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Grade 6: Third Quarter

Topic: Timbre- Western Orchestra and Musical Ensemble in the Community

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

a. Identify the characteristics of the instruments in string, woodwind, brass and percussion section.

b. Weigh the importance of determining the different instruments in each section.

c. Listen to the sound of at least one instrument in any section of the orchestra.

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Grade 3 -First Quarter

Topic: Rhythm - Sound and Silence

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

a. (Cognitive) Identify the difference between sound and silence;

b. (Affective) Appreciate the role of silence in music;

c. (Psychomotor) Demonstrate the ability to distinguish between sound and silence.

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Topic: Harmony and Texture

Grade Level: Grade 6 – Fourth Quarter

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

A.     (Cognitive) Classify various textures in music, including monophonic, homophonic, and polyphonic.

B.     (Affective) Appreciate the role of harmony in the creation and enjoyment of music.

C.    (Psychomotor) Demonstrate the ability to incorporate various textures and harmony into musical performances.

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Stella, Rhona Mae J.                BEED II - 8B

# data[].attributes.subject
Stella, Rhona Mae J.                BEED II - 8B

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Topic: Timbre - Variations of Sound

Grade 4 - 3rd Quarter

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

a. Identify and differentiate between various timbres in vocal and instrumental music;

b. Appreciate the beauty and diversity of timbres in music;

c. Demonstrate proper technique when producing different timbres with instruments and voices.

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Angel Noreine Montejo         BEED II-8A

# data[].attributes.subject
Angel Noreine Montejo         BEED II-8A

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Grade 1 - Third Quarter

Topic: Dynamics (Distinction between loudness and softness in music)

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

a. Define dynamics in music;

b. Recognize what are the things that produce loud sounds and soft sounds; and

c. Imitate soft and loud sounds that can be heared in the environment.

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Amancio, Love P.                BEED 2-8B 

# data[].attributes.subject
Amancio, Love P.                BEED 2-8B 

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Grade 5 - First Quarter

Topic: Rhythm - Musical Symbols and Concepts

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

a. Determines the different note pauses in a song both by sound and visual.

b. Internalizing the character of musical symbol and concepts.

c. Applying the different note pauses with the use of hand and body gestures.

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GRADE 2 - (FOURTH QUARTER)

TEMPO - "Speed of Sound in Music"

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

A. Describe the speed of sound in music by how the animals move;

B . Recognize the importance of speed of sound in music;

C. Demonstrate how fast, moderate, and slow tempo works through music.

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Grade 2 : 3rd Quarter

Topic: (Dynamics) “Volume of Sound"

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

a. Differentiate between loud and soft sound;

b. Develop an appreciation for dynamic level sound heard from the environment; and

c. Create dynamic contrasts by imitating loud and soft with their voice or instruments.

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Chela Marie M. Piala

BEED II-8A

GRADE 2- Third Quarter

Topic: Dynamics (loud, louder, soft, softer)

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

a.   Differentiate between the dynamic markings of loud, louder, soft, and softer by listening to examples of music and describing how they sound different.

b.  Appreciate the expressive qualities of dynamics in music by discussing how changes in volume (dynamics) can affect the mood or feeling of a piece.

c.   Demonstrate over their own playing dynamics by play at different volumes (playing loudly, softly) on simple classroom instruments.

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Grade Level: 4 ( THIRD QUARTER )

TOPIC: TIMBRE ( Variations of Sound: Vocal & Instrumental )

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

a. Compare and contrast the different various instruments and voices focusing on Timbre.

b. Appreciate the importance of Timbre through relating in real life situation and ;

c. Create a different sounds using instruments or voices.

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Lipreso, Jenilyn                                                                                BEED 2-8A              

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Lipreso, Jenilyn                                                                                BEED 2-8A              

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TOPIC: TEXTURE -Variations in Texture

GRADE LEVEL:GRADE 6 (4th quarter)

Learning objectives:

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

a. Identify different textures in music, such as monophonic, homophonic, polyphonic or heterophonic;

b.Appreciates the different textures found in the musical styles of different cultures, which promote respect for cultural diversity and musical heritage;and

c.Listen to examples of different musical textures and try to imitate them with voices or percussion instruments.

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Grade 6 - Fourth Quarter

Harmony - "Primary Chords"

Learning Objectives:

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

a. Identify the primary chords (I, IV, V) in various musical contexts, including major and minor keys, and understand their function within chord progressions.

b. Develop a sense of musical satisfaction and accomplishment through recognizing and appreciating the stability and resolution provided by primary chords in music. (Please revise to something measurable)

c. Demonstrate proficiency in playing primary chords (I, IV, V) on a musical instrument, such as a keyboard or guitar, with proper fingering and rhythm, to accompany melodies or create harmonic progressions. (Please focus on a certain instrument.)

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Grade 1: First Quarter

Topic: Texture in music

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

a. Identify and differentiate between two types of music texture, such as melody and harmony, by listening to examples and describing the differences

b. Express how different music textures make them feel (happy, sad, excited, etc.)

c. Clap or move their bodies to the beat of different music textures, distinguishing between fast and slow rhythms.

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Ocampo, Ann R.

Grade 3: Second Quarter
Topic: Melody - Pitch

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

a. (Cognitive) Understand and identify the different pitches in music;

b. (Affective) Appreciate the beauty and importance of pitch in music;

c. (Psychomotor) Share and sing a song with an accurate pitch.

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Name : Divine Grace C. Amancio

Year & Sec: BEED EVE II-8A

Grade 4 - Second Quarter

Topic : Melody

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

a. Define Melody

b. Explain the importance of melody and its elements in music

c. Create and perform simple melodies.

This is a simple but well-crafted learning objective.

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Catipay, Vanessa Mae N.         BEED 2-8B

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Catipay, Vanessa Mae N.         BEED 2-8B

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Grade 4 - 4th Quarter

Topic: Harmony - Simultaneous Sounding of two tones /pitches

LEARNING OBJECTIVES

At the end of the lesson with 75% accuracy, the grade 4 students should be able to:

a. Understand the difference of consonance and dissonance in relation to simultaneous pitches .

b. Appreciate the beauty of harmonic relationship in music.

c. Create a simple harmonies vocally or with an instrument.

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Grade 3- First Quarter

Topic- Rhythm: Sound and silence

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

a. Describe about the various types of notes and rests in the music;

b. Appreciate the purpose of sound and silence in the music; (Please revise to something measurable)

c. Identify the difference types of notes and rests. (Please revise because this is not psychomotor)

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Grade 1: 1st quarter

Topic: Rhythm- Steady Beat

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

A. (Cognitive): Identify and name different elements of rhythm, including beat, tempo, and rhythm patterns.

B. (Affective): Demonstrate respect for peers' contributions during group rhythmic activities.

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

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Mikaela Gavanna Bustamante       BEED 2-8A

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Mikaela Gavanna Bustamante       BEED 2-8A

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Grade 4 - Fourth Quarter

Topic: Tempo

(Speed / Flow of music)

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

a. identify the diffetence between differentiate slow from fast tempo through beats and movement;

b. Demonstrate slow and fast tempo through imitating animal's movement; (This is not affective. Please revise)

c.Define the difference between largo and presto. (This is not psychomotor. Please revise)

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Grade 2- Second Quarter

Topic- Melody: Pitch and Simple Melodic Patterns

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

a. Identify high and low pitches in melodic patterns;

b. Express emotions and feelings through singing or playing melodic patterns; (Maybe you can use share emotion or feeling of a song instead of letting the sing or play)

c. Create simple melodic patterns using musical instruments or voice.

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Baguio, Hannah Shielou M.                    BEED 2-8B

# data[].attributes.subject
Baguio, Hannah Shielou M.                    BEED 2-8B

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Grade 3 - First Quarter

Topic : Steady Beats

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

a. (Cognitive) Identify the steady beat in different pieces of music;

b. (Affective) Appreciate the importance of steady beat in creating rhythm in music;

c. (Psychomotor) Demonstrate the ability to tap or clap to the steady beat of a song.

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BEED 2-8A

Grade 5- Second Quarter

Topic : TEMPO - VIBRATIONS OF SPEED IN MUSICAL SOUND

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

A. Describe how the speed of sound in music relates to vibrations;

B. Appreciate the emotional impact of different tempos in music.; (Please revise to something measurable)

C. Create a simple rhythmic composition using body percussion or classroom instruments.

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Melody: Exploring Pitch, Emotion, and rhythms in Grade 5 level

a. Comprehend and distinguish various pitches, recognize simple rhythms, and identify the effect of pitch and rhythm on the emotional quality of music. (Please choose one or summarize all in one objective. You have too many objectives here.)

b. Understand and connect with different types of music, and show emotions through music, either by singing or playing an instrument. (Please revise to something measurable)

c. Show the ability to sing or play simple melodies with good pitch and rhythm and execute basic rhythmic patterns via clapping or tapping. (Choose one or summarize all in one objective)

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Falcon, Ryan Justine R. BEED EVE II - 8A 

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Falcon, Ryan Justine R. BEED EVE II - 8A 

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GRADE V- HARMONY

Introduction to Major Triad

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

a. Identify and explain the structure of a major triad, including its root, third, and fifth intervals;

b. Demonstrate an appreciation for the role of major triads in creating harmony in music, expressing their emotional response to a piece that uses major triads; (Please revise to something measurable. You can use expressing their emotion but use the word share)

c. Play a simple chord progression using major triads on a keyboard or other melodic instrument, demonstrating correct finger placement and timing.

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BANDALAN, NATHANIEL B.                    BEED II-8A

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BANDALAN, NATHANIEL B.                    BEED II-8A

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Grade 4- 1st Quarter

"RHYTHM- MUSICAL SYMBOLS AND CONCEPTS OF METERS"

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

A. Describe the simple and compound meter

B. Appreciate the essence of meter (Please revise to something measurable)

C. Perform the common types of meter (through? please be more specific)

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Grade 6

Topic: Harmony and Texture

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

a. Determine the various musical textures.

b. Collaboratively take part in the group activities provided.

c. Perform acapella to showcase various musical textures.

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Grade 3: Fourth Quarter

Topic: Texture

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

A. Analyze and classify various types of textures in music;

B. Develop a deeper appreciation for the diversity of textures in music;

C. Demonstrate skills in performing rhythmic patterns and movements that correspond to different textures in music

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Grade 6: Third Quarter

Topic: Form

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

a. (Cognitive) Identify different musical forms and repeat marks, based on their structures and characteristics.

b. (Affective) Develop an appreciation for the role of musical form in enhancing the overall emotional impact of a piece of music.

c. (Psychomotor) Demonstrate the ability to compose and organize music using various musical forms, incorporating repetitions, and variations.

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Grade 2: Second Quarter
Topic: Melody- The pitch of tones

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

a. Identify and describe the concept of melody. (What concept? Please be more specific)
b.Develop an appreciation for different melodies from various cultures and genres. (Please revise to something measurable)
c. Explore different ways to create melodies using various instruments or body percussion. (Please be more specific on what activity)

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Grade 1: Third Quarter

Topic: Timbre- Quality of Sound in Music

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

a. Students will be able to identify different timbres of instruments they hear in music.

b. Students will be able to express (share) their feelings and emotions based on the timbre of the music they hear.

c. Students will be able to move their bodies in a way that reflects the timbre of the music they hear. (Please revise to an appropriate activity where they can apply timbre)

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Grade 3: Pitch ( Musical Content on Melody)

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

A. Identify the pitch of the sound (high, medium, low).

B. Appreciate (share) the importance of the elements of music.

C. Perform movements while singing songs with different pitches (high, medium, low).

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Grade 6- 3rd Quarter

Topic: Form and Dynamics

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

a. Cognitive: Identify and differentiate various music forms and dynamics in musical pieces;

b. Affective:Develop an appreciation for the significance of form and dynamics in music; (please revise to something measurable)

c. Psychomotor: Demonstrate their understanding of music form and dynamics by participating in musical activities that involve performing music pieces; (please be more specific on what activity you are talking about)

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Grade 2: (Fourth Quarter)

Topic: Tempo- "Speed of Sound in Music

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

A. (Cognitive)  Explain the basic concept of tempo the speed of sound in music.

B. (Affective) Appreciate the importance of the Speed of sound in music. (Please revise to something measurable)

C. (Psychomotor) Demonstrate changes in tempo with movements.

# data[].attributes.headline
Mary Jane Japal                      BEED 2-8B

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Mary Jane Japal                      BEED 2-8B

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Grade 1- Second Quarter

Topic: Melody - Pitch

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

a. Identify and differentiate the tone between high pitches and (from) low pitches.

b. Show and express enjoyment for different pitch levels. (please revise to something measurable)

c. Sing simple melodies accurately using their voice. (include integration of low and high pitches)

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GRADE 6 - 3rd Quarter

Title: TIMBRE - Introduction of Musical Instruments

A.) Identify and describe the timbre of different musical instruments, categorizing them into families such as strings, woodwinds, brass, percussion, and electronic instruments. (choose one objective. You already have three here.)

B.) Express an understanding of (share) how timbre contributes to the emotional impact and mood of a musical piece, through discussion and reflection on examples provided during the lesson.

C.) Demonstrate basic playing techniques on select musical instruments introduced in the lesson, producing sound with appropriate timbral characteristics under guidance.

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Grade 6: Third Quarter

Topic: Timbre- Western Orchestra and Music Ensemble in the Community

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

a. (Cognitive) Identify and describe the concept of timbre in Western orchestra and music ensemble.

b. (Affective) Demonstrate curiosity and interest in exploring the timbres of different instruments. (Please revise to something measurable)

c. (Psychomotor) Demonstrate basic skills in producing sounds with various instruments, such as plucking strings, blowing into wind instruments, or striking percussion instruments. (Please revise to something attainable with an instrument that is available to all)

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Grade 6- 4th Quarter

Topic: Harmony (Minor and Major Chords)

Learning Objectives

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

a. Distinguish the sound of a major chord from a minor chord

b. Develop a personal preference for major and minor chords in music based on emotional resonance and musical context. (I like the idea here but evise to something measurable)

c. Use major and minor chords as accompaniment to simple songs (I think this is too complicated. Try to revise to something simpler.)

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Grade 5 : Second Quarter

Topic: Timbre - Western Orchestra and Musical Ensemble in the Community

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

a. Describe the (characteristics of the) four primary voice ranges in singing soprano, alto, tenor, and bass, including typical characteristics and examples of each range.

b. Develop an appreciation for different voice ranges by listening to and discussing various vocal performances. (Please revise to something measurable)

c. Classify their own voice range by performing simple singing exercises.

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Grade 2 : Third Quarter

Topic: Timbre (Introduction to Musical Instruments)

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

a. Identify and name at least three different musical instruments by sight and sound.

b. Express enjoyment and curiosity towards exploring new sounds and instruments. (Please revise to something measurable)

c. Demonstrate basic handling and playing techniques for simple percussion instruments.

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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. Understand the concept of pitch and how it relates to the frequency of sound waves. (Please revise. "Understand" is not measurable)

b.Appreciate the aesthetic qualities of simultaneous tones. (Please revise appreciate to something measurable)

c. Practice and improve the ability to tune a musical instrument accurately to achieve the desired pitch and harmony. (Please revise to something in which the student can apply the lesson in harmony)

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GRADE 5- SECOND QUARTER

Topic: TIMBRE (Vocal and Instrumental Sounds)

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

a. Identify different (qualities of) vocal and instrumental sounds, recognizing and distinguishing their unique qualities and characteristics in musical pieces;

b. Appreciate the unique qualities of vocal and instrumental sounds, understanding how timbre enhances the beauty and emotion of music; (Please revise to something measurable)

c. Demonstrate the ability to perform a variety of vocal and instrumental sounds, showcasing their understanding of timbre.

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Topic: Musical Texture: Variation of texture (Monophonic, Homophonic, Polyphonic)

Grade 6 - Fourth Quarter

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

a. Identify the characteristics (of) and differences between monophonic, homophonic, and polyphonic textures;

b. Appreciates the beauty and complexity of the variation of texture in music; (Please revise to something measurable)

c. Perform a short musical composition that incorporates monophonic, homophonic, and polyphonic textures using instruments or vocal harmonies.

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Alburo, Margie  P.                                                        

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Alburo, Margie  P.                                                        

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Grade 4 - Second Quarter

Topic: Melody - Melodic Contour

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

a. (Cognitive) Identify and describe melodic contour;

b. (Affective) Appreciate and respond to melodic contour; (Please revise to something measurable)

c. (Psychomotor) Sing or play melodies with accurate contour.

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Timbre : Introduction of musical instrument

Grade: 2 third quarter

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

A) Identify and describe the different timbres of musical instruments introduced in class, including those with high, low, bright, and soft sounds.

B) Develop an appreciation for the diverse timbres of musical instruments and understand how they contribute to the overall mood and character of music. (Please revise to something measurable)

C) Create the ability to produce sounds with various instruments, recognizing the differences in timbre through hands-on exploration and experimentation. (Please revise because not all instruments are available.)

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Grade 3: 1st Quarter

Topic: Rhythm - Sound and Silence

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

a. Identify and distinguish between differentiate sound (from) and silence in rhythmic patterns.

b. Express appreciation for (share) the importance of rhythm (is your lesson about rhythm or sound and silence? Please be consistent of the terms you are using) in music and everyday life.

c. Demonstrate rhythmic patterns through clapping, tapping, or body movements. (What is your lesson really about? rhythm? rhythmic patterns? Or sound and silence? Please be consistent of the terms you are using)

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Mitch Vaness Legaspi                                 

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Mitch Vaness Legaspi                                 

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Grade 4 – Second Quarter

Topic: Melody - Pitch

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

a. Identify and differentiate pitches in simple melodies and musical phrases

b. Appreciate the high and low pitches of music through playing musical instruments (Please revise "appreciate" to something measurable)

c. Demonstrates high and low pitches through singing or playing musical instruments

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BEED II-8A

Grade 6: Third Quarter

Topic: Timbre (Introduction of Musical Instruments)

At the end of the lesson with 75% accuracy, the student's will be able to:

A. (Cognitive) Identify musical instruments by its images and sounds.

B. (Affective) Appreciate (share) the importance of Musical instruments in an orchestras.

C. (Psychomotor) Demonstrates on how to use by handling and playing the different Musical instruments in orchestra. (Please revise because not all instruments are available)

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Grade 6 : First Quarter

Topic: Rhythm -Rhythmic Pattern

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

A. Identify and demonstrate understanding of different rhythmic patterns.

B. Create their own rhythmic patterns using various rhythms and instruments. (Please transfer this to letter C because this is psychomotor)

C. Collaborate and perform rhythmic patterns in a group setting. (No affective domain objective. Please transfer to B and revise to something focusing in the affective domain)

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BEED 2- 8C

TOPIC: MELODY 5

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

a. (Cognitive) - students will explore the idea of a melody. (Please revise the word "explore".)

b. (Affective) - By the end of this lesson, learners will appreciate (share) the importance of Melody in music.

c. (Psychomotor) - Students will be able to play a specific melody in time with the beat, demonstrating an understanding of rhythm and musical phrasing.

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Grade 4: Fourth Quarter

Topic: Harmony (chords,progression,tonal tune,dissonance and consonance)

At the end of the lesson with 75%

accuracy,the students will be able

to:

a.Students will be able to identify between chords, progression,tonal tune,dissonance and consonance understanding them as combinations of multiple notes played simultaneously in music. (Please revise. There is so many lessons already. Please focus on one.)

b.Students will grasp the concept of chord progression, recognizing how sequences of chords create movement and structure in musical compositions. (Please revise and please be consistent on what the focus lesson is all about)

c.Students will develop an understanding of tonal tune, recognizing tonality as the foundation for establishing a musical key and guiding melodies and harmonies. (Please revise to something for the psychomotor domain and be consistent on what the focus lesson is)

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Grade 3 - First Quarter

Topic: Melody - Pitch

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

a. Identify and differentiate between high pitch and (from) low pitch in melodies.

b. Appreciate the role of pitch in conveying emotions and moods in music. (please revise "appreciate" to something measurable)

c. Sing or play simple melodies using correct pitch intervals.

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Topic: Melody-Grade 3 simple melodic patterns

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

-Identify the different types of melodic patterns;

-Appreciate the beauty and expressiveness of melodic patterns and; (please revise this to something measurable)

Execute simple melodic patterns on their chosen instrument (e.g., voice, piano) or through singing.

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Grade 5 - 3rd Quarter

Topic: Melody- Familiarizing with Melodic Intervals and Harmonic Intervals

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

a. Differentiate melodic interval and Harmonic interval.

b. Recognize and engage in music creation, expression, and interpretation. (Please revise to something in the affective domain and something measurable. This is still cognitive)

c. Play or sing melodic and harmonic interval (using what instrument?) within their instruments.

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Content : Melody - pitch

Grade level : Grade 3 second quarter

Learning Objectives:

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

a. (Cognitive) - Identify the pitch of a song,

b. (Affective) - Value the pitch of a song accurately; (please revise)

c. (Psychomotor) - Perform a song that highlight the pitch in a precise manner.

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Grade 3 - First Quarter

Topic : Rhythm

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

a. Recognizing (identify) patterns of rhythm and notation, as well as how to interpret stick drawings on the board to depict sound.

b. Appreciating in a variety of musical activities can help one develop an appreciation for rhythm and music. (Please revise to something measurable)

c. Practicing activities that test motor skills in reaction to rhythm and sound. (Please revise)

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Grade 3 - ( First Grading)

Topic: Rhythm - Steady Beat.

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

A. Identify and differentiate between various rhythmic patterns, including chanting, walking, tapping, clapping, and playing musical instruments.

B. Foster a sense of teamwork and collaboration through ensemble-based rhythmic activities. (I like the idea but foster is not measurable. You can say "actively participate and collaborate in ensemble-based rhythmic activities)

C. Perform rhythmic patterns accurately by chanting, walking, tapping, clapping, and (or) playing musical instruments while maintaining a steady beat.

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Grade 5 - Third Quarter

Topic: TIMBRE - Vocal and Instrumental Sounds

Learning Competencies

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

a. (Cognitive) describes the characteristics of each type of voice;

b. (Affective) demonstrate appreciation for various vocal and instrumental sounds; (please revise "appreciation" to something measurable)

c. (Psychomotor) produce basic vocal and instrumental sounds using appropriate techniques and posture. (please revise to something more specific. I understand your point here but it's too general)

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Grade 3 - First Quarter

Topic : Rhythm

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

a. Determine patterns of rhythm and notation in music.

b. Participate actively in classroom discussion about rhythm and notation in music. ( Revised )

c. Perform activities in reaction to the topic rhythm in music. (Revised)

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Grade 3: First Quarter

Topic: Rhythm - Sound and Silence

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

a.Identify and differentiate between sound (notes, beats) and (from) silence (rests) in a musical context.

b. Develop an appreciation for different rhythmic patterns in music. (Please revise to appreciate to something measurable and please be consistent to what your focus lesson is about)

c. Demonstrate the ability to clap or tap along with (to) a rhythmic pattern. (This is okay but please be consistent to what your focus lesson is about)

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Grade 3: Fourth Quarter

Topic: Tempo- Speed of Sound in Music

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

a. Recognize and name at least three different tempos in music, such as slow, moderate, and fast.

b. Express enjoyment and understanding of how different tempos can make them feel calm, excited, or energetic. (Please revise to something measurable. Enjoyment and understanding cannot be measured.)

c. Move or clap along with a steady beat at various tempos demonstrated in class.

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Shaina Mae M. Igot

Beed 2-8A

Topic: (harmony)Introduction of Major Triad

Grade: 5 (Fourth Quarter)

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

A.(Cognitive)- Identify and explain the structure of a major triad, including the root, third, and fifth notes.

b. (Affective) -Appreciate the sound of a major triad in various musical contexts and understand its role in creating harmony. (Please revise to something measurable)

c. (Psychomotor) -Play and construct and play major triads on a musical instrument,(please choose a specific instrument than is available) such as a keyboard or guitar, with correct fingering and hand placement.

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Grade 4 - First Quarter

Topic : Rhythm ( Notes and Rests )

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

a. Identify the different types of notes and rests;

b. Develop an appreciation for the significance of notes and rests in creating musical expression and dynamics; and (please revise "appreciation" to something measurable)

c. Practice proper technique in playing or singing notes and rests with precision and accuracy. (please revise because your main lesson is not about techniques in playing or singing)

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Grade 2: First Quarter

Topic: Rhythm- Distinction Between Sound and Silence

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

a. Identify the difference between (differentiate) sound and (from) silence in a rhythmic pattern;

b. Express enjoyment and interest in exploring rhythm through sound and silence; (Please revise to something measurable. Enjoyment and interest cannot be measured)

c. Move in response to different sounds and silences to express rhythm. (Please rephrase. Be more specific)

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Evangelica Binghot            BEED II-8B 

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Evangelica Binghot            BEED II-8B 

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Grade 4 - 4th Quarter

Topic - Solo and Duet

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

a.) Identify and describe basic elements of music ( melody, rhythm, harmony, form ) in solo and duet song

b.) Develop a deeper appreciation for a different styles of music through listening to and performing solo and duet song. (please revise "appreciation" to something measurable)

c.) Practice enunciation and pronunciation of words to enhance communication of the song's message. (please focus your activity on the application of basic elements of music)

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BUCAG, RESHNIE GAIL A.

BEED 2-8B

GRADE 6- 3RD QUARTER

TOPIC: MUSICAL FORMS AND DYNAMICS

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

a. Identify basic musical forms and common dynamic markings.

b. Create a simple musical phrase with contrasting dynamics within a specific form. (Please transfer this to letter C because this is psychomotor)

c. Demonstrate enjoyment and enthusiasm while participating in activities related to dynamics and musical forms. (Please transfer this to letter B because this is affective but please revise to something measurable)

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Jommel A. Tuico                        BEED II-8 B

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Jommel A. Tuico                        BEED II-8 B

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Grade 5 - Third Quarter

Topic - Timbre ( Vocal and Instrumental Sounds )

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

a. Differentiate the vocal and (from) instrumental sounds;

b. Recognize the diversity of musical cultures that use vocal and instrumental sounds; and (Please revise to something measurable)

c. Create performances that involve both vocal and instrumental elements, focusing on synchronization and ensemble playing. (Please revise to something specific. I understand your point, but please make it more specific)

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BEED 2-8B

Grade 6-Third Quarter

Topic: Musical Forms and Dynamics

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

a. ( Cognitive ) Analyze and classify different musical forms and dynamic markings.

b. ( Affective ) Appreciate the emotional impact of dynamics in music. (Please revise to something measurable)

c. ( Psychomotor ) Demonstrate control over dynamics in music. (Please revise to something specific focusing on musical forms and dynamic markings)

REVISED LEARNING OBJECTIVES

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

a. ( Cognitive ) Analyze and classify different musical forms and dynamic markings.

b. ( Affective ) Interpret and describe how changes in dynamic markings influence the mood and interpretation of a musical piece.

c. ( Psychomotor ) Perform dynamic markings, such as pianissimo, fortissimo, crescendo, and decrescendo, in musical pieces to demonstrate control over volume and intensity levels within musical forms.

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TOPIC: MUSICAL LINES

GRADE LEVEL: GRADE 3

( QUARTER 3 )

LEARNING OBJECTIVES:

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

A. Describe the characteristics and attributes of each musical form, including repetition, contrast, and variation;

B. Actively participate in class discussions; and

C. Perform musical passages together with classmates, showing accuracy and awareness of dynamic changes during group performances.

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Saballa, Jasmin N.

BEED 2-8A

Grade 2- Third Quarter

Topic: Dynamics - Distinction Between Loudness and Softness in Music

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

A. Identify and differentiate between loud and (from) soft sounds in various musical pieces;

B. Develop an appreciation for the expressive qualities of music through understanding dynamics; (please revise to something measurable)

C. Perform simple musical pieces with appropriate dynamics, emphasizing loudness and softness.

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Dhianne Elezabeth O. Martinez. BEED II-8A 

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Dhianne Elezabeth O. Martinez. BEED II-8A 

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Garde 6 (4th Quarter)

HARMONY-Primary Chords

Learning Objectives:

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

a. Identify primary chords and analyze their harmonic function;

b. Develop the physical skills to play primary chord voicings fluently on a musical instrument and; (transfer to letter C)

c. Appreciate the emotional impact of primary chords in music. (Transfer to letter B but please revise to something measurable)

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BEED 2-8A

GR.1- THIRD QUARTER

TOPIC: TIMBRE (Distinction Between Speaking and Singing)

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

A. Identify the difference between speaking and singing.

B. Appreciate how timbre gives a distinct character to speaking and singing. (Please revise to something measurable. Appreciate is not measurable.)

C. Perform a short dialogue and sing a simple song to demonstrate speaking and singing.

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Helen Rendon

BEED II-8B

Grade 5 - Third Quarter

Topic: Form- Structure of Musical Sound (Strophic and Unitary)

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

a. Recognize the differences (differentiate) between strophic and (from) unitary Form in a musical piece

b. Develop appreciation to the uniqueness of musical forms and foster collaboration to peers (please revise "appreciation" to something measurable)

c. Create a musical piece with 1 verse of unitary form and 2 verses of a strophic form.

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Grade 6 - fourth Quarter

Topic: MUSICAL AND CONTENT OF HARMONY AND TEXTURE, TEACHING HARMONY AND TEXTURE

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

A. Analyze harmony and textures in various musical compositions and its role in music.
B. Develop an appreciation for the expressive power of harmony and textures in music. (please revise "appreciation" to something measurable)
C. Practice harmonizing and layering (harmonize and layer) different instrumental parts to create various textures.

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Grade 5: 1st quarter

Topic: Rhythm: Note and Rest, and Rhythmic pattern

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

a. (Cognitive) Identify the different types of notes and rests

b. (Affective) Show respect and cooperation when working with peers in rhythmic ensemble activities, such as playing in a percussion ensemble or performing rhythmic patterns (Please revise to something measurable and attainable. I think this is too complicated)

c. (Psychomotor) Demonstrate the correct beat of a note or rest through singing, clapping or any rhythm patterns (Please rephrase)

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Ires Jane A. Edullantes                                          BEED 2-8B 

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Ires Jane A. Edullantes                                          BEED 2-8B 

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Grade 3- Second Quarter

Topic- Classification of Human Voice (Male Category)

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

a. (Cognitive) Identify and describe the characteristics of the male singing voice, including pitch range and timbre.

b. (Affective) Develop an appreciation for male vocalists and their contributions to various genres of music. (Please revise "appreciate" to something measurable)

c. (Psychomotor) Engage in vocal warm-up exercises to prepare the vocal mechanism for singing. (please revise to something focused on the lesson)

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Grade 6: 3rd Quarter

Topic: Musical Forms and Dynamics

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

a. Identify connections between dynamics and musical form

b. Performing simple musical phrases with varying volume levels (soft, loud, etc.). (please transfer to letter C.)

c. Show appreciation for the different ways dynamics and forms can be used to create expressive music. (Please transfer to B and revise "appreciation to something measurable)

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Topic: Harmony and Texture

Grade Level: Gr. 6

Quarter: 3rd Quarter

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

a. Identify and describe different types of harmony and texture in music.

b. Appreciate the emotional impact of different harmonic and textural elements in music by discussing how they contribute to the mood and atmosphere of a piece. (Please revise to something measurable)

c. (Psychomotor) Demonstrate the ability to sing or play simple melodies. (please be more specific focusing on harmony and texture)

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Soco, Jerus Isha P.                   BEED II-8B

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Soco, Jerus Isha P.                   BEED II-8B

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Grade 2- 1st Quarter

Title: TIMBRE- Understanding Timbre

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

a.) Identify the sound and its qualities (Please be specific. What kind of sound?)

b.) Appreciate the significance of sounds in all forms (Please revise to something measurable)

c.) Create a music using different patterns of sounds (I'm confused. Is you lesson about pattern or timbre?)

Please revise whole learning objectives because you are talking about sound, forms and patterns

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Grade 3- Second Quarter

Topic- Melody-Melodic lines

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

a. Differentiate between ascending and (from) descending melodic lines.

b. Express their emotional responses to the melody through creative activities. (Please revise to something measurable)

c. Develop coordination and control in their hands and fingers through repetitive practice. (Please rephrase)

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b. (please revise to something measurable) c. (please revise to something specific)

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Bagsic, Hannah Vince G.

BEED 2 8-A

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

a. (Cognitive)

Distinguished what is scale and what are (identify) the parts of a scale in music

b. (Affective)

Appreciate music as a form of art (Please revise. Appreciate is not measurable)

c. (Psychomotor)

Play a music and know what kind of scale is being use. (Please rephrase)

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Bagsic,  Hannah Vince G.               BEED 2 8-A 

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Bagsic,  Hannah Vince G.               BEED 2 8-A 

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Grade 4- ( 2n quarter )

Melody and symbols - SCALE

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

(a) Classify the different Scale in music

(b) Share and recognize the difference between Major scale, minor scale and semi stone sclae.

(c) Play and perform a music that can distinguish between the 3 scales in music

(Which one is your final work? You submitted 2 activities)

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Grade 1 - Quarter 4

Topic: Basic Concepts of Tempo

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

a. Understand the basic concepts of tempo. (please revise to something measurable)

b. Recognize the importance of tempo. (Please revise because this is not affective. This is still cognitive)

c. Use body movements to respond to varied tempo. (Please rephrase)

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Grade 3 - Second Quarter

Topic: Melody - Musical Lines

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

a. (Cognitive) Identify melodic patterns.

b.(Affective) Recognize the value of the different melodies can evoke different feelings.

c. (Psychomotor) Draw the musical line and spaces with notes.

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Grade 2: Third Quarter

Topic: Introduction to Musical Instrument

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

a. Identify and describe at least three different musical instruments based on their unique timbres.

b. Express appreciation for the diversity of sounds produced by various musical instruments. (Please revise to something measurable. Appreciation is not measurable)

c. Demonstrate the ability to mimic the sounds of different instruments using body percussion or simple classroom instruments. (Please revise. How can they mimic if they are already using an instrument? Do you mean perform?)

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Grade 5: Quarter 2

Topic: Melody - Melodic Contour

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

a. Identify and describe the melodic contour of a given musical passage, including whether it moves upward, downward, or remains static.

b. Appreciate the expressive qualities conveyed by different melodic contours, such as tension, release, and emotional intensity. (Please revise appreciate to something measurable. Appreciate is not measurable)

c. Demonstrate the ability to notate the melodic contour of a simple melody using symbols or diagrams.

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Topic : Musical Content on Forms and Dynamics ( Grade 6 )

Learning Objectives:

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

A. Differentiate various musical forms such as binary, ternary, and rondo.

B. Collaborate with peers to synchronize dynamics and musical expressions in ensemble performances. (Please transfer to letter C.)

C. Foster a lifelong love for music by exploring its diverse forms and dynamic range. (Please transfer to B and revise. Foster a lifelong love is not measurable)

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a. diffentiate musical forms

b. Please transfer to letter C and revise to a specific activity the class will do.

c. Please transfer to letter B and revise to something measurable because appreciation is not measurable.

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Grade 6: 1 st Quarter

Topic: Loudness and Softness in Music

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

a. (Cognitive) Identify and label different levels of loudness and softness in music using proper musical terms such as "forte", "piano", "crescendo", and "diminuendo".

b. (Affective) Express personal opinions about how changes in loudness and softness affect their emotional response to a piece of music.

c. (Psychomotor) Play or sing a simple melody with appropriate variations in loudness and softness, demonstrating control over their voice or instrument.

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Dynamics- Grade 6- Third Quarter

Variations in Dynamics

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

1. differentiate the different level of dynamics.

2. participate (actively) in group activities that focusing in dynamics.

3. perform the song" Leron Leron Sinta" using different level of dynamics.

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Grade 2: Third Quarter

Topic: Introduction to Musical Instruments

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

a. Identify and name at least five different musical instruments.

b. Express curiosity and interest in exploring different musical sounds and textures. (Please revise because curiosity and interest is not measurable)

c. Demonstrate proper handling techniques for various musical instruments, including holding, striking, plucking, and blowing where applicable. (Please revise to something a grade 2 pupil can perform. You can do this but use an instrument that is available to all student.

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Year and Section:Beed Eve ll-8A

Grade 4- Fourth Quarter

Topic: Conducting Gestures

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

a. Identify the basic conducting gestures for different time signatures (e.g., 4/4, 3/4).

b. Appreciate the role of a conductor in leading an ensemble by effectively communicating rhythm and tempo. (Please revise appreciate because appreciate is not measurable)

c. Differentiate between downbeats (strong beats) and upbeats (weak beats) through conducting motions (Please rephrase to something where the pupils can apply the lesson)

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PILIO JHAKELYN M.

BEED_2-8B

GRADE 6 : QUARTER 3

TITLE: MUSICAL FORMS AND DYNAMICS

a. Identify the different musical forms and dynamics .

b. Foster understanding and enjoyment by exploring Musical Forms and Dynamics (Please revise to something measurable)

c. Develop cooperative effort with classmates in perform ing the different Musical Forms & Dynamics through...

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Ohayas,Jonah E.                                       BEED 2-8A

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Ohayas,Jonah E.                                       BEED 2-8A

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Grade 1- Second Quarter

Topic: Form (Musical Lines)

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

a. (Cognitive)- Identify two simple musical pattern

b. (Affective)- Explore different musical form by engaging (engage actively in) group activities (incorporating what?), example is singing simple songs.

c. (Psychomotor)- Practice clapping along to the rhythm of a song with basic patterns

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BACALANOS, SUNSAI

BEED 2-8A

GRADE 5

TOPIC: Melody: Intervals, Contour, and Range

I. Objectives

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

a. (Cognitive) Know how melodies move

b. (Affective) Analyze the direction and distance of notes and staff

c. (Psychomotor) Create a melody on your own

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BACALANOS, SUNSAI

BEED 2-8A

GRADE 5

TOPIC: Melody: Intervals, Contour, and Range

I. Objectives

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

a. (Cognitive) Know how melodies move

b. (Affective) Analyze the direction and distance of notes and staff

c. (Psychomotor) Create a melody on your own

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shaina mae M. Igot

topic: (harmony) introduction of major triad

grade: 5 (fourth quarter)

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

A. (cognitive)- identify and explain the structure of a major triad, including the root, third,and fifth notes.

B.(affective)- Measure the ability to recognize major triads within different musical contexts and assess understanding of their role in harmony formation through accurate identification and analysis tasks.

C. (psychomotor)- contruct and play major triads on a musical instrument like piano, guitar or keyboard

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Grade 4 - Second Quarter
Topic: Melody - High and Low Notes

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

A. (Cognitive) Identify the difference between high and low notes;
B. (Affective) Appreciate the significance of pitch variation in music;
C. (Psychomotor) Demonstrate the ability to differentiate between high and low notes through vocal or instrumental exercises.