MUSIC COMPETENCIES ON K-TO-12 CURRICULUM

GRADES IV- V-VI

TIME ALLOTMENT: 40 MINUTES / SESSION

FOURTH QUARTER

DOMAINS GRADE V - DYNAMICS, TEMPO, TEXTURE, HARMONY

GRADE VI - HARMONY. TEMPO, TEXTURE
QUARTER 4 COMPETENCIES SUGGESTED LEARNING ACTIVITIES SUGGESTED ASSESSMENT STRATEGIES
/WEEK GRADE IV GRADE V GRADE VI GRADE IV GRADE V GRADE VI GRADE IV GRADE V GRADE VI
Week 1 1. relates body 1. identifies the 1. identifies the  Teach the song Sing “Ako ay Listen to Performance Paper and Pencil Identification of
movements to the different dynamic different tempo in a “Kalesa” Pilipino”. “Pangdangguhan”. Assessment (by Test: identifying the different
tempo of a musical levels used in a given song or music:  Talk about the Tell the parts which Identify the tempo used in group) dynamic levels in tempos.
example song heard -allegro were sang softly and the song. music/songs heard. allegro
MU4TP-IVa-1 MU5DY-IVa-b-1 -andante variations of speed loudly. Tell which part is “slow” Divide the class into -andante
-ritardando used in the song. or “fast”. three. Each group will -ritardando
-accelerando  Let the class sing Integrate the type of present a song with -accelerando
-largo the song observing beats used to show Notice the parts which largo or presto tempo -largo
-presto the indicated the softness and are sang slowly, and fast. and appropriate body -presto
-vivace variations of speed loudness of songs. movements. -vivace
MU6TX-IVa-b-1 Introduce different tempo
 Discuss concepts Do the same with and their corresponding Use performance
on Tempo “Lupang Hinirang” or meaning. checklist/rubric
Introduce largo and “Pilipinas Kong Group Performance:
presto Mahal”.. Integrate the feelings / Use voice dynamics Listening Test:
mood of the song as to Teach
in singing the songWrite
Pilipinas “Kalesa Talk about the v
the tempo
Explain the term the manner the song was Kong Mahal of the songs
“dynamics” in sang. heard.
relation to music.

Integrate dynamics
to the feelings/
emotions related to a
song or musical
composition
WEEK 2 2. uses appropriate 2.Uses appropriate 2. distinguishes  Compare the Sing again ‘Lupang Sing the songs: Paper and Pencil test Pencil and Pencil Pencil and Pencil
musical musical between ritardando movements Hinirang” with the -I am But a Small Voice Test Test
terminology to terminology to and accelerando as carabao-slow beating of the -Daniw Listening Activity
indicate variations indicate variations used in a song rabbit-fast teacher. Listening activity Listening Activity
in tempo in dynamics, MU6TX-IVa-b-2 turtle-slow Notice the hand Tell the part of the song
2.1 largo specifically: dog-fast signals used by the with dynamics as to
2.2 presto 2.1 piano (p)  Discuss concepts of teacher to show the crescendoand
MU4TP-IVb-2 2.2 mezzo piano Tempo softness, loudness decrescendo.
(mp) -slow tempo of the song,
2.3 forte(f) -fast tempo
2.4 mezzo forte (mf)  Provide exercises Give examples of
 2.5 crescendo on imitating musical
2.6 decrescendo movements of terminologies.
animals according to Identify the dynamics
their speed. used on
1. piano (p)
Refer to TG and LM 2.mezzo piano (mp)
for exercises 3. forte(f)
4. mezzo forte (mf)
5. crescendo
6. decrescendo
WEEK 3 3. identifies aurally 3. identifies the 3. demonstrates the  Provide the class Listen to a familiar song “ Pandangguhan”. Use of teacher-made Individual Paper and Pencil
the texture of a various tempo different kinds of with exercises Notice the parts which were sang slowly and fast. Observation Performance: Test
music example used in a song tempo by following -rhythmic (echo Checklist
MU4TX-IVc-1 heard tempo marks in a clapping) Introduce the word tempo. Listening Activity
MU5TP-IVc-1 familiar song Listening Activity Group
Ex: “Pandangguhan” Identify the tempo of some songs for the grade Performance
MU6TX-IVa-b-3 -tonal (echo
singing) Integrate movement to tempo of songs.
Group Activity; Identify the tempo
List some songs for the marks.
grade with slow/ fast Use again the song
 Teach to the class tempo. ”Pandangguhan” Write
the song “Hear the the tempo marks in
Rain” ( Refer to TG) selected parts of the
 Let them sing the song.
song together with
the following Group Activity:
rhythmic ostinato: Pupils perform the part
Group 1 - drums of the song as to the
chosen tempo.

Group 2 - bao

Group - tambourine

Week 4 4. responds with 4. uses appropriate 4. identifies aurally the  Let the class sing Listen to varied songs Listen to songs Write the musical Listening test:
movement to musical texture of musical again the song for the grade. prescribed for the tempo to the songs Write the musical
tempo changes terminology to pieces with melodic grade. heard. texture of songs
4.1 (i.e. doing indicate variations 4.1 monophonic ostinato: Identify the how the Ex. Music Alone Shall -Pandangguhan heard whether
locomotor and in tempo: 4.2 homophonic song was sang Live -It’s a Small World monophonic
 non-locomotor 4.1 largo 4.3 polyphonic according to pacing -Sarungbanggi homophonic
movements) to a 4.2 presto MU6TX-IVc-d-1 (slow, fast) Tell when a musical - Pamulinawen polyphonic
variety of tempo 4.3 allegro piece has the following -Ili, Ili TulogAnay
in Recorded 4.4 moderato Introduce terminologies textures; -Maliwanag Na
music. 4.5 andante  Discuss the indicating tempo such Monophonic, Buwan
MU3TP-IVb-c-4 4.6 vivace concept of ostinato. as largo, presto, allegro, homophonic or
4.7 ritardando It is a rhythmic or moderato,andante, polyphonic.
4.8 accelerando melodic pattern vivace, ritardando,
MU5TP-IVc-d-2 played or sung accelerando. Let the pupils tell the
repeatedly to texture of the songs
accompany a song Name songs for the when sang alone , with
or musical piece. grade. Tell the type of accompaniment.
(Refer to TG and tempo used.
LM)
Cite instances when
vivace and other tempo
are used in relation to
mood/ emotions
experienced.
Week 5 5. identifies aurally 5. identifies aurally 5. Identifies different  Review the Listen to the song “Tayo Listen to different Observation Pencil and Pencil Pencil and Pencil
and visually an the texture of a textures previous lesson ay Umawit” and “ Music songs for the grade. Checklist Test Test
ostinato or descant musical piece 5.1 Vocal  Teach to the class Alone Shall Live”.
in a musical MU5TX-IVe-1 5.1.1 solo voice the song:”Lizajane” Identify the texture of
example 5.1.2 solo voice with Notice the texture of the the song.
MU4TX-IVd-25. accompaniment song when sang alone 5.1 Vocal
5.1.3 duet, partner or with accompaniment. 5.1.1 solo voice
(lesson for descant) songs, round 5.1.2 solo voice
songs Ask what affect the with
5.2 Instrumental thinness or thickness of accompaniment
5.2.1 solo the song. 5.1.3 duet, partner
5.2.2 ensemble songs, round
MU6TX-IVc-d-2 Notice the melody of songs
the song. Tell that 5.2 Instrumental
pertains to then 5.2.1 solo
 Call pupils’ monophonic. 5.2.2 ensemble
attention to the
phrase encircled Notice the melody and What affects the
above the staff. the accompaniment. texture of the songs
Explained to them When does a song heard?
that it is called have a polyphonic?
descant. Descant is homophonic? Let the pupils
a high melody that Ask when a round song appreciate the musical
is sung or played becomes polyphonic? scorers/ arrangers and
along with the main musicians in songs
melody of a song. heard for making
 Let the class accompaniment .
practice singing the
 song with descant
 Provide other
example of songs
with descant. Refer
to TM and TG.
Week6 6. identifies harmonic 6. performs 3-part 6. distinguishes  Review the Sing round song like Listen to songs. Notice Performance Task; Paper and Pencil Paper and Pencil
interval (2 pitches) rounds and partner monophonic, previous lesson  Kookabura the sounds heard. Divide the class into. Test Test
in a musical songs homophonic, and  Present the song  Early to Bed How many are heard? Provide each group a
example MU5TX-IVe-2 polyphonic textures chart of “Bahay  Row ,Row Your copy of musical score Performance Tasks: Listening Activity
MU4HA-Ivf-1 MU6TX-IVc-d-3 Kubo” in 2-part Boat Present a musical with 2-part vocal. Let Group Activity:
vocal. Teach the  London Bridge composition with the pupils encircle Singing of round
2nd part vocal of it  Are you monophonic, the measure with and Partner song
to the class. Sleeping, Brother homophonic and harmonic third learned
 Let the pupils sing John? polyphonic textures. interval.
the song with 2-  The Farmer in the
part vocal. Dell
 Guide the pupils
identify the Tell the number of parts
harmonic interval each round song has.
(2pitches) in the
musical score of” Tell the condition that is
Bahay Kubo” Have needed in singing round
the pupils encircle songs.
the measure with
harmonic third
interval.
 Discuss concepts
of interval
 Refer to TG and
LM for more
exercises.

Week 7 7. sings songs with 7. identifies the 7. applies primary  Practice singing Show the Grand Staff. Listen to a song with Observation Paper and Pencil Group
designated tempo intervals of the chords (I, IV, V) as songs with Let the pupils identify accompaniment Checklist Test: Performance
E.g. following major accompaniment to ostinato and the intervals in the
7.1 Lullaby – slow triads: simple songs descant for more following major triads. Present the musical
7.2 Joyful songs – MU6TX-IVc-d-4 mastery of the lines of the song. Group Performance
fast lesson
MU3TP-Iva-c-7 Identify the original
Refer to TG and LM key and its intervals
using subdominant
(IV) and dominant (V)
Notice the position of
the notes of each
interval.
 Describe the songs
when intervals were
used.

Have exercise in
writing the intervals of
a song using the tonic
or original tone.

Week 8 8. creates examples 8. uses the major 8. identifies the  Review the previous Review the interval in major triads. Observation Paper and Pencil Paper and Pencil
of harmonic triad as intervals of the lesson Checklist Test Test
interval (2 pitches) accompaniment to following major  Present the song Identify the interval when subdominant (IV) ,
with others simple songs triads: “Tiriritng Maya”. dominant ( V) is used.
MU4HA-Ivh-3 MU5HA-IVh-2 Lead the class in
learning and singing Present musical sheets of major triads.
it.
 Divide the class into Let the pupils find the tonic, subdominant (IV) ,
4.Have each group dominant ( V)
create harmonic
third interval on the Listen to a song with accompaniment of major
first phrase of the triads
song.
 Present the group Notice the difference in the sound produced.
output to the entire Practice Exercise; Group Work;
class Write the major triad Write the interval of a
 Refer to TG and LM a given song. given song:
for more activities Find the sub-dominant/
Dominant tones
Week 9 Enhancement of Least-Learned Skills Enhancement Activities Follow-Up Assessment Activities
Individual/ Work Performance
Paper and Pencil test
Portfolio Assessment
Week 10