Lesson Plan in MSEP

I .Objectives: 1. Enumerate the words that are sung incorrectly (National Anthem) 2. Recite the lyrics of Lupang Hinirang while tapping/ clapping its rhythm. 3. Show pride and respect when singing the National Anthem. 4. Sing the National Anthem correctly with proper phrasing.

II. Subject Matter: a. Singing of Lupang Hinirang

III. Activities: A. Preparatory Activity 1. Breathing Exercise and Vocalization 2. Singing the C-Scale w/ hand signals B. Developmental Activity 1. Motivation-Show the flag then ask what does the object represent for and how significant Is this symbol to all Filipinos. 2. Lesson Proper a. Present to the class the copy of Lupang Hinirang b. Discuss its meaning, the composer and lyricist, its time and key signatures. c. Let the children read the lyrics correctly according to how it is sung. Let the class tap the beat while reciting the lyrics. d. Singing the song Lupang Hinirang with correct phrasing, lyrics and tune in key of G. 3. Generalization* Lupang Hinirang is our National Anthem, composed by Julian Felipe and Jose Palma * It is in 2 times signature and in key of G. * As Filipinos we should show respect to our flag and take pride while singing it. C. Application/Exercises Let the children sing the national anthem properly with proper gestures, correct phrasing And lyrics.

IV. Evaluation: 1. Write the song Lupang Hinirang in a whole sheet of paper and draw the Phil. Flag as background. Color the flag correctly. 2. Singing the national anthem by group (5s) with correct phrasing, gestures and lyrics.

LESSON-2 MUSIC

I.Ojectives: 1. Discuss the meaning / message of the song Davao Regional Hymn 2. Show gratefulness and pride to the hymn by singing it correctly 3. Beat correctly the songs rhythm while singing it.

II. Subject matter: a. Singing the Regional Hymn b. Reference____________c. materials chart of the song Davao Regional Hymn, guitar d. Value Integration Patriotism

III. Learning Activities: A. Preparatory Activity 1. Breathing exercise and vocalization 2. Singing the C-scale w/ hand signals 3. Review singing Lupang Hinirang w/ conducting

LESSON 3-MUSIC

I. Objectives: 1.Recall and recite correctly the lyrics of the songs Tayoy DabawenyoandSta. Ana Aming Alma Mater. 2.Discuss the meaning/message of the songs. 3.Sing the songs with proper timing, tune and phrasing. 4. Demonstrate the values of respect and pride while singing the songs.

II. Subject Matter: A. Singing of Alma Mater Song and Tayoy Dabawenyo B. References: _______________________________ C. Materials: copy of the songs, recorder, keyboard D. Value Integration: Respect and Pride

III. Procedure: A. Preparatory Activity 1. Breathing Exercise 2. Tonal Drill Singing of C Major Scale with the help of hand signals B. Lesson Proper 1. Motivation Singing of C Major Scale with the help of hand signalsbuilding then ask these questions: *Describe each picture. Who usually live in Davao City? What do you call to the students studying in SACES? *Do you think knowing to learn singing these songs correctly an important thing to do? Why? 2. Presentation of the songs Tayoy Dabawenyo and Sta. Ana Aming Alma Mater Let the children read the lyrics of each song (One at a time) Discussing the meaning of each song What message does the song convey / bring about? As Davaoenos and Saceans do we need to sing these songscorrectly? Why? Why not? Tapping the rhythmic pattern of each song while reciting its lyrics Review singing each song and teacher takes note of the parts of thesongthat are sung incorrectly 3. Generalization *Sta. Ana Aming Alma Mater is our alma mater song. It wascomposed by Mr. Loepoldo Jagape and Ms. Rita Olayvar *Tayoy Dabawenyo is Davao Citys Hymn sung by Davaoenos

4. Application Singing of the songs by group with correct timing and tune

IV. Evaluation: 1. Group singing of the songs Tayoy Dabawenyo and Alma Mater Song by 10s or 5s

V. Assignment: Master the lyrics of the songs reviewed today and yesterday. Prepare for a graded singing performance tomorrow. Belowis the rubrics for rating your performance to guide you.

RUBRICS for RATING 4 3 2 1 a. Mastery of the lyrics (3) b. Correct tune, timing & phrasing (4) c. Stage presence / voice quality (3) TOTAL 10

LESSON-4 MUSIC

I. Objectives: 1. Show mastery of the lyrics of the song Sta. Ana Alma Matter 2. Sing the song with correct tune, timing and phrasing. 3. Demonstrate the values of respect and pride while singing the songs.II. Subject Matter: A. Singing of Alma Matter Song - Sta. Ana Aming Alma Matter B. References: BEC Music 4 and 6, pp ___ C. Materials: copy of the songs, recorder, keyboard D. Value Integration: Respect and PrideIII. Procedure: A. Preparatory Activity 1. Breathing Exercises 2. Tonal Drill Singing of C-Major Scale with the help of hand signals B. Lesson Proper 1. Motivation Show picture Sta. Ana CES Building then ask these questions: * Describe the picture. What do you call to the students studying in SACES? *Do you think knowing to learn singing the song correctly is an important thing to do? Why? 2. Presentation of the Song Sta .Ana Aming Alma Matter - Let the children read the lyrics of the son - Discussing the meaning of each song * What message does the song convey/ bring about? * As Saceans do we need to sing our Alma Matter song correctly? Why? Why not? *Tapping the rhythmic pattern of each song while reciting its lyrics *Review singing each song and teacher takes note of the parts of the song that are sung incorrectly. 3. Generalization *Sta. Ana Aming Alma Matter is our alma matter song. It was composed by Mr. Leopoldo Jacabe and Ms. Rita Olayvar 4. Application Singing of the song by group with correct timing and tuneIV. Evaluation: Group singing of the song Sta. Ana Aming Alma Matter with correct tune, timing and showpride while singing it.LESSON 5-ARTI. Objectives:1. Enumerate the significance of lines in our day to day activities.2. Show appreciation to the presence of lines in our natural environment by drawing designs they like most express gratitude by writing a sentence below the drawing.3. Enhance the given pictures by adding line designs on them.

II. Subject Matter:a. Lineb. References: BEC Art 6, page ; Alive with MAPE 6, pp 4-6c. Materials: pictures/ real objects of plants, flowers, trees etc.d. Value integration: appreciation of nature / gratefulness

III. Procedure1. Preparatory Activity 1. Singing Leron, Leron Sinta to situate pupils B. Lesson Proper 1. Motivation Show pictures found in the environment then ask *What do you see in each object in relation to art? *Do you think lines are important to us? Why? *What are the uses of line in our daily activities? 2. Presentation of the Lesson a. Kinds and types of lines will be presented Teacher ask the class what are the different kinds and typesof lines. A. Straight B. Curve 1. 1.

2. 2.

3. 3.

4. 4. b. Uses of lines will be discussed too That lines are used in writing our names, giving signs andSymbols and in expressing ones feelings by writing. c. Uses of lines in art will be tackled/ discussed -What are the uses of lines in art? -What if theres no line at all, what do you think objects Look like?

LESSON 6-ARTI. Objectives: 1. Tell the meanings of the different types of e of lines. 2. Show illusion of space by using different straight lines. 3. Manifest the values of patience and industriousness by showing it In their own art work. II. Subject Matter: A. Using Straight Lines to Show Illusion of Space B. References: BEC Art 6, page_____; Alive with MAPEH 6, pp._______ C. Value integration: patience and industriousness

III. Procedure: A. Preparatory Activity 1. Review 2. Checking of assignment B. Lesson Proper 1. Motivation Show a picture with a narrow space. Then discuss How this space would look wider. 2. Presentation of the Lesson a. Activity In the given spaces/ boxes show illusion of space by using Straight lines

b. Teacher shows to the class how to make the space look wider

c. Discussion - What made the space look wider? - What happens to the object/ s when it is seen farther?Nearer? - Are lines useful in showing illusion of space? Why did you sayso?

3. Practice drawing the lines in the space in order to show illusion 4. Generalization *Using straight lines, a space would look wider or bigger *Illusion of space could be shown through:

IV. Evaluation:

(Oral Test only) 1. How could you make a space look wider? 2. What straight lines are used in making a space wide? 3. In what other ways do you think lines could help us?

LESSON 7-ART

I. Objectives:1. Enumerate the different types of lines that are of help in showing illusion of space.2. Use or apply straight lines in showing illusion of space.3. Demonstrate the value of gratefulness by drawing different objects found in our surrounding nicely.

II. Subject Matter:a. Plate no. 1 Straight lines that show illusion of spaceb. References: BEC Art 6, page____; MAPE Adventures 6,pp.c. Materials: pencil, ruler, crayons and drawing bookd. Value integration: appreciation/gratefulness to the beauty of nature

III. Procedure: A. Preparatory Activity 1. Review What are the different kinds and types of lines? 2. Singing of Bahay Kubo to situate pupils B. Lesson Proper1. Giving of instructions for the activity to be done and discussing shortly of the rubrics for rating2. Preparing the materials to be used during the art activity3. Demonstration teaching on how to do plate no.1 Showing illusion of space using straight lines

Ex.

4. Doing of plate no. 1 by the pupils with the supervision of the Teacher. 5. Generalization * Lines help show illusion of space

IV. Evaluation:1. What are different types of straight lines? Name 3 types2. How lines show illusion of space?3. Are lines important? Why?

LESSON 8- P.E.

I. Objectives:1. Discuss in the group what is proper posture and how to maintain good posture.2. Express gratefulness for having good posture.3. Demonstrate in class to stand, walk, sit straight and pull and reach properly by group.

II. Subject Matter: A. Good/proper posture B. References: BEC P.E 6, page_____; Alive with MAPE 6, pp. C. Materials: pictures D. Value Integration: gratefulness for having good posture

III. Procedure A. Preparatory Activity 1. Warm up exercises 2. Review about the subject PE B. Lesson Proper 1. Motivation-show pictures of persons standing and sitting straight then ask: *What does the picture show / tell to us? *Do all people stand and sit straight like shown to these pictures? 2. Presentation of the lessona. The teacher presents the lesson on Good/proper posture through modelling of selected pupils.b. Discussion-What is proper/good posture?-How do we show proper standing? Sitting? Walking?-Why is good posture important? How does it affect you? c. Practice of doing proper standing, walking, sitting, etc. 3. Generalization * Posture is the way you carry your body. It refers to the different positions of your Body when you stand, sit down, walk, Push pull, pick up objects.

IV. Evaluation: (Pupils will be grouped by 5s) Group performance showing good posture

V. Assignment: Apply the knowledge you earned on Good Posture. Be ready for a gradedperformancenext meeting.

LESSON 9-MSEP IV and VII. Objectives: 1. Recall / Show mastery of the lyrics of the songs Davao Regional Hymn And Alma Mater Song 2. Sing the song with correct tune, timing and phrasing. 3. Demonstrate the value of patriotism by singing the songs with respect And pride with proper gesture.

II. Subject Matter: A. Graded Singing Performance B. Reference: teacher-made rubrics for rating C. Value Integration: Patriotism

III. Procedure:

A. Prep. Activity 1. Breathing exercises 2. Tonal Drill B. Activity Proper 1. Review singing of the songs to be performed by group 2. Grouping of pupils by 5s 3. Present and discuss shortly the rubrics for rating pupils PerformanceRUBRICS for RATING 4 3 2 1a. Mastery of the lyrics (3) b. Correct tune, timing & phrasing (4) c. Stage presence / voice quality (3) TOTAL 10 4. Group presentation or performance 5. Teacher gives the rate for each pupils performing based on the Rubrics presented. C. Closing Activity Singing of some folk songs like: Sitsiritsit, Ako Kini Si Anggi, and Leron, Leron Sinta

LESSON 10-MUSICI. Objectives:1. Explain duple / triple / quadruple meters.2. Express gratefulness for learning from the elders the value of being hospitable.3. Tap / clap the given rhythmic patter4. Identify the meter for the given rhythmic patter

II. Subject Matter:A. Lesson 2 Simple Meters Two- four, Three-four and four-fourB. Reference BEC Music VI, page _____; Enhancing Skills through MAPE 6 PP.6-9C. Materials pitch pipe, musical pieces, chart of notes and restD. Value Integration

III. Procedure:A. Preparatory Activity1. Review What is rhythm?2. Breathing and Tonal Exercise using hand signalsB. Lesson Proper1. Motivation singing some folk songs in different time signatures2. Presentation of the lesson-Present to the class some musical pieces with different time Signatures (refer t the printed copy) and let the pupils study. Example:

3. Discussion -How are the notes grouped? -What rhythmic patterns do you think are present? -What do we call to the grouping of beats like by 2s, 3s and 4s? -Why are these meters called simple meters? 4. Practice Tapping/ clapping the rhythmic patterns given

a.

b.

c.

5. Generalization * Duple, triple and quadruple are simple meters. Meters are simple meters indicated by the numbers written after the g-clef sign like three four, four-four and two-four. The quarter note ( ) is its regular beat that receives 1 beat *Duple meter - beats are grouped by 2s *Triple meter notes and rest are grouped by 3s *Quadruple meter beats are grouped by 4s.

IV. Evaluation: Identify the meter of ach rhythmic pattern. Write duple, triple or quadruple.

1) 2) 3) 4) 5)

V. Assignment:

Know what are compound meters.

LESSON 11- ART

I. Objectives:1. Enumerate the different types of shapes and their uses.2. Show the 3-dimension wide in a sheet of paper.3. Tell the importance of shapes in the activities of people.4. II. Subject matter:A. Three-Dimension Wide Using ShapesB. Reference BEC Art 6, page____; enhancing skills through MAPE 6C. Materials old magazines, scissors, glue, bond papersIII. Procedure: A. Opening Activity1. Review2. Singing Bahay Kubo to prepare pupils B. Lesson Proper 1. Motivation Ask the class to observe the surrounding. Ask: -What do you see inside the classroom? -Can you tell its form? What shape does each object have? -Do you think these shapes can help show a wider space? How? 2. Presentation of the lesson a. Activity; Let the children show 3-dimension wide using shapes in the Boxes /spaces

b. Discussion *How did you show the three-dimension wide in each box? *Did the shapes help in showing an illusion wide? c. Teacher demonstrating how to put the shapes in the space on thepaper to show three-dimension wide. 3. Generalization How do we show the 3-dimension wide on a space of paper?1. Putting the object/shapes according their sizes2. According to their location or position3. According to how they are combined

IV. Evaluation:What are the three ways of showing 3-dimension wide on a space of a paper?

V. Assignment:Bring old newspaper, scissors, glue, pentel pen and bond papers tomorrow

LESSON 12-ART

I. Objectives:

1. Tell how to show the three-dimension wide in a space of paper.2. Show the 3-dimension wide on a sheet of paper using shapes.3. Tell the importance of shapes in the activities of people.

II. Subject Matter:

A. Plate No. 2 2 Three-Dimension Wide Using ShapesB. Reference BEC Art 6, page _____; Enhancing Skills through MAPE 6C. Materials old magazines, scissors, glue, bond papers and crayons

III. Procedure:

A. Opening Activity1. Review2. Singing Sitsiritsit for readiness of the class.B. Lesson Proper1. Ask pupils to prepare the materials. The materials needed for the Art activity to be done.2. Reminding pupils of what to do when having an art activity.3. Doing the art activity individually with teachers supervision or withTeachers assistance. 4. Teacher shows sample to help pupils do their work easier.

5. Generalization How did you show 3-dimension wide on a space of a paper?

IV. Assignment:

Continue working your plate no.2 at home.

LESSON 13-ART

I. Objects:

1. Show three-dimension wide on a space of a sheet of paper.2. Tell the importance of patience and industry when making an art work.

II. Subject Matter:

A. Plate no.2 three-Dimension WideB. Reference: BEC MAPE P.E. 6, page ; Enhancing Skills through MAPE 6 PagesC. Materials: coupon bond, scissors, glue, old brochures/magazinesD. Value Integration: Hard work and patience

III. Procedure:

A. Preparatory Activity1. Review How do we show 3-dimension wide on a sheet of paper?2. Checking of assignment

B. Lesson Proper1. Preparing the materials needed for the art activity2. Giving of instructions/reminders for the art activity to be conducted3. Teacher will demonstrate again how to show 3-dimension widepurposely for mastery or for a good output.4. Doing of individual art work with the supervision of the teacher.5. Generalization / Value integration:*How did you show three-dimension wide on a space of a paper?*Were you able to make a good art work? What did you do?*Do you think patience and hard work help you in making a good art work?

C. Submitting pupils art work and recording their scores

IV. Assignment:Review your lesson about good posture and practice doing them at home.Prepare for a performance test tomorrow.

LESSON 14-P.E.

I. Objectives:1. Show good posture by demonstrating the proper/ correct standing,Sitting, walking, pushing, pulling and picking an object.2. Tell/ explain the importance of having a good posture.3. Demonstrate the value of respect especially when someone is performing.

II. Subject Matter:A. Performance Test on Good PostureB. Reference: BEC P.EE 6, pageC. Materials: Self (pupils), chartD. Value Integration: Importance of good posture

III. Procedure:A. Opening Activity1. Review 2. Warm Up exercise to prepare pupils for the activityB. Lesson Proper1. Motivation Would you like to do modelling today?What should you do if somebody is showing theirGood posture?2. Activity Propera. The rubrics for rating will be presented so that know howtheir performance are being rated by the teacher. RUBRICS in Rating Performance Test3 2 11. Plumbline test2. Stand straight3. Sit straight4. Walk properly5. Push/ full correctlyTOTAL 15b. Performance Test will be conducted and pupils will be reminded On what to do if someone is performing. 3. Generalization /Value Integration - How did you show that you have a good posture?- Were you able to perform well? Well?- Why should you show respect to your classmate when they are Performing in front?

IV. Assignment: Know the common disorders of having poor posture.

LESSON 15-P.E.I. Objectives:

1. Enumerate the different disorders in having a good posture.2. Realized the importance of correcting ones disorder in having a good posture.3. Decides what practices will be followed or exercised.

II Subject .Matter:

A. Disorder of having A Good PostureB. Reference: BEC P.E 6, page_____; Tayo Nang Magpalakas 6, pp.C. Materials: : pictures, chart, and stripsD. Value Integration: giving importance of good posture

III. Procedure: A. Opening Activity 1. Review What is good posture? What will you do to acquire a good posture? 2. Warm Up exercises B. Lesson Proper

1. Motivation Show a picture of a child who has a curved back. Ask: - What can you tell about childs appearance? - Do you see children with curved back? What do you think is the reason why they Have this kind of disorder?

2. Lesson Proper a. Unlocking of Difficulty the word DISORDER will be unlocked DISORDER means b. Presentation of the Lesson and Discussion - Aside of the common disorder on having curved back, what else are some common disorders in having good posture? - Teacher present pictures of some common disorders to the class and explain whysomechildren are suffering from it. Ask: Could these disorders or defects be corrected? How would it happen? What would we do? c. Teacher presents the chart of different disorders and their corrections / solutions Example: Flat Footed Roll your feet on a bottle regularly at least 2 to 3 times a day.

3. Generalization/Value Integration What are some common disorders in having a good posture? Is it important to correct ones disorder? Why?

IV. Evaluation:

Put a / mark if you think it is good practice on good posture and an X if it does not.

____ 1. Exercising regularly ____ 2. Sleeping very late at night ____ 3. Practice proper sitting at all times. ____ 4. Do crouching when standing ____ 5. Always stop when talking

LESSON 16- MUSIC

I. Objectives: 1. Identify cut time and tell the times values of the notes and rests.2. Show appreciation to the song learned by singing it correctly & seriously.3. Give the correct notes/rests that complete the given rhythmic pattern in cut time.

II Subject Matter:A. Cut TimeB. Reference: BEC Music 6, page____; enhancing skills through MAPE 6, pages 19-21C. Materials: Chart of Notes & rests in cut time, recorder, musical pieceD. Value Integration: Appreciation

III. Procedure: A. Preparatory / Opening Activity 1. Review What are simple meters? How are the beats grouped in Duple meter? Triple meter? Quadruple meter? Tell the meter for each.

2. Breathing / Tonal exercises

B. Lesson Proper 1. Motivation Do you know a song from foreign country? How it is sung? Ask the child to sing the song 2. Presentation of the Lesson a. Present the song Sleep, Little One (America Folk Song). Let the class study it.

b. Reading the lyrics of the song while tapping its rhythm. c. Discussion -What is the meter of song? -How are the beats grouped? -Is the grouping of beats the same with common time? -How it differ in common time signature? -What are the values of notes and rest in

d. Present the chart of notes and rests in cut time Notes Rates Time Value

3. Practice/ Applicationa. Singing the song correctly following its time signatureb. Tell what is the missing note/ rest that completes ff. Patterns:

1.

2. 4. Generalization *Cut time (C) is the same as two-two time signature in which thereare two (2) beats in every measure and a half note ( ) is its regularbeat which receives 1 beat.

IV. Evaluation: Supply the missing note/ rests that complete each rhythmic pattern.

a.

b.

V. Assignment: Make three rhythmic patterns with 4 measures each in cut time.

1.

2.

3.

LESSON 17 - MUSIC

I. Objectives:1. Identify the correct meter for each given rhythmic pattern.2. Sing the song Its a Small World with enjoyment.3. Make/ Create their own rhythmic pattern as indicated by the given meteror time signature.

II. Subject Matter:A. Identifying the meter & Making Rhythmic Patterns in Different MetersB. Reference: BEC Music 6, page ;Enhancing Skills Through MAPE 6,Pages 19-21C. Materials: recorder and music piece of Its a Small WordD. Value Integration: Appreciation and enjoyment

III. Procedure:A. Preparatory/ Opening Activity1. Review What are simple meters? How ate the beats grouped in Duple meter? Triple meter? Quadruple meter?2. Breathing/ Tonal exercisesB. Lesson Proper1. Singing the song Its a Small World. Ask pupils to conduct while Singing2. Enrichment Activity will be held for the purpose of mastery A. Identify the meter for each rhythmic pattern. Write 2/4, 3/4, 4/4, and C.

_____ 1. _____ 4.

_____ 2._____ 5.

_____ 3.

B. Supply the missing note/ rest which complete the pattern

a.

b.

c.

C. Make at least two rhythmic patterns according to the given meter

1.

2.*Checking of the activity of pupils

3. Generalization/ Value integration*Notes and Rests are grouped according to the meter indicated. 2 3 424 , 4 , 4 or C are simple meters and Cut time ( C ) is same as 2*We sing songs for enjoyment or to make ourselves happy. 4. Singing the song its a Small World with correct tune and timing.

IV. Assignment:

Find out what are compound meters. Search in the internet or in Encarta Library in the computer.

LESSON 18 - MUSICI. Mga Layunin:1. Natatalakay ang tungkol saop art. 2. Nakakalikha ng isang dibuhong tila gumagalaw at nakadaraya sa paningin.3. Nasasabi kung anong damdamin ang nararamdaman kapag nakakakita ng mga larawang tila gumagalaw.II. Paksa A. OP ART B. Sanggunian: BEC Sining 6, pahina____; Sining Sa Araw-Araw 6 MNG pahina 6-7 C. Mga Kagamitan: painting o larawang nakahihilo tingnan, colored chalk D. Value Integration:III. Pamamaraan:A. Panimulang Gawain1. Balik-aral2. Pagsasanay-Pagguhit ng ibat ibang hugis at linya sa hanginB. Panlinang na Gawain1. Pagganyak Magpakita ng isang larawan o painting na abstract attalakayin ito. -Ano ang masasabi ninyo salarawan? Anong dandamin angNadarama ninyo habang ito ay pagmasdan?2. Gawain Pagawain ng isang dibuhong nagawa ng mga bata at talakayin itotingnan ang mga bata at ipakita ito sa katabi o kaklaseat pag-usapan.3. Pagpapakita ng mga dibuhong nagawa ng mga at talakayin itoIugnay sa ariling ilalahad ng guro.4. Paglalahad ng aralin at pagtatalakay nito sa klase sa tulong ng mgalarawan. Pag-usapan ang Op Art(pahina 6, MNG)Halimbawa ng mga larawan:

5. Paglalahat/ Pagpapahalaga *Ang op art ay isang uri ng sining na gumagamit ng mga linya ohugis upang dayain ang paningin o lumikha ng optical illusion. Simikat ito noong 1959 1960IV. Pagtataya: Ano ang op art? Anu-ano ang layunin ng mga artist sa paggawa ng op art?

V. Takdang Aralin: Magdala ng 2 bond papers, krayon, lapis, ruler at ball pen o sign penLESSON 19 - SININGI. Mga Layunin:1. Natatalakay ang tungkol saop art.2. Nakalilikha ng isang dibuhong tila gumagalaw at nakadaraya sa paningin.3. Nasasabi kung anong damdamin ang nadararama kapag nakakakita ngmga larawang tila gumagalaw.II. Paksa:A. Op ArtB. Sanggunian: BEC Sining 6, pahina _____ ; Sining sa Araw-Araw 6MNG pahina 6-7C. Mga Kagamitan: painting o larawang nakahihilo tingnan, colored chalkD. Value Integration:III. Pamamaraan:A. Panimulang Gawain1. Balik-aral2. PagsasanayPagguhit ng ibat ibang hugis at linya sa hanginB. Panlinang na Gawain1. Pagganyak Magpakita ng isang larawan o painting sa abstrack attalakayin ito.-Ano ang masasabi ninyo sa larawan? Anong damdamin angNadarama ninyo habang ito ay pagmasdan?2. Gawain Pagawain ng isang dibuhong nakakalito nakakadulingtingnan ang mga bata at ipakita ito sa katabi o sa klaseat pag-usapan3. Pagpapakita ng mga dibuhong nagawa ng mga bata at talakayin itoIugnay sa araling ilalahad ng guro.4. Paglalahad ng aralin at pagtatalakay nito sa klase sa tulong ng mgalarawan. Pag-usapan ang Op Art (pahina 6, MNG)Halimbawa ng mga larawan:

5. Paglalahat/ Pagpapahalaga*Ang op art ay isang uri ng sining na gumagamit ng mga linya ohugis upang dayain ang paningin o lumikha ng optical illusion. Sumikat ito noong 1950-1960IV. Pagtataya: Ano ang op art? Anu-ano ang layunin ng mga artist sa paggawa ng op art? V. Takdang-Aralin: Magdala ng 2 bond paper, krayon, lapis, ruler at ball pen o sign pen

LESSON 20 SINING

I. Mga Layunin: 1. Nakakalikha ng isang dibuhong tila gumagalaw at nakakadaraya sa paningin. 2. Naipapakita ang damdaming nais ipahiwatig sa larawan o dibuhong nabubuo. 3. Nasasabi ang kahalagan ng kalinisan, sipag at tiyaga kapag gumagawa ng gawaing sining.

II. Paksa:A. Paggawa ng Sining Bilang 3 OP ARTB. Sanggunian: BEC Sining 6, pahina_____; Sining sa Araw-Araw 6 MNG pahina 6-7C. Mga Kagamitan: lapis o bolpen, krayon o coloring pen, ruler at papelD. Value Integration: Kalinisan at sipag at tiyaga

III. Pamamaraan: A. Panimulang Gawain 1. Pag tsek ng takda 2. Pag-awit ng Leron, Leron Sinta bilang paghahanda B. Panlinang na Gawain1. Paghahanda ng mga kagamitang gagamitin sa gagawing likhang-Sining2. Ipaalala sa klase ang mga bagay na dapat gawin kapag nagsasagawa ng likhang-sining3. Magpakitang turo ang guro paano gawin ang likhang-sining blg. 3 OP ART Halimbawa:

4. Pagpapahalaga: * Anu ano ang mga katangiang nakatulong sa inyong magawa ang likhang-siningna maayos at maganda? Ano ang OP ART?

IV. Takdang-Aralin:

Pag aralan ang mga paksang natalakay sa Musika, Sining at EPK, may pasulit bukas.

LESSON 21 - SINING

I. Mga Layunin:

1. Nasasagot ang mga tanong sa paksang natalakay sa musika, sining at epk nang tama.2. Naipapakita ang katapatan at katahimikan sa panahon ng pagsagot sa pagsubok.

II. Paksa:

A.Lingguhang Pagsubok sa MSEPB. Sanggunian: Teacher-made testC. Mga Kagamitan: papel at bolpen D. Value Integration: Katapatan

III. Pamamaraan: A. Panimulang Gawain 1. Pag awit ng Paru-Parong Bukid 2. Paghahanda ng papel at bolpen B. Panlinang na Gawain 1. Pagbibigay Panuto at mga paalala sa klase 2. Pagsagot sa pagsubok na ininhanda ng guro I. Sagutin ang sumusunod ng TAMA o MALI._____1. Ang mga palakumpasang 2/4, , at 4/4 ay may regular na ritmong apating nota. _____2. Ang 2/2 o cut time ay pareho lamang sa C time na palakumpasan. _____3. Sa palakumpasang 2/2, ang buong nota ay tumatanggap ng 2 kumpas. _____4. Ang OP ART ay may layuning o dayain an gating paningin. _____5. Sa paggawa ng op art, gumagamit tayo ng mha letra o numero para mkabuo ng optical Illusion. _____6. Ang wastong tikas o tindig ng katawan ay ipakita kapag may nakatingin sa iyo. _____7. Ang Pag-ehersisyo ay nakakatulong pagtuwid o pagsasaayos ng mga disorder o depekto sa wastong tindig.

II. Piliin at Isulat ang titik ng tamang sagot sa sumusunod na tanong o sitwasyon.

_____1. Ano ang halaga ng kalahating nota sa palakumpasang 2/2? a. Isa b. Dalawa c. Tatlo d. Apat _____2. Kung ang mga nota at pahinga ay pinangkat-pangkat sa tig-aapat kada sukat, ano ang Angkop na palakumpasan nito? a. 2/2 b. 2/4 c. d. 4/4 _____3. Paano papangkat-pangkatin sa bawat sukat ang mga nota at pahinga sa ipinakitang Hulwarang ritmo sa ibaba?

a. sa tig dalawang kumpas c. Sa tig aapat na kumpasb. sa tig tatatlong kumpas d. Sa tig isa-isang kumpas _____4. Alin ang mga sumusunod na larawan ang halimbawa ng op art?a. b. c. d. _____5. Alin sa sumusunod ang hindi layunin ng sining na op art?a. dayain ang mata b. tuksuhin ang paninginc. pagandahin ang paningind d. Bumuo ng optical illusion _____6. Ano ang tawag sa pagsubok ng pagkakaroon ng wastong tindig? a. Plumb line test b. x-ray testb. periodical test d. physical test _____7. Si Ana ay may depektong hukot o may kurbang likod. Ano ang kanyang gagawin para maibalik sa ayos ang kanyang tindig? a. Kumain siya ng mga pagkaing masustansiya b. Mag jogging siya araw-araw c. Magliyad-liyad o tumayo na nakadikit ang likod sa dingding at nakataas ang kamay d. Matulog ng maaga _____ 8. Ang pagbabangon higa ay ang pinakamabisang ehersisyo para sa mga maydepektong _____________?a. hukot b. nakausling tiyan c. flatfooted

III A. Buuin ang hulawarang ritmo. Punan ang patlang ng wastong nota o pahinga.

1.3.

2.4.

III B. Pangkatin ang mga nota at pahinga ayon sa ritmong isinaad.

5.7.

6. III C. Pag-aralan ang awit at sagutin ang mga sumusunod na tanong.

1. Ano ang palakumpasan ng awit? _______________2. Anong nota ang regular na pulso o kumpas ng awit? _______________3. Anu-anong mga nota ang ginagamit sa awit? _____________________4. Paano ikumpas ang ritmo ng awit? Iguhit ito sa kahon.

VI. Pagsunod sa panuto. (2 puntos bawat bilang)1. Gumawa ng sining na op art. Gumamit ng mga linyang pahilis.

2. Gamit ang mga hugis gumawa ng isang dibuho o larawan na Nagpapakita ng optival illusion.

C. Pagtsek ng mga papel kung may oras pa.

IV. Takdan-Aralin:

Alamin ang ibat ibang compound meters. Pag-aralan kung ano nag regularna ritmo ng bawat isa.

LESSON 22 - EPK

I. Mga Layunin:1. Nasasabi at natatalakay ang kahalagahan ng kaangkupang pisikal.2. Natutukoy ang mga pangkaligtasang patnubay sa pagsasanay para Makaiwas sa sakuna.3. Naipakikita ang pagpapahalaga sa pagkakaroon ng kaangkupang pisikalsa pamamagitan ng pakikinig nang mabuti sa guro panahon ng talakayan.II. Paksa:A. Ang kaangkupang pisikalB. Sangguniang: BEC EPK 6, pahina ; Tayo Nang Magpalakas 6, pp 1-2C. Kagamitan: istripng mga salita at kahulugan, tsart, larawanD. Value Integration: Pakikinig nang mabuti

III. Pamamaraan:A. Panimulang Gawain1. Balik-aral2. Pag-ehersisyo (basic hands/arms movements)

B. Panlinang na Gawain

1. Pagganyak Tumawag ng 3 bata at ipatukoy kung sino sa kanilangTatlo ang malusogang ang pangangatawan-Paano ninyo nalaman na malusog siyang bata?

2. Paglalahad ng aaralina. Tatalakayin ng guro ang tungkol sa Kaangkupang Pisikalmagpapakita ang guro ng mga salitang nasa istrip:Kakayahang pangkatawan (physical ability) atKaangkupang Pisikal (physical fitness) b. Magtanong -Ano ang ibig sabihin ng bawat salita?-Mahalaga ba ang mga ito sa tao? Bakit? c. Ilahad ng guro ang mga pangkaligtasang patnubay sa pagsagawang mga pagsubok (tsart)

3. Paglalahat/ PagpapahalagaAng kakayahang pangkatawan ay ang taglay na kakayahang magampananang mga pang-araw araw na Gawain ng walang kapaguran.Ang kakayahang pisikal ay siyang nagpapahiwatig ng kahusayangmagampananang ibat ibang Gawain.

IV. Pagtataya:

Lagyan ng / ang kahon kung ang pangungusap ay nagsasaad ng pangkaligtasangpantubay. Ekis (X) kung hindi.

1. Sumangguni sa doctor bago magsagawa ng masigasig na ehersisyo2. Magsuot ng sandal na may mataas na taking kapag mag-eensayo3. Iwasang magsuot ng alahas habang isinasagawa ang pagsubok4. Makisiksik kahit hindi pa ang iyong pagkakataon5. Magsuot ng maginhawang damit para malayang makakilos

LESSON 23-MUSIKAI. Mga Layunin: 1. Natutukoy at Nasasabi ang katuturan ng cut time o palakumpasang 2. 2. Nakaawit ng isang English Folk Song nang wasto ang tono at timong 2. 3. Naibibigay anh halaga ng mga nota at pahinga sa cut time.

II. Paksa: A. Ang cut time B. Sanggunian: BEC Musika 6, pahina____; Enhancing Skills Through MAPE VI, pahina 19-21 C. Mga Kagamitan: Lunsarang awit o piyesa, tsart ng mga nota at pahinga ng cut time o Palakumpasang 2/2

III. Pamamaraan: A. Panimulang Gawain 1. Balik-Aral: Anu-ano ang mga simple meters? Saan nagkakatulad ang 2/4, at 4/4?2. Pagsasanay Pantono sa tulong ng recorder at pagsagawa Kodaly B. Panlinang na Gawain 1. Pagganyak: Pagbubuo ng puzzle na may salitang cut time 2. Paglalahad ng Aralina. Ilahad sa klase ang isang American folk song na nakasulatswa Manila Paper. Ipasuri at pag-aralan ito ng klase. b. Talakayin ang awit * Anu-anong simbolong pang musika ang nakikita ninyo? * Ano ang kahulugan ng bawat isa? * Ang simbolong C ay nangangahulugang centavo? Ano ang katuturan nito? Ano ang numerong katumbas nito? c. Ilahad ng guro ang tsart ng mga nota at pahinga sa palakumpasang cut time d. Pag-awit ng Sleep Little One, sa yulong ng guro pag-aralan ang tono ng awit at ang pagkumpas para sa awit. 3. Pagsasanay: Punan ng angkop na nota o pahinga ang hulwarang ritmo sa ibaba.

4. Paglalahat:* Ang cut time ay may simbolong____. Ito ay katumbas ng palakumpasang 2/2. * Ang katuturang palakumpasang 2/2 ay: 2 ay nagsasaad na ang mga pulso ay may 2 kumpas 2 aytumutukoy sa regular na pulsong hating nota ( )na may halagang 1 kumpas.

IV. Pagtataya: A. Gumawa ng hulwarang ritmo sa cut time 2 2 / / / / B. Punan ang mga patlang ng nota o pahingang bubuo ng hulwaran.

V. Takdang-Aralin: Gumawa ng dalawang hulwarang ritmong na sa palakumpasang 2/2.

Rekomendasyon:

Ituturong muli ng guro ang paksang cut time dahil walang mastery ang klase.

LESSON24-MUSIKAI. Layunin: 1. Natatalakay at nasasabi ang katuturan ng compound meter. 2. Natutukoy ang simple meter at compound meter. 3. Nakakukumpas ng 6/8 at 9/8 na palakumpasan.

II. Paksa: A. Ang Compound Meter B. Sanggunian: BEC Musika VI, pahina____; Enhancing Skills Through MAPE VI, pahina 22-26 C. Kagamitan: Lunsarang Awit, piyesa ng awit, recorder o keyboard

III. Pamamaraan: A. Panimulang Gawain 1. Balik-aral: Ano ang katuturan palakumpasang cut time o 2/2? Buuin ang hulwaran: / ____ / ____ / _____ _____ //2. Pagsasanay Pantono sa tulong ng recorder at pagsagawa Kodaly B. Panlinang na Gawain 1. Pagganyak: May nalalaman ba kayo tungkol sa compound meter? Paano kaya binuo ang sukat sa compound meter? 2. Paglalahad ng Aralin:a. Ilahad sa klase ang awiting Down in the Valley na nakasulat sa Manila Paper. Ipasuri at pag- aralan ito ng mga bata. b. Talakayin ang awiting ping-aralan - Ano ang simbolong nakikita ninyo sa lunsarang awit na Down in the Valley? - Ano ang katuturan ng palakumpasang nakasaad sa awit? - Paano ninyo ipapalakpak ang ritmo ng mga pulso ng awit?- Sa tig-ilang kumpas mayroon ang bawat sukat? c. Paglalahad ng tsart ng mga nota at pahinang compound meter.NotaPahinaHalaga

6 na kumpas

4 na kumaps

3 kumpas

2 kumpas

1 kumpas3. Pagsasanay Pag-awit ng Down in the Valley nang may wastong tono4. Paglalahat/ Pagpapahalaga

*Ang palakumpasang 6/8 at 9/8 ay halimbawa ng compound mater.*Ang katuturan ng 6/8 ay may 6 na kumpas sa bawat sukat at angwaluhing nota ( ) ang regular na ritmo na may halagang isang kumpas.

IV. Pagtataya:A. Ttukuyin ang palakumpasan. Isulat ang 6/8 o 9/8 o 3/8

1. ____ / / / / /2. ____ / / / / /3. ____ / / / /

B. Buuin ang hulwaran. Punan ang patlang ng nawawalang nota o pahinga.

4-7 6/8 / ____ / ___ ___ / ___ / /8-10 3/8 / _____ / ____ / ____/ /

V. Takdang-Aralin:

A. Gumawa ng isang hulwarang ritmo sa sumusunod napalakumpasan:

6/8 / / / / /9/8 / / / /

B. Pag-aralan ang mga paksang tinalakay sa MSEP. Mahabangpagsusulit bukas.

LESSON 25-MUSIKA

I. Mga Layunin:1. Natutukoy ang ankop na palakumpasan ng bawat hulawarang ritmongipinakita.2. Nabubuo ang hulwarang ritmo sa pamamagitan ng pagpuno ng wastongnota o pahinga.3. Nakagagawa ng ritmo ayon sa palakumpasang isinasaad.4. Naipakikita ang pagkamasunurin sa mga panuto o paalaala ng guro.

II. Paksa:A. Pagsasanay sa Pagkilala at Pagbuo ng mga Hulwarang RitmoB. Sanggunian BEC Musika VI, pahina ;Enhancing Skills in MAPEVI, pahina 22-27C. Mga Kagamitan notebook , bolpen

III. Pamamaraan:A. Panimulang Gawain1. Balik-aral2. Pagtsek ng takdaB. Panlinang na Gawain1. Pagganyak Pag-awit ng Sleep Little One bilang pamukaw sigla atPaghanda sa klase sa gagawing enrichment activity 2. Paglalahad ng Aralina. Pagpangkat sa klase. Bigyan ng panuto at paalala ng guro angmga bata sa gagawing enrichment activityb. Pagsagot sa pangkatang enrichment exercisesI. Buuin ang hulwarang ritmo2/2 / ___ ___ ___ / ___ ___ / /6/8 / ___ ___ ___ ___ ___ ___ / / /II. Gumawa ng hulwarang ritmo na may 4 na sukat sapalakumpasang 4/4/ / / / /c. Paglalahad ng mga sagot sa klase at pag-uulat ng mga sagot.d. Wawastuhin at ipaliliwanag muli ng guro ang tsart ng mga notaat pahinga sa ibat ibang palakumpasan3. PagsasanayPagsagot ng mga bata sa enrichment activity nang isahan.a. Punan ang mga patlang ng nawawalang nota o pahinga. / ___ / ___ _____ / ___ / /

b. Kilalanin ang palakumpasan._______ 1. / / / /_______ 2. / / / /_______ 3. / / / / c. Ipalakpak ang mga ritmo at ibigay ang kabuuang halaga ng mganota at pahinga ______kumpas 4. / / ______kumpas 5. / / ______kumpas 6. / /d. Bumuo ng hulawarang ritmo para sa palakumpasang:

22 / / /

24 / / /4. Pagtsek ng kani-kaniyang Gawain5. Paglalahat / PagpapahalagaAno ang regular na pulso sa mga palakumpasang 2/4, at 4/4Ano ang regular na pulso sa mga palakumpasang 2/2? 6/8? 9/8?

IV. Takdang-Aralin:1. Magsaliksik tungkol sa mga kulay.2. Alamin kung anu-ano ang ibat ibang pangkat ng mga kulay, ano ang nagagawa Ng kulay sa sining, sa paligid at sa buhay ng tao.

LESSON26-SINING

I. Mga Layunin:1. Nasasabi ang katuturan palakumpasang 9/8.2. Makabubuo ng hulawarang ritmo sa pamamagitan ng pagpuno ng angkop na nota.3. Nakaaawit nang wasto sa tono at naikukumpas ang 9/8 nang tama.4. Naibibigay ang kabuuang kumpas ng mga nota at pahinagng ipinapakita ng hulwaranII. Paksa:A. Ang palakumpasang 9/8B. Sanggunian: BEC Musika VI, pahina ; EnhancingSkills ThroughMAPE VI pahinaC. Kagamitan: piyesa ng awiting Down in the Valley, tsart ng mga notad. Pagpapahalaga: Pagkakaisa at pagtutulungan

III. Pamamaraan:A. Panimulang Gawain1. Balik-aral: Paano ikinukumpas ang 6/8? Buuin ang hulwaran 6/8 ___ / ___ ___ / ___ ___ / /2. Pagsasanay na Pantono: Pag-awit ng so-fa silaba gamit ang Kodaly

B. Panlinang na Gawain1. Pagganyak: Pagbubuo ng pazzel2. Paglalahad ng aralina. Ilahad ang awiting Down in the Valley, pag-aralan o suriin ito ngklase at pag-aralan ang ritmo nito.b. Pagtatalakay: Magtanong ang guro -Ano ang nilalaman ng awit? -Ano ang palakumpasan ang ginamit sa awit? Paano ang pagkumpaskung ang kanyang ritmo ay siyaman? -Ang mga nota at pahinga ba ay tumatanggap ba ng parehong halagagaya sa palakumpasang 6/8?c. Pag-awit ng Down in the Valley at pagkumpas nito ayon sa ritmongmayroonito.d. Ilahad ng guro ang tsart ng mga nota at pahinga sa palakumpasang 9/8 NOTA PAHINGA HALAGA/BILANG NG KUMPAS

LESSON 27-SINING

I. Mga Layunin:1. Natalakay ang iba pang pangkat ng mga kulay.2. Masasabi ang kahalagahan ng mga kulay sa tao at sa mga bagay.3. Nakakaguhit ng mga imahe o bagay na ginamitan ng mga kulay nanalogo, kumplementaryo, mainit o malamig na mga kulay.

II. Paksa:A. Ang Iba Pang Pangkat ng mga KulayB. Sang. BEC Sining 6, pahina ; Sining sa Araw-araw 6 MG, ppat Sining sa Araw-Araw Textbook, ppC. Mga Kagamitan: pangkulay, bond paper, tsart at colorwheel D. Value Integration/ Pagpapahalaga:

III. Pamamaraan: A. Panimulang Gawain 1. Balik-aral: Anu ano ang mga kulay sa colorwheel? 2. Pag-awit ng Ako ay Filipino bilang paghahanda sa gagawing Gawain B. Panlinang na Gawain 1. Ipakita ang colorwheel sa klase at magtanong: * May iba pa bang pangkat ng kulayang iyong makikita sa colorwheel? * Anu-ano ang mga ito? 2. Talakayin kung anu-ano pa ang iba pang pangkat ng mga kulay

-Tingnan ang mga kulay na magkakatabi, ano ang katangian nito? -Ano ang tawag sa mga kulay na ito? -Anu-ano naman ang mga kulay na magkatapat? (pula-berde; dilaw-asul, etc.) - Ano ang tawag sa mga kulay na ito? 3. Pagpapakitang turo ng guro bilang halimbawa sa gagawing activity Halimbawa:

4. Pagsasagawa ng klase sa kanilang sining sa notebook, ilalapat ang mgakaalamang Natutunan sa paksang natalakay.

5. Paglalahat/ Pagpapahalaga * Nagawa ba ninyo nang wasto ang ipinagawa sa inyo ng guro? * Anu-anong mga pangkat ng kulay ang ginamit ninyo? * Tama bang sumunod sa paggamit ng mga kulay ng mga kulay para sa mga imaheng ginuhit ninyo? Bakit?

IV. Pagtataya: Magtanong. 1. Anu-ano ang iba pang pangkat ng mga kulay? 2. Ano ang kulay analogo? 3. Ano ang kumplementaryo?

V. Takdang Aralin: Magdala ng sumusunod na bagay ang pangkat ninyo: 1. dahon o bulaklak 2. lumang brochure 3. plastic na bulaklak o dahon 4. bulak o cotton 5. lapis at krayon 6. pandikit o glue

LESSON 28-SININGI. Mga Layunin: 1. Natalakay ang ibat-ibang tekstura ng mga bagay at nakapagbibigay ng halimbawa ng bawat Tekstura. 2. Masasabi ang kahalagahan ng mga kulay sa tao at sa mga bagay. 3. Makakalikha ang bawat pangkat ng isang collage na may ibat ibang tekstura. 4. Naipapakita ang pagtutulungan at pagkakaisa panahon ng pangkatang Gawain.

II. Paksa A. Ang Ibat Ibang Tekstura na mga Bagay B. Sang. BEC Sining 6, pahina 85; Sining sa Araw-Araw 6 MG,pp 20 at Sining sa Araw-Araw Textbook, pp 23-24 C. Mga Kagamitan: pangkulay, manila paper, gunting at pandikit D. Pagpapahalaga: Pagtutulungan at PagkakaisaIII. Pamamaraan: A. Panimulang Gawain 1. Balik-aral: Anu-ano ang mga kulay sa colorwheel? 2. Pag awit ng Ako ay Filipino bilang paghahanda sa gagawing Gawain B. Panlinang na Gawain1. Pagganyak: Anu-ano ang mga kulay sa colorwheel?-Anu-anong mga materyales o kagamitan gawa ang sining na ito? -Ano ang tawag sa likhang-sining na ito? 2. Pag-alis ng balakid:-Ibigay ang kahukugan ng salitang collage-Gagabayan ng guro ang pagbibigay ng kahulugan3. Pagbibigay pamantayan o panuto at rubrics sa pagmamarka upangmagabayan ang mga bata kung paano binibigyang marka angnagawa nilang sining.4. Pakitang turo ng guro sa paggawa ng collage5. Paggawa ng mga bata sa kani-kanilang likhang-sining habang Sinusubaybayan ng guro6. Pagpapahalaga/ Paglalahat*Natapos ba ninyo sa takdang oras at nagawa nang maayos anglikhang sining ninyo? *Anong katangian ang ipinakita mo kaya nagkawa ka ng isangmagandang likhang-sining?

IV. Pagtataya:Magtanong lamang ang guro.1. Ano ang collage2. Anu-anong mga kagamitan ang ginamit ninyo sa paggawa ng collage3.Anu-ano ang ibat ibang tekstura ng mga bagay ang ginamit ninyo?

LESSON 29-EPK

I. Mga Layunin: 1. Nailalapat sa paglalaro ang ibat ibang kasanayang kilos na natutunan sa Pagpapalakas iat pagsubok ng kakayahang pisikal. 2. Naipapakita ang kasiyahan at pagiging isport sa panahon ng paglalaro.

II. Paksa: A. Ang mga Laro ng Lahi B. Sang. BEC, P.E 6, pahina 105; Tayo Nang Magpalakas VI C. Kagamitan: Lata, sako, lubid, tsinelas, kadang gawa sa bunot D. Pagpapahalaga: Pagiging isport

III. Pamamaraan: A. 1. Pampasigla Pag-uunat-unat at pagjojoging paikot sa gym 2. Balik-aral Anu-ano ang ibat ibang kasanayang kilos lokomotor ang kalimitang Ginagamit natin sa ibat ibang Gawain natin araw-araw? B. Panlinang na Gawain 1. Pagbibigay pamantayan at panuto sa gagawing paglalaro nang pangkatan 2. Pagpapangkat ng klase sa tig sasampu 3. Paglalaro ng mga sumusunod na larong pinoy o laro ng lahia. tumbang presob. luksong bukidc. patinterod. kadang-kadange. sack race 4. Pagsubaybay ng guro sa mga bata 5. Paglalahat/Pagpapahalaga *Anu-anong mga kilos lokomotorang nagamit ninyo kanina sa inyong paglalaro? *Nanalo ba ang pangkat ninyo? Bakit hindi? Anong ipinakita ninyo sa mga nanalong pangkat? Dapat bang maging isport kayo? Bakit?

IV. Pagtatakda/Kasunduan: Alamin kung anu-ano ang mga kasanayang kilos na Di-Lokomotor. Magbigay ngsampung halimbawa ng mga kilos na ito.

LESSON 30-MUSIKA

I. Mga Layunin: 1. Nasasabi ang kahalagahan ng panimulang tono at panapos na himig sa anumang pag-awit. 2. Naipapakita ang pagmamahal sa bayan sa pamamagitan ng pag-awit nang may saya, sigla at pagmam 3. Natutukoy ang narinig na himig kung ito ay pasakalye o coda.

II. Paksa: A. Ang Panimula at Panapos na Himig B. Sanggunian: BEC Musika 6, pahina 109 ; Adventures in MAPE VI C. Kagamitan: Piyesa ng awit, recorder / keyboard, pitch pipe D. Pagpapahalaga: Pagmamahal sa Bayan

III. Pamamaraan: A. 1.Balik-aral 2. Pagsasanay Pantono B. Panlinang na Gawain 1. Pagganyak Pag-awit ng mga folk songs 2. Paglalahad ng Aralin:a. Pakikinig sa musika / awit na tutugtugin ng guro sa keyboard o recorder. Hayaang kakanta ang mga bata king sila ay makapasok sa ibinigay na panimulang himig (aawitin ng klase ang Bayan Ko at Pilipinas Kong Mahal). b. Pagtatalakay: *Paano ninyo nalaman kung kalian kayo magsimulang umawit? *Ano ang tawag sa panimulang himig ng awit? *Ano naman ang inyong maririnig kapag sa may huluhang bahagi na ng awit? *Ano naman ang tawag sa panapos na himig? *Ano ang mensahe ang awit? Mahal niyo ba ang bayan natin? Paano ninyo ipapakita ito? 3. Paglalahat/Pagpapahalaga *Pasakalye o intro ang tawag sa panimulang himig na siyang tagagabay sa mga mang- aawit para makapasok sa pag-awit. *Coda naman ang tawag sa panapos na himig. 4. Pagsasanay Pag-awit sa mga panimula at panapos na himig nang nasa timing o wastong pagpasok atpagtapos ng pag-awit.IV. Pagtataya: Pakinggan ang mga himig. Tukuyin kung ito ay pasakalye o coda (magpatugtog ang guro ng limang himig)

V. Takdang Aralin: Pag-aralan ang lahat ng mga paksang natalakay na. May isasagawang pagbabalik-aral bukas

LESSON 31- MUSIKA

I. Mga Layunin:1. Nagbabalik-aralan ang mga paksang tinalakay sa loob ng isang markahan2. Nakagagawa o nakabubuo ng mga tanong para sa pagtatanong atpagsasagot na Gawain.3. Nipakikita ang kumpyansa sa sarili panahon sa pagtanong at pagsagotna gawain.II. Paksa:A. Pagbabalik-Aral Bilang Paghahanda sa Unang Panahunang PagsubokB. BEC MSEP 6/ Pupil-made at teacher made questionsC. Kagamit: papel, lapis o bolpenD. Pagpapahalaga: Kumpyansa sa sarili

III. Pamamaraan:

A. 1. Balik-aral Anu ano ang mga paksang naalala ninyong natalakay o Natutununan sa MSEP? 2. Paghahanda o pamukaw sigla Pag-awit ng mga awiting bayanB. Panlinang na Gawain1. Pagpapangkat sa klase at pagbuo ng kanilang mga tanong 2. Pagsasagawa sa gawaing pagtatanong at pagsasagot sa mga tanong (Question and answer activity) 3. Paglalahat/ Pagbubuod Magpapaliwanag ang guro sa mga paksang hindi masyadongnaintindihan ng klase.

IV. Takdang-Aralin:Pag-aralan ang mga sumusunod na paksa bilang paghahanda sa Unangmarkahan pagsusulit.1. Ang ibat ibang palakumpasang: 2/4, at 4/4 at 6/8 at 9/82. Ang mga panimula at panapos na himig3. Ang mga likhang-sining bilang 1-64. Ang mga linya at hugis5. Ang mga pangkat ng kulay, color wheel at katangian ng kulay6. Ang kaangkupang pisikal7. Ang ibat ibang pagsubok sa pagkakaroon ng kaangkupang pisikal

LESSON 32-MSEP VI

I. Mga Layunin:1. Nasasagot ang unang panahunang pagsusulit nang wasto at maayos.2. Naipakikita ang pagkamasunurin at katapatan panahon sa pagsusulit.

II. Paksa:

A. Unang Panahunang Pagsusulit sa MSEPB. BEC ,SEP VI/ Pagsusulit na ginawa mula sa Division OfficeC. Kagamitan: papel at bolpenD. Pagpapahalaga: Pagkamasunurin at matapat

III. Pamamaraan:

A. 1. Pagahahanda at pagbibigay pamantayan at mga panuto para sagagawing pagsusulitB. Panlinang na Gawain 1. Pagpasa sa mga papel sa klase2. Pagsagot sa pagsubok o pagsusulit 3. Pagsusubay ng guro sa klase 4. Pagpasa ng mga sagot na test paper sa guro

LESSON 33-MSEP VI

I. Mga Layunin:

1. Naiwawasto ang mga test papers nang tama2. Natatalakay ng mga aytem na kalimitang nasagot nang hindi tama3. Naipakikita ang katapatan panahon nang pagwawasto ng mga papel.

II. Paksa:A. Pagwawasto sa mga Papel ng nang Markahang Pagsusulit sa MSEPB. Kagamitan: bolpen o lapisC. Pagpapahalaga: Katapatan

III. Pamamaraan:A. 1. Pamukaw-sigla: Pag-awit ng MabuhayB. Panlinang na Gawain 1. Pagpasa sa mga test paper sa klase para wawastuhin2.Pagtsek sa mga papel 3. Pagbalik sa mga papel sa may-ari nito at pagchechek muli sa test paperna ibinalik sa may-ari nito kung tama ba ang pagwasto nito. 4. Pagtatalakay sa mga aytem na karaniwang nagkamali ang klase sa pagbigayng kanilang mga sagot. 5. Patatala sa mga iskor ng mga bata sa class record 6. Pagpapahalaga: - Naging matapat ba kayo panahon sapagwawasto ng mga papel ninyoo ng sa kaklase mo? Tama ba ang ipinakita ninyong katapatan panahon sa pagwawasto nginyong mga test paper? Bakit dapat matapat kayo sa lahat ng pagkakataon?

IV. Kasunduan/ Takdang-Aralin:

Gumawa ng isang pagsisiyasat tungkol sa ibat-bang tunugan at sumipio magprint at least tatlong awit na nasa ibat ibang tunugan.

inMusic, Art & P.E(MAPE)Grade IV & VI

inMusic, Art & P.E(MAPE)Grade IV

LESSON 1-ARTI. Objectives: 1. Identify the different lines present in the objects seen inside and outside the room anf describe each. 2. Express appreciation and gratitude for the different uses/ helpof lines in our activities. 3. Use or apply lines in drawing designs.

II. Subject Matter: a. Line as an Element of Art b. References: BEC Art 4, page____; MAPE Adventures 4 pp.124-131 c. Materials: pictures/real objects of plants, flowers, trees etc. d. Value Integration: appreciation of nature/gratefulness

III. Procedure: A. Preparatory Activity 1. Singing of Sitsiritsit to condition pupils B. Lesson Proper 1. Motivation Show pictures found inside or in the environment then ask: *Are lines present in the different objects found in and or out of our classroom? *What kinds of lines did you see? *Do you think these lines are important to us? Why? *What are the uses of lines in our daily activities? 2. Presentation of the Lesson a. Present the different kinds of lines and its types with the help ofreal objects/pictures. 1. Straight Lines 2. Curved Lines -Show pictures/cut outs of concave, convex, scroll, vertical, horizontal and diagonal lines b. Let pupils describe the lines they see in the pictures presented like buildings, churches, parks, etc. Ask:Tell/describe something about each picture * Like a Tall Building* -What lines are present in the picture shown? -What do these lines make to the picture? 3. Activity Have pupils draw the object or picture as directedby the teacher 1. Draw curved/straight lines that show movements.

4. Generalization: Lines may be straight of curve *There are different types of straight lines namely: Vertical, horizontal, diagonal/slantingand jagged *Curve lines are namely: Concave, convex, scroll and spiral Line may also denote meaning. Horizontal tranquillity and rest Vertical suggest dignity, authority and stability Slanting line suggest movement Jagged line expresses disorderliness Curved lines denote continuous movement

IV. Evaluation: Draw the object inside the box as directed. 1. Any object with curved lines

2. Part of the house with straight lines

V. Asignment: Bring a drawing book, pencil and crayons tomorrow for your plate number activity.

LESSON 2-ART

I. Objectives: 1. Identify the different lines present in the objects seen inside and outside the room and describe each. 2. Express appreciation and gratitude for the different uses/ helpof lines in our activities. 3. Use or apply lines in drawing designs.

II. Subject Matter: a. Line as an Element of Art b. References: BEC Art 4, page____; MAPE Adventures 4 pp.124-131 c. Materials: pictures/real objects of plants, flowers, trees etc. d. Value Integration: appreciation of nature/gratefulness

III. Procedure: A. Preparatory Activity 1. Singing of Sitsiritsit to condition pupils B. Lesson Proper 1. Motivation Show pictures found inside or in the environment then ask: *Are lines present in the different objects found in and or out of our classroom? *What kinds of lines did you see? *Do you think these lines are important to us? Why? *What are the uses of lines in our daily activities? 2. Presentation of the Lesson a. Present the different kinds of lines and its types with the help ofreal objects/pictures. 1. Straight Lines 2. Curved Lines -Show pictures/cut outs of concave, convex, scroll, vertical, horizontal and diagonal lines b. Let pupils describe the lines they see in the pictures presented like buildings, churches, parks, etc. Ask:Tell/describe something about each picture * Like a Tall Building* -What lines are present in the picture shown? -What do these lines make to the picture? 3. Activity Have pupils draw the object or picture as directedby the teacher 1. Draw curved/straight lines that show movements.

4. Generalization:Linesmay be straight of curve *There are different types of straight lines namely: Vertical, horizontal, diagonal/slanting and jagged *Curve lines are namely: Concave, convex, scroll and spiralLine may also denote meaning. Horizontal tranquillity and rest Vertical suggest dignity, authority and stability Slanting line suggest movement Jagged line expresses disorderliness Curved lines denote continuous movement

IV. Evaluation: Draw the object inside the box as directed. 1. Any object with curved lines

2. Part of the house with straight lines

V. Asignment: Bring a drawing book, pencil and crayons tomorrow for your plate number activity.

LESSON 3-ARTI. Objectives: 1. Recall what are the different types of lines. 2. Express appreciation ang gratitude for the different uses/help of lines in our activities. 3. Use or apply lines in drawing designs.

II. Subject Matter:

a. Plate No. 1 Using Lines in Making Designs b. References: BEC Art 4, page____; MAPE Adventures 4, pp. 124-131 c. Materials: pencil, ruler,crayons and drawing bookd. Value integration: appreciation of nature / gratefulness

III. Procedure:A. Preparatory Activity1. Review What are the different kinds and types og line?B. Lesson Propera. Preparation oa pupils atr materialsb. Giving of instructions/ directions for the art activity to be donec. Teacher will do demonstration if neededExample

d. Pupils do their art worl silently following teachers directionC. Generalization / Value IntegrationWhat did you learn after doing the art activity?What is the significance of lines to us?

IV. Assignment:Find out what is Physical Education all about.Know what is good posture.

LESSON 4-P.E.

I. Objectives:1. Identify persons with good posture.2. Express gratefulness for having good posture.3. Demonstrate in class how to stand, walk, sit straight and full and reachproperly by group.

II. Subject Matter:A. Good PostureB. Reference: BEC P.E. 4, page ___; MAPE Adventures 6, pp.C. Materials: picturesD. Value integration: gratefulness for having good posture

III. Procedure:A. Preparatory Activity1. Warm up exercise2. Review about the subject P.E.B. Lesson Proper1. Motivation Show pictures of persons standing and sitting straightthen ask:*What does the picture show/ tell to us *Do all people stand and sit straight like shown to these pictures?2. Presentation of the Lessona. The teacher presents the lesson on Good/ Proper Posturethrough modelling of selected pupils.b. Discussion-What is proper/ good posture?-How do we show proper standing? Sitting? Walking?-Why is good posture important, walking, sitting, etc.3. Generalization*Posture is the way you carry your body. It refers to the differentPosture of your body when you stand, sit down, walk,Push pull, pick up objects.

IV. Evaluation:(Pupils will be grouped by 5s)Group performance showing good posture

V. Assignment:Apply the knowledge you learn on Good Posture. Be ready for a gradedPerformance next meeting

LESSON 5-MSEP IV and VI

I. Objectives:1. Recall/ Show mastery of the lyrics of the songs Davao Regional Hymn And Alma Mater Sng2. Sing the song with the correct tune,timing and phrasing.3. Demonstrate the value of patriotism by singing the songs with respectand pride and with proper gesture.

II. Subject Matter:A. Graded Singing PerformanceB. Reference: teacher-made rubrics for ratingC. Materials: CD player / KeyboardD. Value Itegration: Patriotism

III. Procedure:A. Prep. Activity1. Breathing exercises2. Tonal DrillB. Activity Proper1. Review singing of the songs to be performed by group2. Grouping of pupils by 5s3. Present and discuss shortly the rubrics for rating pupils performanceRUBRICS for RATING4321a. Mastery of the lyrics (3) b. Correct tune, timing & phrasing (4)c. Stage presence / voice quality (3)TOTAL 104. Group presentation or performance5. Teacher gives the rate for each pupil performing based on the rubricspresented. C. Closing ActivitySinging of some folk songs like: Sitsiritsit, Ako Kini Si Anggi, and Leron, Leron Sinta.

IV: Assignment:

Find out what is rhythm and in what activities do you rhythm is present or observed.

LESSON 6-MUSIC

I. Objectives:1. Tell the meaning of rhythm.2. Express gratefulness for learning from the elders the value being hospitable.3. Tap/ cap the given rhythm pattern of the song presented.4. Sing the song Mabuhay with ease and confidence and with correct tuneand timing.

II. Subject Matter:A. Lesson 1 RhythmB. Referance BEC Music IV, page ; MAPE Adventyres IV, pp12-15C. Materials Musical piece of Mabuhay, recorder/ xylophone; pitch pipieD. Value Integration Hospitality

III. Procedure:A. Preparatory Activity1. Review2. Breathing and Tonal ExerciseB. Lesson Proper1. Motivation: Let pupil observe the movement of the clock, their pulseand heart beat then ask. -What do you notice to the movement of the hands of the clock/Your heart beat and pulse, do you observe something? Do you thinksounds are grouped? How? Is there a rhythm in their movement?2. Presentation of the lesson -Present to the class the song Mabuhay (refer to the printed copy) -Let the children observe and listen to the teacher while she claps andsing the song. Emphrasize to the class that you are clapping the pulseor beat of the song.3. Discussion-What is the song all about?-What symbols are used which represent for the sound/ tones to beusing? When we reciteits lyrics and tap/ clap its pulse or beat, didyou notice grouping of pulses?-In what did we we put force when we tap the beat?4. PracticeLearning to sing the song by rote and do clapping while singing the song.5. Generalization:What is rhythm?What is the basic component of rhythm?What symbol means force? What note is usually accented?IV. Evaluation: A. Tap/Clap the following rhythmic patterns:1. 2. 3. 4. 5.V. Assignment: Know what are duple, triple, and quadruple meters. What symbol tells the kind of meter is used.

LESSON 7-MUSICI. Objectives: 1. Tell themeaning of rhythm. 2. Express gratefulness for learning from the elders the value of being hospitable. 3. Tap/Clap the given rhythmic pattern of the song presented. 4. Sing the song Mabuhay with ease and confidence and with correct tune and timing.II. Subject Matter: A. Lesson 1 Rhythm B. Reference BEC Music IV, page____; MAPE Adventures IV, pp 12-15 C. Materials Musical piece of Mabuhay, recorder/xylophone; pitch pipe D. Value Integration hospitalityIII. Procedure: A. Preparatory Activity 1. Review 2. Breathing ang Tonal Exercise B. Lesson Proper 1. Motivation: Let pupil observe the movement of the clock, their pulse and heart beat then ask,-What do you notice to the movement of the hands og the clock/ your heart beat and pulse, do you observe something? Do you think sounds are grouped? How? Is there a rhythm in their movement? 2. Presentation of the Lesson - Present to the class the song Mabuhay (refer to the printed copy) -Let the children observe and listen to the teacher while she claps and sing the song. Emphasize to the class that you are clapping the pulse or beat of the song. 3. Discussion - What is the song all about? - What symbols are used which represent for the sounds/tones ti be sung? When we Recite its lyrics and tap/clap its pulse or beat, did you notice grouping of pulses? -In what pulse did we put force when we tap the beat? 4. Practice Learning to sing the song by rote and do clapping while singing the song. 5. Generalization: What is rhythm? What is the basic component of rhythm? What symbol means force? What note is usually accented?

IV. Evaluation: A. Tap/Clap the following rhythmic pattern:

1.

2. B. Singing the song by group with confidence and with correct tune and timing.

V. Assignment: Look for the copy of the following folk songs and try to practice clapping its rhythm. Paste the copy on your music notebook.1. Bahay Kubo2. Leron, Leron Sinta3. Manang Biday4. Condansoy5. Ako Kini si Anggi6. Pamulinawen7. Paru-parong Bukid8. Sitsiritsit

LESSON 8-MUSIC & ART

I. Objectives:1. Recall the lessons in Music & Art and answer the test correctly.2. Practice honesty and silence when talking the test.

II. Subject Mtter:A. Weely TestB. Reference Teacher-made testC. Materials pencil and paperD. Value Itengration honesty

III. Procedure:A. Preparatory Activity1. Short ReviewB. Lesson/ Activity Proper1. Remind the class on what to do if the teacher is giving a test2. Answering of the weekly testI. Fill in the blank with the correct answer. Choose the answer from thebox below.RhythmCurved linesLinesPulseStraight linesMusic

____ 1. It is an organized sound that can touch a persons hearth and mind.____ 2. They are present everywhere that make our nature beautiful. ____3. It is the basic component of rhythm. ____4. Most of the objects found in nature have______. ____5. These lines are usually seen in shapes.

II. Write T on the blank if the statement is true and F it is not. ____1. Lines help us in making designs. ____2. Curved lines could mean movements. ____3. Zigzag line means rest. ____4. The song Mabuhay tells a message that we should love each other. ____5. The strong pulse is always accented or given force.

III. Identify the type of line being used in picture shown in the box. Write concave, convex, scroll, spiral and wavy.

IV. Draw your favorite design applying all the different types of straight and curved lines. (5 points)

3. Checking of papers if time is enough. 4. Recording of Scores 5. Value Integration Did you practice honesty when answering and checking the papers? Is it important to be honest all the time? Why? Why not?

IV. Assignment: Know the simple meters. Give example rhythmic pattern for each meter.

LESSON 9-ART

I. Obectives:1. Enumerate the different shapes/ forms and give its meaning.2. Identify the shapes being illustrated by the pictures/ drawing3. Tell the importance of shapes in our sorroundings and to people.II. Subjective Matter:A. Form/ Shape as an Element of ArtB. Reference BEC Art 4, page ____; Adventures in MAPE 4, pages 133-139C. Materials real objects/ picturesD. Value IntegrationIII. Procedure:A. Opineng Activity1. Review What are the different types of lines and their uses?2. Drawing on air the different types of curved lines as exerciseB. Lesson Proper1. Motivation If lines meet together what thing will be formed?Are shapes seen everywhere? What do they do to us?2. Presentation of the Lesson a. Show real objects with different forms/shapes. Ask pupils todescribe each.Example

b. Discussion-Do you think the form of each object denotes a meaning?-What does a circular shapped object mean? Triangular? Ect.-Are shapes important to people? Why? c. Activity on Geometric shapes 1. Draw the following shapes:1. circular2. elliptical3. rectangular4. triangular5. square 2. Give examples of common objects representingeach shape 3. Draw the examples of geometric objects patterned after henatural shapes of living things

3. Generalization: *Objects maybe circular, rectangular, square, elliptical or triangular *Shapes or form guides the movement of the eyes in perceiving the Idea in art composition. Different forms connote different meanings.*A triangular form may suggest a feeling of spirituality, dignity, powerand stability. It also denotes contrast and variety.*A circular form suggest continuity, simplicity and harmony*An ellipse looks like an oval figure. It gives a feeling of restraint because ofits curve . The lunette or semi-circle form gives a feeling of stability andgracefulness.*A shape is different from a form. Shape is a two-dimensional and enclose a Space. It can be geometric or free, natural or man-made*A form is three-dimensional. It encloses space as well as takes up space. It also be geometric or free form, natural or man-made

IV. Evaluation:Identify the shape patterned in each geometric object. Write only the name ofThe shape.

________ 1. Box________ 4. Chalk board

________ 2. Pyramid ________ 5. Banana

________ 3. Ball

V. Assignment:Bring your drawing book, pencil and crayons on Wednesday.

LESSON 10-ART

I. Objectives:1. Uses the different shapes in making their art work.2. Tell the importance of neatness and patience when doing their art work.3. Observed silence and following directions.

II. Subject Matter:A. Plate No. 2 Fun with ShapesB. Reference BEC Art, page ____; Adventures in MAPE 4, pages 133-139C. Materials real objects/ picturesD. Value Integration

III. Procedure:A. Opening Activity1. Review What are the different objects that surround us?What are their forms? Shapes?2. Drawing on air the different shapes as exerciseB. Lesson Proper1. Preparing the art materials to be usedduring the activity2. Instructions and rubrics will be given/ presented to the class and bediscussed shortly3. Teacher will show some sample art work to motivate pupils to makea good art work

example

3. Doing the art activity individually with the supervision of the teacher4. Generalization/ Value Integration-What did you do which made you finish your art work easilyand nicely?-Did you cinsider neatsness in your work? Why? Why not?

IV. Assignment:

Wear your P.E. attire next meeting, P.E. activity will be conducted.

LESSON 11- P.E.

I. Objectives:1. Demonstrate the proper/ correct position of the body that show food posture.2. Tell the importance of having a good posture.3. Observe silenceand show respect to pupils who are performing in front ofthe class.

II. Subjetc Matter:A. Performance Test in Showing Good PostureB. Reference BEC P.E. 4, page _____; Adventures in MAPE 4, pagesC. Materials pupils, sheet of paper for ratingD. Value Integration respect for others

III. Procedure:A. Opening Activity1. Review What are the different positions of the body if he/ she has agood posture?2. Warm Up Performing the basic body exerciseB. Lesson Proper1. Pupils will group themselves by 5s2. Rubrics for rating pupils performance will be presented by the Teacher to the class3. Performance test will be conducted4. Value Integration/ Generalization-Is it really important to have a good posture? Why? Why not?-What did you during performance test was conducted?-Is it important to show respect while others are performing? Why?C. Quieting ActivityLet the children do the breathing exercise to be done five times.

IV. Assignment:

LESSON 12-MUSIC

I. Objectives:1. Identify the strong and weak beats/ pulses in the given rhythmic patterns ofdifferent folk songs.2. Show interest in learning to sing some folk songs3. Use the bar lines correctly in grouping the pulses according to its given meteror time signature.

II. Subject Matter:A. Identifying Strong and Weak BeatsB. Reference: BEC Music 4, page ; Adventure in MAPE 4, pagesC. Materials: Chart, recorder, pitch pipeD. Value Integration: Interest in learning

III. Procedure:A. Preparatory/ Opening Activity1. Review What is rhythm? What is its basic component?Have you noticed activities which have rhythm? In whatactivities do we do where rhythm is seen or felt?2. Breathing/ Tonal exercises will be conductedB. Lesson Proper1. Motivation Do you know some songs sung by your great Grandparents?Name some of them. What do we call to these kind of songs?2. Presentation of the Lesson a. Present some rhythmic patterns of some folk songs and let the class tap/clap its rhythm and identify the strong & weak beats

examples:

b. Reciting the lyrics of the song while clapping its rhythm. Emphasize thestrong and weak beats c. Singing the song (Bahay Kubo, Sitsiritsit, Leron Leron Sinta, Lubi-Lubi, Anti Cu Pung Singing) d. Discussion -Where can we usually feel the strong pulse? Weak pulses? -What do we do if the beat is strong? -What do we use in determining strong beat?3. Application/ Exercises Put an accent mark to the strong beats in the following rhythmic paterns.

a.

b.4. Generalization/ Value Integration -What sysbol do we use to show strong beats? -Where do we see accented or strong beat? Weak beats? -Is there any significance/ importance in learning Filipino folk songs?

IV. Evaluation: Put bar lines in driving the pulses/ notes & rest in each of the following patternsas indicated by its meter.

1.4.

2.5.

3.

V. Assignment:

Practice singing the folk songs learned today. Try to clap or tap the given rhythmic patternswhile singing the songs.

LESSON 13-MUSICI. Objectives:1. Identify the strong weak beats/ pulses in the given rhythmic patterns ofof different folks songs.2. Show interest in learning to sing some folk songs.3. Use the bar lines and accent mark correctly in grouping the pulses and identifying strong and Weak beats.

II. Subject Matter: A. Identifying Strong and Weak beats B. Reference: BEC Music 4, page____; Adventure in MAPE 4, Pages C. Materials: Chart, recorder, pitch pipe D. Value Integration: Interest in learning

III. Procedure: A. Preparatory / Opening Activity 1. Review What kind of beats are there in any rhythmic patterns? What symbol do we used in making a strong beat/pulses? 2. Tonal Exercises using hand signals B. Lesson Proper 1. Motivation singing of Sitsiritsit 2. Presentation of the Lesson a. Present the following songs to the class and ask them to draw beat marks below its lyricswith the use its lyrics with the use of sticks so that rhythmic pattern will be formed. Example:

Enero, Pebrero, Marso, Abril, Mayo, Hunyo, Hulyo, Agusto, Setyembre, oktubre

Nobyembre, Disyembre, lubi-lubi. b. Discussion -were you able to put the correct beat mark foe each lyric? -How did you identify the strong beats from the weak beats? -What musical symbol di8d you use? c. Doing the same with other folk songs presented by rote d. Generalization Value Integration -What is a rhythmic pattern? -What beats/pulses does a ryythmic pattern have? -As Filipinos, do we need to learn how to sing our very own Filipino Folk Songs? Why or Why not?

IV. Evaluation: Group the pulses/ beats according to the given meter using bar lines. Then put an Accent (>) mark below the strong beats.

1.

2.

3.

4.

5.

V. Assignment: Put thebeat marks below the words/ lyrics. Identify the strong beats and put an Accent (>) mark under.Bahay kubo kahit munti, ang halaman doon ay sarisari;

Sibuyas, kamati, sigarilyas at mani, sitaw bataw, patani.

Kondol, patola, upot kalabasa at saka mayrron pang

Labanos, mustasa, sibuyas, kamatis, bawang at luya

Sa paligid-ligid ay puno ng linga.

LESSON 14-SINING

I. Mga Layunin:1. Nasasabi ang kahalagahan at kahulugan ng ibat ibang hugis.2. Natutukoy ang mga hugis ng mga bagay sa kalikasan at sa mga bagay nagawa ng tao.3. Nakagagwa ng ibat ibang dibuho gamit ang mga hugis

II. Paksa:A. Mga Hugis Bilang Elemento ng SiningB. Sanggunian BEC Sining IV, pahina ______; Adventures in MAPE IV pahinaC. Mga kagamitan mga totoong bagay, larawan, strips o tsart ng kahulugan

III. Pamamaraan:A. Panimulang Gawain1. Balik-aral2. Pagtsek ng takdaB. Panglinang na Gawain1. Pagganyak Sa loob ng 10 segundo ipikit ang mga mata at mag imaginesa mga bagay na nakikita sa paligidAnu-anong mga bagay ang inyong