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TOPIC: RONDALLA

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the different instruments used in a Rondalla ensemble.

b. (Affective) Express the beauty and uniqueness of Rondalla music.

c. (Psychomotor) Coordinate hand movements and finger dexterity to produce clear and resonant tones on Rondalla strings.

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Grade 6, 4th Quarter

Topic: Variations in Texture

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the different types of variations of texture.

b. (Affective) Appreciate the uniqueness of the different variations of texture.

c. (Psychomotor) Perform a song that consist the 3 Variations of texture.

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At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the speed of the sound in music by the movements of animals;

b. (Affective) Appreciate the importance of speed of sound through musical activities

c. (Psychomotor) Demonstrate slow and fast tempo through listening and dancing to the beat of the music

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Grade 3

Topic: Melody

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Define the elements of melody.

b. (Affective) Develop an appreciation for the role of melody in music.

c. (Psychomotor) Apply the different elements of melody.

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Grade 4

Topic: Percussion Instrument (Timbre)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the percussion instruments.

b. (Affective) Share the importance of percussion instruments.

c. (Psychomotor) Demonstrate basic playing techniques on one percussion instrument.

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Grade 1 - First Quarter

Topic: Ostinato (Rhythm)

At the end of the lesson, with 75% accuracy, the students will be able to:

a. (Cognitive) Define what is Ostinato.

b. (Affective) Participate actively in activities involving ostinato patterns by clapping, tapping, or moving along with the music.

c. (Psychomotor) Perform a nursery rhyme that has a simple ostinato pattern.

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Topic: Tempo Markings

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the different types of Tempo Markings;

b. (Affective) Share the beauty of the different types of tempo markings through reflection essay;

c. (Psychomotor) Perform the different types of tempo markings by clapping or tapping along a song at varying speed.

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Grade 3 Level

Topic: Rythm

At the end of the lesson with 75% accuracy, the students will be able to:

A. Define the elements of rythm. ( Cognitive)

B. Appreciate the importance of rythm in music. ( Affective)

C. Perform rythmic patterns with body movements. (Psychomotor)

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GRADE 5

TOPIC: TEACHING HARMONY ( HARMONIC INTERVALS )

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive)

:Develop the ability to analyze and recognize harmonic intervals by ear through listening exercises and musical examples. (Change to Identify harmonic intervals...)

b. (Affective)

:Students will enhance their listening skills by actively engaging with and enjoying the interplay of harmonic intervals in musical compositions. (Change to actively engage instead of actively engaging with...)

c. (Psychomotor)

:Students will demonstrate the ability to physically play simultaneous harmonic intervals on their instrument or voice with accuracy and coordination.

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GRADE 3

TOPIC: TEACHING MELODY

At the end of the lesson with 75% accuracy, the students will be able to:

a. ( Cognitive ) Identify the high and low pitches of different melody.

b. ( Affective ) Appreciate the important role of teaching melody. (Change appreciate to something measurable that shows that they are appreciating)

c. ( Psychomotor ) Demonstrate the basic melody in music (through how?).

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Grade 2, 3rd Quarter

Topic: DYNAMICS

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Explain what dynamics means in music (Change to define dynamics) and how it affects how loud or soft the music is. (you can use this for letter B)

b. (Affective) Appreciate the importance of playing with the right dynamics to make music sound its best. (Change appreciate to something measurable or you can use the highlighted objective in letter A.)

c. (Psychomotor) Demonstrate playing loudly and softly on classroom (various) instruments

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Grade 4

Topic: Percussion Instruments (Timbre)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the sounds produced by various percussion instruments.

b. (Affective) Develop an appreciation for the sounds and utilization of percussion instruments.

c. (Psychomotor) Construct their own percussion instruments.

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Grade 6 - Fourth Quarter

Topic: Variations of Tempo

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the different variations of tempo.

b. (Affective) Appreciate how tempo changes can make music exciting, calm, or dramatic. (Change appreciate to something measurable that shows that they are appreciating)

c. (Psychomotor) Demonstrate tapping or clapping along with different tempos.

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Bebe Jey L. Montemayor

BEED 2-H1

Grade 1- Second Quarter

Topic: Pitch (Melody)

At the end of the lesson, with 75% accuracy, the students will be able to:

a. (Cognitive) Identify low-pitched and high-pitched sounds.

b. (Affective) Appreciate the importance of pitch in our lives. (change appreciate to something else that you shows that they are appreciating)

c. (Psychomotor) Demonstrate understandings of low and high pitch through body movements. (Change to something else where they can perform different pitch)

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NALDOZA, CHARLENE MAY BEED 2-H1

TOPIC: (TIMBRE) Quality of Sound in Music

Grade Level: Grade 1

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify different sounds that can be heard in their surroundings.

b. (Affective) Express appreciation in exploring different timbres and sounds (you can use share the different sounds they have heard in their surroundings)

c. (Psychomotor) Mimic different timbres using their voices

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TOPIC: MUSIC DYNAMICS TERMINOLOGIES

( Grade 6 - Third Quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Determine and identify the various terms of a music dynamics

B. (Affective) Enjoy and appreciate the distinct volume levels of a musical piece.

C. (Psychomotor) Execute the different intensity of a music piece through a vocal performance.

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RUBY MAE SOQUILLO         BEED II-H2     

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RUBY MAE SOQUILLO         BEED II-H2     

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TOPIC: (DYNAMICS ) DISTINCTION BETWEEN LOUD AND SOFT MUSIC (GRADE 1-3rd QUARTER )

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Differentiate between the loudness and softness of music dynamics.

b. (Affective) Express the emotions of the dynamic variations of loud and soft music.

c. (Psychomotor) Demonstrate the sound of loud and soft dynamics through singing performance.

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Topic: Musical content on forms and dynamics

At the end of the lesson with 75% accuracy, the students will be able to:

A. Identify and describe basic musical forms, such as AB and ABA.

B. Develop an appreciation for the role of form and dynamics in creating different moods and emotions in music. (You can use share the importance)

C. Perform a simple musical compositions with appropriate form and dynamics using a musical instrument or voice.

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TOPIC: Structure of Musical Forms

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Identify simple musical forms

B. (Affective) Realize the musical forms of their favorite song

C. (Psychomotor) Draw the identified forms to objects pattern

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Topic: Dynamics (Grade 4, 1st Quarter)

A. (Cognitive)

Identify and define various dynamics in music, such as piano (soft), mezzo-piano (medium soft), mezzo-forte (medium loud), and forte (loud), using these terms correctly in context.

B. (Affective)

Describe how different musical dynamics can evoke different emotions, providing examples of when they felt certain emotions due to changes in volume.

C. (Psychomotor)

Perform musical pieces or rhythms with appropriate dynamics, demonstrating control over volume when singing or playing instruments, and making deliberate changes in response to dynamic markings.

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TOPIC: POETRY RHYTHM IN MUSIC

(5th – 6th GRADE – 2ND QUARTER)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Explain what rhythm is in the context of poetry.

b. (Affective) Identify how the rhythm of a poem evokes different emotions in them (e.g., a happy, sad, or suspenseful feeling).

c. (Psychomotor) Write their own poems using rhythm to create specific effects.

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Grade 3

Topic: Melody

At the end of the lesson, with 75% accuracy, the students will be able to:

a. Describe Melody.

b. Determine the melody's elements. (Please change because this is cognitive)

c. Utilize the melody's various elements (through?)

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Niche Belmonte  BEED 2-H1                                  

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Niche Belmonte  BEED 2-H1                                  

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TOPIC: Distinction between Thinness and Thickness in Music(Texture) (Grade 4- Fourth Quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Differentiate between thinness and thickness in the texture of music.

B. (Affective) Develop an appreciation for the distinctions between thinness and thickness in musical texture. (You can use participate actively in activities incoporporating thinness and thickness in texture)

C. (Psychomotor) Demonstrate proficiency in interpreting and conveying the concepts of thinness and thickness through musical performance.

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Topic: Melody

Pitch of a Tone (Grade 3; 2nd Quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

A. Cognitive: Determine the pitch of a tone as high – higher, moderately high – higher, moderately low – lower and low – lower.

B. Psychomotor: Sing the melody of a song with the correct pitch. (This should be in letter C)

C. Affective: Appreciate the emotional significance of pitch variation in melodies. (You can use share or explain; transfer to letter B)

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PATPAT, MARY ANN V. BEED 2-H1

Grade:5

Topic: woodwind section

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify and differentiate between (Differentiate) various woodwind instruments, including their names, sounds, and unique characteristics.

b. (Affective) Develop an appreciation for (You can use share or explain) the role of the woodwind section in an ensemble by actively listening to and discussing different pieces of music featuring woodwind instruments.

c. (Psychomotor) Demonstrate proper embouchure and breath control techniques on a selected woodwind instrument, such as the flute or clarinet, to produce clear and consistent tones.

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Topic: Repeat Marks (grade 6)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (cognitive) Analyze and interpret the purpose and function of repeat marks in music.

b. (affective) Appreciate the different types of repeat marks in music.

c. (psychomotor) Execute the different repeat marks in a musical piece.

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Topic: TIMBRE

Grade level: 2

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify and describe different timbres of sounds

b. (Affective) Develop an appreciation for the diversity of sounds and express preferences for certain timbres (Change to something measurable instead of using appreciate)

c. (Psychomotor) Experiment with creating (create) different sounds using simple musical instruments or everyday objects

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Topic: Antecedent and Consequent( Grade 4)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive)

Define antecedent and consequent in music.

b. (Affective)

Develop an appreciation for the use of antecedent and consequent phrases in music.

c. (Psychomotor)

Perform musical arrangements using antecedent and consequent elements.

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Myles M.Camoro BEED 2 H-2

Topic:Structure of musical forms(Unitary,Strophic)

At the end of the lesson with 75% accuracy, the students will be able to:

A. Identify the characteristics of unitary and strophic forms.

B. Differentiate unitary and strophic arrangements in songs.

C. Understand how these forms contribute to the overall musical experience.

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TOPIC: Structure of Musical Sound; Strophic, Unitary (FORM)

GRADE 5 (3rd QUARTER)

At the end of the lesson with 75% accuracy, the students will be able to:

1. Define and describe the strophic and unitary form in music;

2. Develop a personal connection to music through understanding and applying the strophic and unitary forms in their own compositions;

3. Perform a piece of music that uses either the strophic or unitary form.

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BEED 2-H1

Topic:(TIMBRE) Brass Instruments

Grade Level: Grade 6

At the end of the lesson with 75% accuracy, students will be able to:

a. Cognitive: Identify, describe, and differentiate timbre brass instruments.

b. Affective: Express preferences and show curiosity, and appreciate of the different brass instruments.

c. Psychomotor: Demonstrate how to properly Hold, produce sound, and play simple melodies on timbre brass instruments.

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TOPIC: Pitch (Melody)

Grade 3, 2nd Quarter

Learning Objectives:

At the end of the lesson, with 75% accuracy, students should be able to;

(Cognitive): Identify the pitch of a tone as higher, lower or medium

(Affective): Appreciate the role of pitch in creating musical expression (Use something measurable instead of appreciate)

(Psychomotor): Demonstrate body movements of higher, medium and lower pitches while singing. (Rephrase because it is confusing the way you stated this)

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Grade 4 Third Quarter

Topic: Variations of Sound

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify (differentiate) vocal and instrumental sounds

b. (Affective) Appreciate the importance of sound (Use something measurable instead of appreciate)

c. (Psychomotor) Demonstrate different vocal and instrumental sounds (through how?)

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Grade 1 (Second Quarter)

Topic: Musical Lines

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Define musical lines in music

b. (Affective) Value the importance of musical lines in music (change value to something measurable)

c. (Psychomotor) Demonstrate understanding on musical lines in music. (Change to something measurable where they need to perform)

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Grade 1, 2nd Quarter

Topic: Melody (Pitch & Simple Melodic Patterns)

Objectives:

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify and differentiate between high and low pitches in a melody.

b. Express appreciation for simple melodic patterns by clapping along with the rhythm.

c. Demonstrate the ability to sing back a given simple melodic pattern accurately.

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Title: Distinction Between

Fastness and

Slowness in Music (Grade 2)

At the end of the lesson with 75% accuracy, the students will be able to;

a. (Cognitive) Differentiate between fast and slow music

b. (Affective) Appreciate the importance of tempo in music

c. (Psychomotor) Perform the difference between the fastness and slowness of music

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Grade 1: Distinction between Speaking and Singing Objectives:

At the end of the lesson, with 75% accuracy, students will be able to:

A. Identify the difference between speaking and singing. B. Appreciate the differences in their timbre between speaking and singing.

C. Produce different sounds in speaking and singing to explore their own basic timbral variations.

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Topic: Variations of sounds (vocal and instrumental)- Grade 4

Objectives:

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Determine the variations of sound in music as applied to vocal and instrumental music;

b. (Affective)Appreciate the importance of identifying the variations of sounds; and

c.(Psychomotor) Perform the different vocal and instrumental sounds.

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Grade 4 - Fourth Quarter

Topic: Simultaneous Sounding of Two Tones/Pitches

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify (Explain) the concept of simultaneous sounding of two tones/pitches.

b. (Affective) Develop an appreciation for the emotional impact of harmonies in music. (Change appreciation or change to something measurable)

c. (Psychomotor) Perform two simultaneous tones/pitches on a musical instrument.

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Alinabon, Katrina Nina L. II-H2

Grade 2: Second quarter

Topic: Melody (Pitch and Simple Melodic Patterns)

Learning Objectives:

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Define the concept of melody in music.

b. (Affective) Develop an appreciation for different melodies and their emotional impact.

c. (Psychomotor) Demonstrate the ability to sing or play simple melodies using their voices or classroom instruments.

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TOPIC: Rhythm and Tempo (Steady Beats)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify and describe the characteristics of steady beats in music.

b. (Affective) Appreciate the importance of steady beats in music by actively listening to various musical pieces. (Change appreciate to something measurable like share)

c. (Psychomotor) Demonstrate the ability to maintain a steady beat through clapping, tapping, or using percussion instruments.

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Topic: Quality of Sound in Music

(Grade 1 - Timbre)

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify the different sounds in the surroundings;

b. Demonstrate appreciation for the diversity of sounds; (revise to something measurable) and

c. Imitate sounds using voice and body movements.

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Franz Kyle A. Arnaiz BEED II-H3                                        

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Franz Kyle A. Arnaiz BEED II-H3                                        

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Topic: The Essential Characteristics of Melody (Grade 6)

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Familiarize the Essential Characteristics of Melody.

B. (Affective) Distinguish between sounds or pattern that are "high" or "low"

C. (Psychomotor) Apply the different Essential Characteristics of melody.

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Topic: Melody

Grade 3

At the end of the lesson with 75% accuracy, the students will be able to;

A. (Cognitive) Define the types of Exercises and Actvities in melody. (Please revise)

Recognize the different types of Exercises and Actvities pertaining melody.

B. (Affective)Share high and low pitch sounds found in the environment. (Change to something measurable)

C.(Psychomotor) Perform a simple song using low or high pitch sounds.

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Grade 6, 4th Quarter

Topic: Primary Chords and Harmony in Group Performances

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify the primary chords (tonic, subdominant, and dominant) of major scales and their relative minor scales.

b. Express their feelings or create a mood using a short musical passage that incorporates primary chords (tonic, subdominant, and dominant) learned in class. (Revise to something measurable)

c. Sing a simple melody while harmonizing on at least two primary chords (tonic and subdominant or tonic and dominant) through a group performance.

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Timbre (Grade 3-3rd quarter)

Topic: "Introduction to Musical Instruments"

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify the different timbres of various instruments.

b. Express (Share) their personal preferences and feelings about the timbres of different instruments.

c. Demonstrate the ability to create sounds with different timbres using simple instruments.

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Topic: RHYTHM (Steady Beats)

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify steady beats

b. Share the importance of steady beats

c. Perform the different techniques (chanting, walking, tapping and clapping) while maintaining a steady beats

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TOPIC: MUSIC SYMBOLS AND CONCEPTS

(Accidentals, F-Clef, and Internal Scales) MELODY: Grade 5 2nd Quarter

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify and explain the purpose of accidentals, recognize the F-Clef (bass clef) and its placement on the staff, and differentiate between major and minor scales.

b. (Affective) Develops respect for the diverse range of musical expressions and styles represented by accidentals, F-Clef, and internal scales. (Please revise to something measurable)

c. (Psychomotor) Demonstrate proficiency in drawing accidentals on the staff, correctly placing the F-Clef in music notation, and playing simple melodies in major and minor scales on a musical instrument or through vocalization.

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TOPIC: Melody (Intervals, Major scales and Minor scales)

Grade 6 (Second Quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

a. Explain the concept of intervals in music.

b. Share the importance of intervals and scales in music and their role in creating musical expression.

C. Perform a piece of music that features different intervals and scales with musicality and expression.

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Grade 5: Second Quarter

Topic: Melody (Musical Symbols and Concepts)

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Identify the different purpose of accidentals, F-clef, intervals, scales (pentatonic, C major, G major) and melodic contours.

B. (Affective) Appreciate the different symbols and concepts. (Please revise appreciate to something measurable)

C. (Psychomotor) Demonstrate the ability to play simple melodies through musical instruments.

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JOMABLESS PRAISE M. SOMBRENO BEED II H-2

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JOMABLESS PRAISE M. SOMBRENO BEED II H-2

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Melody - Grade 3 (2nd Quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify and differentiate between high, low, and moderate pitches within a melody.

b. (Affective) Express their feelings while singing a simple song with proper melodic contour (please revise because not everyone in the class can sing with feelings yet. Focus on main lesson to be consistent) (movement up and down), demonstrating a sense of enjoyment in creating music.

c. (Psychomotor) Create a simple melodic pattern using body percussion or classroom instruments, demonstrating coordination and rhythm while replicating a presented pattern. (Please revise to the main focus of your lesson to be consistent)

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TOPIC: Melody (Intervals, Major scales and Minor scales)

Grade 6 (Second Quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

a. Define and explain the concept of intervals in music and identify different types of interval.

b. Appreciate the importance of intervals and scales in music and their role in creating musical expression.

C. Perform a piece of music that features different intervals and scales with musicality and expression.

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TEXTURE: Grade 6  4th Quarter
Topic: "Variations of Texture"

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Define the concept of texture in music and distinguish between (differentiate) monophony, homophony, and polyphony;
B. (Affective) Display enjoyment and engagement in presenting the variations of texture in music. (Please revise to something measurable focusing on the main topic of your lesson)
C. (Psychomotor) Perform collaboratively in round songs and partner songs, highlighting the variations of texture in music.

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At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive)Recognize the different instruments in a drum and lyre band.

B. (Affective)Share personal experiences in class about encounters with drum and lyre bands.

C. (Psychomotor)Show different hand signals in identifying the different instruments in a Drum and Lyre band

(THIS IS VERY WELL CRAFTED)

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Topic: Tempo

Grade Level: 6

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify tempo (of a song) based on the three general components as slow, moderate, and fast, with the examples given.

b. (Affective) Appreciate (share or explain. You choose) the difference between slow, moderate, and fast tempo through beats and movements.

c. (Psychomotor) Execute the three general tempos, slow, moderate, and fast through the metronome device. (better if you make them use their body or move. Please revise this part)

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Timbre 6 (Introduction of Musical Instruments)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Describe the unique qualities and sounds of different musical instruments of the Western Orchestra.

b. (Affective) Establish an appreciation for the diversity of timbre in music and its impact on the overall listening experience. (Please revise to something measurable)

c. (Psychomotor) Demonstrate an understanding of timbre through playing various musical instruments. (You may do this if musical instrument are available. But if not, please revise)

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Grade 6 - Fourth Quarter

Topic: Accelerando

At the end of the lesson, with 75% accuracy, the students will be able to:

a. (Cognitive Domain) Define (Explain) Accelerando in music and explain its purpose in enhancing musical expression.

b. (Affective Domain) Develop an appreciation for (Share how Accelarando emotionally impacts) the emotional impact of Accelerando on musical performances.

c. (Psychomotor Domain) Perform musical pieces with Accelerando tempo changes while maintaining technical proficiency and musical expression.

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TOPIC: Volume of Sound in Music (DYNAMICS) GRADE 4 (3RD QUARTER)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive)Demonstrate an understanding of the concept of volume in music by recognizing and interpreting (interpret) the symbols "p" (piano) and "f" ( forte) in a musical score.

b. (Affective)Cultivate an appreciation for the role of sound volume in conveying musical emotions. (Please revise to something measurable)

c.(Psychomotor)Perform a musical piece applying the forte and piano to designate loudness and softness in music.

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Grade 5

Topic: Chords, Triads and Primary Triads

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify chords and triads, including primary triads.

b. (Affective) Appreciate (Share) the role of chords and triads in creating harmony and mood in music.

c.(Psychomotor) Demonstrate primary triads on their chosen instrument.

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MERY JANE A. FELICES

BEED 2-H2

Topic: "Variations in Texture"

(Grade 6 - 4th quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Identify and describe the three variations in texture.

B. (Affective) Appreciate (share or explain. You choose) the significance of texture in various contexts, such as art, food, and nature. (Please focus on your lesson)

C. (Psychomotor) Demonstrate the ability to manipulate materials to create different textures through hands-on activities. (I'm confused. Is this about music? If not, please make an activity that focuses on your main lesson related to music)

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Topic: Variations in Texture

Grade 6 (4th Quarter)

At the end of the lesson with 75% accuracy, the students will able to:

a. (Cognitive) Recognize the different types of variations of texture.

b.(Affective) Appraise (share their ideas on how rich and diverse) the richness and diversity of the different variations of texture are.

c.(Psychomotor) Perform the different variations of texture through round singing.

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Urian Mckenzie R. Tampos (BEED DAY II - H1)

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Urian Mckenzie R. Tampos (BEED DAY II - H1)

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TOPIC: Dynamics (GRADE 4, 3rd QUARTER)

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Demonstrate comprehension of (Define) different dynamic markings found in musical notation, such as piano, forte, crescendo and decrescendo.

B. (Affective) Develop an appreciation of (Explain) how dynamics may be expressive in determining the emotional impact of music

C. (Psychomotor) Display the ability to play music with the right amount of dynamic shifts.

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Grade 5 - Second Quarter

Topic: Grand Staff (Melody)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify and name the notes between the treble and bass clefs on a grand staff.

b. (Affective) Develop a positive attitude towards learning and practicing music notation using the grand staff. (Please revise this)

c. (Psychomotor) Write and draw (Draw and label) musical notes on the grand staff accurately placing notes in the correct positions.

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Topic: Harmony

(Grade 4 - 4th Quarter)

Learning Objectives

At the end of the alloted time, the 80% of the pupils are expected to;

A. (Cognitive) Identify harmonic intervals in 2 tones/pitches.

B. (Affective) Express appreciation and enjoyment in creating an example of harmonic interval (2 pitches) with others. (Please revise to something measurable)

C. (Psychomotor) Recognize the harmonic intervals using visual materials or flashcards. (Please revise to something focusing on the students applying the lesson or enhancing students' motor skills)

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Grade 5 - Fourth Quarter
Topic: Variations of Speed in Musical Sound (Tempo)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Analyze and categorize musical pieces into different tempo markings (e.g., allegro, andante, adagio).
b. (Affective) Appreciate (Share) the importance of tempo in music and express their opinions on how different tempos can evoke different emotions.
c. (Psychomotor) Demonstrate the ability to clap or tap along with music of varying tempos, adjusting their speed accordingly.

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Topic: Dynamics

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Define and explain the concept of dynamics in music, including terms such as piano, forte, mezzo piano, and mezzo forte.

b. (Affective) Express their emotional responses to different dynamic changes in music. (I like the idea but please be use something more measurable)

c. (Psychomotor) Perform musical passages with appropriate dynamic changes to enhance the musical expression.

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TOPIC: Volume of Sound in Music and Conducting and dynamics (DYNAMICS) GRADE 3 (3RD QUARTER)

At the end of the lesson, with 75% accuracy, the students will be able to:

a. (Cognitive)Distinguish the loud, medium, and soft levels of a song through body movements.

b. (Affective) Appreciate (share) the use of loudness and softness in conveying musical mood.

c. (Psychomotor) Perform a musical piece with simple dynamics and execute conducting gestures.

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TOPIC: RHYTHM - Musical Symbols and Concepts (Notes and Rests)

1st Quarter - Grade 4

At the end of the lesson with 75% accuracy, the students will be able to:

a. Define and differentiate between basic musical symbols like whole notes, half notes, and quarter notes.

b.Develop an appreciation for (share the importance of) the role of rhythm in music, recognizing its importance in creating structure, momentum, and emotional impact.

c. Reproduce simple rhythmic patterns in written music through clapping or tapping (coordination and timing).

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BEED II- H2

TOPIC ; MELODY (MAJOR AND MINOR SCALES)

GRADE 6 (2nd Quarter)

At the end of the lesson, with 75% accuracy, the students will be able to:

a. (Cognitive) Identify and differentiate between major (from) and minor scales.

b. (Affective) Appreciate the emotional qualities conveyed by major and minor scales in music. (Please revise to something measurable)

c. (Psychomotor) Demonstrate the ability to play major and minor scales on their chosen instrument. (Please choose a specific instrument available to you as a teacher)

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GRADE 2 (2ND QUARTER)

TOPIC: Pitch of Tones

At the end of the lesson with 75% accuracy, the students will be able to:

a. identify the pitch of tones as: high (so), low (mi); higher (la); lower (re);

b. participate actively in the discussion and the activities relating to pitch of tones; and

c. perform the ranges of pitch through body movements.

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Topic: Rhythm

Grade 3

At the end of the lesson with 75% of accuracy, the student should be able to:

(Cognitive) A. Demonstrate the basic understanding of rhythmic patterns (Change to something more specific and measurable)

(Affective) B. Respond appropriately to the pulse of the sounds heard (Change to something measurable)

(Psychomotor) C. Perform a simple series of rhythmic sounds

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TOPIC: Volume of sound in music and distinction between loudness and softness in music ( DYNAMICS) GRADE 1 ( 1ST QUARTER)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Demonstrate an understanding of (identify)the concepts of loudness and softness.

b. (Affective) Appreciate (share or explain. You choose)how dynamics play a role in conveying emotions, both in artistic expression and everyday situations.

c. (Psychomotor) Interpret dynamics through physical movements.

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Topic: String Instrument

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Identify the different types of string instrument

B. (Affective) Develop an appreciation for the beauty of music and its ability to evoke emotions.

C. (Psychomotor) Demonstrate basic playing techniques for at least one type of string instrument, such as plucking or bowing the strings correctly.

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Topic: Pitch

Grade Level : Grade 4 Second Quarter

At the end of the lesson with 75% accuracy , the students will be able to:

a. identify high and low pitches in melodies.

b. share how pitch variations create emotions and expression in music.

c. perform the Cuwen hand signal

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Manatad Florence Ave Gale K (BEED 2-H1)

GRADE 3 - THIRD QUARTER

TOPIC : INTRODUCTION TO MUSICAL INSTRUMENTS

At the end of the lesson, with 75% accuracy , the students will be able to:

A. (Cognitive) Compare and contrast the sounds produced by different musical instruments, identifying similarities and differences in tone, pitch, and timbre.

B. (Affective)Build confidence in students' ability to experiment with and play musical instruments, regardless of prior experience. (Please revise)

C. ( Psychomotor)Learn instrument-specific techniques such as strumming, bowing, or fingering to produce different articulations and effects. (Revise to something that everyone can do. Not all students have their own instruments)

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Topic : Melody ( Intervals, Major Scales, Minor Scales)

Grade 6 ( Second Quarter )

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Define what are (identify) the different Intervals in Music.

b. (Affective) Enjoy and appreciate how importance the intervals and scales of music. (Please revise to something measurable)

c. (Psychomotor) Execute the different intervals and scales in music to improve their instrumental proficiency and expression. (Please be more specific on what activity)

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MESSIL B.CANTOS                     BEED II-H2 

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MESSIL B.CANTOS                     BEED II-H2 

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Grade 4, 1st quarter

Topic: Introduction to Major Triad

Objectives:

At the end of the lesson with 75% accuracy, the students will be able to:

A.Identify the intervals of the following major triads.

B.Express the musical symbols to understand harmonic intervals. (Please revise to something measurable)

C.Demonstrate a vocal or instrumental ensemble using the following major triads. (Please revise to something attainable for your demo if you choose this)

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Timbre (Grade 6)

Topic: Introduction of Musical Instruments

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify and describe the differences in timbre between different musical instruments.

b. Appreciate the unique characteristics and qualities of various musical instruments based on their timbre. (Please revise to something measurable)

c. Demonstrate the ability to produce different timbres on various musical instruments by adjusting playing techniques. (Please revise to something attainable in class/ or in your class demo)

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Grade 6, 4th Quarter

Topic: Textures In Music

(Monophony, Homophony, and Polyphony)

At the end of the lesson, with 75% accuracy, the students will be able to:

a. (Cognitive) classify monophonic, homophonic, and polyphonic texture.

b. (Affective) differentiate monophonic, homophonic, and polyphonic texture. (please revise to something in the affective domain)

c. (Psychomotor) demonstrate monophonic, homophonic, and polyphonic texture (through how?)

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GRADE 5

TOPIC: TEACHING HARMONY (How do I teach monophony, polyphony, and homophony)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive)Differentiate between monophony, polyphony, and homophony through examples and understanding unique features.

b. (Affective) Appreciate the unique qualities of these musical styles by listening to various pieces and understanding their role in harmony. (Please revise)

c. (Psychomotor) Perform their understanding by playing or singing short musical sections in each style through an instrument or song.

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GRADE 4, 4TH QUARTER

Topic: Harmony (Simultaneous Sounding of Two Tones/Pitches)

At the end of the lesson with 75% accuracy, the students will be able to:

a. demonstrate understanding of harmony and its harmonic intervals;

b. engage actively in ensemble activities and attentive listening; and

c. performs examples of harmonies by combining different sounds with others.

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Caballero, Francis Gabriel M.       BEED 2-H1

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Caballero, Francis Gabriel M.       BEED 2-H1

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Topic: Variations in Dynamics

(Grade 6)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Define variations in dynamics and introduce why dynamics is important in music.

b. (Affective) To appreciate (share) the purpose of using right dynamics in music and how it affects emotions.

c. (Psychomotor) To perform a musical composition about the (with ) different variations in dynamics using various musical instruments.

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Charive C.Abaño BEED 2-H1

At the end of the lesson with 75% accuracy, the students will be able to:

Topic: Harmony and Texture

Grade 6

a.Cognitive

Identify and name the intervals that make up the primary chords of major and minor scales.

b.Affective

Develop an appreciation for the harmonic elements in music and their impact on the overall musical experience. (Revise)

c.Psychomotor

Play and perform the primary chords of major and minor scales on a musical instrument.

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MA. BELEN A. MONTALLA

Topic: Simple Rythmic Patterns (Grade 2- Rythm

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify and name basic rhythmic symbols such as quarter notes, quarter rests, and half notes.

b. Develop an appreciation for rhythm as an essential element of music. (please revise to something measurable)

c. Develop fine motor skills by manipulating rhythm instruments. (Please focus your psychomotor activity to your main topic)

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Vibby Ann S. Austria

BEED II-H2

Topic: Grade 4: 2nd Quarter - Musical Symbols and

Concepts

At the end of the lesson with 75% accuracy, the students will be able to:

a. Decode basic musical notation by identifying notes, rests, time signatures, and simple rhythmic patterns.

b. Value musical symbols and concepts as a key to unlocking musical understanding. (Please revise to something measurable)

c. Utilize basic musical notation by playing or singing along with a simple piece. (Please rephrase. Start with play if you are using an instrument or sing if you are asking them to sing)

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TOPIC: PRIMARY CHORDS

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify primary chords (tonic, subdominant, and dominant) in a given musical piece.

b. (Affective) Develop an appreciation for the role of primary chords in shaping the emotional impact and mood of a musical composition. (Please revise to something measurable)

c. (Psychomotor) Collaborate effectively with peers in ensemble performances, coordinating the timing and execution of primary chord changes. (Please rephrase)

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TOPIC: Basic Rhythmic Notation (Grade 5-6- Teaching Rhythm)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the basic notes and symbols in music.

b. (Affective) Differentiate the differences between the basic symbols such as Quarter notes, Whole notes, and Half notes. (please revise to something for the affective domain. This is still cognitive)

c. (Psychomotor) Demonstrate how these symbols represent different lengths of a sound. (Please be more specific)

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TOPIC: VARIATIONS OF TEMPO

( GRADE 6- FOURTH QUARTER)

At the end of the lesson with 75% accuracy, the students will be able to :

A. To identify different types of tempo such as allegro, andante, ritardando, accelerando, largo, presto, and vivace in a given song or music.

B.  To foster a deeper emotional connection and response to music through understanding the concept of tempo. (please revise to something measurable)

C. To practice and enhance the ability to identify and apply different tempos in a musical piece (Please be more specific on what activity you will do)

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TOPIC: RHYTHM

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Differentiate between sound and (from) silence by identifying and categorizing auditory examples.

b. (Affective) Appreciate the significance of steady beats in music by participating in rhythmic activities with enthusiasm. (Please revise to something measurable)

c. (Psychomotor) Demonstrate the ability to maintain a steady beat through physical actions such as clapping, tapping, and movement exercises. (please rephrase. Start sentence with the behavior)

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Timbre (Grade V-3rd quarter)

Topic: (Vocal and Instrumental Sounds)

At the end of the lesson with 75% accuracy, the students will be able to:

a. Differentiate between vocal and (from) instrumental sounds by identifying unique timbres associated with each.

b. Express their emotional responses to different timbres conveyed through vocal and instrumental performances. (Transfer to C and please revise to something measurable and specifc)

c. Develop a sense of respect and openness towards various vocal and instrumental genres, embracing the uniqueness and beauty of each sound source. (Please revise and transfer to letter B)

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TOPIC: LEARNING THE ITALIAN TEMPO MARKINGS

(Grade 6 - 2nd Quarter)

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Will be able to describe the tempo techniques. (Please be more specific. What do you mean by techniques? What is you main topic)

B. (Affective) To value and understand the the importance of knowing the specific names of the markings. (Please revise and please focus to your main topic. You have many topics)

C. (Psychomotor) Enhancing the vocal sound of how to make it fast and slow. (Please revise and please focus to your main topic. You have many topics)

You have many topics. Choose only one.

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Grade 1

Topic: RHYTHM ( First quarter- distinction between sound and silence)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identifies the difference differentiate between sound and silence accurately

b. (Affective) Relates images to sound and silence within a rhythmic pattern

c. (Psychomotor) Demonstrates basic understanding of sound, silence and rhythm (Please revise to something measurable where the students will be able to move or use their body)

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Grade 3

Topic: Timbre and Orchestral Instruments

At the end of the lesson, 75% the students will be able:

A. (Cognitive) Identify and name at least three orchestral instruments by sight and sound.

B. (Affective) Develop an appreciation for the diversity of sounds produced by different orchestral instruments. (please revise to something measurable)

C. (Psychomotor) Demonstrate the ability to produce sounds with simple percussion instruments (e.g., rhythm sticks, hand drums) to mimic the timbre of orchestral instruments.

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BEED 2-H3

Grade 5

Topic: Timbre (Single, Duet, Trio, Ensemble)

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify (differentiate) the timbre of single, duet, trio, and ensemble performances.

b. Appreciate (share how) the unique qualities of different timbres and understand how they contribute to the overall mood and emotion of a musical piece.

c. Demonstrate the ability to adjust their own timbre when performing in different musical contexts, such as solo, small group, or ensemble settings. (revise to something attainable because not everyone can "adjust their own timbre" that easily)

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Ferolino, Mary Ela Monica U. (BEED 2-H3)

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Ferolino, Mary Ela Monica U. (BEED 2-H3)

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Topic: Voice Range Classification (Timbre)
Grade 4

At the end of the lesson with 75% accuracy, the students will be able to:

a. Identify and differentiate between various voice ranges, including soprano, alto, tenor, and bass.
b. Develop an appreciation for the diversity of vocal abilities and ranges. (please revise to something measurable)
c. Demonstrate proper breathing techniques and vocal control when singing or speaking in different voice ranges. (please revise and focus in the different voice ranges and not in proper breathing techniques. You can use the proper breathing techniques in the affective domain)

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Topic: Structure of Musical Forms - Grade 6

At the end of the lesson with 75% accuracy, Grade 6 students will be able to:

a. (Cognitive) Identify and describe the structure of various musical forms such as binary, ternary, and rondo.

b. (Affective) Develop an appreciation for the diverse structures used in different musical compositions and genres. (Revise to something measurable)

c. (Psychomotor) Create a simple musical composition following a specified musical form. demonstrating understanding of structure in practice.

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TOPIC: RHYTHM - Musical Symbols and Concepts (Notes and Rests) 1ST QUARTER - GRADE 4

At the end of the lesson with 75% accuracy, the students will be able to:

A. (Cognitive) Identify fundamental rhythmic patterns, detect variations within the rhythm, such as tempo changes, and articulate their observations through group discussion. (Choose one objective. You already have 3 for this part)

B. (Affective) Express their affective responses to the music through bodily movement, including dance, swaying, or gesturing. (Please revise to something measurable)

C. (Psychomotor) Synchronizing physical movements, specifically clapping or tapping, with the rhythm of the music

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Topic: Harmony and Harmony Interval

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive)- Define harmony and its role in music.

b. (Affective)- Appreciate (share or explain) the beauty and complexity created by harmony in music.

c. (Psychomotor)- Sing along with simple songs that feature harmony intervals.

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At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) Identify the songs that can be partnered together (Define partner songs)

b. (Affective) Develop and appreciate melody and harmony (Revise)

c. (Psychomotor) Perform two different songs at the same time demonstrating partner song

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Grade 5

Topic: Music (Rondalla and String Section)

At the end of the lesson with 75% accuracy, the students will be able to:

a. (Cognitive) At the end of the lesson, the students will be able to identify and describe the different instruments used in a rondalla and a string section.

b. (Affective) At the end of the lesson, the students will be able to appreciate the unique sounds produced by the rondalla and string section instruments. They will also develop a respect for the skill and practice required to play these instruments. (please revise to something measurable)

c. (Psychomotor) At the end of the lesson, the students will be able to demonstrate basic playing techniques for one of the instruments in the rondalla or string section.