different time
signatures
D. Discussing new Discussion on the rhythmic pattern presented
concepts and How many beats does a half note ( ) receives?
How many beats does a quarter note ( ) receives?

28
practicing new skills How many beats does an eighth note (♪) receives?
#1 What are the syllable of half note ? (ta-a)
What are the syllable of quarter note( )? (ta)
What are the syllable of eighth note (♪)? Ti

E. Discussing new 1. Individual Activity (Pupils will write their own syllable on
concepts and the patterns)
practicing new skills a. ll: l l l :ll
#1
b. ll: l l l :ll

c. ll: l l l :ll

F. Developing 1. Group Activity in a creative performance

Mastery Direction: Each group will create their own syllable from
the rhythmic patterns and perform their presentation in a
creative way

a. :ll l l l ll:

b. :ll l l l ll:

c. :ll l l l ll:

RUBRICS
(Criteria for Work Evaluation)
APPROCHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (2) (1)
(3)
Performance Can perform Can perform Can perform Can rarely Cannot
the rhythmic the rhythmic the rhythmic perform the perform the
pattern with pattern with pattern with rhythmic song with
correct tempo correct tempo correct tempo pattern with correct
accurately all accurately most accurately correct tempo
throughout of the time sometimes tempo

G. Finding Practical (Perform the rhythmic patterns using improvised percussive

applications of a instruments like bamboo sticks while singing “Magtanim ay Di
concepts and skills Biro”)
in daily living 1. 1. Value Integration: (Industry)
https://www.youtube.com/watch?v=f8TgQ0aagls
(suggested link)
H. Making How can you identify 2 time signatures in rhythmic pattern?
Generalization 4
(By counting the value of notes in a measure.)

2
How will you create rhythmic pattern in 4 time signature.
(By putting two beats for every measure)

Evaluation Create a rhythmic pattern of 2 time signature with

4
5 measures. Write the value of notes or rests.

29
J. Additional Create a rhythmic pattern of 2 time signature .
activities or 4
remediation
ASSIGNMENT Create a rhythmic pattern of 3 time signature with three
measures. 4

30
Grade 1 to School Grade Level VI
12 Daily Teacher Learning Area MUSIC
Lesson Teaching Quarter FIRST
Log Date/Time QUARTER

I. OBJECTIVES
A. Content Demonstrate Understanding of the concept of rhythm by
Standards applying notes, and rest, rhythmic pattern and time signature.
B. Performance Responds to beats in music heard with appropriate rhythmic
Standards 3
pattern of 4 time signature.
C. Learning 1. Identify rhythmic pattern using notes and syllables in 3 time
Competencies signature. 4
2. Create a regular rhythmic pattern using notes and syllables
3
4
in 4 time signature.
3. Clap and dance songs in 3 time signature correctly
4
II. CONTENT Musical Symbols and Concept: Rhythmic Pattern-
(MU6RH-if-4) (MU6RH-lg-h-5)
III. LEARNING
RESOURCES
A. Reference: CG, MAPEH for Brighter World p. 10-11
B. Materials: Musical Scores from www.google.com, laptop
C. Other Learning PowerPoint Presentation, www.youtube.com
Resources
IV. PROCEDURES
A. Reviewing What are the syllable of the following?
previous lesson or 1. 2 :ll l l l ll:
presenting new 4 ( l ta ta l ta ta l ta ta l ta ta l )
lesson 2. 2 :ll l l l ll:
4 ( l ta-a l ta-a l ta-a l ta-a l )
3. 2 :ll l l l :ll
4 ( l ta ti-ti l ta ti-ti l ta ti-ti l ta ti-ti l )
B. Establishing 1. Waltz
Purpose of the Dancing to the tune of “Bahay Kubo”
Lesson https://www.youtube.com/watch?v=4EY4Gc0poMw
3
2. Singing and clapping of the song with 4 time signature
(Tiririt ng maya)
https://www.youtube.com/watch?v=ssnnkQU0Dfw
C. Presenting 2
Examples/Instance You have already learned the 4 time signature.
s of the new lesson 3
Today, you will learn about 4 time signature. I will be teaching
you how to easily clap and count in three-four time signature.
The top number of a time signature indicates number of beats
in a measure and bottom number indicates which note gets
one beat.
3 :ll l l l ll:

31
 4 ( l tatata l tatata l tatata l tatata )
3 :ll l l l ll:
4 ( l ta-a ta l ta-a ta l ta-a ta l ta-a ta )
3 :ll l l l ll:
4 (l tatati-ti l tatati-ti l tata ti-ti l

D. Discussing new Discussion

concepts and How many beats does a half note receive? (2 beats)
practicing new skills How many beats does a quarter note receive? (1 beat)
#1
How many beat does an eighth note ♪ receive? (1/2
beat)
What is the syllable of half note ? (ta-a)
What is the syllable of quarter note ? (ta)
What is the syllable of eighth note ♪? (ti)

E. Discussing new Individual Activity (Create a neutral syllable on the rhythmic

concepts and patterns)
practicing new skills :ll l l l ll:
#1 Ta-ta- ta ta ta ta ta ta ta ta ta ta
:lI l l l ll:
Ta-a ta ta-a ta ta-a ta ta-a ta

:ll l l l ll:
ta ta ti-ti ta ta ti-ti ta ta ti- ti ta ta ti- ti

F. Developing Group activity (in a creative performance)

Mastery Group 1 3 :ll l l l ll:
4
Group 2 3 :ll l l l ll:
4
Group 3 3 :ll l l l ll:
4
RUBRICS
(Criteria for Work Evaluation)
APPROCHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (2) (1)
(3)
Performance Can Can perform Can perform Can rarely Cannot
perform the the rhythmic the rhythmic perform the perform the
rhythmic pattern with pattern with rhythmic pattern song with
pattern with correct correct with correct correct tempo
correct tempo tempo tempo
tempo accurately accurately
accurately most of the sometimes
all time
throughout

G. Finding Practical Dancing to the tune of a Folkdance “CARINOSA”

applications of a https://www.youtube.com/watch?v=Sy18EXrueu0
concepts and skills
in daily living Value Integration: Appreciation of Folkdance

32
H. Making
1.How can you identify 3 time signature in rhythmic pattern?
Generalization
4
(By counting the value of notes in a measure.)
2. How will you create rhythmic pattern in 3 time signature.
4
(By putting three beats for every measure)

I. Evaluating A. Supply the missing note in every measure to complete

Learning the rhythmic pattern in 3 time signature
4
_____ 1. l l l ___ l l
_____ 2. l l __ l l l
_____ 3. l l ___ l l

B. Create a rhythmic pattern for 3 in two measure.

4

4. ____________ 5. ________________
J. Additional Dancing and clapping the “Dandansoy”
activities or
remediation dandansoy.jpg https://www.mamalisa.com

School Grade Level VI

Teacher Learning Area MUSIC

33
Grade 1 to Teaching Quarter FIRST
12 Daily Date/Time QUARTER
Lesson
Log

I. OBJECTIVES
A. Content Demonstrate Understanding of the concept of rhythm by
Standards applying notes, and rest, rhythmic pattern and time signature.
B. Performance Responds to beats in music heard with appropriate rhythmic
Standards pattern of 4/4 time signature.
C. Learning 1. Identify rhythmic pattern in 4 time signature.
Competencies 4
2. Create regular rhythmic pattern in 4 time signature.
4 4
3. Appreciate the songs in 4 time signature.
II. CONTENT Musical Symbols and Concept: Rhythmic Pattern- (MU6RH-if-
4) (MU6RH-lg-h-5)
III. LEARNING
RESOURCES
A. Reference: CG, MAPEH for Brighter World p. 10-11
B. Materials: Musical Scores from www.google.com, laptop
C. Other Learning PowerPoint Presentation
Resources
IV. PROCEDURES
A. Reviewing a. Beating
previous lesson or b. Singing of song with 4 time signature “Brother John”
presenting new 4
lesson
https://www.pianosongdownload.com/areyousleepingbrotherjohn.
html

c. Presenting the rhythmic pattern

4 :ll l ll ll:
4
4 :ll ll lll:
4
4 :ll l l l ll:
4

34
B. Establishing 1. How did you find the activity? Why?
Purpose of the 2. More on observing and listening to the teacher.
Lesson

C. Presenting Discussion
Examples/Instance 1.
s of the new lesson 1. How many beats does a receive?
2. How many beats does areceive?
3. How many beat does a receive?
4. How many beat does a ♪ receive?
2.
a. What are the neutral syllable of ? ta-a
b. What are the syllable of ? ta
c. What are the syllable of ♪ ? ti

D. Discussing new a. Individual Activity

concepts and :ll l l l ll:
practicing new skills
#1 :ll l l lll:

:ll l l l ll:

b. Pupils work activity:

Group I :ll l l l ll:
Group II :ll l l l
Group III :ll l l llll:

RUBRICS
(Criteria for Work Evaluation)

APPROCHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (2) (1)
(3)

Performance Can Can Can perform Can rarely Cannot

perform perform the the rhythmic perform the perform the
the rhythmic pattern with rhythmic song with
rhythmic pattern with correct pattern with correct
pattern correct tempo correct tempo
with tempo accurately tempo
correct accurately sometimes
tempo most of the
accurately time
all
throughout

E. Discussing new
concepts and Singing and clapping the song “Are you sleeping,
practicing new skills Brother John”?
#1
F. Developing Group activity (in a creative performance)
Mastery Group 1 3 :ll l l l ll:
4
Group 2 3 :ll l l l ll:
4

35
 Group 3 3 :ll l l l ll:
4
RUBRICS
(Criteria for Work Evaluation)
APPROCHING
ADVANCED PROFICIENT DEVELOPING BEGINNING
CRITERIA PROFICIENCY
(5) (4) (2) (1)
(3)
Performance Can Can perform Can perform Can rarely Cannot
perform the the rhythmic the rhythmic perform the perform the
rhythmic pattern with pattern with rhythmic pattern song with
pattern with correct correct with correct correct tempo
correct tempo tempo tempo
tempo accurately accurately
accurately most of the sometimes
all time
throughout

G. Finding Practical
applications of a Singing and clapping the song “Are you sleeping,
concepts and skills Brother John”?
in daily living

H. Making 4
Generalization How can you identify 4 time signature in rhythmic pattern?
(By counting the value of notes in a measure.)
4
How will you create rhythmic pattern in 4 time signature.
(By putting four beats for every measure)

I. Evaluating
Learning Direction: Identify the different rhythmic pattern of 4 time
signature.
4
by writing letters correspond to the correct answer.
______ 1. A. l l l l l
B. ll l l l
C. l ♪ ♪ l l ll
D. l l l l l
______ 2. A. l l l l
B. l ll l
C. l l l
D. l ll ll

Direction: Create a regular rhythmic patter of 4/4 time

signature with four measures
3.
4.
5.

J. Additional
activities or Singing and clapping the song “Are you sleeping,
remediation Brother John”?

36
37