Grade 3 (MUSIC 4th Quarter)

DETAILED
LESSON PLAN
IN MUSIC 3
(Fourth Quarter)
Detailed Lesson Plan in MAPEH Grade 3
1 | Region V/Daily Lesson Plan/2019-2020

DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
Province: Camarines Sur Division EPS: Imelda A. Nardo

Subject Area: MAPEH (Music) Grade level: Grade – III
Team Member Role in the DLP Development
1. Glenda C. Pel Writer/ Demonstration Teacher
2. Shiela S. Raña Validator
3. Marjorie N. Competente Validator
2. Fatima Preciousa T. Cabug Layout Artist

Table of Contents
Mimics animal movements according to speed (MU3TP-IVa-1)................................. 4
Sing songs with proper tempo following basic conducting gestures (MU3TP-IVa-1) . 4
Relates movement to changes and variations in tempo (MU3TP-IVb-3).................... 8
Responds with movement to tempo changes 4.1 (i.e. doing locomotor and non-
locomotor movements) to a variety of tempo in recorded music (MU3TP-IVb-c-4).. 12
Distinguishes among fast, moderate, and slow in music (MU3TP-IVb-5)................. 16
Uses the terms: fast, moderate, and slow, (faster, slower etc.) to identify tempo
changes and variations (MU3TP-IVb-6) ................................................................... 19
Sings songs with designated tempo (MU3TP-IVa-c-7)............................................. 19
Demonstrates the concept of texture by singing “two-part rounds” e.g. 8.1 “Are you
Sleeping, Brother John?’ 8.2 “Row, row your Boat” 8.3 “Music Alone Shall Live”
(Musika ay Di Kumukupas) (MU3TX-IVd-f-1) ........................................................... 23
Distinction Between Thinness and Thickness in Music (MU3TX-IVd-f-2) ................ 26
Distinguish between single musical line and multiple musical lines which occur
simultaneously (MU3TX-IVd-f-3) .............................................................................. 30
Distinguish between thinness and thickness of musical sound (MU3TX-IVg-h-4) ... 34

Detailed Lesson Plan in MAPEH
Grade 3
Quarter 4 Lesson 1 and Lesson 2
OBJECTIVES
A. CONTENT STANDARD: Demonstrates understanding of the concepts of
tempo in order to respond to conducting symbols
indicating variations in tempo
B. PERFORMANCE STANDARD: Enhances performance of poetry, chants, drama,
musical stories and songs by using a variety of
tempo
C. LEARNING COMPETENCY: Mimics animal movements according to
speed (MU3TP-IVa-1)
Sing songs with proper tempo following basic
conducting gestures (MU3TP-IVa-1)
II. CONTENT TEMPO: Fastness and Slowness in Music
III. LEARNING RESOURCES

References
Teacher’s Guide Pages K to 12 Music Curriculum Guide p.31 of 94
Learner’s Materials Musical score of “Quiet Voices” and “Mga Alaga
Kong Hayop”
Textbook pages MAPEH IN ACTION 3 pp. 86-90
Additional Materials from Learning
Resources
Other Learning Resources CD/CD Player, laptop, song charts, pictures of
animals
IV. PROCEDURES TEACHER’S ACTIVITY
Motivation “Good morning class!”

“Let us all stand and do the marching. How many
beats are there in marching? Yes, there are two
beats.”
“First beat is strong and the second beat is weak.”
“Now, let us march, first slow then fast starting with
our left foot.
I I
“Say 1,2 1,2 1,2 1,2 I II
(Learners march)
“That was great!”
“I have a song here entitled “Quiet Voices”
“Listen to the song very well as I play it”.
(Learners listen quietly)
Now, repeat each line after me.”
(Teacher teaches the song by phrase then as a
whole)
Now, let us sing the song”.
As the title of the song suggests, how are we
going to sing it?”
“Yes. We are to sing it in a soft voice.”
“Look at the pictures and identify the animal in
each box.”
Presentation of the Lesson

“What animal is in the first box? How does it
move?”
“How about on the second box?”
“What’s the animal in the third box and how does
it move?”
“What can you say on the animal in the fourth
box?”
“How about on the fifth box?”
“Very good. Animals differ in movement. Some
move fast while others, slow.”
“I will teach you a song about these animals.”
“It is entitled “Mga Alaga Kong Hayop.”
(Teacher plays the song on CD accompanied with
a song chart while learners listen quietly)
(Teacher teaches the song on page 96 of the TG)
Development of the Lesson “What are the different animals mentioned in the
song?”
“Which of those animals move fast?”
“Which of those animals move slow?”
“Very good. Now, let’s imitate the movement of
each animal mentioned in the song.”
“Who can imitate the movement of the bird?”
(Teacher calls one pupil.)
“Very good! How about the cat?
“Good job! Who can show me the movement of
the dog?” (Teacher calls another pupil.)
“Nice! How about the turtle?”
“Awesome! Now, who wants to show the
movement of the rabbit?”
“Now, let’s sing the song once again but this time
in a slow pace.”
(The class sings the song in a slow pace.)
“This time we’ll sing it fast.”
(The class sings the song in fast pace)

“Very good!”
“What do you notice with the speed of the song?
“Yes, at first we sang it in a slow pace then in fast
pace.”
So, what do we call the varying speed in music?
(Teacher draws out from the class the word
“tempo.)
(If no one knows the word, teacher introduces the
word to the class)
Generalization “Okay class, the speed in music is called Tempo.”

“Tempo refers to the movement of the music. It
can be slow or fast.”
“Some music are slow and some are fast. Other
music can be very slow while others can be very
fast. Music vary in speed depending on the mood
of the song.” Happy songs have fast tempo while
sad songs has slow tempo.”
Application
“I will group you into five. You will sing according
to the movement of the animal assigned to you.”
Group 1 – bird (swiftly)

Group 2 – cat (slowly)
Group 3 – dog (fast)
Group 4 – turtle (slow)
Group 5 – rabbit (fast)
(Learners do the activity)
“That was awesome!”

“How did you feel while doing the activity?”
“That’s nice.”
Evaluation
“We will do this activity. You will be divided into
four”.
“I will play four varied music and you will move
according to the tempo of the music assigned to
you.”
(Teacher plays four different music with varying
tempo)
Group 1- Move fast like a kangaroo in a zigzag

manner
Group 2- Fly slowly like a bird in tiptoe, in any
direction
Group 3- Gallop fast like a horse
Group 4- walk slowly like a duck in a straight line
“You will be rated according to the rubrics I have

prepared.”

RUBRICS
SKILLS 4 3 2 1
1. Can imitate movements of
animals correctly
2. Can perform animal
movements
according to fast and slow
3. Can differentiate the speed
of
each movement
accordingly
4. Can cooperatively
participate in
group activities
4 – Very Good 3 – Good 2 – Fair

1 – Needs Improvement
Cut out from old magazines pictures of five

Assignment animals that have fast and slow movements.
Paste them on your notebooks and label each with
their movement. (fast or slow)

Grade 3
Quarter 4 Lesson 3
I.OBJECTIVES
A. CONTENT STANDARD: Demonstrates understanding of the concepts of
B. PERFORMANCE STANDARD: Enhances performance of poetry, chants, drama,
musical stories and songs by using a variety of
tempo
C. LEARNING COMPETENCY: Relates movement to changes and variations in
tempo (MU3TP-IVb-3)
II. CONTENT TEMPO: Slow, Moderate, and Fast Tempo
References
Teacher’s Guide Pages MAPEH IN ACTION 3 TG. pp. 95-98
Learner’s Materials MAPEH IN ACTION 3 LM pp. 91-93
Textbook pages
Additional Materials from Learning
Resources
Other Learning Resources Song charts, CD/CD player,
laptop/speaker/pictures
Drill/Review “Good morning children!”

Today we will have a funful activity. I will teach you
a chant. It is called Double, Double
(Teacher presents the chart to the class)
Double, Double
Double, double, this, this
Double, double, that, that
Double, this, double,that,
Double, double, this, that
“This is how you do it. You will say the word

“double” with a close fist, “this” with an open palm
with partner and “that” with the back palm with
partner.”
(Teacher demostrates)
“Okay, let’s do this warm-up activity slowly, next
moderately and then fast.”
“ Did you enjoy it?”
“Now, let’s sing the song we have learned

B. Motivation yesterday, “Mga Alaga Kong Hayop” with the
appropriate speed for each animal movement.” Do
you still remember the animals in the song and how
they move?”

“Fine. Okay let’s sing it now.”
(Learners sing the song with body movements)
B. Presentation of the Lesson “Look at this picture. What do you call this class?
“Yes. It’s a train. Have you seen one?
“How does it sound”
“Yes, it can move fast and it can also move slow.
But it also moves in a moderate speed.”
“I have here a chant about trains. It is called
“Engine, Engine, Number 9. Have you heard this
before?”
“It goes this way.”
(Teacher presents and reads the chant)
Engine, Engine Number 9
Engine, engine number 9

Going down the railroad line
If the train goes off the track
Will I get my money back?
Yes, No, maybe so
“Let us say the chant altogether class.”

(Learners say the chant)
“Very good!
“Now, we will do it first in a slow tempo, then in a
moderate tempo and last in a fast tempo.”
(Learners say the chant)
“Look at these three pictures. What does it show?”

C. Discussion “Yes. Picture A shows the train going up a steep
slope, Picture B shows the train is going down the
steep slope and Picture C shows the train is moving
on a plain railroad.”
“If the train goes up a steep slope, how does it
move? Yes, it moves slowly.”
“If the train goes down the steep slope, it moves
fast.”
“If it travels on a plain railroad, it moves
moderately.”
“I will flash the picture of the train and if you see
the picture, you will move according to the speed
the picture indicates. You will go in three different
speed: slow, moderate and fast. As your train
travels you will say “Chug- chug- chug-chug-toot-
toot!”
“Is that clear?”
“Remember not to hurt anyone as you do the
activity.”
“Okay let us start, now!”

Generalization
“Did you enjoy the activity?”

“How did you feel while doing it?”
“In what different speed did you move while doing

the activity?”
Application “Yes, you moved slow, moderate and fast.”
“Just like the train, tempo can be slow, moderate
and fast.”
“Things and animals around us move at a different
speed.”
“In music, songs can be slow, moderate or fast
depending on the mood of the song.”
“This time, I will play the song “Kalesa.” Listen

closely because this song contains varied tempo.”
You will identify the tempo of each section of the
song and you will move according to the tempo.”
“I will group you into three. You will perform one
group at a time. Your performance will be rated
based on the Rubrics I have prepared. Is that
clear?”
(Teacher groups the class into three)
RUBRICS
Needs
Skills Very Good Fair More
Good Practice
Can move
to the
music with
appropriat
e tempo
Can
identify
tempo
accordingl
y
Can move
in
harmony
with the
group
Evaluation Identify the movement of each picture. On your

paper, write F for fast, S for slow and M for
moderate.

Give an example of song for each kind of tempo.
ASSIGNMENT
SLOW MODERATE FAST

Grade 3
Quarter 4 Lesson 4
I. OBJECTIVE
A. Content Standard Demonstrates understanding of the concepts of
B. Performance Standard Enhances performance of poetry, chants, drama,
musical stories, and songs by using a variety of
tempo
C. Learning Competencies Responds with movement to tempo changes 4.1
(i.e. doing locomotor and non-locomotor
movements) to a variety of tempo in recorded
music (MU3TP-IVb-c-4)
II. CONTENT Movements to Tempo Changes
III. LEARNING
RESOURCES
A. References
1. Teacher’s guide
2. Learner’s Materials pages
3. Textbooks Pages
4. Additional Materials
from the LR portal
5. Other Learning Song:
Resources “Mga Alaga Kong Hayop”, “Leron Leron Sinta”,
“Ili – ili Tulog Anay, “Bahay Kubo”, “Kalesa”
LCD Projector, Laptop, Audio speaker

Value focus Cooperation, Love for nature
IV. PROCEDURES
A. Preliminary Activities: 1. Tonal Drill
Sing the song “Mga Alaga Kong Hayop in slow,
moderate and fast tempo
2. Review

Give an example of animals the moves slow,
moderate and fast.
B. Presentation of the 1.Motivation
lesson Show a picture of a butterfly
http://animalsbirds.com/colorful-butterfly-hd-cute-free-
images-wallpapers/
Ask the following questions:

1. What color is the butterfly?
2. Where do we usually see this colorful butterfly?
3. What is the importance of a butterfly?
4. How can we take good care of them?
2. Presentation
Let the learners view a video clip on Philippine
Folkdance, Paru – Parong Bukid.
(https://www.youtube.com/watch?v=XM1p-zYgO_Q)
Take note on the movements of the dancers.
a. What is the tempo of the song Paru-Parong

Bukid? (The tempo is moderate)
b. What have you noticed to the dancers? (the
dancers move in different directions, and moves
from place to place)
c. Do the dancers move accurately in the
tempo (Yes, they move accordingly to the tempo
of the song)
3. Discussion
We can respond to the tempo of the song
through body movements. These movements may
be either locomotor or non-locomotor.
Locomotor Movements are body movements

that move the body from one place to another.
Examples are, walking, running, hopping, leaping
and jumping.

(Note to the teacher)
*hopping - springing from one foot and landing on
that same foot.
* leaping - springing from one foot but landing on
the other foot.
Non-Locomotor movements are movements of

certain body parts, or even the whole body,
without causing the body to travel. Examples are
stretching, bending, twisting, and rotating.
(The teacher will demonstrate the movements)
Let the learners create their own movements

while the music, (Paru-Parong Bukid) is being
played.
4. Generalization
How can you respond to the tempo of the song?
(We can respond to the song through body
movements.)
5. Application
1. Divide the class into 3 groups.

Group 1 – Locomotor Movements (Leron –
Leron Sinta)
Group 2 – Non-Locomotor Movements (Ili-Ili
Tulog Anay)
Group 3 – Locomotor and Non Locomotor
Movement (Kalesa)
2. Each group will select a leader that will make

sure his/her group will perform the right
movements.
3. Then teacher will play the songs.

Learners’ performance will be based on the
rubrics below.
SKILLS Very Good Needs

Good Improvement
1. Can
demonstrate the
correct
movement
simultaneously
2. Can create
movements
creatively
3. Can perform
movement
accurately in the
tempo

4.Can
demonstrate
actively in the
activities
V. Evaluation Listen to the music, “Bahay Kubo”. Create a body

movements using locomotor and non-locomotor
movements.
Rubrics
SKILLS 3 2 1
1. Can demonstrate the correct
movements
2. Can create movements
creatively
3. Can perform movement
accurately in the tempo
4.Can demonstrate actively in the
activities
3 – Excellent 2 – Good 1 – Poor
V. ASSIGNMENT Create artistic body movements with your group

using the song “Sitsiritsit”. Be ready to present it in
a class.

Grade 3
Quarter 4 Lesson 5
I – OBJECTIVES
A. Content Standard Demonstrates understanding of the basic
concepts of tempo in order to respond to
conducting symbols indicating variations in
tempo
B. Performance Standard Enhances performance of poetry, chants,
drama, musical stories, and songs by using a
variety of tempo
C. Learning Distinguishes among fast, moderate, and slow
Competencies/Objectives in music (MU3TP-IVb-5)
II. CONTENT Slow, Moderate, and Fast Tempo
A. References
1. Teacher’s Guide MAPEH in ACTION 3 pp. 99-101
2. Learner’s Material MAPEH in ACTION 3 pp. 91-93
3. Textbooks pages
4. Additional Materials from
the LR portal
5. Other Learning Resources Chart of the chant “Double, Double, chart of
the song “Mga Alaga Kong Hayop” recorded
song of “Pandangguhan” and “Kalesa” meta
cards with written words FAST, MODERATE
and SLOW
6. Values Obedience

A. Preliminary Activities 1. Drill
Start the class with a warm-up activity
using a chant “Double Double”
Demonstrate how to do the warm up

activity.
➢ Double – close fist
➢ This –open palm with partner
➢ That - back palm with partner
Double, Double
Double, double, this this

Double, double, that that
Double this, Double that,
Double, double, this that
Do the warm up activity slowly the

first time. As pupils become familiar
with the chant, gradually make the
speed moderate and then fast.
2. Review
Let the learners sing “Mga Alaga Kong
Hayop” using the appropriate speed for
each animal movement.
How did you sing the part where
➢ the bird flies?
➢ the cat runs?
➢ the turtle crawls?
B. Presentation of the 1. Motivation
Lesson Listen to the recorded music of
“Pandangguhan”
What tempos did you hear?
2. Presentation
Based from the song you heard, what do
you think will our lesson today?
C. Discussion of the New What do you do to distinguish fast, moderate
Concepts and Skills and slow speed of music?
How can you determine a fast tempo from a
moderate tempo? A slow from moderate
speed? A slow from a fast music?
Give examples of songs with fast, moderate and
slow speed.
Tempo is not only applied in music. It can also
be applied to poems, dramas, and musical
stories to enhance and to highlight the mood
they want to express.

D. Reinforcement Activity Divide the class into 3 groups.
Each group will be given meta cards with written
words fast, moderate and slow.
The teacher will play the recorded song
1. with slow tempo
2. with fast tempo
3. with moderate tempo
4. With slow tempo
5. With fast tempo
(The teacher may sing if there is no
recorded song)
then the first group that show the correct
tempo will receive 1 point. The group
who received the greatest number of
points will be the winner.
E. Generalization What are the different tempo/speed of music
that you learned today?
Compare them.
Why is tempo important to music?
F. Application Listen to the recorded music of “Kalesa”
Raise the word fast when you hear the fast
tempo, moderate for moderate tempo and slow
if you hear the slow speed/tempo of music.
V. EVALUATION Listen to the recorded song. Write FAST,
MODERATE or SLOW depending on the
tempo of the played music.
(If there is no recorded song, the teacher
may sing the suggested songs)
1. Ili-.ili Tulog Anay
2. Pilipinas Kong Mahal
3. Leron-Leron Sinta
4. High, Low
5. Bahay Kubo
VI. ASSIGNMENT List down titles of songs with fast, moderate and
slow tempo.

Grade 3
Quarter 4 Lesson 6 and Lesson 7
I – OBJECTIVES
A. Content Standard Demonstrates understanding of the basic concepts
of tempo in order to respond to conducting
symbols indicating variations in tempo
B. Performance Standard Enhances performance of poetry, chants, drama,
musical stories, and songs by using a variety of
tempo
C. Learning Uses the terms: fast, moderate, and slow, (faster,
Competencies/Objecti slower etc.) to identify tempo changes and
ves variations (MU3TP-IVb-6)
Sings songs with designated tempo (MU3TP-IVa-

c-7)
II. CONTENT Slow, Moderate, and Fast Tempo
A. References
1. Teacher’s Guide MAPEH in ACTION 3 pp. 99-101
2. Learner’s Material MAPEH in ACTION 3 pp. 91-93
3. Textbooks pages
4. Additional Materials
from the LR portal
5. Other Learning Picture/image of a Kalesa, chart of the song
Resources “Kalesa” recorded song of “Pandangguhan” and
“Kalesa” meta cards with written words FAST,
MODERATE and SLOW
6. Values Obedience

A. Preliminary Activities 1. Drill
Energizer (Chicken Dance)
2. Review
Enumerate the different tempos you learned
last meeting.

B. Presentation of the 1. Motivation
Lesson FIND ME Game
Call a volunteer to find the hidden object. The
volunteer will go outside the classroom. In
order to find the object, the clue will be the
tempo of the song. Once the object is near
the IT, the rest of the class will sing in fast
tempo, slow tempo when the IT is far the
object.
Any familiar song can be used in the game.
How did you find the game?
2. Presentation
(Image credit from facebook.com)
What is in the picture?

Where can you find this?
Who already experienced riding on the Calesa?
How does it feel?
What must be observed while riding on the
Calesa?

3. Discussion of the Present the chart of the song “Kalesa”
New Concepts and Teach the song through Whole-Part-Whole Method
Skills
(Image credit from FluteNotes.ph)

Use the fast, moderate and slow tempo while
singing the song.
Repeat singing the song. The teacher will flash the
meta cards with written words FAST, MODERATE
and SLOW until learners will master the use of the
different tempo.
4. Reinforcement Divide the class into three.
Activity Group 1 song with fast tempo (Sitsiritsit)
Group 2 song with moderate tempo (Tiririt ng Maya)
Group 3 song with slow tempo (High, Low)
Choose a leader.
Your leader has to make sure that your group will
perform the song with the right tempo.
RUBRICS
Skills 5 3 1
Very Good Fair
Good
Use the tempo
accurately.
Perform the given task
Participate actively in
all group activities
5. Generalization What are the different tempo/speed of music that
you used in singing the song?

How do you describe tempo?
6. Application The learners will sing the “Sarung Banggi” The
teacher will flash the meta cards with written words
FAST, MODERATE and SLOW and the learners
will apply the different tempo in singing the song.
V. EVALUATION Listen to the recorded song. Write FAST,
MODERATE or SLOW depending on the
tempo of the played music.
(If there is no recorded song, the teacher
may sing the suggested songs)
1. Lullaby
2. Manang Biday
3. Sitsiritsit
4. Farewell Song
5. Pakitong-kitong
VI. ASSIGNMENT Study the song Lullaby. Sing it with correct tempo

Grade 3
Quarter 4 Lesson 8
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the basic concepts of

texture
B. Performance Standard Sing “two-part rounds”
C. Learning Competency/ Demonstrates the concept of texture by singing “two-part

Objectives rounds” e.g.
8.1 “Are you Sleeping, Brother John?’
8.2 “Row, row your Boat”
8.3 “Music Alone Shall Live”
(Musika ay Di Kumukupas) (MU3TX-IVd-f-1)
II. CONTENT Single Melodic Line or Simultaneous

Occurrence of Multiple Melodic Lines
III. LEARNING RESOURCE
References Music, Art, Physical Education, Health in Action pp. 104 -
Teacher’s Guide 106
Learner’s Materials, pages Music, Art, Physical Education, Health in Action pp.
96 - 98
Other Materials Song chart, video of songs/you tube “Are You Sleeping”,
“Row, row your Boat”, “Music Alone Shall Live”, laptop
Values Cooperation, obedience
IV. PROCEDURES
Preliminary Activities Review

What is the meaning of tempo? Give some
songs with fast tempo and slow tempo.
Motivation
Watch the video of the song “Are You Sleeping”
(Show the video of “Are you sleeping”.)
What is the title of the song?
Presentation of the Lesson The teacher presents the song, “Are you Sleeping?”
Sing as a class
Group 1 will be the boys. Group 2 will be the girls
Follow this guide in the chart.
Group 1 Group 2
Are you sleeping?
Are you sleeping?
Brother John Are you sleeping?
Brother John Are you sleeping?
Morning Bells are ringing Brother John
Morning Bells are ringing Brother John

Ding, dong, ding Morning Bells are ringing
Ding, dong, ding Morning Bells are ringing
End Ding, dong, ding
End Ding, dong, ding
End End
Discussion of the new Ask:

concepts and skills How many group/part has the song?
How did you sing the song? Did you start at the same
time? Did you end at the same time?
What did you notice with the sound produced while the
singing the song? Is the sound thin or thick?
Is it good to hear?
Explain what the two-part rounds in the song is.
Teacher says: Round song can be sung by two or
more groups of people. One group starts off
and the next group start to sing the same song
a bit later. It should sound nice together.
Reinforcement Activity Divide the class into two groups.

Sing the song “Music Alone Shall Live” together.
Group 1 Group 2
All thing shall perish under
the sky
Music alone shall live, All thing shall perish under
music alone shall live the sky
Music alone shall live Music alone shall live,
Under the sky. music alone shall live
Music alone shall live
Under the sky.
Generalization What is round song?

Sing the song Are You Sleeping Brother John in two part
Application round
Sing Music Alone shall Live in two part round
V. Evaluation Divide the class in two groups. Each group

Sing the song “Row, row your Boat” in round song. (Give 5
minutes to practice) After the practice, they perform it.
Group 1 Group 2
Row, row, row your boat
Gently down the stream Row, row, row your boat
Merrily, merrily, Gently down the stream
merrily, merrily
Life is but a dream Merrily, merrily,
merrily, merrily
Row, row, row your boat Life is but a dream
Gently down the stream Row, row, row your boat
Merrily, merrily, Gently down the stream
merrily, merrily
Life is but a dream Merrily, merrily,
merrily, merrily

End Life is but a dream
End End
This is the grading system:

Rubrics – Task Performance
1 point 2 points 3 points 4 points 5 points
1 member 2 members 3 members 4 members All
of the of the of the of the members
group group group group of the
participated participated participated participated group
actively actively actively actively participated
actively.
VI. Assignment Have a copy of Leron, leron Sinta and Pamulinawen

Grade 3
Quarter 4 Lesson 9
TIME AND DATES
QUARTER
Week 5, Lesson 9
A. Content Standards: Demonstrates understanding of the basic concepts of texture
B. Performance Sings:1. Partner songs
Standards:
Demonstrates the concept of texture by singing “partner
C. Learning Competency
songs”
Distinction Between Thinness and Thickness in Music
II. CONTENT (MU3TX-IVd-f-2)

A. References
MAPEH in Action 3 TG pp. 107-110
MAPEH in Action 3 LM pp.99-102

Leron Leron Sinta G, 2, re Pamulinawen G 2, re
Songs:
4 4
3.Additional Materials
from the LR portal
4. Other Learning Song charts, CD player, CD of songs
Resources
5. Value Focus Doing things together harmoniously
Tonal Drill/ Review “Good morning children!”

“Let us sing the so-fa syllables using the Kodaly Hand Signals.”
(Teacher executes the Kodaly hand signals while learners sing

the so-fa syllables:
so – la – so – mi
so – la – la – so – so – mi
mi – re – mi – mi – so – mi
mi – re – mi – so – mi – re – do

‘Let us sing the song Look at Me in unison.”
(Teacher posts the musical score on the board)
(Learners sing the song with the supervision of the teacher)
“Children, what can you say about the song you have just
sang?”
“Did you sing it in unison?”
Yes, and what can you say about the tune or melody of the
song? How many melodic lines did you hear? Yes, the song
has only one melodic line.”
Presentation of the Lesson
“Look at this picture. What does it show?”

“Yes, a spoon and fork, a jam and bread, a pair of socks and
a pair of shoes.”
“What do these things have in common? Yes. They all come
in pairs. They always go together and one cannot do without
the other. Meaning, they should always work in pairs.
“Now, look at this picture.”
“What does it show?”

“Yes, the children are doing two different tasks at the same
time. One is sweeping the floor while the other one is cleaning
the board.”
“Do you think they are enjoying their work?”
“Yes, as shown in their faces, they are doing the work
harmoniously.
“These children can be compared to music. Let us see how.”

You will be divided into two groups. Group 1 will sing Look at
Me while Group 2 will sing Are You Sleeping?”
(Teacher posts the two musical scores on the board and
supervises the children while singing the two songs in pair)
Development of the
Lesson
“What can you say about the two songs you have just sang in
pair?”
“Yes, you sang two different songs at the same time.”
“The two songs have the same meter and mood that is why it
sounded harmoniously.
‘When we sang the song Look at Me a while ago, there was
only one melodic line. The texture of the song thin.
Melody 1
But when we sang the two songs at the same time, there were
already two melodic lines. The texture of the song is thick.
Melody 1
Melody 2
“Yes, it is quite difficult. But with proper supervision of your

teacher and of course through careful listening and
cooperation on your part, you will be able to sing it properly.”
“Just like the two children, because they are doing their work
right and they are enjoying it, their work will come out
successful.”

“Two songs sang at the same time is called Partner Song.”
Generalization “Partner song are two songs with the same meter and mood
sang at the same time.
“This time, we will sing Leron Leron Sinta altogether in unison.”

(Teacher plays the music while learners sing along)
“Then we will sing Pamulinawen altogether in unison, too.”
(Teacher plays the music Pamulinawen while learners sing
Application
along)
“Okay, let us sing the two songs in partner this time.”
(Teacher supervises the learners in singing the partner song)
(See to it that the learners sing the partner song harmoniously)
“Now, using the same songs, you will be grouped into four.
Group 1 will sing in pair with Group 2. Group 3 will sing in pair
with Group 4.
“Your performance will be rated based on the rubrics below.
Group 1 – Leron Leron Sinta

Group 2 - Pamulinawen
Group 3 – Leron Leron Sinta
Group 4 - Pamulinawen
V. EVALUATION
SKILLS 1 2 3
Sings harmoniously the

partner song
Sings in correct melody the
two songs
Performs and cooperates with
the group
LEGEND: 3- Excellent 2- Very Good 1- Good

Bring cut out pictures of things that come in pairs. Paste them
VI. ASSIGNMENT on a clean bond paper.
Label each and write something about them.

Grade 3
Quarter 4 Lesson 10
I. OBJECTIVES
A. Content Standard Demonstrates understanding of the basic concepts of
texture
B. Performance Standard Sings:
1. “two-part rounds”
2. “partner songs”
C. Learning Distinguish between single musical line and multiple

Competencies/ musical lines which occur simultaneously (MU3TX-IVd-f-3)
Objectives
II. CONTENT TEXTURE
III. LEARNING Curriculum Guide in Music 3 page 22
RESOURCES
A. References
1. Teacher’s Guide Music, art, Physical Education and Health pp. 119-122
2. Learner’s LM in MAPEH 3 pp. 110-112
Materials Pages
3. Textbooks pages
4. Additional materials “It’s A Small World” -mp3
from the LR Portal “He’s Got the Whole World” – mp3
5. Other Learning LCD Projector, Keyboard, song charts, speaker
Resources
Value Focus Unity and Friendship
IV. PROCEDURES
A. Preliminary Activities: 1. Drill
Rhythmic Drill. Let the children clap steady beats in 2s
a. Group work
The class will be divided into three groups, Group

1 will clap the steady beats in 2s. Group 2 will clap the rhythm
of the songs, “It’s a small world” and Group 3 will sing “It’s a
small world”.
2. Review:
Sing the song ”He’s Got The Whole World In His Hand”.

He’s Got The Whole World In His Hand
by Nina Simone
He’s got the whole world in His hand (4x)
B. Presentation of the Motivation:

Lesson
Show picture of a globe. Around the globe, there are groups

of children from different parts of the world holding each
other’s hands.
What can you say about the picture?

(There are children from different parts of the world holding
each other’s hands)
What does it show?

(It shows unity and friendship among nations)
How can we have good relationship with our neighbors?

(by respecting others’ rights, being kind and understanding)
Presentation:
Let us sing “It’s A Small World”. We will march the room as

we sing the song.
How many melodic lines do we have in this song?

(1 melodic line)

C. Discussion of the new Listen as teacher sings the song, “He’s got the Whole World
concepts and skills in His Hands”.
Teacher sings each line of the song and learners repeat after
him/her.
How many melodic lines do we have in this song?

(one or single melodic Line- SML)
Sing the two songs together. Row 1 will sing “It’s a Small
World” while Row 2 will sing “He’s Got the Whole World in
His Hands” then repeat with Row 1 singing ““He’s Got The
Whole World in His Hands” and Row 2 singing, “It’s a Small
World”.
What did you notice about the sound produced when we

sang the songs one after the other? Compare it when we
sang the two songs simultaneously.
(It has thinner sound when we sang the two songs one after
the other and the sound became thicker when the two songs
were sung together.)

Look at the melodic lines of each song. What have you
noticed? How many melodic lines are there in the song “Its’
a Small World”? “He’s Got the Whole World In His Hands”?
(One melodic line)
D. Generalization When do we have single melodic line (SML) in singing?

When do we have multiple melodic lines (MML)?
(Unison singing produces one melodic line. Round song or

partner song produces two or more melodic lines.)
E. Application Get a partner and sing together the following songs:
V. EVALUATION
VI. ASSIGNMENT Practice singing partner songs correctly.

Grade 3
Quarter 4 Lesson 11
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the basic
concepts of texture.
B. Performance Standard The learner sings two – part rounds and partner songs
C. Learning Distinguish between thinness and thickness of musical

Competencies/ sound (MU3TX-IVg-h-4)
Objectives
II. CONTENT Multiple Melodic Lines
III. LEARNING Curriculum Guide in Music 3 page 30
RESOURCES
A. References
1. Teacher’s Guide Music, art, Physical Education and Health pp. 119 - 122
2. Learner’s LM in MAPEH 3 pp. 110 - 112
Materials Pages
3. Textbooks pages
4. Additional
materials from the
LR Portal
5. Other Learning Song Chart “Bahay Kubo”, CD of Songs for Grade 3 (by
Resources Lea J. LLorin), CD Player, pictures, charts, video clips
Value Focus Unity and friendship
IV. PROCEDURES
Preliminary Activities: 1. Rhythmic Drill:
Let the learners clap the steady beats and rhythm in 3s
Review Song_ “Awit ng Buhay”
B. Presentation of the
Lesson Motivation:
Let’s Play Multiple Game!

The teacher will divide the class into 2 groups. The
teacher will tell a number and the learners will group
themselves in multiples of (2,3,4 etc., as the teacher says).
The group who formed their group quickly will sing any
song they know with rhythmic accompaniment followed by
the next group formed quickly and so on…

Presentation:
Present to the class the songs chart – “Bahay Kubo” and

figure out which melodic line is thin and which is thick.
Song Chart # 1 – Bahay Kubo in unison

Song Chart # 2 – Bahay Kubo in two voices
Song Chart # 3 – Bahay Kubo in two voices with rhythmic
accompaniment

C. Discussion of the new Which song chart has thinner melodic lines? Why?
concepts and skills Which song chart has thicker melodic lines? Why?
What can you say about song chart number 3? For song
chart number 2?
Listen to the music of “Bahay Kubo.”
First, the teacher will play the upper melodic line of “Bahay
Kubo.” Then, the teacher will play the lower melodic line.
Next, the teacher will play both the upper and the lower
melodic lines of “Bahay Kubo”.
Note: If the teacher cannot play the music, a recorded

version of Bahay Kubo with the upper and lower melodic
lines will be played.
What can you say about the sound you heard?

(The first music of the song Bahay Kubo is thin while the
second one is thick)
What do you think affects the sound?
(The number of melodic lines affect the sound)
D. Generalization Musical texture may be light or thin, heavy or thick.

The more melodic lines there are, the thicker the sound is.
The lesser the melodic lines there are, the thinner the
sound would be.
How does melodic line affect the texture of the sound?

Texture in music is affected by the number of melodic lines
in the song.
E. Application a. Sing the song “Bahay Kubo” in unison with guitar or any
available musical accompaniment.
b. Sing the song “Bahay Kubo” with rhythmic instruments

as accompaniment.
OPTION 1 for the teacher:

Pupils will sing the melody while the teacher sings second
voice or alto part.
OPTION 2 for the teacher:

Pupils will sing the melody while the teacher plays the
accompaniment. (Piano or Guitar)
(Check the appropriate column that will rate your

performance.)
RUBRICS
Knowledge/Skill Very Good Needs

Good Improvement
(2) (1)
(3)
1. Can sing in tune
2. Can demonstrate
understanding of
thinness and
thickness through
singing in unison and
with two voices and
with rhythmic
accompaniment.
3. Can distinguish
between thinness and
thickness of musical
sound
4. Can Participate
actively in all the
activities.
V. EVALUATION Write the word thin if the situation creates a thin sound
and thick if it creates a thick sound
____________1. The whole class sings “Bahay Kubo in

unison.
____________2. Ana sings “Awit ng Buhay” with

accompaniment.
____________3. The pupils of Ombao Polpog Elementary

School sing the National Anthem in unison without
accompaniment.
____________4. The class of Ms. Santos sings the

partner songs.
____________5. The Grade Three class was divided

into two groups for round singing.
(answers: 1. Thin 2. Thick 3. Thin 4. Thick 5. Thick)

VI. ASSIGNMENT Form a group of 5 and present a short familiar song in
unison, round or partner song.

Grade 3 (MUSIC 4th Quarter)

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DETAILED

Detailed Lesson Plan in MAPEH Grade 3

1 | Region V/Daily Lesson Plan/2019-2020

Province: Camarines Sur Division EPS: Imelda A. Nardo

Team Member Role in the DLP Development

1. Glenda C. Pel Writer/ Demonstration Teacher

2. Shiela S. Raña Validator

3. Marjorie N. Competente Validator

2. Fatima Preciousa T. Cabug Layout Artist

2 | Region V/Daily Lesson Plan/2019-2020

Relates movement to changes and variations in tempo (MU3TP-IVb-3).................... 8

Distinguishes among fast, moderate, and slow in music (MU3TP-IVb-5)................. 16

Distinction Between Thinness and Thickness in Music (MU3TX-IVd-f-2) ................ 26

Distinguish between thinness and thickness of musical sound (MU3TX-IVg-h-4) ... 34

3 | Region V/Daily Lesson Plan/2019-2020

III. LEARNING RESOURCES

Motivation “Good morning class!”

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5 | Region V/Daily Lesson Plan/2019-2020

Generalization “Okay class, the speed in music is called Tempo.”

Group 1 – bird (swiftly)

(Learners do the activity)

“That was awesome!”

Group 1- Move fast like a kangaroo in a zigzag

“You will be rated according to the rubrics I have

6 | Region V/Daily Lesson Plan/2019-2020

4 – Very Good 3 – Good 2 – Fair

Cut out from old magazines pictures of five

7 | Region V/Daily Lesson Plan/2019-2020

IV. PROCEDURES TEACHER’S ACTIVITY

Drill/Review “Good morning children!”

“This is how you do it. You will say the word

“Now, let’s sing the song we have learned

8 | Region V/Daily Lesson Plan/2019-2020

Engine, Engine Number 9

Engine, engine number 9

“Let us say the chant altogether class.”

“Look at these three pictures. What does it show?”

(Learners do the activity)

9 | Region V/Daily Lesson Plan/2019-2020

“In what different speed did you move while doing

“This time, I will play the song “Kalesa.” Listen

Evaluation Identify the movement of each picture. On your

10 | Region V/Daily Lesson Plan/2019-2020

11 | Region V/Daily Lesson Plan/2019-2020

LCD Projector, Laptop, Audio speaker

12 | Region V/Daily Lesson Plan/2019-2020

Ask the following questions:

Take note on the movements of the dancers.

a. What is the tempo of the song Paru-Parong

Locomotor Movements are body movements

13 | Region V/Daily Lesson Plan/2019-2020

Non-Locomotor movements are movements of

(The teacher will demonstrate the movements)

Let the learners create their own movements

1. Divide the class into 3 groups.

2. Each group will select a leader that will make

3. Then teacher will play the songs.

SKILLS Very Good Needs

14 | Region V/Daily Lesson Plan/2019-2020

V. Evaluation Listen to the music, “Bahay Kubo”. Create a body

3 – Excellent 2 – Good 1 – Poor

V. ASSIGNMENT Create artistic body movements with your group