Teacher`s Guide Sinugbuanong Binisaya

Transcription

2
Teacher’s Guide
Sinugbuanong Binisaya
This instructional material was collaboratively
developed and reviewed by educators from public and private
schools, colleges, and/or universities. We encourage teachers
and other education stakeholders to email their feedback,
comments, and recommendations to the Department of
Education at [email protected].
We value your feedback and recommendations.
Department of Education
Republic of the Philippines
i
Music, Arts, Physical Education and Health – Grade 2
Sinugbuanong Binisaya – Teacher’s Guide
First Edition, 2013
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Development Team of the Teacher’s Guide
Consultant and Coordinators:
Music
Arts
Physical Education and Health
Nelia Y. Beltran
Emma Sungahid
Alberto T. Escobarte Thelma C. Villanuva
Filomena T. Dayagbil
Ethel Abao
Conchita A. Ubay
Rebecca V. Delapuz
Authors:
Ma. Cheryl M. Toliao
Jennifer O. Artiaga
Virginia T. Mahinay
Lelani R. Abutay
Delia B. Pinos
Eugene F. Calingacion Marites G. Popera
Voltair C. Asildo
Charmaine Vera A. Ramos
Joelyza M. Arcilla
Maripaz F. Magno
Jemima C. Cabanilla
Ritchie C. Barrera
Leonora A. Abarabar
Cherry C. Ochavillo
Eleonor t. Wahing
Editor:
Marilou M. Tamala
Raquel C. Solis
Riza A. Abayabay
Josephine Almacin
Bernard C. Abellana
Dorcas B. Siquijor
Janette P. Pacuribot
Gilda G. Barte
Ronil D. Manayon
Oliver C. Catacutan
Reviewers:
Encoder:
Miriam Braganza
Tomas T. Pastor
Daisy G. Dumaluan
Teresita L. Ga
Jocelyn M. Conta
Nelvin M. Bermudez
Luz C. Jandayan
Eugene F. Calingacion
Illustrators: Ronil D. Manayon, Eugene F. Calingacion, Eduardo D. Ayo, Neil W. Maca
Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Ansal Q. Degamon, Owen Ronald B. Elicano,
Sheila Marie Laurel, Alberto M. Adlawan
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEdIMCS)
Office Address:
2nd Floor Dorm G, Philsports Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address:
[email protected]
ii
TABLE OF CONTENTS
Music
Unit 1
Week 1
-----------------------------------------------------------
1
Week 2
-----------------------------------------------------------
7
Week 3
-----------------------------------------------------------
11
Week 4
-----------------------------------------------------------
15
Week 5
-----------------------------------------------------------
21
Week 6
-----------------------------------------------------------
25
Week 7
-----------------------------------------------------------
28
Week 8
-----------------------------------------------------------
32
Week 9
-----------------------------------------------------------
37
Week 1
-----------------------------------------------------------
41
Week 2
-----------------------------------------------------------
48
Week 3
-----------------------------------------------------------
52
Week 4
-----------------------------------------------------------
55
Week 5
-----------------------------------------------------------
59
Week 6
-----------------------------------------------------------
63
Week 7
-----------------------------------------------------------
65
Week 8
-----------------------------------------------------------
68
Unit 2
iii
Unit 3
Week 1
-----------------------------------------------------------
72
Week 2
-----------------------------------------------------------
75
Week 3
-----------------------------------------------------------
78
Week 4
-----------------------------------------------------------
81
Week 5
-----------------------------------------------------------
83
Week 6
-----------------------------------------------------------
85
Week 7
-----------------------------------------------------------
87
Week 1
-----------------------------------------------------------
89
Week 2
-----------------------------------------------------------
93
Week 3
-----------------------------------------------------------
100
Week 4
-----------------------------------------------------------
104
Week 5
-----------------------------------------------------------
108
Week 6
-----------------------------------------------------------
112
Week 7
-----------------------------------------------------------
117
Unit 4
ARTS
Week 1
-----------------------------------------------------------
120
Week 2
-----------------------------------------------------------
124
Week 3
-----------------------------------------------------------
127
Week 4
-----------------------------------------------------------
129
Week 5
-----------------------------------------------------------
132
Week 6
-----------------------------------------------------------
134
Week 7
-----------------------------------------------------------
138
iv
Week 8
-----------------------------------------------------------
142
Week 9
-----------------------------------------------------------
144
Week 10
-----------------------------------------------------------
148
Week 11
-----------------------------------------------------------
151
Week 12
-----------------------------------------------------------
155
Week 13-14
-----------------------------------------------------------
160
Week 15
-----------------------------------------------------------
164
Week 16
-----------------------------------------------------------
167
Week 17
-----------------------------------------------------------
170
Week 18
-----------------------------------------------------------
173
Week 19
-----------------------------------------------------------
176
Week 20
-----------------------------------------------------------
180
Week 21
-----------------------------------------------------------
183
Week 22
-----------------------------------------------------------
188
Week 23
-----------------------------------------------------------
192
Week 24
-----------------------------------------------------------
196
Week 25
-----------------------------------------------------------
199
Week 26
-----------------------------------------------------------
203
Week 27
-----------------------------------------------------------
207
Week 28
-----------------------------------------------------------
212
Week 29
-----------------------------------------------------------
216
Week 30
-----------------------------------------------------------
220
Week 31-32
-----------------------------------------------------------
224
Week 33-34
-----------------------------------------------------------
228
Week 35
-----------------------------------------------------------
232
Week 36
-----------------------------------------------------------
236
Week 37-38
-----------------------------------------------------------
239
Week 39-40
-----------------------------------------------------------
242
v
Physical Education
Unit I – Rhythmic Movement Skills in Body Action
Lesson 1
Body Shapes and Body Actions ----------------
254
Lesson 2
Movement Skils -------------------------------------
261
Lesson 3
Simple Folk Dance and Rhythmic Routines -
267
Lesson 4
Relays and Races ----------------------------------
271
Lesson 5
Posture and Body Mechanics -------------------
280
Unit II – Body Movements in Different Locations, Levels, Pathways, and
Planes
Lesson 1
284
Lesson 2
Location, Direction, Levels, Pathwas, and
Planes ------------------------------------------------Movement Skils -------------------------------------
Lesson 3
292
Lesson 4
Relays and Races ----------------------------------
295
Lesson 5
300
287
Unit III – Body Actions in Relation to Time, Force, and Flow
Lesson 1
Time, Force, and Flow ----------------------------
306
Lesson 2
Movement Skils -------------------------------------
310
Lesson 3
315
Lesson 4
Relays and Races ----------------------------------
317
Lesson 5
319
Unit IV – Object, Nature, and Sound in Body Movements
Lesson 1
Person, Objects, Music, and Environment ---
325
Lesson 2
Movement Skils -------------------------------------
329
Lesson 3
337
Lesson 4
Relays and Races ----------------------------------
339
Lesson 5
342
vi
Health
Unit I - Personal Health
Lesson 1
Pre-test ---------------------------------------------------
349
Lesson 2
Similarities and Differences among People -----
350
Lesson 3
Adjusting to New Environment ---------------------
353
Lesson 4
Development of Skills in Managing Feeling -----
357
Lesson 5
360
Lesson 7
Situations Appropriate and Inappropriate for
Children -------------------------------------------------Attitude towards the Differently-Able and
Mentally-Challenged ---------------------------------Development of Skills in Managing Feelings ---
Lesson 8
Respect for the Feelings of Other -----------------
371
Lesson 9
Post-test -------------------------------------------------
374
Lesson 6
364
367
Unit II – Disease Prevention and Control
Lesson 1
Pre-test ---------------------------------------------------
377
Lesson 2
Germs and Illness -------------------------------------
377
Lesson 3
Disease can Affects Child’s Growth and
Development -------------------------------------------Prevention and Control of Common Childhood
Diseases (Mumps, Measles, Chicken Pox and
Primary Complex) ------------------------------------Prevention and Control Common Childhood
Diseases ------------------------------------------------Immunization -------------------------------------------
383
Prevention and Control Common Childhood
Diseases ------------------------------------------------Post-test -------------------------------------------------
405
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
vii
389
396
401
410
Unit III – Food-borne Diseases
Lesson 1
Pre-test --------------------------------------------------
412
Lesson 2
Food-Borne Diseases -------------------------------
413
Lesson 3
Symptoms of Amoebiasis --------------------------
415
Lesson 4
419
Lesson 5
Prevention and Control of Food-borne
Diseases -----------------------------------------------Nature of Pediculosis (Headlice) Infestation --
Lesson 6
Nature of Parasitic Worm Infections -------------
428
Lesson 7
Prevention of Parasitic Infections ----------------
433
Lesson 8
Self-Monitoring Skills for Protection Against
Parasitic Infections ----------------------------------Post-test ------------------------------------------------
436
Lesson 9
424
440
Unit IV – Injury Prevention, Safety, and First Aid
Lesson 1
Pre-test --------------------------------------------------
442
Lesson 2
Hazards at Home -------------------------------------
443
Lesson 3
Safety Rules -------------------------------------------
447
Lesson 4
Safety Rules at Home -------------------------------
450
Lesson 5
Safety Rules at Home -------------------------------
453
Lesson 6
457
Lesson 7
Safe and Unsafe Practices/conditions in
school --------------------------------------------------Safety Rules During Physical Activities --------
Lesson 8
Safety Rules in School ------------------------------
461
Lesson 9
Post-test ------------------------------------------------
466
viii
459
MUSIC
Music 2 – Teacher’s Guide: Unit 1 – Week 1 (Rhythm)
Content Standards:
 distinguishes between sound and silence
Performance Standards:
 identifies the difference between sound and silence.
Competency:
 associates visual images with sound and silence within a rhythmic pattern.
Learning Objectives:
 associates visual images with sound and silence within a rhythmic pattern.
 identifies the difference between sound and silence.
 manifests care for one’s belongings.
Learning Content:
A. Lesson :Rhythm: Basic Understanding of Sound and Silence in a Rhythmic
Pattern
B. Materials :
- picture of a toy car
- chart of the song
- any object that produces sound
C. Value Focus :care for one’s belongings
Developmental Activities:
Priming Activity
Show a real toy car.
Ask:
 Do you have a toy car?
(Aduna ba kamoy dulaan nga awto?)
 Describe it.
(Ihulagway kini.)
 Do you have other toys?
(Aduna pa bamoy laing mga dulaan?)
 Have you experienced breaking your toy accidentally?
(Nakasulay naba kamo nga naguba ang inyong dulaan nga wala tuyo-a?)
 What did you do to fix it?
(Giunsa man nimo pag-ayo ang imong naguba nga dulaan?
1
Presentation
1. Presenta lively song “Ang Awtoni Juan”. (Tune: Ang Fiera ni Juan).
AngAwtoni Juan
AngawtoniJuan
May buslotsaligid
(Repeat 3x)
2. Sing the presented song and do the actions. Let the pupils sing and follow the
Gipapitlanog “bubble gum”.
actions done.
Ask:
- Who owns the car?
(Kinsay tag-iya sa dulaan nga awto?)
-
What happened to the wheel of the toy car?
(Unsa ang nahitabo saligidsadulaanni Juan?)
-
What did Juan do to fix his toy car?
(Giunsa pag-ayoni Juan ang iyang dulaan?)
-
If you were Juan, would you do the same? Why?
(Konikawsi Juan, buhaton ba nimo ang paagi nga gihimo niya? Ngano
man?)
-
If you have toys or belongings, how do you take care of them?
(Unsaon man nimo pag-amping sa imong dulaan o butang?)
-
What did you feel while singing?
(Unsa ang inyong gibati samtang kamo nagkanta?)
3. Repeat the song but gradually substitute the underlined word with action only
one at a time until all the underlined words are acted.
4. Tap the table to the rhythmic pattern of the song. (Refer to the pattern below
as guide for tapping.) Let the pupils sing the song again while tapping the
table.
2
5. Have the pupils tap the table while singing.
Ang Awto ni Juan
Ang
aw-to
ni
Ju- an
bus – lot
sa
li - gid
May
(Repeat 3x)
Gi- pa
pit
lan - og
bub
-ble
gum
Ang Awto ni Juan
(Beat Measurement)
Ang
aw-to
ni
Ju- an
bus – lot
sa
li - gid
May
:
1st, 2nd, 3rd
:
Gi- pa
pit
lan - og
bub
-ble
gum
ƺ
(Note: Time signature for this song is
4
4
3
4
Every syllable is represented by a line(s).1 line receives 1 pulse beat/clap
andconnected lines receive a half pulse beat or clap or use of the rhythmic
stick of the Kodaly Method.)
6. Then let the pupils clapto the rhythmic pattern of the song (clap only without
singing it). Make sure they pause for every underlined word one at a time as
they repeat the song.
Analysis/Discussion
Ask:
- How did we sing the underlined words?
(Giunsa nato pagkanta ang mga gibadlisan nga mga pulong?)
- The teacher discusses that sounds can be associated with actions.
- Were we able to produce a pleasant visual image with the song?
(Nakahimo ba kita og nindot nga mga lihok/talan-awon sa atong
gikanta?)
- What were those visual images?
(Unsa man kini nga mga talan-awon?)
- Did you notice silence and sound in the given song/rhythmic pattern?
(Nakamatikodbakamoog “kahilom” ug “tingog” saatonggikanta?)
- What part of the song/rhythmic pattern is in “silence”?
(Unsangbahinasakantaangwalagitingog?)
- What part of the song or rhythmic pattern is sung or “sounded”?
(Unsangbahinasakantaanggitingog?)
(The teacher explains more on “sound” and “silence” in rhythmic pattern.
Application
1. Clap for the lines or beat marks and pause for
a.
II ƺ I
II ƺ I
b.
IIIƺ
IIIƺ
c.
Iƺ I ƺ
Iƺ I ƺ
d.
ƺ I II
ƺ I II
e.
Iƺ I I
IƺI I
4
ƺ marks.
2. Let the pupils sing the whole song first then let them sing the song below
while clapping and gradually omit the underlined words and replace them with
actions.
Ulo, Abaga
U - lo, a - ba - ga,
ha - wak, da - pi-da - pi,
Tu - hod,ti - il (3x)
(Tang - tangta - nan)
Generalization:
-
What are created/produced through sound and silence?
(Unsay mamugna pinaagi sa “tingog” og “kahilom”?)
Remember:
1. A rhythm is a pulse; essentially repeated patterns of long or short, stressed or
unstressed sounds or silences which fit into the main beat.
2. Silence means a period of time with no sound.
3. Silence in rhythmic pattern is a pause after a series of sounds.
4. Sound is anything a human can hear.
5. Rhythmic patterns can be created with the combination of silence and sound.
6. Visual images can be drawn through sound and silence in a rhythmic pattern.
Evaluation:
Divide the pupils into 5 groups. Let them do the following activities with reference to
the song, “AngAwtoni Juan”.
Group 1 – Sing the whole song.
Group 2 – Clap with the correct rhythmic pattern of the song
Group 3 – Clap twice in every line of the song.
Group 4 – Clap once in every line of the song.
Group 5 – Do the action of the song without singing
(Note: Have the pupils perform by group first. Then, have the groups perform
simultaneously.
5
SUGGESTED RUBRIC
Expected Performance: Present the song, “AngAwtoni Juan” creatively associating
visual images with sound and silence within a rhythmic pattern.
RATING
INDICATORS
SYMBOLS
(PAGBILI)
(TIMAILHAN)
(SIMBOLO)
Very Good
-
(10 points)
Good
-
(8 points)
Fair
(6 points)
-
Sings, claps/does action creatively with
consistent accuracy and proper timing while
associating visual images with sound and
silence within a rhythmic pattern.
inconsistent accuracy but with proper timing
while associating visual images with sound
and silence within a rhythmic pattern.
inconsistent accuracy and timing while
associating visual images with sound and
silence within a rhythmic pattern.
Agreement:
Let the pupils practicesinging and clapping to the rhythmic patterns of the songs
learned and gradually omitting the underlined words and replace with action.
6
Music 2 – Teacher’s Guide: Unit 1 – Week 2 (Rhythm)
Content Standards:
 demonstrates understanding of rhythmic pattern.
 maintains a steady beat when chanting, walking, tapping, clapping and playing
musical instruments.
Competency:
 claps, taps, chants, walks, and plays musical instruments in response to sound
with the correct rhythm
- in groups of 2s,
- in groups of 3s,
- in groups of 4s
 performs a steady beat when chanting, walking, tapping, clapping, and playing a
musical instrument.
 demonstrates clapping, tapping, walking, and playing musical instruments in
response to sound with the correct rhythm.
 manifests attentiveness and cooperation in doing a group work.
Learning Content:
A. Lesson:Rhythm: Understanding Steady Beats
B. Materials:
- chart of the song,
- drum,
- any object that produces sound
C. Value Focus: attentiveness/cooperation
Learning Activities:
Priming Activity
1. Drill
Let the pupils sing and perform the song “Ang Awto ni Juan” through tapping,
clapping or body movement.
2. Motivation
Say: I am thinking of something that twinkles in the sky at night. What do you
think is it?
7
Presentation
Present a chant/song with steady beat (Tune: “Twinkle, Twinkle”).
Sidlak, Sidlak Bitoon
Sid - lak, sid - lak
Ӏ
Ӏ Ӏ
Bi
Ӏ
Ӏ
Ӏ
- to - on
Ӏ
Ӏ
bi - to - on
Ӏ Ӏ
nga ma - si - ga
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ Ӏ
Dya - man - te kung tu - tu - kan
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ Ӏ
Bi - nu - hat sa Gi - no - o
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ
Ӏ Ӏ
bi - to - on
Ӏ Ӏ
Ӏ Ӏ
Bi - to- on nga ma - si - ga
Ӏ Ӏ
Ӏ Ӏ
Ӏ Ӏ
Ӏ Ӏ
4
(Note: Time signature for this song is 4 .
A syllable is represented by a line(s)
A line receives 1 pulse beat/clap)
1. Let the class chant/sing three times with the correct rhythmic pattern.
2. Ask:
- What is the song about?
(Mahitungod sa unsa ang kanta?)
- What can you say about the stars at night time?
(Unsay ikasulti nimo sa bitoon sa kagabhion?)
- Who made the stars?
(Kinsa may naghimo sa mga bitoon?)
8
3. Beat the drum with the pupils simultaneously clapping/tapping on the
desks according to the rhythmic pattern of the song.Let the pupils
observe the number of claps as they sing.
Analysis/Discussion
Ask:
- What did you feel while doing the activity?
(Unsa man ang inyong gibati samtang naghimo sa atong bulohaton?
- Were you able to perform the activities? Why?
(Nahimo ba ninyo ang mga buluhaton? Ngano man kaha?)
- Is it important to be attentive and cooperative in doing any activity?Why?
(Mahinungdanon ba nga maminaw ug aktibo kita sa atong pag-apil sa
mga buluhaton? Ngano man?)
- What did you do while singing?
(Unsa ang gibuhat ninyo samtang nagkanta?)
- Was there rhythm in our song?
(Duna bay ritmo ang atong awit?)
- Describe the rhythm of the song. Is it the same, fast ,or slow?
(Unsa may ikasulti ninyo kabahin sa ritmo sa atong awit, pareho ba,
paspas o hinay?
- Does each clap represent a beat?
(Ang usa ka pakpak nagpakita ba og usa ka “beat”?
- What is represented by each beat in the song?
(Unsay girepresentar sa matag “beat” sa atong kanta?)
- How many beats does each syllable in the song contain?
(Pila man ka “beat” ang matag silaba sa atong kanta?)
- Was there a steady beat through out the song?
(Duna ba moy nadunggan nga “steady beat” sa kinatibuk-an sa atong
kanta?)
Application:
Group the pupils by 10’s and have each group do the chant with the given
movement.
Group 1 – ha ha ha ha
ha ha ha ha
Ӏ Ӏ Ӏ Ӏ
ha ha ha ha (march in place)
Ӏ Ӏ Ӏ Ӏ
Ӏ Ӏ Ӏ Ӏ
Group 2 – ta ta ta ta tata ta ta tata ta ta (hand movement – forward,
Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ Ӏ
Ӏ Ӏ Ӏ Ӏ
upward, sideward and downward)
Group 3 – la la la lalala la lalala la la (walk forward and backward)
Ӏ Ӏ Ӏ Ӏ
Ӏ Ӏ Ӏ Ӏ
Ӏ Ӏ Ӏ Ӏ
9
Group 4 – me me me me me me me me me me me me (clap)
Ӏ Ӏ Ӏ Ӏ
Ӏ Ӏ Ӏ Ӏ
Group 5 – ho ho ho ho
Ӏ Ӏ Ӏ Ӏ
Ӏ Ӏ Ӏ Ӏ
ho ho ho ho
Ӏ Ӏ Ӏ Ӏ
ho ho ho ho
(play a drum
Ӏ Ӏ Ӏ Ӏ
or any instrument)
Generalization:
Ask:
- How do you identify steady beatin a rhythmic pattern?
(Giunsa ninyo pag-ila sa “steady beat” sa usa ka “rhythmic pattern”?)
Evaluation:
Group the pupils by 2s, 3s or 4s and each group will present the chant/song
“Sidlak, Sidlak Bitoon” (or any familiar folk song with steady beat) while beating a drum
or playing any available musical instrument. (Assess their respective performance using
rubric.)
SUGGESTED RUBRIC
(SUMBANAN)
Expected Performance: Present a chant/song with steady beat and at the same
time beat a drum or play any available musical instrument.
RATING
INDICATORS
SYMBOLS
(PAGBILI)
(TIMAILHAN)
(SIMBOLO)
Very Good
-
(10 points)
-
Good
-
(8 points)
-
Fair
-
(6 points)
Sings/chants with consistent steady
beat
Plays instrument with accurate and
proper timing
Sings/chants with frequent steady
beat
Plays instrument with proper timing
Sings with inconsistent steady
Plays instrument with inaccurate
timing
10
Agreement:
Have the pupils bring 2 pieces of any of the following. (Assign by group.)
1.
2.
3.
4.
5.
bamboo sticks
coconut shells
empty cans
pieces of wood blocks
tambourine made of bottle caps
Music 2 – Teacher’s Guide: Unit 1 – Week3 (Melody)
Content Standards:
 distinguishes high and higher, low and lower tones.
 matches the correct pitch of tones vocally.
 distinguishes high and higher, low and lower pitches of tones.
Competency:
 identifies the pitch of tones as
- high,
- low,
- higher - lower.
 identifies the pitch of tones as high, low, higher or lower.
 matches the correct pitch of tones vocally.
 involves oneself actively in the given activities.
Learning Content:
A. Lesson : Melody: Pitch – Demonstrating High and Low Tonesthrough Singing
or Playing Musical Instruments
A. Materials :
- pitch pipe,
- chart of the song
B. Value Focus : cooperation/active participation in an activity
Motivation:
11
Ask:
-
What are the months of the year?
What is the first month? The last month?
Presentation:
1. Present and lead in singing the song, “Lubi-lubi”. Emphasize and give the
correct lower, low, high and higher pitch.
Lubi – Lubi
3
4
E - ne - ro, Peb- re - ro Mar - so
Ab - ril
Ma - yo
4
Hun - yo
Hul - yo
A - gos – to
Z
C
Set -yem - bre Ok - tub - re
Z
C
Nob - yem - bre Dis - yem - bre Lu - bi Lu-
bi
12
2. Have the pupils sing the song again.
3. Ask:
(Unsa man mahitungod ang kanta?)
- How many months are there in a year?
(Pila man ka bulan ang usa ka tuig?)
- Do you know of an important event celebrated in each month?
(Duna ba moy nahibaw-an nga importanteng kasaulogan sa
matag bulan?)
- Have you participated in the said event? Why or why not?
(Miapil ka ba sa maong kasaulogan? Ngano?)
- What is the most significant month for you?
(Unsa man ang kinakamahuluganon nga bulan para nimo?)
- Is it important to participate actively in an important event or activity?
Why?
(Mahinungdanon ba ang aktibong pag-apil sa usa ka importanteng
buluhaton? Ngano man?)
4. Let each row sing a line of the song. Assign a particular pitch in each row.
Give the correct lower, low, high and higher pitch for the pupils to follow.
Row 1 – Enero, Pebrero (sing in lower pitch)
Row 2 – Marso, Abril, Mayo (sing in low pitch)
Row 3 – Hunyo, Hulyo, Agosto (sing in high pitch)
Row 4 – Setyembre, Oktubre (sing in higher pitch)
Nobyembre, Disyembre
Lubi-Lubi.
Analysis:
Ask:
-
-
What have you noticed with the pitch of the song, the same or different?
(Pareha ba og tono sa kinatibuk-an nga kanta?)
Did you sing the lines of the song in the same pitch?
(Pareha ba og tono ang inyong pagkanta?)
In whatpitchdid rows 1, 2, 3 and 4 sing the line of the song?
(Unsay tono sa linya nga gikanta sa una, ikaduha, ikatulo ug ika-upat nga
han-ay?)
What are the different pitch that we can hear from the song?
(Unsa ang nagkalain-laing tono nga atong madunggan sa kanta?)
Can you produce low/lower and high/higher pitch?
(Makahimo ba ta sa ubos/labing ubos nga tono ug taas ug labing taas
nga tono?)
13
Application:
1. Group the pupils into 2. Let the pupils stand if you produce high pitch and
sit if it is low pitch.
2. With the same group, let them produce the high/higher pitch if you raise
your hand and low/lower pitch if you lower your hand using the line
“Happy Birthday To You”.
Generalization:
- What are the different pitches that we learned?
(Unsa ang nagkalain-laing tono nga atong nakat-onan?)
Evaluation:
Let 4 groups of pupils produce the different tones by singing “KUMUSTA” from lower
to low and high to higher. The teacher models the different tones and sets a signal for
every tone for the pupils to sing, “Kumusta”.
________ Kumusta (Higher)
_______Kumusta (High)
_______ Kumusta (Low)
_____Kumusta (Lower)
Agreement:
Have the pupils practice singing the songs “Lubi-Lubi” with the correct tone.
14
Teacher’s Guide: Unit 1 – Week4 (Form)
Content Standards:
 distinguishes same or different musical lines.
 correlates geometric shapes to indicate understanding of similar-dissimilar lines.
Competency:
 identifies musical lines assimilar and dissimilar through movements and
geometric shapes or objects.
 identifies musical lines as similar and dissimilar through movements and
geometric shapes or objects.
 manifests enthusiasm in participating any activity
Learning Content:
A.
B.
C.
D.
Lesson:
Form: Distinguishing Some of Different Musical Lines
Materials:
geometric figures/ cut-outs, pictures
Value Focus: enthusiasm in one’s participation in an activity
Background for the Teacher: Similar/Dissimilar – may illustrate melodic form
using motif as concept or rhythmical similarity using sequential pattern which can
be interpreted using geometrical pattern.
Pre-Activities
1. Review the term symmetrical and assymetrical shape. Show several
geometric cut-outs e.g. circles, square, triangle, etc. Let the pupils identify
each shape and describe each as to symmetrical or assymetrical.
2. Show different pictures of objects.
Ask:

Which of the objects have a shape of a square, circle or rectangle?
(Show different pictures of objects.)
Presentation
1. Present the musical scale of thesong, “Lubi-Lubi” to illustrate similar or
dissimilar concept.
15
Lubi – Lubi
3
4
4
SIMILAR (PAREHA)
DISSIMILAR (MANAGLAHI)
(DISSIMILAR)
Z
C
Z
C
SIMILAR RHYTHMIC PATTERN (PAREHA OG “RHYTHMICPATTERN)
2. Guide the pupils in drawing lines on the board/chart connecting the notes of
the first scale. The geometric figure below can be formed.
3. Let the pupils draw lines on air connecting the notes of the second scale. The
lines below can be formed.
16
4. Let the pupils draw lines on air connecting the notes of the third scale. The
lines below can be formed.
Analysis/Discussion:
 What figures are formed when connecting notes in the first, second and third
scale?
(Unsay naporma sa una, ikaduha ug ikatulong linyang pangmusika?)
 What objects can you associate with those shapes?
(Unsa nga mga butang nga maanggid sa maong mga porma?)
 Describe the figures. Are they symmetrical or assymetrical? Why?
(Manag-angay ba o dili ang mga porma? Ngano man?)
 Which musical lines are similar and dissimilar?
(Asa man nga linyang pangmusika ang pareha ug managlahi?)
Application
1. Say: Connect the dots which represent the notes of a musical scale to
form a shape and associate as to what object you have formed. Then, tell
whether the musical lines are similar or dissimilar. (Isumpay ang mga
tuldok nga nagpresentar sa mga nota aron makamugna og usa ka porma
ug ilha kon unsa nga butang ang may susama og porma. Isulti pud kon
pareha o dili ang mga linyang pangmusika.)
a.
b.
17
c.
d.
2. Flash the cards of musical lines. Let the pupils shake their hips for similar
musical lines and let them shake their headfor dissimilar lines.
Pattern A
Z
C
Z
C
Pattern B
Z
C
18
Pattern C
Pattern D
Z
C
Pattern E
Z
C
Pattern F
19
Pattern G
Generalization
Ask: How do we differentiate similar from dissimilar musical lines?
(Unsay kalainan sa pareha ug managlahing linyang pangmusika?)
Evaluation:
Directions: The dots represent the notes in a musical scale. Write S if the figure shows
similar musical lines and D if it is a dissimilar musical line. Draw in the box any object
that resembles to the object formed when connecting the dots.
1. _______
2. _______
20
3. _______
4. ______
Assignment:
Have the pupils draw similar and dissimilar musical lines with dots that represent
musical notes and beside each draw also the figure that is formed when connecting the
dots.
Music 2 – Teacher’s Guide: Unit 1 – Week 5 (Timbre)
Content Standards:
 sings with pleasing vocal quality on pitch.
 uses voice and other sources of sound to produce a variety of timbres.
Competency:
 sings a song using appropriate breath control.
 sings a song with appropriate and pleasing voice quality or tone color.
21


sings a song using proper breath control and posture.
cites ways on how to be of help to the family.
Learning Content:
A. Lesson: Timbre: Introduction to Voice Production - Singing with Pleasing Vocal
Quality on Pitch
B. Reference: K-12 Curriculum Guide for 1st Quarter, Week 5
C. Materials:
- cassette tapes
sample songs etc.
D. Value Focus : helpfulness in ones’ family
Priming Activity
1. Have a breathing exercise – inhale and exhale and a vocal warm-up
exercises:
- Have them say "Hmmm andpractice a basic scale of 3 notes within a 5 note
range, humming from Do to Mi to So then back to Mi and Do - Do Mi So Mi
Do.
- Have them blow air out from their lips, producing a 'brbrbrbr' sound, and
their lips will vibrate naturally and easily.
- Have the boys sing do, re, mi, fa, so la, ti, do. Let also the girls do the same.
(Determine who among the girls have high and medium high voice quality
and those who low and medium low voice among the boys.)
2. Show picture of a family.
3. Ask:
 Who are the members of this family?
(Kinsay mga miyembro aning pamilya sa hulagway?)
22

How about your family?
(Kinsay mga miyembro sa imong kaugalingong pamilya?)
Presentation
1. Present and sing the song “Usa Kami Ka Panimalay”.Emphasize the breathing
points and proper posture while singing.
Usa Kami Ka Panimalay
(breath) Usa kami ka panimalay
(breath) Malipayon kami sa balay
(breath) Kaming tanan magtinabangay
(breath) Aron malipay.
(breath) Si Tatay ang punuang kahoy
(breath) Si Nanay ang dahon sa sanga
(breath) Kaming mga anak maoy bunga
(breath) Sa paghigugma.
2. Ask:
(Unsa mahitungod ang kanta?)
- What makes the family happy?
(Unsay makapalipay sa pamilya?)
- What do you do to make your family happy?
(Unsay imong mabuhat aron malipay ang inyong pamilya?)
3. Sing the song again with the pupils emphasizing proper breathing points and
posture.
4. Group the girls with high and medium high voice and the boys with low and
medium low voice. Have each group sing the same song. Then have them
sing together but sticking to their voice range.
Analysis
 What enables us to speak and sing? (Answer: voice)
(Unsay mogawas sa atong baba nga maoy gigamit nato sa pagsulti ug
pagkanta?)
 How did we sing the song?
(Giunsa nato pagkanta?)
 When singing, what must we consider? Why? (Answer: proper breath control
and posture)
(Sa pagkanta, unsay angayan nga buhaton? Ngano man?)
 Describe the voice quality of the girls while singing the song. Is it high or low?
23



(Unsa may kalidad sa tingog sa mga babaye, taas ba sila og tingog o mubo?)
Describe the voice quality of the boys while singing the song. Is it high or low?
(Unsa may kalidad sa tingog sa mga laki, taas ba sila og tingog o mubo?)
Did you hear a pleasant sound when both boys and girls sing together?
(Nindot bas a pangdungog ang tingog samtang gadungan ang mga lali ug
babaye?)
Did you hear different voice quality when the class sings together?
(Nakadungog ba kamo og lain-laing kalidad sa tingog samtang gadungan
kamo og kanta?)
Application:
1. Have the pupils sing the song again by voice range or quality (hig, medium
high, low and medium low) with proper breath control and posture.
2. Have all groups sing together.
Generalization
- What are the different voice qualities that are produced by both girls and boys in
singing?
(Unsa ang nagkalain-laing kalidad sa tingog ang mamugna sa babaye ug laki
sa pagkanta?)
Remember:
1. Timber is the color or quality of sound.
2. Soprano, alto, tenor and bass may illustrate timber.
3. To produce timber is also the use of musical instrument which carries a
distinct pitch color.
Evaluation:
Group the pupils into 4(according to their voice quality – high, medium high, low and
medium low) and let each group practice and present the song “Lubi-Lubi” with proper
breathing and posture.
Lubi – Lubi
Enero, Pebrero
Marso, Abril, Mayo
Hunyo, Hulyo, Agosto
Setyembre, Oktubre
Nobyembre, Disyembre
Lubi-Lubi.
24
SUGGESTED RUBRIC
(SUMBANAN)
Expected Performance: Sing the song, “Lubi-Lubi” with pleasant and appropriate voice
quality along with proper breathing and posture.
RATING
INDICATORS
SYMBOLS
(PAGBILI0
(TIMAILHAN)
(SIMBOLO)
Very Good
-
Sings with appropriate and pleasant
voice quality with consistent and
proper breathing and timing.
-
Sings with appropriate and pleasant
voice quality but inconsistent
breathing and timing.
-
Sings with unpleasant and
inappropriate voice quality and
inconsistent breathing and
inaccurate timing.
(10 points)
Good
(8 points)
Fair
(6 points)
Agreement:
Have the pupils master the songs, “Usa Ka Panimalay” and “Lubi – Lubi” with
pleasant and appropriate voice quality with proper breathing and posture.
Music 2 – Teacher’s Guide: Unit 1 – Week6 (Dynamics)
Content Standards:
 distinguishes between “loud” and “soft” in music.
 applies dynamic levels to enhance poetry, chants, drama, and musical stories.
Competency:
 distinguishes “loud”, “medium”, and “soft” in recorded music.
 distinguishes “loud”, “medium”, and “soft” in recorded music.
 cites examples of music that are “loud”, “medium”, and “soft”.
 manifests appreciation for friends
25
Learning Content:
A. Lesson: DYNAMICS – Sound Volume in Music Distinguishing“Loud”,
“Medium”, and “Soft” in Recorded Music
B. Materials :
- CD player
- recording device
- recorded music
- cassette tapes
C. Value Focus : friendliness
Priming Activity
1. Have them sing the song, “Usa Kami Ka Panimalay” with appropriate voice
range and quality and with proper breathing/posture.
2. Ask:
 Have you experienced being with friends whom you have not seen for a
long time? What did you feel?
(Nakasuway ba mo nga nagkakitag usab sa inyong mga higala nga
dugay-dugay na nga wala ninyo makit-i? Unsay inyong gibati sa dihang
nagkakita kamo?)
Presentation:
1. Lead the pupils in singing the song, “Kon Kita Magakatigom” with emphasis
on the loud, medium and soft voice.
Kon Kita Magakatigom
Kon kita magakatigom
(Katigom, katigom)
Maglipay kita
Ang imong (higala)
Ako sang (higala)
Maglipay kita.
26
(Note: Sing underlined words in a loud voice. Sing line or words enclosed in parenthesis
in a medium voice and without line and parenthesis in soft voice.)
Ask:

What is the song about?
(Unsa man kabahin ang awit?)
 What does one usually feel when friends will gather together? Why?
(Unsa may imong bation kon magkatigom kamong maghigalaay?
Ngano man?)
 Is it important to give importance to one’s friendship? Why?
(MahinungdanoN ba nga tagaan nato og bili ang paghinigalaay?
Ngano man?)
2. Let pupils sing the song again in a soft, medium and loud manner.
Analysis
Ask:
 How do you sing the song?
(Giunsa man ninyo pagkanta?)
 Was it sung in a loud voice? In a soft voice?
(Makusog ba o mahinay ang tingog sa atong pagkanta?)
 Which words or phrases in the song were sung in a loud voice? In a soft
voice?
(Unsa nga mga pulong o linya sa kanta ang gikanta og makusog ug
mahinay?)
 Can you distinguish loud, medium and soft music?
(Makaila ba kamo sa kalainan sa makusog, igo-igo ug mahinay nga
tingog?)
 How do you feel while listening to loud music? medium music? soft
music?
(Unsay inyong gibati samtang naminaw kamo sa makusog? Igo-igo?
Mahinay nga awit?)
Application
1. Let the pupils listen to the lines of various recorded songs.Let them stand if
the music played is in a loud sound, stomp their right foot if medium and clap
their hands if the music played is in a soft sound. (Note: The songs below are
just examples. The teacher may look for other songs suited for the pupils. If
there is no available recorded music, the teacher will sing the songs.)
2. Group the pupils into three. Each group will sing a familiar folk song
according to the assigned sound.



First group – sing in loud sound
Second group – sing medium sound
Third group – sing soft sound
27
Generalization:
- How do you distinguish loud, medium and soft music?
(Giunsa man ninyo pag-ila sa makusog, igoigo ug mahinay nga awit?)
Evaluation:
Directions: Listen to the recorded music. Write L if the song is loud, M if medium
and S if it is softly sang. (The teacher may sing the song if there is no available
recorded music.)
1.
2.
3.
4.
5.
Usa Kami Kami Ka Panimalay ______
Magtanom Dili Tiaw ______
Batang Gamay _______
Dula, Dula’g Bola ______
Gagmay nga Sundalo ________
Assignment:
Let the pupils write down in their Music notebook the lyrics of a song with soft,
medium or loud music.
Music 2 – Teacher’s Guide: Unit 1 – Week7 (Dynamics)
Content Standards:
- distinguishes between “loud” and “soft” in music.
- distinguishes between “louder” and “softer” in music.
- applies dynamic levels to enhance poetry, chants, drama, and musical stories
Competency:
- replicates “loud”, “medium” and “soft” vocally or with instruments.
- replicates loud/louder and soft/softer music vocally or with instrument.
- produces loud/louder and soft/softer sound using any musical instrument
- recognize the importance of the farmers’ work
Learning Content:
A. Lesson: DYNAMICS: Sound Volume in Music- Replicating “Loud”,
“Medium” and “Soft” vocally or with instruments.
B. Materials:
- musical instruments like bass drum
28
- lyre
- castanets
C. Value Focus: appreciation to farmer’s work
Priming Activity
1. Review:
a. Recall the recorded songs as a continuation of dynamics in music. Ask:
Which has a soft and loud sound?
b. Call a pupil or two to sing their written song with soft, medium or loud
sound.
2. Motivation:
a. Show a picture.
b. Ask:
 What do you see in the picture?
(Unsa man ang imong mga nakita sa hulagway?)
 What are the farmers doing?
(Unsay gibuhat sa mga mag-uuma?)
 Are farmers important in our community? Why?
(Mahinungdanon ba ang mga mag-uuma sa atong kumonidad?
Ngano man?)
Presentation:
1. Present and sing the song, “Magtanom Dili Tiaw” (emphasizing loud, medium
and soft voice) and have the pupils sing after.
Magtanom Dili Tiaw
(Tune: Magtanim ay Di Biro)
Magtanom dili tiaw
Magduko tibuok adlaw
Dili ka makatindog
Dili ka makalingkod.
Magtanom dili tiaw
29
Magyuko tibuok adlaw
Dili ka makatindog
Dili ka makalingkod
Dali na
Dali na mga kauban
Atong ituyhad ang kalawasan
Aron mabag-o ang atong kusog
Para sa ugma nga panglimbasog
2. The teacher then sings together with the class with soft and loud beating of
the drum (or any musical instruments).
3. Ask:
 What does the song tell us? (Unsa man kabahin ang awit?)
 Is it easy to become a farmer? (Sayon ba mahimong mag-uuma?)
 How do we show that we care for their hardwork in the field? (Unsaon
nato pagpakita nga gihatagan nato og bili ang kakapoy sa mga maguuma sa pagpananom?)
 How did we sing the first, second and third line of the song? (Giunsa nato
pagkanta ang una, ikaduha ug ikatulo nga linya sa awit?)
 How did we beat/play the musical instrument while singing the song for
the first and second time? (Giunsa nato pagpatingog ang “musical
instrument”?)
4. Divide the class into four groups. Assign a group to sing it in soft, softer, loud
and louder voice. (Magtanom Dili Tiaw)
Group 1 – soft voice – first stanza
Group 2 – softer voice – first stanza
Group 3 – loud voice – second stanza
Group 4 – louder voice – second stanza
Let all pupils sing the third stanza with the combination of soft, softer, loud
and louder voice at your hand signal.
Analysis / Discussion:
Ask:
- How do you feel while singing the song? (Unsay inyong gibati samtang
kamo nagkanta?)
- How did we sing each stanza of the song? (Giunsa nato pagkanta ang
matag “stanza” sa awit?)
- What did you do while singing the song? (Unsa man ang inyong gibuhat
samtang nagkanta?)
30
Application:
Group the class into 4 and let each group sing each stanza of the song with the
use of
Group 1- first stanza with soft voice
Group 2- second stanza with softer voice
Group 3- third stanza with loud voice
Group 4- fourth stanza with louder voice
Generalization:
How are we going to produce loud/louder, soft/softer music?
Evaluation:
Directions: Group the pupils with ten members each. Have each group sing the
same song demonstrating soft/softer and loud/louder voice with the use of any
available instrument (or any improvised instrument).
Example:
Group 1 – bottle
Group 3 - drum
Group 2 – sticks
Group 4 – tambourine
(Use rubric to rate the pupil’s performance. Below is a suggested rubric.)
SUGGESTED RUBRIC
Expected Performance: Demonstrate singing “Magtanom Dili Tiaw” with soft/ softer
and loud/louder voice using any instrument.
RATING
INDICATORS
Very Good
-
(10 points)
-
Good
-
(8 points)
-
Fair
-
(6 points)
-
Sings with consistent clarity of soft/softer and
loud/louder voice
Plays instrument with accurate and proper
timing
Sings with frequent clarity of soft/softer and
louder voice
Sings with inconsistent clarity of soft/softer
and loud/louder voice
Plays instrument with inaccurate timing
31
Agreement:
Let the pupils master the song, “Magtanom Dili Tiaw” with the use of any available
musical instrument/improvised instrument at home with emphasis on the soft, softer,
loud and louder sound while singing the song.
Music 2 – Teacher’s Guide: Unit 1 – Week 8 (Tempo)
Content Standards:
 distinguishes between “fast” and “faster”, “slow” and “ slower” in music.
 uses varied tempo to enhance poetry, chants, drama, and musical stories.
Competency:
 distinguishes “slow”, “slower”, “fast” and “faster” in recorded music.
 distinguishes “slow”, “slower”, “fast” and “faster” in recorded music.
 uses varied temo in chanting or singing.
 manifests appreciation on recorded music.
Learning Content:
A. Lesson : TEMPO : Sound Speed in Music- Distinguishing “Slow”, “Slower”,
“Fast” and “Faster”’ in Recorded Music
B. Materials :
- Cassette Recorder
- Cassette Tapes
- Chart
C. Values
: Love for Music
D. Integration : Arts & Science
E. Concepts :
1. The rate of movement in music is speed.
2. The speed in music is tempo.
3. Tempo has three kinds, namely: Lento which means slow, andante moderate and allegro - fast.
Priming Activity:
1. Have the pupils sing “Magtanom Dili Tiaw” with the use of varied instruments
as practiced at home.
32
2. Motivation:
Ask:
- How does a horse run? How about a goat? Which runs faster?
- How does a turtle walk? How about a carabao? Which walks
slower?
Presentation:
1. Say: Just like animals, music has also varied speed. Listen to this recorded
music and take note of its speed.
2. Play the recorded music with varied tempo. (You may play it several times for
the pupils to be familiar with the music.)
(Below are just examples of the recorded music with varied tempo.)
Dula-dula’g Bola
(Tune: Those Were The Days)
Dula-dulag bola
Hinay sa pagpasa
Mag-amping ta
Walay madisgrasya
Magdula ta’s plasa
Malingaw pa kita
Ayayayay sigeng gakatawa.
Pobreng Alindahaw
Ako’y pobreng alindahaw
Sa huyohuy gi-anud-anud
Nangita ug kapanibaan ahay
Sa tanaman ug sa mga kabulakan.
33
Ako Kini si Angi
Ako kini si Angi,
Ang opisyo ko'y panahi;
Adlaw ug gabii
Kanunay ako nagtahi.
Bisan nako'g unsaon,
Wala'y kuwartang matigum,
Kay ang akong pagpanahi
Igo ra's panginabuhi.
Batang Gamay (Tune: Ili-ili Tulog Anay)
Batang Gamay
Katulog na
Wala dinhi
Atong Mama
Tuas Tyangge
Namalit pa
Batang Gamay
Katulog Na.
3. Have the pupils sing the familiar recorded songs.
34
Analysis:
Ask:
-
-
Do the different music have the same speed?
(Pareha ba ang kapaspason/kahinayon sa mga musika?)
Which music has slow tempo?
(Asa man nga musika ang hinay nga tempo?)
Which music has slower tempo?
(Labing hinay nga tempo?) (Compare 2 music played.)
Which music has fast tempo?
(Asa man nga musika ang may tulin ngatempo?) (Compare 2 music
played.)
Which music has faster tempo?
(Labing tulin nga kompas?)(Compare 2 music played.)
Describe the varied tempo in recorded music.
(Unsa may imong ikasulti sa mga tempo sa “recorded” nga musika?)
Application:
1. Pupils are grouped into 4. Assign a song for each group to sing with different
tempo. Let the other group listen and distinguish the tempo.
Group 1 – slow
Group 2 – slower
Group 3 – fast
Group 4 – faster
(Suggested songs: Bahay Kubo, Si Felimon)
2. The pupils will sing a song and at the same time clap their hands according to
its tempo as directed by the teacher. (Example: Birthday song in different
tempi)
Generalization:
What are the different tempi in chanting or singing?
Evaluation:
Directions: Draw a star ( ) for fast tempo, a sun ( ) for faster tempo, planet
( ) for slow tempo and a moon ( ) for slower tempo. The teacher will sing
the song or play recorded music to be distinguished by the pupils.
(Below are just examples. The teacher may present songs within the pupils’
context.)
35
1. Dula-dulag Bola
(Tune: Those Were The Days)
Dula-dulag bola
Hinay sa pagpasa
Mag-amping ta
Walay madisgrasya
Magdula ta’s plasa
Malingaw pa kita
Ayayayay sigeng gakatawa.
Answer: _______________
2. Pobreng Alindahaw
Ako’y pobreng alindahaw
Sa huyohuy gi-anud-anud
Nangita ug kapanibaan ahay
Sa tanaman ug sa mga kabulakan.
Answer: ______________
3. Ako Kini si Angi
Ako kini si Angi,
Ang opisyo ko'y panahi;
Adlaw ug gabii
Kanunay ako nagtahi.
Bisan nako'g unsaon,
Wala'y kuwartang matigum,
Kay ang akong pagpanahi
Igo ra's panginabuhi.
Answer: _____________
36
Batang Gamay (Tune: Ili-ili Tulog Anay)
Batang Gamay
Katulog na
Wala dinhi atong Mama
Tuas Tyannge
Namalit pa
Batang Gamay
Katulog Na.
Answer: _____________
Assignment:
Let the pupils practice the song, “Leron, Leron Sinta” with the assigned tempo per
group for oral presentation.
Group 1 – Singing with slow tempo
Group 2 – Singing slower tempo
Group 3 – Singing with fast tempo
Group 4 – Singing with faster tempo
Music 2 – Teacher’s Guide: Unit 1 – Week 9 (Tempo)
Content Standards:
 distinguishes between “fast”, “faster” and “slow” and slower in music.
 uses varied tempi to enhance poetry, chants, drama, and musical stories.
Competency:
 replicates “slow”, “slower”, “fast” and “faster” vocally or with instruments.
 replicates “slow”, “slower”, “fast” and “faster” vocally.
 demonstrates “slow”, “slower”, “fast” and “faster” through playing musical
instrument.
 manifests appreciation of the gift of hearing through active listening
Learning Content:
37
A. Lesson
: Tempo: Sound Speed in Music – Replicating “Slow”, “Slower”,
“Fast”, and “Faster” Vocally or with Instruments
B. Materials:
- musical instruments (drum, piano, flutes, xylophone, guitar, song )
C. Value focus : Attentiveness
Preliminary Activities:
1. Have a group presentation of the song, “Leron, Leron” in varied tempi as
assigned in a group.
2. Review:
Name the musical instruments in the picture (maracas, drum, guitar,
trumpet, xylophone, cymbals).
3. Motivation:
Ask:
a) Have you participated in a parade?
(Nakaapil nab a mo og usa ka parada?)
b) What different sounds do you hear during parade?
(Unsa nga mga tingog ang inyong madunggan sa parada?)
c) What instruments produce the sounds you heard?
(Sa unsang mga instrumento nagagikan ang mga tingog?)
d) Can you play the instruments you mentioned?
(Makamao ba kamong motugtog sa mga instrumento?)
Presentation/Discussion:
1. Present and sing the song in varied tempo while the pupils listen.
(If possible bring the instruments mentioned in the song.)
Do You Know the Name of This
Do you know the name of this
Yes I know the name of that
It’s a little guitar
38
That will sound tiring-ting-ting
If you hear the sound of this
Teacher loves you and me
Tiring-ting-ting (3x)
Violin – Ngek-ngek-ngek
Drum – Boroom-boom-boom
Trumpet – Toot-torot-toot-toot
2. Ask:
 What instruments are mentioned in the song? (Unsa nga mga instrument
ang gihisgotan sa awit?)
 Give the sound of each instrument. (Ihatag ang tingog sa matag
instrumento.)
 What makes you hear those sounds? (Giunsa man ninyo pagkadungog
sa maong mga tingog?)
 Who gives you the sense of hearing? (Kinsa man ang gahatag kanato og
gasa sa pandungog?)
 How do you show that you are thankful for the gift of hearing? (Unsaon
nato pagpakita nga mapasalamaton kita sa gasa sa pandungog?)
(The teacher explains/expounds the importance of listening.)
 What instrument do you like to play? Why? (Unsa ang instrumento nga
makamauhan nimong patugtogon? Ngano man?)
 Is it important for a child to learn how to play musical instruments? Why?
Why not? (Importante ba sa usa ka bata nga makat-on og pagtugtog sa
mga instrumento? Ngano man?)
3. Let the pupils sing the song in varied tempo. Model how to sing in different
tempo.
Analysis:
- How did we sing the song? (Giunsa man pagkanta ang maong awit basi sa
inyong nadungog?)
(Possible answer: slower, slow, fast and faster)
Application:
Group the pupils into 4 and let each group sing the song, “Do You Know the
Name of This” with their improvised musical instrument in varied tempi as
39
assigned. (Sample improvised musical instruments: comb and paper, coconut
leaves, sticks, empty cans, etc.)
Group 1 – slow tempo
Group 2 – slower tempo
Group 3 – fast tempo
Group 4 – faster tempo
Generalization:
- What are the different tempos demonstrated through playing musical
instruments?
Evaluation:
(The teacher prepares a rubric in rating the groups’ presentation.) With the same
group, let them present the song, “Kon Kita Magakatigom” accompanied by any
available instruments replicating slow, slower, fast and faster tempo.
Group 1 & 2 – slow & slower tempo
Group 3 & 4 – fast & faster tempo
SAMPLE RUBRIC
(SUMBANAN)
Expected Performance: Performs a song “Magtanom Dili Tiaw” , “Kon Kita
Magakatigom” accompanied by any available instruments replicating slow, slower,
fast and faster tempo.
RATING
Very Good
INDICATORS
-
(10 points)
-
Good
-
(8 points)
-
Sings with consistent clarity of voice
replicating slow, slower, fast and faster
tempo.
Plays instrument with accurate and proper
timing
Sings with frequent clarity of voice
tempo.
40
Fair
-
(6 points)
-
Sings with inconsistent clarity of voice
tempo.
Plays instrument with inaccurate timing
Agreement:
Let the pupils practice singing any song already learned accompanied by an
instrument replicating slower, slow, fast and faster tempo.
Music 2 - Teacher’s Guide: Unit 2 – Week 1
Content Standard
 demonstrates understanding of rhythmic patterns
Performance Standard

plays simple “ostinato” patterns on classroom instruments and other sound
sources
Competency

imitates and replicates simple series of rhythmic sounds
Learning Objectives



imitates and replicates simple series of rhythmic sounds
performs the given task with accuracy and expression
emphasizes the importance of the value of cleanliness
Learning Content
A. Topic :Rhythm: Understanding of Rhythmic Patterns
B. Materials: objects that produce sound, charts of the songs,charts of the rhythmic
patterns
C. Value Focus :Cleanliness
Learning Activities
Drill / Review

Have the pupils sing the song, “Ulo, Abaga” by row as learned in the previous
lesson.
41
Row 1 – sings the song
Row 2 – acts the song
Row 3 – claps the song
Row 4 – plays the instruments asked of them to bring

Why did we act the song? clap?Why did we play instruments while singing
the song?
Introductory Activity
-
Present the song, “Duha Akong Kamot”.
“DUHA AKONG KAMOT”
(Tune: I Have Two Hands)
Duha akong kamot,
Wala ug tuo,
Ipataas
Nindot kaayo.
Ipalakpak,
Usa, duha, tulo.
Limpyong kamot,
Maayong tan-awon.
-
(Unsa kabahin sa kanta?)
Why do we have to keep our hands clean?
(Nganong kinahanglan nga limpyo ang atoang mga kamot?)
-
Emphasize the value of cleanliness.
Have the pupils sing the song facing their seatmate. Clap according to the
rhythm as they sing the song.
- Have the pupils observe while the teacher claps the song.
- Have the pupils clap with the teacher.
Tell the pupils that they could also tap their lap.
Presentation:
-
Present the following patterns for echo clapping. Clap once for 1 then let the
pupils follow. Clap twice for 2 then let the pupils follow. Do simultaneous
clapping following the pattern.
42
Note: 1
2
– one pulse beat
- two pulse beats
2
4
1
2
1
2
clap
clap clap
clap
clap clap
1
2
1
2
clap
clap clap
clap
clap clap
2
4
3
4
1
2
1
1
2
1
clap
clap clap
clap
clap
clap clap
1
2
1
1
clap
clap clap
clap
clap
clap
3
4
2
1
clap clap
clap
4
4
1
2
1
1
1
clap
clap clap
clap
clap
clap
1
2
1
1
1
clap
clap clap
clap
clap
clap
2
1
clap clap
1
clap
clap
4
4
43
2
1
clap clap
1
clap
clap

What have you observed with the patterns?
(Unsa man ang inyong namatikdan sa sumbanan?)

Is rhythm produced through clapping?
(Aduna bay ritmong nahimo gumikan sa atoang pagpakpak?)
Analysis
 How did we go through the activity?
(Giunsa nato ang mga buluhaton?)
 How many beats or claps does 1 receive?
(Pila ka “beats” o pakpak ang madawat sa 1?)
 How many beats or claps do 2 r eceive?
(Pila ka “beats” o pakpak ang madawat sa 2 ?)
 Why do you think we clap the patterns?
(Nganong atoa mang gipakpak ang mga sumbanan?)
 What is rhythm?(Unsa ang ritmo?)
 In our activity, how did we perform rhythm?
(Sa atoang buluhaton, giunsa nato pagpakita o pagbuhat ang ritmo?)
 Can you think of other ways of performing rhythm?
(Aduna ba kamoy nahunahunaan nga mga laing pamaagi sa pagbuhat o
pagpapakita sa ritmo?)
 What are rhythmic patterns?(Unsa ang “rhythmic patterns”?)
 Can you point out on the chart which is the rhythmic patterns?
(Mahimo ba ninyong itudlo didto sa tsart kon asa ang mga “rhythmic
patterns”?)
44
Application
Show some patterns and play on available classroom instruments like empty
bottles or empty glasses or other sound sources for the pupils to follow.
2
1
1
1
1
4
3
2
1
1
1
1
1
2
1
1
4
3
1
1
1
4
4
1
1
1
1
1
1
1
1
4
Generalization
What is a rhythmic pattern?(Unsa ang rhythmic pattern?)
Evaluation
Group the class into four. First and second group will perform the first rhythmic
pattern while the third and fourth group will perform the second rhythmic pattern.
Note: Patterns follow the 44 time signature.
45
Groups 1 & 2
1
1
1
1
2
1
1
1
1
1
Groups 3 & 4
1
1
2
1
1
Rubrics
Note
:
Utilize this rubric in assessing pupil performance.
RATING
Very Good
(10 points)
Good
(8 points)
Fair
(6 points)
INDICATORS
Performs the patterns correctly with
no error committed.
Performs the pattern with one or two
errors committed.
Performs the pattern with three or
more errors committed.
46
SYMBOL
1
Assignment
Practice the song, “Sidlak, Sidlak Bitoon” following the pattern.
SIDLAK, SIDLAK BITOON
(Tune: Twinkle, Twinkle Little Star)
1
1
1
bi - to - on
1
1
1
1 1
Bi – to – on nga ma - si – ga
1
1
1
1
1
1
1 1
Dya – man - te kon tu – tu - kan
1
1
1
1
1
1
1 1
Bi – nu – hat sa Gi – no – o
1
1
1
1
1
1
1 1
Sid - lak, sid - lak bi – to – on
1
1
1
1
1
1
1 1
Bi – to – on nga ma - si - ga
1
1
1
1
47
1
1
1 1
Music 2 – Teacher’s Guide: Unit 2 - Week 2
Content Standard

distinguishes high and higher; low and lower tones
 correlates musical pitches to visual imagery
Competency

responds to pitch range of tones through body movements, singing, and playing
sources of sounds
Learning Objectives




identifies high and higher, low and lower tones
responds to pitch range of tones through body movements, singing, and playing
sources of sounds
shows enthusiasm in doing the activity
Learning Content
A. Topic
: Pitch: Distinguishing High and Higher, Low and Lower Tones
B. Materials :chromatic pitch pipe, objects that produce
sound, charts of the songs
C. Value Focus :Health Consciousness
Developmental Activities
Drill / Review
 Sing “Kumusta” in lower, low, high, higher tones.
__________Kumusta
___________Kumusta
____________Kumusta
____________Kumusta
 Let the pupils sing the song as a class in lower, low, high, higher
 Have the pupils sing it by row.
48
tones.
Row 1 – lower
Row 2 – low
Row 3 – high
Row 4 – higher

How did we sing the song?
(Giunsa nato pagkanta ang kanta?)

Why do people sing in different tones?
(Ngano man ang mga tawo mokanta ug lain-laing tono?


Have the pupils name the fruit trees and vegetables found in their
backyard.
Present and sing the song, “Among Balay”.
“AMONG BALAY”
(Tune: Bahay - Kubo)
I
II
Among balay
Nindot bisan gamay
Sa palibot may tanom
Prutas ug utanon.
Saging, kaimito,
Tambis, abokado,
Petsay, balatong ug
repolyo.
Kamunggay,
alugbati,
Kapayas ug mga sili.
May mga kalabasa,
Labanos, mustasa,
Sibuyas, tamatis,
Ahos ug luy-a,
Guyabano,
Mangga ug mabolo.

What fruits are mentioned in the song? Vegetables?
(Unsa ang mga prutas nga napanganlan sa kanta? mga utanon?)

Do you eat those fruits? Vegetables?
(Mokaon ba kamo aning mga prutasa? mga utanon?)

Why do we have to eat those fruits? Vegetables?
(Nganong kinahanglan man kita nga mokaon aning mga prutasa? mga
utanon?)

Stress the importance of eating nutritious food.
49
Presentation:







Sing the whole song again with the pupils.
Set the song in the Key of C using pitch pipe. Sing the song with an
accompaniment and then have the pupils follow.
Set the song in the Key of F using pitch pipe. Sing the song with an
accompaniment and then have the pupils follow.
What have you noticed with the pitch of the song? (Unsa ang inyong
namatikdan sa “pitch” sa kanta?)
Emphasize the difference of the pitch of the song sang in the Key of C and in
the Key of F. Elaborate further that the pitch of the song can be changed from
high to low or low to high by changing the keys of the song or its tonality.
Sing the song again in the Key of C, still with an accompaniment,
demonstrating the created actions or body movements for the song. (Think of
creative actions or body movements for the song.) Then, have the pupils sing
and do the actions of the song.
Sing the song again in the Key of F, still with an accompaniment,
demonstrating the created actions or body movements for the song. Then,
have the pupils sing and do the actions of the song.
Analysis





How many times did we sing the song?(Kapila nato gibalik-balik og kanta ang
kanta?)
In what key did we set the song the first time we sing it? second time? (Unsa nga
“key” ang atoang gitamdan sa unang higayon nga kita nanganta? ikaduhang
higayon?)
How did we sing the song the first time? second time? (Giunsa nato pagkanta
ang kanta sa una nga higayon? ikaduhang higayon?)
Can we associate actions or movements to a song when sang in different
pitches?(Maubanan ba nato og mga lihok kon ang kanta gikanta nato sa
nagkalahe-laheng “pitches”?)
What actions or movements can we associate to a song sang in low pitch? high
pitch? (Unsa nga mga lihok ang pwede natong mahimo kon ang kanta gikanta sa
“low pitch”? “high pitch”?)
Application
Sing any local song familiar to the pupils by line with low and high pitch. Set the
standard of the song in the Key of C and in the Key of F with the use of pitch pipe.
Have the pupils stand if it’s in the high pitch and sit on the chair if the pitch given is
low.
50
Generalization

What are the different range of tones?
(Unsa ang nagkalahi-lahi nga “range of tones”?)
How did we respond to the pitch range of tones?(Giunsa nato pagtubag ang
“pitch range” sa mga tono?)

Evaluation


Group the class into four.
Let groups one and two present “Leron-Leron Sinta” set in the Key of C using
pitch pipe) and groups three and four present in high pitch set in the Key of F
using pitch pipe. Have them create their own movement/action as they sing the
song with an accompaniment using any instrument available or any other object
in the classroom that produces sound.
Rubrics
Note
:
RATING
Very Good
(10 points)
Good
(8 points)
Fair
(6 points)
INDICATORS
SYMBOL
Sings in the correct pitch perfectly well
and acts the song correctly and
creatively.
Sings in the correct pitch moderately
well and acts the song correctly.
Sings well in the correct pitch and acts
the song.
Agreement
Practice singing your favorite song in the Key of C and in the Key of F.
51
Content Standard

distinguishes “high and higher”; “low and lower” tones

matches the melody of a song with correct pitch
Competency

demonstrates high and low tones through singing or playing musical instruments
Learning Objectives




demonstrates high and low tones through singing or playing musical instruments
listens attentively when somebody performs
explains how to show hardwork
Learning Content
A. Topic : Melody (Pitch): Distinguishing High and Higher, Low
and
Lower
Tones
B. Materials : chromatic pitch pipe, guitar or objects that produce sound, charts
of the songs
C. Value Focus : Sense of industry and hardwork
Drill / Review

Have the class sing, “Among Balay” in low and high tones.
Give the tone first in every variation.

Have pupils change the pitch of the song according to the actions shown
by the teacher.
Hand in the forehead – high pitch
Hand in the chest

- low pitch
How did we sing the song?
(Giunsa nato pagkanta ang kanta?)


Present pictures of a farmer or any pictures showing a person planting.
Ask the pupils if they have tried planting. Let them describe their experience.
52
Presentation / Discussion
 Present the song about planting.
“MAGTANOM DILI TIAW”
(Tune: Magtanim ay ‘Di Biro)
Magtanom dili tiaw
Magyuko tibuok adlaw
Dili ka makatindog
Magtanom dili tiaw
Magduko tibuok adlaw
Dili ka makatindog
Dali na, dali na, mga kauban
Atong ituyhag ang kalawasan
Aron mabag-o ang atong kusog
Para sa ugma nga panglimbasog.
(Kabahin sa unsa ang kanta?)
Is planting rice an easy work to do?
(Dali ba nga trabaho ang pagpananom og humay?)
Have you experienced planting rice?
(Nakasuway na ba kamo sa pagpananom og humay?)
What lesson can we learn from the song?
(Unsay atoang makat-unan gumikan sa kanta?)
Sing the song in high pitch and in higher pitch.
- How did I sing the song? (Expected answer: high or higher pitch)
(Giunsa nako pagkanta ang kanta?)

Then, sing the song in low pitch and in lower pitch.
- How did I sing the song? (Expected answer: low or lower pitch)
(Giunsa nako pagkanta ang kanta?)

Have the pupils sing in varied keys or tonalities following the given pitch (by
the teacher).
- Key of F
- Key of C
-
53
Analysis



What are the different pitches?(Unsa ang mga nagkalahe-laheng mga
“pitches”?)
In our activity, how did we demonstrate the highness or lowness of tones?(Sa
atoang buluhaton, giunsa nato pagpakita ang kataason o kauboson sa
mga tono?)
Can you think of other ways of demonstrating the highness or lowness of
tones?(Aduna ba kamoy nahunahunaan nga lain nga mga pamaagi sa
pagpakita sa kataason o kauboson sa mga tono?)
Application



Have the pupils sing the song, “Kon Kita Magakatigom”.
Note: Always give the pitch for each group before they present.
Groups 1& 2 – Sing in low pitch
Groups 3 & 4 – Sing in high pich
Have them accompany it with an instrument or any other object in the
classroom that produces sound.
Generalization

How do we demonstrate the highness or lowness of tones?
(Giunsa nato pagpakita ang kataason o kauboson sa mga tono?)
Evaluation
With the same grouping, have the pupils sing the song, “Usa Kami Ka
Panimalay” in high and low pitch (in Key of F and Key of C). Let the leader give the
correct pitch using a pitch pipe. Have the group accompany with an instrument or any
other object in the classroom that produces sound.
USA KAMI KA PANIMALAY
Usa kami ka panimalay
Malipayon kami sa balay
Kaming tanan magtinabangay
Aron malipay.
Si Tatay ang punuang kahoy
Si Nanay ang dahon sa sanga
Kaming mga anak maoy bunga
Sa paghigugma.
54
Rubrics
Note :
RATING
Very Good
(10 points)
Good
(8 points)
Fair
(6 points)
INDICATORS
SYMBOL
Sings in the correct pitch and uses
an accompaniment perfectly well.
an accompaniment moderately well.
an accompaniment well.
Agreement
Sing the song “Kon Kita Magakatigom” in various keys or tonalities.
KON KITA MAGAKATIGOM
Kon kita magakatigom,
Katigom (2x)
Maglipay kita.
Ang imong higala,
Ako sang higala.
Maglipay kita.
Content Standard
 identifies the beginning and the end of a song

creates melodic rhythmic or introduction and ending of songs
55
Competency

demonstrates the beginning and ending of a song through movements and
sounds (instrumental and vocal)
Learning Objectives


identifies the beginning and the end of a song
demonstrates the beginning and ending of a song through movements and
sounds (instrumental and vocal)
listens attentively when somebody performs


Learning Content
A. Topic
: Form: Demonstrating Beginning and Ending of a Song
B. Materials : objects that produce sound, charts of the songs
C. Integration : Animal Movements
Review
What are the different musical lines?
(Unsa man ang mga nagkalahi-lahing mga “musical lines”?)
Have pupils give examples by letting them draw it on the board.
Motivation
Show a picture of a frog.



Produce the sound of a frog.
Act out the movement of the frog.
Move like a frog and produce its sound.
56
Presentation/Discussion
Tell the pupils that they are going to listen to a song about the frog, “Ang Baki”.
ANG BAKI
Dunay baki sa may sapa
Malipayon siya
Gamay'g ilong,
Dako'g baba,
Kusog nga mokanta
O gak gak gak
O gak gak gak
Naglangoy-langoy siya
O gak gak gak
O gak gak gak
Mipauli siya.







What is the song about?(Kabahin sa unsa ang kanta?)
Describe the frog. (Ihulagway ang baki.)
In our song, where does the frog come from? (Sa atoang kanta, diin man
gikan ang baki?)
Where will it go?(Asa man kini padulong?)
How does the song end? (Unsay homan sa kanta?)
Sing the song again with action.
Have the pupils sing the song with action.
Have the pupils read the first line of the song.
- What is the first word of the first line of the song?(Unsa man ang unang
pulong sa unang linya sa kanta?)
Explain that the first word of the first line of the song is the beginning of the
song.
Have the pupils read the last line of the song.
- What is the last word of the last line of the song? (Unsa man ang
katapusang pulong sa katapusang linya sa kanta?)
Explain that the last word of the last line of the song is the ending of the song.
Elaborate further that the end line of the song defines the home tone, rest
tone or end tone of the song.
Analysis


How do we identify the beginning of the song? end of the song? (Unsaon
nato pag-ila ang sinugdanan sa kanta? katapusan sa kanta?)
What indicates that it is the beginning of the song? end of the song? (Unsa
may timailhan nga kana sinugdanan sa kanta? katapusan sa kanta?)
57
Application


Give the song, “Ako si Takuri”. Sing it first then have the pupils follow.
“AKO SI TAKURI”
(Tune: I’m a Little Tea Pot)
Ako si takuri, gamay ug dako
Kini ang kuptanan ug kini ang ipisan
Kon mobukal, mokulo-kulo
Haunon mo ako ug ibubo.


Let each group sing and demonstrate the actions of the song.
Let them identify the beginning and ending line and word of the song.
Generalization
How do we identify and demonstrate the beginning of the song? end of the song?
(Giunsa nato pag-ila ug pagpakita ang sinugdanan sa kanta? katapusan sa
kanta?)
Evaluation
With the same grouping, give strips containing the lines of the song,“Ako si Takuri” to
each group which they are going to arrange. Then, the group has to sing and act out the
beginning and ending of the song.
Rubrics
Note
:
RATING
Very Good
(10 points)
INDICATORS
Arranges the lines of the song with
no error.
Identifies the beginning and ending
of the song with no error.
Sings and acts out the beginning
and ending of the song correctly
and creatively.
Good
one error.
Identifies the beginning and ending
58
SYMBOL
(8 points)
of the song with one error.
and ending of the song correctly.
two or more errors.
Fair
(6 points)
Identifies the beginning and the
ending the song with two errors.
and ending of the song.
Agreement
Practice at home the newly-learned songs and identify its beginning and ending.
Content Standard
 Responds to differences in sound quality coming from a variety of sound
sources
 Uses voice and other sources of sounds to produce a variety of timbres
Learning Objectives
 identifies the sources of sounds
 imitates sounds coming from animals, transportation and things around us
 manifests appreciation of sounds produced by nature
Learning Content
A. Topic
:
B. Materials :
Timbre - Identifying Sources of Sounds
anything that produce sounds. e.g. horn, bell, etc.
Learning Activities
Drill/Review
Inhale and exhale activities
Singing a song
59
Presentation:
 The teacher tells a story.
Si Busay, Dalugdog, ug si Hangin
ni: Ronil D. Manayon
May tulo ka managhigala nga ginganlan ug Busay, Dalugdog ug Hangin.
Si Busaynagpuyo sa usa ka bukid ug aduna siya’y malimpyo nga tubig.
Magaduawan kaniya ang iyang duha ka higala nga si Dalugdog ug si Hangin. Si
Busay adunay mabugnaw nga palibot nga usahay dinuyugan sa huyuhoy ni
Hangin.Si Hangin malingaw og pagtan-aw sa mga kahoy ug mga tanaman nga
mosayaw pinaagi sa iyang huni.
Usa ka adlaw nasuko si Hangin ug siya misyagit sa makusog ug iyang
gikusokuso pag-ayo ang tanan nga ningbabag kaniya. Dili lilong ni Dalugdog ang
panghitabo. Kuyog sa simpatiya ni Dalugdog, kalit lang mingitngit ang palibot ug
giduyugan niya si Hangin.
Susama sa mabuak ang kalibutan sa kasuko ni Dalugdog.Ug matag tingog
ni Dalugdog mao usab ang pag-ampo sa mga lumulopyo nga nagpuyo haduol
kanila nga unta ihunong na ang tanan. Gidungog sa kahitas-an ang pangaliya sa
katawhan, og mihunong na si Hangin ug si Dalugdog. Ug ang madungog na
langsa palibot ang nag-inusarang inanay nga tingog ni Busay.
60
Falls, Thunder, and Wind
By: Ronil D. Manayon
There were three friends namely Falls, Thunder and Wind. Falls lived on a
mountain and she has a clean source of water. She will be visited from time to time by her
two friends, Thunder and Wind. Falls has a cooler place and sometimes accompanied with
the breeze of Wind. Wind enjoyed watching the trees and plants dancing with her gentle
sounds.
One day, Wind got angry and shouted aloud and crashed everything that tries to
stop her. Thunder knew what had happened. And to show Thunder’s sympathy to Wind,
the whole place suddenly turned dark.
The whole world seemed to crumble with the anger of Thunder.In every time
Thunder roared, the people living near to them prayed to God that it will all and soon stop.
The Lord heard the people’s prayer and soon Wind and Thunder stopped. And what can be
heard around is the only and the soft voice of Falls.

What sounds did you hear? Can you tell me where those sounds came from?
(Unsa nga tingog ang inyong nadungog? Nakahibalo ba kamo kung asa
nagagikan ang maong mga tingog?)
Pupils Activity
 Let the pupils identify the different sounds they hear from the following animals.
A.
C.
B.
D.
61
Let pupils identify different sounds produced by the following:
-
Do they have the same sounds?
(Aduna ba sila’y managsamang tingog?)
Which sounds did you like to hear?
(Asa sa mga tingog ang imong ganahan nga paminawon?)
Why do you like to hear these sounds?
(Ngano man nga ganahan ka nga maminaw niini nga mga tingog?)
Do you produce sounds? How?
(Makahimo o makamugna ba kamo og tingog? Unsaon man?
Application
Group pupils and let each group select or identify objects, things or animals that
produce sounds.
Each group will also present each object, thing or animal and imitate the sounds
it produced.
Evaluation
The teacher produced the sound and the pupil will select which pictures
produced the sound.
A.
C.
B.
D.
62
Assignment
Give at least 5 things at home that produced sounds.
MUSIC 2 – TEACHER’S GUIDE: Unit 2 - Week 6
Content Standard
 distinguishes between loud and soft in music
 distinguishes between louder and softer in music
 shows dynamic changes with movementss
Learning Objectives
 interprets through movements the dynamics of a song
 responds to sound dynamics through movements
 follows movements correctly
Learning Content
A. Topic
:
B. Materials :
Dynamics
musical instruments, cassette tape, CD Player, recorded music
Drill
- Let the pupils recite the chant “Usa, Duha, Tulo ” by rows.
Usa, Duha, Tulo
Usa, duha, tulo, ako dunay liso
Upat, lima, unom , akong gitanom
Pito, walo, siyam, akong gibubuan
Pagkanapulo akong gipupo.
- Teacher shows picture about the song.
What do you see in the picture?
(Unsay nakita ninyo sa hulagway?)
Why do we plant trees?
(Nganong kinahanglan nga mananom kita ug mga kahoy?)
- Let the pupils recite the chants and interpret thrugh body movements.
- Through modeling of action by the teacher the pupils will imitate the body
movements.
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-
Then the teacher restates the chants and the pupils interpret the movements.
Let them distinguish the movements of their body in the first and second
chants.
What lines in the chant execute big movement/small movement?(Unsa ang linya
sa kanta nga mihimo dinagko nga lihok/ginagmay nga lihok?)
Application

Let the pupils hear while the teacher plays the recorded song”MAG-EXERCISE
KITA”
“MAG-EXERCISE TA”
( IN THE TUNE OF Mag-exercise Tayo tuwing
Umaga)
Mag-exercise ta sayo sa buntag, sayo sa
buntag, sayo sa buntag
Mag-exercise ta sayo sa buntag,Aron
mabaskog ang atong lawas
Sa gabii,musayo tag katulog, Ug sa buntag
musayo ta ug mata
Ug unya magjoggingjogging, Sa plasa
magtumblingtumbling
Ang liog ta atong ipalingpaling,
Ang hawak ta atong ikindingkinding
Braso’g kamot nato, Atoa siyang
isuntoksuntok.
Usa,duha,tulo,upat,lima,unom,pito,walo
Walo,pito,unom,lima,upat,tulo,duha,usa.

Play the song again, the pupils do their movement.
- First, in the form of jumping-signifies big movement.
- Second, in the form of dribbling-signifies medium movement.
- Third, in the form of stretching-signifies soft movement.
Evaluation
Divide pupils into four and have them sing the song with action “Si Kristo ang
Gisandigan”(in the tune of “Si Jesus ang Sandigan”).
Si Kristo ang Gisandigan
Si Kristo ang gisandigan dili maguba (2x)
Kusganon sama sa kabungturan
Dili maguba.
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Agreement
Memorize the song “Si Kristo ang Gisandigan” for the warm up exercise before
we start our lesson next meeting.
MUSIC 2 – TEACHERS’ GUIDE: Unit 2 – Week 7
Content Standard
Distinguishes between “fast”,”faster”,”slow” and “slower”
Uses varied tempi to enhance poetry, chants, drama and musical stories
Learning Objectives
 Identifies tempo variations through movements
 Demonstrate tempo variations through movements
 Performs creative movement with enthusiasm
Learning Content
A. Topic: Tempo Variations with Movements
B. Materials: charts with song “Tayo’y Sumakay” and “Que Sera Sera”
C. Values: Manifest enthusiasm in creating actions
Motivation



How does a rabbit run/ a turtle run?
How does a rabbit/turtle run?
(Unsa modagan ang kuneho o ang bao?)
How does a clock /an electric fan rotate?
(Giunsa sa pagtuyok sa orasan o sa electric fan?)
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


Have you heard the news about typhoon “Pablo” that hit the Philippines
recently in December 2012?
(Nakadungog ba kamo sa balita mahitungod sa Bagyong “Pablo” nga miigo a
Pilipinas niadtong Disyembre 2012?)
What areas had storm signal number 1,2 and 3?
(Asa nga mga lugar ang gipaubos sa Signal number 1, 2 and 3?)
What other things you know that move fast or slowl?
(Unsa pa ang laing mga butang nga imong nahibaw-an nga molihok og kusog
o hinay?)

Present the chart on the board with the following patterns.
1. )
ПППП
2. )
3. )
Note:








ПППП
Ӏ Ӏ Ӏ Ӏ
Г Ӏ
Ӏ Ӏ Ӏ Ӏ
Г Ӏ
ПӀ Г-
ПППП
Г Ӏ
Ӏ Ӏ Ӏ Ӏ
Г Ӏ
½ pulse beat
1 pulse beat
2 pulse beats
Let the pupils follow the teacher as she or he claps his or her hands faster
with two lines connected by a bar. The lines without a bar are clapped slower.
Let the pupils follow the teacher demonstrates the lines without a bar by
stamping his or her feet.
What different tempo have you learned?
(Unsa ang mga nagkalain-laing tempo ang imong nakat-onan?)
How do we clap our hands when it is a straight line?
(Giunsa nato pagpakpak ang atong mga kamot kung kini tul-id nga linya?)
How did we stump our feet when it is connected line?
(Giunsa nato pag padyak ang atong mga tiil kung kini nagsumpay nga
linya?)
Which is faster connected lines or straight lines?
(Asa may mas paspas ang gingsumpay nga linya o ang tul-id nga linya?)
Which is slower straight line or right angle?
(Asa may mas hinay ang tul-id nga linya o ang nagbuyon nga linya?)
What tempo does the straight line represents?
(Unsa nga tempo ang gipakita sa tul-id nga linya?)
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

What tempo do the connected lines represent?
(Unsa nga tempo ang gipakita gingsumpay nga mga linya?)
Have them listen as the teacher sings and demonstrates actions with the
song “Tayo’y Sumakay sa Kabayo” in fast tempo and slow tempo.
(Teacher creates their own action)
Musakay Kita sa Kabayo
( Tune: Tayo’y Sumakay sa Kabayo)
.
Manakay kita sa kabayo
Kay kusog modagan ang kabayo
Kon modagan morag ipo-ipo
Dali na,manakay ta.
Hiya pagdali (3x)
Pakosgi ang dagan mo.
Rakatak,katak,rakatak,hiya(3x)
Pakosgi ang dagan mo


Have the pupils sing the song and do the actions following with the teacher.
Have them sing with fast and slow tempo.
Analysis:
 What do you feel when we sing the song fast?
(Unsa ang inyong gibati samtang nagkanta kita og paspas?)
 What do you feel when we sing the song slowly?
 (Unsa ang inyong gibati samtang nagkanta kita og inanay?)
 What do you feel when we perform the actions?
(Unsa inyong gibata samtang kita naghimo sa mga lihok?)
 Which tempo do you like when singing “Mosakay Kita sa Kabayo”? Why?
Why not?
(Asa nga tempo ang imong naganahan samtang nagkanta kita sa “Mosakay
Kita sa Kabayo”? Ngano man? Nganong dili?
Application
 Divide the class into four groups. Give them 10 minutes to practice and let
each group perform in front of the class.
( Bahinon ang klase sa upat ka grupo. Hatagan og napulo ka minuto
aron magbansay sa ilang ipasundayag).
 Let group 1 and 2 sing fast the song“ Tayo’y Sumakay sa Kabayo”. Children
create their own actions.
( Ang grupo 1 ug 2 mukanta ug paspas sa “ Tayo’y Sumakay sa
Kabayo” dayon gam –an ninyo og kaugalingong aksyon.
 Let group 3 and 4 sing the song “Usa Kami Ka Panimalay” and perform it
slowly. Have them create their own actions.
( Ang grupo 3 ug 4 mukanta sa “Usa Kami Ka Panimalay” nga hinay
dayongam- an og kaugalingong aksyon )
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
Each group should show their love in performing their own creative actions.
(Kada grupo kinahanglan nga ipakita ang paghigugma sa paghimoog
kaugalingong aksyon)
Generalization
What are the different movements that represents tempo?
(expected answers: fast movements represents fast tempo and slow movements
represents slow tempo)
Evaluation
Let the same group demonstrate the following as indicated in the lines.
Let group 1 and 2 create their own actions as they sing “Si Felimon” with fast
actions.
Group 3 and 4 create their own movements as they sing “Usa Kami Ka
Panimalay” with slow actions.
“ Si Felimon, si Felimon”
Si Felimon, si Felimon, namasol sa kadagatan
Nakakoha ,nakakohaog isdang tambasakan
Gibaligya,gibaligya sa merkadong bag- o
Ang halin poros piso(2x)
Igo ra sa posporo.
“Usa Kami ka Panimalay”
Kaming tanan nagtinabangay
Aron malipay
Assignment:
As preparation for the next lesson, write the names of the months in sheet of paper.
MUSIC 2 - TEACHER’S GUIDE: Unit 2 - Week 8
Content Standard

distinguishes between “fast”, “faster”, “slow”, “slower”

uses terms “fast”, “faster”, “slow” and “slower” to identify tempo variations
68
Competency

responds to tempo variations with movement or dance
Learning Objectives
 responds to tempo variations with movement or dance
 performs the given task with accuracy and expression
 shows cooperation and willingness in doing the activity
Learning Content
A. Topic
: Tempo Variations with Movements
B. Materials : charts of the songs
C. Integration : Cooperation
Drill
-
Have the pupils sing and clap the song, “Usa, Duha, Tulo” according to
rhythm.
Presentation:
Present the song “Kini ang Adlaw”.
KINI ANG ADLAW
(Tune: “This is the Day”)
Kini ang adlaw, kini ang adlaw
Nga gibuhat sa Diyos, nga gibuhat sa Diyos
Managmaya, managmaya ug managkalipay.
Kay kini ang adlaw nga gibuhat sa Diyos
Managmaya ug managkalipay
Kini ang adlaw, Kini ang adlaw
Nga gibuhat sa Diyos.


Sing the song and show actions like heel-toe, side by side alternately.
Have the pupils sing and follow the actions of the song shown.
Note: Innovate any action preferable.
 Sing the song in slow, slower tempo with actions.
 Have the pupils follow after the teacher demonstrates.
 Sing the song in fast, faster tempo with actions.
 Have the pupils follow after the teacher demonstrates.
Analysis

What have you observed with our actions when we sing the song slow? (Unsa
man ang inyong namatikdan sa mga lihok samtang nagkanta kita og hinay?)
69

What have you noticed with our actions when we sing the song fast?
(Unsa
man ang inyong namatikdan sa mga lihok samtang nagkanta kita og paspas?)
Activity / Application


Have them sing and do the actions of the songs, “Manakay Kita sa
Kabayo” and “Natulog Pa Ba Ka?”.

Let them identify which song is to be sung fast and which is to be sung slow.
Manakay Kita sa Kabayo
(Tune: “Tayo’y Sumakay sa
Kabayo”)
Manakay kita sa kabayo.
Kay kusog modagan ang kabayo.
Mura kini’g ipo-ipo.
Dali na, manakay ‘ta..
Hiya! Pagdali.
Hiya! Pagdali.
Hiya! Pagdali.
Pakusgi ang pagdagan.
Rakatakatak! Rakatak! Hiya!
Pakusgi ang pagdagan.
Natulog Pa Ba Ka?
(Tune: “Are You Sleeping?”)
Natulog pa ba ka?
Natulog pa ba ka?
Batang gamay,
Batang gamay,
Nibagting na’ng kampana,
Nibagting na’ng kampana,
Bangon na,
Bangon na.
70
Generalization


What will happen to the movement or action if the tempo of the song is slow?
(Unsay mahitabo sa atoang lihok kon hinay ang “tempo” sa kanta?)
How about if the tempo of the song is fast?
(Unsa usab kon paspas ang “tempo” sa kanta?)
Evaluation
 Using the same grouping, distribute the activity cards.
 Have the leader of the group pick out (through drawn by lot) as to what song they
will sing and what tempo they will follow.
Songs to be drawn by lot:

- Tong, Tong, Tong
- Magtanim ay ‘Di Biro
- Usa, Duha, Tulo
- Usa Kami Ka Panimalay
Have them perform the song with actions or dance steps and maybe
accompanied by any percussion or string instrument or any other available
instruments in the classroom that produces sound.
Rubrics
Note
RATING
:
INDICATORS
SYMBOL
Sings the song with no error.
Very
Acts out or dances the song correctly and
Good
creatively.
(10 points) Performs the song with an accompaniment using
two or more instruments.
Sings the song with one or two errors.
Good
Acts out or dances the song creatively.
(8 points)
Performs the song with an accompaniment using
one instrument.
Sings the song with three or more errors.
Fair
Acts out or dances the song.
(6 points)
Performs the song with no accompaniment.
Agreement
Practice singing the song “Kini ang Adlaw” following the correct tempo.
71
Music 2 – Teacher’s Guide Unit 3: Week 1 – Rhythm
Content Standard
 demonstrates understanding of rhythmic patterns
 plays simple ostinato patterns on classroom instruments and other sound
sources
Learning objectives
 create simple ostinato patterns in groupings of 2s, 3s, and 4s
through body
movements
 perform the created simple ostinato patterns in grouping of 2’s,3’s,4’s through
body movements
 respect one’s creativeness
Learning Content
A. Lesson: Rhythm – Creating Simple Ostinato Patterns in Groupings of 2s, 3s and
4s through Body Movements
B. Materials:
 Chart for the song “ SHILO “
 Chart for the pattern to be demonstrated
 Activity cards for group work
 Empty bottles
 Empty glass
C. Value Focus: creativeness
D. Concept:
Ostinato – a melody that is repeated at the same pitch
Motivation
a. Have pupils sing the song “SHELO”
SHELO
Aduna koy gamayng iro
Ginganlan nakog Shelo
S H E L O (3x)
Shelo iyang ngalan oh!
72
b. Let them clap their hands while singing the song
c. Following the number of beats stated below the lines in the chart, let them
clap following the pulse beat.
1 – one clap
2 – one clap then close hands forward
“SHELO”
aduna ko’y gamay’ng iro
1 1 1 1 1
2
1
ginganlan nako’g SHELO
1 1 1 1 1
2 1
S H E L O(3x)
2 2 1 1 2
SHELO iyang ngalan oh
1 1 1
1 2 2
Ask:
 What did you do while singing the song?
 How many counts are there in line 1? line 2? line 3? line 4?
1. Teacher demonstrates the following rhythmic patterns by clapping the hands.
a.
clap rest clap rest
clap rest clap rest
clap rest clap rest
b.
clap clap clap clap rest
clap rest clap clap
clap rest clap clap
clap rest clap clap
c.
2. Let the pupils follow the different patterns as demonstrated by the teacher.
3. Ask: What patterns are demonstrated?
(Expected answer: rhytmic pattern. Guide the pupils to say this term. Introduce
another term for rhythmic pattern which is simple rhythmic ostinato.)
4. Have the pupils do the activities again as stated in illustration 1,2 and 3.
73
Analysis
Ask






What do you feel when you do the activities?
(Unsa ang inyong gibati sa dihang inyong gihimo ang buluhaton?)
How many claps are there in each measure of illustration number 1?
(Pila ka pakpak aduna ang matag measure sa hulagway sa unang
numero?
How many counts are there in each measure of illustration 2?
(Pila ka ihap ang anaa sa matag measure sa hulagway sa ikaduhang
numero?)
How many counts are there in each measure of illustration 3?
(Pila ka ihap ang anaa sa matag measure sa hulagway sa ikaduhang
numero?)
How did we perform illustration 1,2 and 3?
(Giunsa nato paghimo ang hulagway sa una, ikaduha ug ikatulo nga
numero?
Application
Ask for volunteer to perform the following simplerhytmic ostinato pattern such as:

walking forward and backward (two step forward,two step backward in 8
counts)
 bending your head sideward moving to the left then moving to the right
then position (1count to the left,to the right then 1 count position in 8
counts)
 What are other ways of performing ostinato pattern?
 Have the pupils respect the creativity of their classmates by appreciating
their performance.
Generalization
What is a simple rhythmic ostinato pattern?
Evaluation
Group the class into 2’s, 3’s, and 4’s.
Let each group perform the activity written in the activity card.
Group 2’s – Walk 2 steps forward then 2 steps backward in 16 counts.
Group 3’s –
Raise your arms forward – count 1
Raise your arms sideward – count 2
Raise your arms upward – count 3
74
Raise your arms down – count 4
Group 4’s – Bend your head forward
Then Position
Count 1
Bend your head backward
Then Position
Count 2
Bend your head to the left
Then Position
Count 3
Bend your head to the right
Then Position
Count 4
(Do this in 16 counts).
Rating
Excellent
Indicator
All members in the group perform well.
Very Satisfactory
Some members in the group did not perform well.
Satisfactory
Most of the members in the group did not perform
well.
Agreement
Let the pupils bring any instrument that can create sounds such as paper and comb
or coconut leaves.
Unit 3: Week 2 – Melody
Content Standard
 recreate simple melodic patterns
 echo simple melodic patterns
Learners Objectives
 sing with correct pitch using rote songs, echo songs, simple
melodies
 perform the song with correct pitch using echo and simple melody.
75
children’s

participate cooperatively during group activities
Learning Content/ Topic
Lesson: Melody: Singing with correct pitch using rote songs, echo songs, simple
children’smelodies
Materials: Chromatic Pitch Pipe/charts of the song/ CD/ Recorded song/ picture of
children riding on a boat
Review
What are the different pitches? (Unsa ang mga lain-laing tono?) (high, higher,
low, lower)
Let the pupils sing by rows in high, higher, low and lower pitch of the song “Kon
Kita Magakatigom”
Give the correct high, higher, low and lower pitch
Motivation
Show picture of children riding on a boat
- Who are riding on the boat?
(Kinsa ang mga nagsakay sa sakayan?)
- Have you experienced riding on a boat?
(Nakasulay na ba kamo og sakay sa sakayan?)
- What have you observed when riding on a boat?
(Unsa ang inyong nabantayan samtang nagsakay kamo sa usa ka
sakayan?)
Presentation/ Discussion
Present and sing the song “Bugsay, Bugsay”
“Bugsay Bugsay”
A
May duha ka sakayan naglumbaay
Naglumbaay, naglumbaay
Sa sakayan natulog si Hesus
B
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Bugsay , bugsay kiling-kiling dyutay (line 1)
Bugsay,bugsay kiling-kiling dyutay (line 2)
Bugsay,bugsay kiling-kiling dyutay (line 3)
Bugsay, bugsay sa barutong gamay (line 4)
Ask:
-How many boats are racing in the song?
(Pila ka sakayan ang naglumbaay sa kanta?)
-Who is sleeping on the boat? (Kinsa ang natulog sa baruto?)
-If you were sleeping on the boat, how would you react?
(Kon ikaw ang natulog sa baruto, unsay imong bation?)
Sing the song by lines and let the pupils follow the correct pitch.
Let them observe which line/s in the lyrics is/are repeated.
Sing the whole song together with the pupils.
Let the pupils sing the whole song by themselves.
Analysis
Ask
1. What words were repeated in the song? (Unsa nga mga pulong ang gibalikbalik pagkanta?)
2. Did you follow the correct pitch given by the teacher? (Nakasunod ba kamo
sa insaktong tono nga gihatag sa inyong magtutudlo?)
3. Are you enjoying while singing the song? Why? (Nalingaw ba kamo
samtang nagkanta sa maong awit?Ngano man?)
Application
Divide the class in groups of 2
Let them sing the song “Bugsay” through echo singing.
All groups will sing the first part of the song.
Group 1- will sing first the underline word Bugsay
Group 2- will echo the word Bugsay
(Note: Let the group exchange roles.)
Let each member of the group cooperate.
77
Generalization
Why is correct pitch important when we sing songs?
(Ngano man nga importante ang saktong tono samtang magkanta og mga awit?
Evaluation
Let the same group sing the song “Bangon, Bangon“.
Let the first and second group sing the whole song.
Let group 1 sing:
Let group 2 sing:
Lines 1
Lines 2
3
4
5
6
7
8
(Note:
roles.)
Let
the groups
exchange
Agreement
Let the pupils practice the song, “Bangon, Bangon” with action and be ready to
perform in the next meeting.
Unit 3: Week 3 – Form
Content Standard

recognize repetitions within a song

repeat the designated musical lines in a song
Learners Objectives


indicate repeated musical passages through movements.
show respect to family members
Content Topic
Lesson: Recognizing repetitions within a song
Materials: pitch pipe, strips of musical lines, chart of the song
Value focus: respectfulness
78
Concept:
Movements mean the act of moving to change position
Motivation
Ask: Have you played puzzle games?
(Nakasulay na ba kamo og dula og mga “puzzle games”?)
Show strips of paper/Cartolina with musical lines of a song.
Give the strips to selected pupils and have them read each line and arrange the
strips to form the whole song.
Ask: What have you formed? What is the title of the song?
(Unsa man ang inyong namugna? Unsa ang ulohan kanta?
Presentation
Present the whole song formed by the pupils.
Asa si Tatay?
(Tune: Are You Sleeping?)
Asa si Tatay, asa si Tatay
Dia ra ko, dia ra ko
Kumusta ka Tatay, kumusta ka Tatay
Maayo man, maayo man.
(Note: The underlined word can be replaced with Nanay, Inday, Dodong)
Discussion
Ask:
Who is mentioned in the song?
(Kinsa ang gihisgutan sa kanta?)
Is the father important in a family? Is the mother important in a family?
(Mahinungdanon ang tatay sa usa ka pamilya? Mahinungdanon ba ang
nanay sa usa ka pamilya?)
How do you show respectand love to your parents? (Unsaon nimo pagpakita
ang imong respeto ug gugma sa imong mga ginikanan?)
Demonstrate each line and its corresponding actions.
Ask: Which lines are repeated? (Asa nga mga linya sa kanta ang gibalik-balik?
Have the pupils indicate the repeated lines.
Have the pupils create their own actions with the repeated lines.
Give the correct tune of the song.
Have pupils follow the created actions of the repeated lines.
79
Analysis
Ask:
Do you like the song and its movements?
(Nagustuhan ba ninyo ang kanta ug ang iyang mga lihok?)
Are there repeated actions in each repeated lines of the song?
(Aduna bay gabalik-balik nga mga lihok sa gabalik-balik nga pulong sa
kanta?)
Application
Let the class sing the song, “Asa si Nanay?” with the same tune and call a pupil
to lead the actions.
Let them show their own creative movements
Asa si Nanay?
(Tune: Are You Sleeping?)
Asa si Nanay, asa si Nanay
Dia ra ko, dia ra ko
Kumusta ka Nanay, kumusta ka Nanay
Maayo man, maayo man
Generalization
How do you identify repeated musical lines? (Giunsa nimo pag-ila ang mga
gabalik-balik nga “musical lines”?)
Evaluation
Divide the class into four groups.
Distribute an activity card to each group with the following activities to be done for
the presentation.
Let them choose who will act as Nanay, Tatay, Inday and Dodong in each group.
Have them create their own movements.
Have them sing the song and indicate the repeated passage with actions then let
them sing the song with all the members of the family.
(Note: Teacher utilizes rubric in assessing group performance)
Agreement
Let them bring a family picture/cut-out or let them draw it in a paper and label each
family member.
80
Unit 3: Week 4 – Timber
Content Standards
 respond to differences in sound quality coming from a variety of sound sources
Performance Standards
 respond to differences in sound quality coming with appropriate movement
Learners Objectives
 Replicate different sources of sounds and associates them with body
movements.
 Produce different sounds and associate them with body movements.
 Show love and care of house pets.
Content Topic
Lesson: Different sources of sounds and associate them with body movements
Materials: pictures of animals, objects producing sounds, charts with songs
Value focus: love and care of house pets
Learning Activities
Preliminary Activities
 Checking of Assignments
 Review:
 Ask the pupils to sing the song “Asa si Tatay”
 Ask: What are the repeated lines in the song?
 Drill:
 Have pupils produce sounds of objects, animals and transportation and
ask: What is the sound of an ambulance? A cat? A jeepney? Etc.
Motivation
Present pictures of animals and other objects that produce sounds.
Have pupils tell something about the pictures and let them produce the sound of
each picture shown.
Have pupils chant the given lines below.
Have them chant with action of the animals.
Have the pupils create/think of an action of the animals mentioned in the
passages.
Eg.
Katy – jump
Doggy – walk
Ducky – wiggle
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Katy,katy meow
Katy,katy meow
Katy,Katy,meow
Meow,Meow,Meow (2x)
Doggy,doggy aw
Doggy,doggy, aw
Doggy,doggy, aw
Aw,aw,aw (2x)
Ducky,ducky, kwak
Ducky, ducky, kwak
Ducky,ducky, kwak
Kwak, kwak ,kwak(2x)
Ask:
What is the sound of the cat, the dog and the duck? (Unsa ang tingog sa iring, iro
ug itik?)
What other animals produce sounds? (Unsa pa nga mga hayop ang inyong
nailhan ug unsa ang ilang tingog?)
How do we show that we care and love our pets at home? (Unsaon nato
pagpakita nga gihigugma ug gipangga nato ang atong mga binuhi nga hayop
sa atong panimalay?)
Tell the pupils that we can create sounds from objects or other things such as
empty bottles, musical instruments that can be associatedwith body
movements.
Tell the pupils that musical instruments like drums, trumpets,and guitars are
commonly used to produce sounds.
Application
Let the first two groups name two animals that produce sound and demonstrate the
actions of animals.
Eg: Unggoy – jumping while swaying their hands –ngook, ngook, ngook
Baka – walking while swaying their hips – ngaa, ngaa, ngaa
The third and fourth groups name objects that produce sounds.
Evaluation
Let the same group do the following activities.
Distribute the activity cards to each group.
Let each group give the sounds associated with actions.
Each group will select a leader and let her/him lead the activities assigned.
Group I – Baki –molukso sulod sa 16 ka ihap
Tingog – kokaak, kokaak, kokaak, kokaak
Group II – Ambulance – modagan upat ka tuyok
Tingog – weh, weh, weh
Group III – Kanding – ihimbay ang lawas nga galakaw sulod sa 16 ka ihap
Tingog – meee, meee, mee
Goup IV – empty bottle – molakaw nga nagtul-id ang lawas sulod sa 16 ka ihap
(Note: Teachers utilizes rubrics in assessing group performances)
Assignment
Let the pupils write in their paper two animals with their sounds.
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Unit 3: Week 5 – Dynamics
Content Standards
 Distinguish between loud and soft in music.
 Distinguish between louder and softer in music.
 apply dynamic levels to enhance poetry, chants, drama, and musical changes
with movements.
 show dynamic changes with movements.
Learning Objectives
 Distinguish music as to loud, medium, and soft
 Associate movements of animals to dynamics
 Show love of animals
Learning Content / Topic:
Lesson: Association of Animal Movements to Dynamics
Materials: pictures, charts, meta strips
Value focus: Love of animals
Preliminary Activity
Drill:




Name animals that produce sound
Introduce a guessing game to the pupils.
Form groups of two. Let Group Ido the action of an animal and Group II
will name the animal doing the action and vice versa.
Group I
Group II
rabbit
horse
cat
carabao
chicken
cow
Let them act the way they moveand ask:
How does group I move? (Giunsa paglihok sa unang pondok?)
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How about group II? (Ikaduhang pondok?)
How do they differ from each other? (Unsaangkalainansa matag usanila?)
How do you show your love of animals? (Unsaon pagpakita nga duna kay
paghigugma sa mga mananap?)
Application
Display pictures of different animals:
a. Horse running
b. Carabao walking
c. Turtle walking slowly.
(Teacher may provide other examples)
Have children imitate animal movement seen in the picture.
Let them identify the movement if it is loud, medium or soft.
Generalization
What are the different movements of animals?
Evaluation
Identify the different movements of animals/insects. Write L if it is loud, M if it is
medium and Sif it soft on the space provided.
1. Cow __________
2. Monkey __________
3. Rabbit __________
4. Pig
5. Ant
6. Snail
Assignment
Let the pupils copy the following and answer  if it moves loud and answer  if it
moves slow.
1.
2.
3.
4.
Dog
Chicken
Rat
Cat
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Unit 3: Week 6 – Tempo
Content Standard
 Distinguishes between fast, faster, slow and slower
 Shows tempo variations with movements
 Uses terms “fast”, “faster”, “slow” and “slower” to identify tempo variations
 Identify tempo variations using terms like “fast”, “faster”, “slow” and “slower” in
animal movements.
 Mimic animal movements like fast, moderate and slow.
 Show importance of animals
Learning Content / Topic:
Lesson: Tempo – speed at which music is performed
Materials: Animal Pictures, Word strips, & Charts
Value focus: Love of Animals
Recall the two songs learned “Tayo’y Sumakay sa Kabayo” (Manakay Kita sa
Kabayo) and “Are You Sleeping” (Natulog Ka Pa Ba?)
Ask: What is the tempo of the song “Tayo’y Sumakay sa Kabayo? How about
“Natulog Ka Pa Ba”?
Motivation
1. Guessing game
Divide the class into 2 groups. The first group will give the sound and the 2 nd
group will guess and pick up the picture that resembles the sound.
(Note: Teacher prepares different pictures of animals, objects and transportations)
Presentation
Let the pupils group the following animals as to how they move:
A. slow
B. slower
C. fast
D. faster
turtle
horse
snail
cat
cow
dog
worm
duck
(Note: Animals are presented in pictures)
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Ask the following questions:
 How do these animals move? (Unsa ang mga lihok sa mga mananap?)
 Which animals move slow / slower? fast/faster?
Explain that animals have varied movements.
Have the pupils give other examples of animals that move slow, slower, fast and
faster.
Ask: Why are animals important to us? (Nganong importante ang mga mananap?)
Application
Divide the class into 3 groups. Choose a leader and let him/her pick up a picture of
an animal for the group to act out following the correct tempo assigned by the teacher.
Horse
Carabao
Dog
Turtle
Generalization
Why do animals differ in the way they move?
(Nganong ang mga mananap managlahi sa paagi sa ilang paglihok?)
Evaluation
Each group will perform through a chant or rap following an animal movement.
Eg. Chant
Kami ang mga (name of animal)
Hinay/Kusog modagan
Makatabang sa mga katawhan
Sa panahon sa kalisdanan.
a)
b)
c)
d)
turtle – bao (slower)
duck – itik (slow)
horse – kabayo (faster)
pig –baboy(fast)
Assignment
Let the pupils choose a song and practice singing following any movement of an
animal.
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Unit 3: Week 7 – Texture
Content Standard

Distinguish between thinness and thickness of musical sound through layering
of sound.


distinguish between single musical line and multiple musical lines which occur
simultaneously
show awareness of texture by correlating visual images to music
 Demonstrate the concept of texture by singing two-part round.
 Sing properly and correctly the round songs.
Learning Content / Topic
Lesson: Concept of Texture in Music through Round Singing
Materials: Song charts
Value focus: Love of Music
Integration: Arts (Scribbling)
Pupils will sing a song together with a hand/dance movement.
Tuhod,Abaga, Ulo”
Presentation
Ask: Who do you look for when you arrive at home?
Present and sing the song” AsasiTatay”
AsasiTatay
(Tune: Are you Sleeping)
AsasiTatay, asasiTatay (Nanay)
Aniara, aniara
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Eg. “Tiil,
KumustakaTatay (2x)
Maayora (2x)
Ask: How did you feel upon listening to the song? (Samtang namati ka sa kanta
unsay imong gibati?)
Discussion
Teach the children on how to sing a two-part round song.
Divide them into two.
Let the first group sing the first line then followed by the second group when the
first group sings the second line until the whole song is being sang into two-part
round .
Have them exchange part.
Ask:
a) How did you feel while singing the two-part round song?(Unsay
gibatinimosadihangmikantaka?)
b) Why were you able to sing the song in two-part round
song?(Nganongnakahimokapagkanta?)
c) Do
you
like
the
way
we
sing
the
song?
(Nagustuhanbanimoangpamaagisapagkanta?)
d) Did you find difficulty in singing the song and why?
e) What are the things that you need to do in order to sing it properly? (Unsay
imongbuhatonaronmakahimokapagkantasa insakto?)
Application
Let them sing again the song “AsasiTatay replacing the word Tatay to Nanay,
Dodong and Inday in two-part round song. (Note: Teacher will let the pupils sing
with thinness and thickness of voice)
Generalization
How did you sing the two-part round song? (Giunsa ninyo pagkanta ang duha
ka libot o tuyok nga kanta?
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Evaluation
Let the pupils sing another two-round song. Eg. “Row, Row, Your Boat”
Bugsay ,BugsaysaSakayan
(Simplified by: F Girasol)
Bugsay, bugsaysasakayan
Padulongsasapa
Maglipay ta (2x)
Kay abotna ta!
Agreement
Let the pupils practice singing the two-round “Bugsay, BugsaysaSakayan” song
for an oral presentation next meeting.
Music 2 – Teachers Guide Unit 4: Week 1 – Rhythm
Content Standard:
- demonstrates understanding of rhythmic patterns
Performance Standard:
- plays simple ostinato patterns on classroom instruments or other sound sources.
- play simple ostinato patterns on classroom instruments or other sound sources
(eg. sticks, drums, triangle, nails, coconut, shells, bamboo, empty boxes, etc.)
- show appreciation of the sounds produce by the different musical instrument.
- manifest proper care of the different musical instrument.
Learning Content:
A. Lesson: Ritmo – MakanunayonngaKumpas (Steady Beats–Ostinato Pattern)
B. Galamiton: maracas, platilyo (cymbals), tambol, tamborin,triyangulo, ug silopon,
mgatukog, tukogsakawayan,bagol, lansang, basiyo sa karton uguban pa
C. Value: Care for Musical Instruments
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Review:
 Model the clapping and stomping of the rhythmic pattern.
 Let the pupils clap or stomp the steady beats following simple rhythmic
patterns.
Pattern A
ӀӀӀӀ
ӀӀӀӀӀӀӀӀ
Pattern B
ӀППӀ ӀППӀ ӀППӀ
1. Present 3 realia/pictures of different musical instruments (eg. Drum, maracas,
tambourine).
2. Let pupils identify these musical instruments.
3. Play different musical instruments/other sources one at a time in different
simpleostinato patterns previously learned.
Pattern A
ӀӀӀӀ
ӀӀӀӀ
ӀӀӀӀ
Pattern B
ӀПӀ
ӀПӀ
4
(Note: Time signature for pattern A is 4 and pattern B is
1 line receives 1 pulse beat/clap
1
Connected 2 lines receive 2 times
beats
/claps)
2
ӀПӀ
3
4
4. Ask:
 How did we clap in the first pattern?
(Giunsa nato pagpakpak sa unang kumpas?)
 How about in the second pattern? (Expected answers: pattern A – 4 counts
in every measure/pattern B – 3 counts)
 Let the pupils repeat the activity several times.
90
5. Pupils take turns in playing the instruments. (Make use of any available musical
instruments/other sources. No pointed or sharp objects should be used.)
(Marakas, tukog sa kawayan, tambol, tamborin, bagol ug botelya)
6. Ask:
a. What were the instruments played?
(Unsa ang mga tulonggon nga atong gitugtog?)
b. What rhythmic patterns did we follow?
(Unsa nga kumpas ang atong gisunod sa pagtugtog sa mga tulonggon?) (4
ug 3 ka ihap)
c. Were the patterns you performed showed the same counts/beats?
(Pareho ba ang mga patterns o kumpas nga inyong gipatugtog?)
d. What did you feel while playing the instruments with different rhythmic
patterns?Why?
(Unsay inyong gibati samtang nagtugtog sa mga instrumento subay sa mga
lain-lain nga mga kumpas?) Ngano man?
e. If you have musical instruments,how will you take care of them?
(Kung aduna kamoy mga nagkalain-laing tulonggon unsaon man nimo kini
pag-atiman?)
f. Can you play now simple ostinato pattern? How?
(Makatukar ba kamo karon og yano nga kumpas nga ostinato? Unsaon?)
Application
1. Divide the class into 4 groups. Provide each group with instruments and let them
play simple ostinato pattern they choose.
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2. Let the pupils perform different ostinato patterns with the use of any available
instruments.
Group 1 – Sticks
ӀППӀ
ӀППӀ
ӀППӀ
Group 2 – Drums/improvised drums
Ӏ
Ӏ
Ӏ
ӀӀПП
ӀӀПП
ӀӀ
ӀӀ
Group 3 – Empty boxes
ӀӀПП
Group 4 – Spoons
ӀӀ
3. Ask:
 What were the patterns you followed? (Draw out answers in each group)
(Unsa nga mga kumpas ang gisunod ninyo?)
Evaluation:
Let the pupils do synchronized performance by playing simpleostinato patterns by
10’s using their improvised musical instruments.
ӀППӀ
ӀППӀ
ӀППӀ
Ӏ
Ӏ
Ӏ
ӀӀПП
ӀӀПП
ӀӀПП
ӀӀ
ӀӀ
ӀӀ
Agreement:
Have the pupils make their own simple ostinato pattern and let them practice it by
playing with any improvised instrument.
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Music 2 – Teachers GuideUnit 4: Week 2 – Melody
Content Standard:
- correlates melodic patterns to visual imagery
- illustrates appropriately the melodic contour through body staff, writing
melodic line “on the air” and line notation
- illustrate the melodic contour through
i. body staff
ii. writing the melodic line “on the air”
iii. line notation
- tell what musical staff is
- identify the letter names of the lines and spaces
- identify the singing names of the lines/spaces
- participate actively in group activities
Learning Content:
A. Melody – Simple Melodic Contour
B. Materials: ukulele, or any musical instruments available
C. Value Focus : cooperation in group activity
DAY 1
Preliminary activities:
Pupils sing the so-fa syllables (do, re, mi, fa, sol, la, ti, do)
93
the
Presentation:
Present a musical staff.
line 5
th
4 space
1st space
line 4
line 3
3rd space
line 2
2nd space
line 1
Ask:



How many spaces did you see?
(Pila ka hawan/bakante nga lugar ang inyong nakita?)
How many lines did you see?
(Pila ka linya ang inyong nakita?)
What is a musical staff?
(Unsa ang musical staff?)
Present the pitch names/letter names.
F
E
D
C
B
A
G
Ask:


F
F
E
What are the pitch/letter names of the lines?
(Unsay letter names sa matag linya?)
What are the pitch/letter names of the spaces?
(Unsay mga “letter names” sa matag hawan/bakante nga lugar?)
Show the singing/letter names and the equivalent letter names of the lines/spaces.
F
D
fa
ti
re
sol
mi
B
G
E
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Ask:


What are the so-fa syllables?
(Unsa man ang mga so-fa syllables?)
What are the singing names on the lines?
(Unsa man ang mga singing names sa matag linya?)
Show the singing names on the spaces.
E
C
A
F
mi
do
la
fa
Ask:

What are the singing names on the spaces?
(Unsa man ang mga “singing names” sa matag hawan/bakante sa
musical staff?)
(Note: Teacher should emphasize the letter names and singing names.)
Present the pitch names/letter names in the musical staff again.
 What are the pitch/letter names of the lines?
(Unsa ang mga letter names sa matag linya?)
 What are the pitch/letter names of the spaces?
Unsa ang mga letter names sa matag hawan/bakante sa musical staff?)
(Note: Letter for the lines are E, G, B ,D, F, letter names for the spaces are F A
C E. Singing names/pitch names for the lines are mi, sol, ti, ri, fa, singing
names/pitch names for the spaces are fa, la, do, mi.)

What is the importance of a musical staff?
Present a G–Clef on a musical staff.
(Note: G–Cleff is a symbol placed at the beginning of the staff.)
95
Ask: What is a G-Clef?(Unsa ang G- Clef?)
Where can you find the G- Clef? (Asa makita ang G-Clef sa musical staff?)
Application:
Let the pupils work in groups.
Have them draw a musical staff and write the letter names of the lines and spaces.
Have them draw another musical staff and write the singing names of the lines and
spaces.
Check if there is cooperation among group members while doing the activity.
Evaluation:
Oral test:
1. What is a musical staff?
(Unsa man ang musical staff?)
2. What are the letter names of the lines?
(Unsa ang mga “letter names” sa matag linya?)
3. What are the letter names of the spaces?
(Unsa man ang mga “letter names” sa matag hawan/bakante nga lugar sa
musical staff?)
4. What are the singing names of the lines?
(Unsa man ang mga singing names sa matag linya sa musical staff?)
5. What are the singing names of the spaces?
(Unsa man ang mga “singing names” sa matag hawan/bakante nga lugar sa
musical staff?)
Assignment:
Let the pupils draw a musical staff with G- Clef symbol in their notebook and let
them write the singing names and letter names on the line/spaces.
DAY 2
Ask:
 What is staff?
 How many lines and spaces are there in a staff?
(Note: Teacher may show a body staff.)
96
Presentation/ Discussion:
Present the “DO-RE-MI/ So-fa Syllables” Song
DO – Lagsaw, baye nga lagsaw
RE – Ang silaw sa adlaw
MI – Nagpasabot nako
FA – Daganon halayo
SO – Sigi ug panahi
LA – Ang mosunod SO
TI – Manginom ta og tsa, ug mobalik ta sa DO. Oh! Oh! Oh!
Ask:



What is the song all about? (Unsa man ang kanta?)
How many names of the so-fa syllables are there?(Pila man ka so-fa silaba
ang anaa?)
What are they?(Unsa man kini?)
Present a body staff showing the positions of the so-fa of the corresponding notes of
the so-fa syllables. (Note: Teacher sings it.)
do
re
mi
so
fa
Ask:



What are found in the body staff?
(Unsay makita sa “body staff”?)
Where are they written?
(Asa man kini gisulat?)
How are they arranged?
(Giunsa man kini paghan-ay?)
Pupils sing the so-fa syllables slowly going up.
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la
ti
do
Present a body staff with the tones going downward. (Note: Teacher sings it.)
do
ti
la
so
fa
mi
re
do
Ask:
 What have you noticed with the tones as you sing the song?
(Unsay inyong nabantayan sa tono sa kanta?)
 Look at the arrangement of the notes, where are theygoing?
(Tan- awa ang pagkahan-ay sa mga nota, asa man kini padulong?)
 What have you noticed with the tones?
(Unsay Inyong naobserbahan sa tono sa kanta?)
Pupils sing it slowly downward.
Elicit from the pupils that tones/ notations maybe going upward (ascending) and
going downward (descending) and they are written on lines and spaces.
Activity
Let the pupils practice writing the melodic outline/ contour on the air.
do
do
ti
re
la
mi
so
fa
la
ti
so
fa
mi
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re
do
do
Evaluation:
Let the pupils copy the staff and write/draw the notes as indicated below. The first
has been given.
do
do
re mi fa so la ti
ti
do
la so so so fa mi re do
Assignment:
Copy the staff. Draw the notes of the given so-fa syllables.
fa
so
la
ti
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do
ti
la
mi
re
do
Music 2 – Teachers GuideUnit 4: Week 3 – Form
Content Standards:
 recognizes repetitions within a song
 repeats the designated musical lines in a song
 echo repetition of musical lines
 perform the given task with accuracy
 show appreciation of God’s creation
Learning Content:
A. Lesson: Form – Repeats in Music
B. Materials: pictures, charts and songs
C. Value Focus: cooperation
1. Checking of assignment.
2. Let pupils write melodic contour on the air.
Motivation
Present picture of a farm. Let the pupils enumerate the animals found in the farm.
Ask:
 What animals arefound in the farm?
(Unsay mga hayop nga nakita ninyo sa uma?)
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 Who made these animals? (Kinsay naghimo sa mga hayop?
 Are they helpful to us? Why?
(Nakatabang ba ang mga hayop kanato?Sa unsang paagi?)
Presentation
Present andsing thesong below and let the pupils repeat each line correctly.
Si Noy Dodo
(Tune: Old Macdonald)
Si Noy Dodo, mayuma,
Eey, Aay, Eey, Aay Oh,
Sa iyang uma may baka
Moo, moodiri
Moo, moodidto
Bisanasa
Moo, moo, moo
Si Noy Dodo may uma
(Underlined words can be replaced by the following:
baboy – oynk-oynk; itik – kwak-kwak; kanding – mee-mee; iro – aw-aw)
Ask:
1. What are the repeated lines found in the song?
(Unsay mga gibalik-balik nga mga linya sa kanta?)
2. What have you observed in the melody or tune of the repeated lines?
(Unsay inyong naobserbahan sa tono sa mga gibalik-baliknga linya?)
3. Is it easy to sing songs with repeated lines? Why?
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(Sayon ba ang pagkanta sa mga linya sa kanta nga gibalik-balik? Ngano
man?
4. How did you feel while singing the song? Why?
(Unsay inyong gibati samtang kamo nagkanta? Ngano man?)
5. Sing the whole song again emphasizing the repeated musical lines.
Application
Form two groups. Group 1 will sing the line marked (A)while group 2 will sing the
line marked (B).Lines marked A&B to be sung by the two groups.
“MartsaGagmayngaSundalo”
(Tune: Here We Sit Like Birds in the Wilderness)
Martsa, martsa (A & B)
Gagmayngasundalo (A)
Gagmayngasundalo (B)
Gagmaynga sundalo (A)
Gagmayngasundalo (A & B)
SundalosaGinoo (A & B)
SundalosaGinoo (A)
Sundalosa Ginoo. (B)
Gagmayngasundalo (A & B)
SundalosaGinoo. (A & B)
Direct pupils to box the repeated lines in the song and read it.
Ask:

What are the repeated lines in the song?
(Unsay mga gibalik-balik nga linya sa kanta?)

What can say about the tune of the repeated lines?
(Unsay imong masulti sa tono sa mga gibalik-balik nga linya sa kanta?

Can you echo the repeated lines in the song?
(Maka “echo” ba mo sa gibalik-balik nga linya sa kanta?)
102
Evaluation
Divide the class into 2 groups. Let each group sing the song. Group 1 will sing the
lines marked 1, and group 2 will sing the lines marked 2.
Have each group create their own actions as they sing the song. (Preparation – 5
minutes; Presentation – 5 minutes)
(Note: Teacher may provide any local familiar repeated song.)
“Bangon, Bangon”
(Tune: Are you Sleeping)
Bangon, Bangon(1)
Bangon, Bangon(2)
Dodong Juan (1)
Dodong Juan(2)
Bagting nang Kampana(1)
Bagting nang Kampana(2)
Ding, Ding, Dong(1)
Ding, Ding, Dong(1)
Agreement:
Practice singing the repeated songs you learned.
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Music 2 – Teachers Guide Unit 4: Week 4 - Timber
Content Standard:
 responds to differences in sound quality coming from a variety of sound sources
 associates common musical instruments by their sound and image
 identify common musical instruments by their sounds and images.
 show appreciation of the different sounds of the musical instruments.
 manifest proper care of musical instruments.
Learning Content:
A. Lesson:Timber – Introduction to voice production
– Differentiation in sound quality
– Introduction of musical instruments
B. Materials: realia or pictures of the different musical instruments, recorded
music/sounds
C. Value Focus: Appreciation of the different musical sounds/instruments.
Ask:
1. Do you have any musical instruments at home?
(Aduna baka moy tulonggon sa balay?)
2. Can you name them? (Nganli kini)
3. What are their sounds? (Unsay ilang tingog?)
The teacher presents real instruments or pictures.Let the pupils name them.
104
Presentation /Discussion
Present any song, poem, rhyme, jingle, and rap about musical instruments.(Teacher
may use these songs below.)
TAMBOL
Bum taratatat (2x)
Tararat,Tararat
Bum, Bum,Bum
(Repeat)
GITARA, SISTA
Kuting kuting dala dalag gitara
Libot libot sa balay ni Ana
Pagmata na Ana,
Kay naay nangharana
Nagkanta bahin sa gugma.
TRUMPETA
Ang trumpeta patingugon(2x)
Torototot!
Gusto kong mouban sa Diyos
Ang trumpeta patingugon
Torototot!
Ask:
1. What are the songs all about?
(Kabahin sa unsa ang mga kanta?)
2. What are the instruments mentioned in the song?
(Unsa man ang mga tulonggon nga gihisgotan sa kanta?
3. Do the instruments have the same sounds?
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(Pareho ba sila tanan og tunog?)
4. Can you identify the sound of each instrument?
(Kaila ba mo sa tingog aning mga tulonggon?)
(Teacher may play any musical instruments or presents recorded sounds of the
different musical instruments.)
5. What is the sound ofa drum, cymbals, trumpet, violin, clarinet,and other
musical instruments?
(Unsay tingog sa tambol, ukelele, trumpeta, biyolin, gitara ug uban pa?)
6. Can you identify the sound of each musical instrument?
(Nakaila ba kamo sa tunog sa matag tulonggon?)
For Value Integration, ask:
 How will you take care of these musical instruments?
(Unsaon man ninyo pag-atiman ang mga tulonggon sa musika?
Pupils’ Activity
Play real instruments/recorded sounds of the different musical instruments and let
the pupils identify the source of its sound.
(Note: Teacher may use any local musical instruments e.g. sticks, coconut shells,
etc.)
guitar
triangle
drum
cymbals
violin
tambourine
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Application
Group the pupils into 2, first group holds pictures of musical instruments, second
group has flashcards with the corresponding sound of the musical instruments. (Do the
activity in 5 minutes)
At a go signal,let the pupils find their pair.(Using Think, Pair and Share)
Ask:
1. How did you find the activity?
(Unsay inyong ikasulti sa inyong gibuhat?)
2. Were you able to match the picture of the musical instrument to its sound?
(Husto bang pagkapares ang mga hulagway sa mga tulonggon ngadto sa
iyang tunog?)
Generalization:
What are the different musical instruments?
(Unsa ang mga nagkalain- lain nga instrumento sa musika?)
What are their sounds?(Unsa ang ilang mga tingog?)
Evaluation:
Draw a line to connect the musical instruments in column A with its corresponding
soundin column B.(Iparesangmgatulonggonsakolom A sailangtingogsakolom B.)
Kolom A
Kolom B
kuting-kuting
1.
pompyang
2.
eeng-eeng
3.
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tssk-tssk
4.
bum-bum
5.
Agreement:
Practice playing anymusicalinstrument available at home. (Ukelele, guitar, flute,
sticks, coconut shells, etc.)
Music 2 – Teachers Guide Unit 5: Week 5 – Dynamics
Content Standards:
 distinguishes between “loud”, and“soft” in music.
 distinguishes between “louder” and “softer” in music
 uses appropriate terminology to indicate understanding of volume variations.
 use terms loud, louder, soft and softer to identify volume variations.
 make loud, louder, soft and softer sounds
 cooperate with others while performing the activities
Learning Content:
A. Topic:DYNAMICS- Sound Volume in music
B. Materials: CD Player/VCD player, recorded music
C. Value Focus:care for other siblings
D. Concept :
Volume – loudness or fullness of sounds
Variation – a change in the normal movement
Loud – making a great sound
Soft – a pleasant sound
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DAY 1
Review:
- Pupils sing the song, “MartsaGagmayngaSundalo” in a soft voice.
Motivation
- Present picture of a farmer planting in the field.
- Ask about the picture.
1. Present and sing the song “MagtanomDiliTiaw”in a regular melody
2. Sing it also with varied dynamics – loud to louder.
Lines labelled 1 shall be sang in loud voice, and lines labelled 2 shall be sang in
louder voice.
Magtanom DiliTiaw
(Tune:Magtanim ay Di- Biro)
1 Magtanom dili tiaw
2 Magyuko tibuok adlaw
1 Dili ka makatindog
2 Dili ka makalingkod
(Repeat)
Ask:
1. In lines 1, how did we sing it?
(Giunsa nato pagkanta ang mga linyanga gimarkahan og 1?
2. In lines 2, how did we sing it?
(Giunsa nato pagkanta ang mga linyanga gimarkahan og 2?
3. How did we sing the song?
(Giunsa nato pagkanta ang“MagtanomDiliTiaw”?)
4. Were there changes in the volume as we sing the song? What are they?
(Aduna bay kausaban sa gikusgon sa atong tingog samtang kita nagkanta?
Unsa man kini?)
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Emphasize the different dynamics in music using the terms loud and louder by
singing the sing again )
Application:
Group activity: Divide the class into 2 (boys and girls). Let each group sing following
the dynamics as indicated below:
(Girls – loud voice, Boys – louder voice)
Among Balay
(Tune: Bahay Kubo)
Among balay
(girls)
Nindot bisan gamay
(boys)
Sa palibot may tanom
(girls)
Prutas ug utanon
(boys)
Saging, kaimito, tambis,abokado
(girls)
Petsay, balatong, ugrepolyo
(boys)
Ask:
1. How did the girls sing their assigned lines in the song?
(Giunsa pagkanta sa mga babaye ang linya sa kanta nga gigahin alang
kanila?)
2. How about the boys?
(Giunsa man usab pagkanta sa mga lalaki?)
3. What were the two volumes emphasized in ouractivity?
Evaluation:
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Distinguish the volume/dynamics of the song whether it is loudor louder. Write L on
the blank if it is loud and write LR if it is louder.
(Teacher may play recorded music or sing the songs below)
______ 1. (louder)Tong, tong, tong Pakitong-kitong
______2. (loud)
May Masadyang Panimalay
______ 3. (louder)Boom Tarat Tarat
______ 4.(loud)
Watermelon
Agreement:
Have the pupils practice singing the song learned “Among Balay”from loud to
louder.
DAY 2
Review: “What are the two kinds of volumes you have learned?”
Ask:
 Who are the members of your family? (Kinsa ang mga miyembro sa inyong
pamilya?)
 How important are they to you? (Unsa sila ka importante sa imo?)
1. Present and sing the song “Usa Kami Ka Panimalay” in a regular melody.
2. Sing it with varied volume from soft to softer.
(First round: soft volume; second round: softer volume)
“Usa Kami Ka Panimalay”
(Folk Song)
Kaming tanan nagtinabangay
Aron malipay
Si Tatay ang punoang kahoy
Si Nanay ang dahon sa sanga
Kaming mga anak maoy bunga
Sa paghigugma
Ask:
1. What is the song all about?
(Mahitungod sa unsa angkanta?)
2. How do you show your love to your family?
(Unsaon nimo pagpakita sa imong gugma sa imong pamilya?)
3. How did we sing the song in the first round?second round?
(Giunsa nato pagkanta sa unang hugna?Sa ikaduhang hugna)
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4. Which is pleasant to hear? Why?
(Hain ang maayo paminawon? Ngano man?)
Emphasize the different volumes in music using the terms soft and softer by singing
lines of the song again.
(Hatag ug pahinung-at ang lain-laing kabag-on sa tingog sa musika gamit ang mga
pulong humok ug mas humok,pinaagi sa pagkanta pag-usab sa mga linya sa awit)
Application
Divide the class into 2 groups. Let them sing the song “May MasadyangPanimalay”
Group 1 – Humok (Soft Volume)
Group 2 – Mas Humok (Softer Volume)
Evaluation:
Distinguish the volume of the song whether it is softor softer. Write softorsofter on
the blank.
_______ 1.
_______ 2.
_______ 3.
_______ 4.
(soft)
(softer)
(softer)
(soft)
Duha AkongKamot
Ang Kang Indayng mga Saging
Asa siTatay
Pulo ka mgaTudlo
Agreement:
Practice singing songs with soft/ softer volume.
Music 2 – Teacher Guide Unit 4: Week 6 – Tempo
Content Standard:
 distinguishes between “fast”, “faster”, “slow” and “slower”
 shows tempo variations with movements
 uses terms “fast”, “faster”, “slow” and “slower” to identify tempo variations
 respond to correct tempo of a song as guided by the hand signal of the teacher
(e.g. The teacher’s slow hand movement means “slow” while “fast” hand
movement means fast.)
 find enjoyment in doing different activities
 cooperate with others while performing movements
Learning Content:
A. Lesson: TEMPO – Sound Speed in music
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B. Materials: Charts of songs, recorded music
C. Value Focus: Appreciate music and love for singing
DAY 1
Drill/Review
Let the pupils sing the song Usa Kami Ka Panimalay” following the dynamics they
learned (from loud to louder).
Presentation/ Discussion:
Present the song and sing with varied tempo(fast, faster)
Pupils sing songs with varied tempo following the hand signals/movements of the
teacher (fast to faster)
Pulo Ka MgaTudlo
Tune :SampungMgaDaliri
Pulo ka mga tudlo
Sa kamot ug tiil
Duha kadalunggan,
Duha ka mata
Ilong nga nindot pa.
Limpyo nga mga ngipon
Lami ikaon
Dilang gamay ang nagsulting
Dili ka manglimbong.
Sing the song in two rounds with varied tempo. Emphasize/show hand movements
while singing the song from fast to faster.
Let the pupils sing the song with hand movements following the teacher’s signal.
Ask:
1. Which round of the song shows fast hand movements?
(Haing hugna sa awit ang nagpakita og paspas nga tempo?)
2. Which round of the song shows faster hand movements?
(Haing hugna sa awit ang nagpakita og mas paspas nga tempo?)
3. What have you observed with the hand signals of the teacher while singing?
(Unsay inyong namatikdan sa mga lihok sa kamot sa magtutudlo samtang
nag-awit?)
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4. What will be the tempo of the song if my hand moves fast? How about if it
moves faster?
(Unsay mahitabosa tempo sa awit kon paspas ang kumpas sa kamot sa
magtutudlo?Unsa man usabangmahitabosa tempo sa kanta kon mas paspas
pa ang lihok sa kamot? )
5. When shall we use fast and faster hand movements?
(Kanus- a gamiton ang paspas ug mas paspas pa nga kumpas sa kamot?)
4. How did you feel while singing the song with different tempo?
(Unsay inyong gibati samtang nagkanta sa kanta nga adunay nagkalain-lain
nga “tempo”)
Application:
Divide the class into 2 groups. Let each group choose a leader.
Let them sing the song with the tempo assigned to them.
Group members sing the song following the hand signals of their respective
leader.(Note: Leader act as teacher)
May Masadyang Panimalay
(Tune: Mulberry Bush)
Group 1 – fast tempo
Group 2 – faster tempo
May MasadyangPanimalay
Tune: This is the Way
May masadyang panimalay
Akong nahibaloan
Si Tatayug si Nanay
Si Dodong ugsi Inday
Silang tanan naghigugmaay
Sa usa ka panimalay.
Evaluation:
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The teacher sings songs with different tempo. Let the pupils distinguish whether it is
“fast”, “faster”. Have them write the answers on their paper.
(Fast Tempo)
1.
(Faster Tempo)
Ang Kang IndayngmgaSaging)
2.
AngkangInday’ngmgasaging
Walanamungakaygihangin
Konwala pa hangin-hangina
Angkanginday’ngsaging
Daghanugbunga.
3.
May Sinina Kong Bag-o
May seninakong bag-o
Pinalitsamerkado
GitahisaakongNanay
Kanakogipaangay
May laso, may medyas,
may sapatoskong bag-o
Giparesansapetikot, sadalanpakimbotkimbot.
4. May MasadyangPanimalay
Tune: This is the Way
Usa Kami kaPanimalay
Usa kami kapanimalay
Malipayon kami sabalay
Kamingtanannagtinabangay
Aronmalipay.
Si Tatayangpuno-anngakahoy
Si Nanayangdahonsasanga
Kamingmgaanakmaoybungasa paghigugma.
May masadyangpanimalay
Akongnahibaloan
Si TatayugsiNanay
Si DodongugsiInday
Silangtanannaghigugmaay
Sa usakapanimalay.
Agreement:
Practice singing at home the songs you learned with the different tempo. (fast,
faster)
DAY 2
Review: What are the types of tempo you learned last meeting?
Motivation: Teacher shows a picture of a basket full of different kinds of local fruits.
Then ask:
 What is your favorite fruit? (Unsa ang paborito nimo nga prutas?)
 Why do you like it? (Nganong gusto man nimo kini?)
 Who likes bananas? Why? (Kinsay ganahan og saging? Ngano man?)
Presentation:
1. Teacher presents and sings the song “Ang Kang Indayng Mga Saging”.
2. Vary the tempo of the song.(First round slow, second round slowerwith hand
signals of the teacher.)
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3. Pupils sing the song with slowtempo following the hand movements of the
teacher.
4. Movethe hands slower than the first and let the childrensing with slower tempo.
( Folk Song)
AngkangIndayngmgasaging
Angkangindayngsaging
Daghanogbunga
Ask:
1. What is the song all about?
(Bahinsaunsa man angkanta/ Unsay buotipasabot sa kanta?)
2. What benefits can you get from eating fruits?
(Unsay mga kaayohan nga atong makuha kon mokaon kita og prutas?)
3. How did we sing the song in the first round?
(Giunsanatopagkantasaunanghugna?)
4. How about in the second round?
(Unsa man usabsaikaduhanghugna?)
5. What is the tempo of the song, if the hand movement is slow?
(Unsay tempo sakanta kung hinayangkumpassakamot?)
6. What is the tempo of the song, if the hand movement is slower?
(Unsay tempo sakanta kung mas hinay pa ang kumpas sa kamot?)
7. What are the 4 tempo of the song?
(Unsaang 4 kamga tempo sakanta?)
8. How did you feel while singing the song?
(Unsayinyonggibatisamtangkamonagkanta?).
Application (Using Total Physical Response-TPR)
Have the class sing the song “Ang Kang Indayng mga Saging.” If the tempo is slow,
let them dance. If the tempo is slower, let them sit, basing upon the hand
signals/movement of the teacher.
( Folk Song)
AngkangIndayngmgasaging
Angkangindayngsaging
Daghanugbunga.
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Evaluation:
Group Activity
Divide the class into 2 groups. Let each group choose a leader to act as the
teacher.Have them sing any song they choose following the hand signals of their leader.
Group 1 Sing with slow tempo (leader shows slow hand movement)
Group 2 Sing with slower tempo (leader shows slower hand movement)
BatangGamay
(Tune: Ili-Ili)
Batang gamay katulog na
Wala dinhi atong mama
Tuas tyangge namalit pa
Batang gamay katulog na
Agreement
Practice singing songs with slow/slower tempo.
Music 2 – Teachers Guide Unit 4: Week 7 – Texture
Content Standards:
 distinguishes between thinness and thickness of musical sound through layering
of sound
 shows awareness of texture by correlating visual images to music
 identify musical density using recorded music ex. music with layered
orchestration vs. music with single instrument accompaniment.
 listen to music with appreciation
 participate in group activities
Learning Content:
A. Lesson: TEXTURE – Musical Layering
B. Materials: VCD/ DVD player, recorded music
C. Value Focus: Love for Music
D. Concept:
Texture is one of the basic elements of music.
Texture refers to the way multiple voices (or instruments) interact in a
composition.
Musical density refers to the thinness or thickness of musical sound or the
number of instruments used for accompaniments.
Review:What are the four types of tempo in music?
Motivation: Show pictures with single instrument or orchestra
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A
B
Ask:
1. What musical instrument/s is/ are being used in figure A?
(Unsang tulonggon ang gipakita sa ludlis A?)
2. How about in figure B?(Unsa man sa ludlis B?)
Presentation:
Pupils listen toanysongwith one accompaniment (use any available instruments).
Play recorded music with several instruments/ orchestration.
Ask:
1. In the first song you heard, how many instrument was played?
(Sa unang kanta nga inyong nadungog, pilaka tulonggon ang gigamit?)
2. In the second song played, how many musical instruments did we hear?
(Sa ikaduhang kanta nga inyong nadungog, pila ka tulonggon ang inyong
nadungog?
3. How do you compare the first song to the second song played?
(Unsaon pagtandi ang unang tugtog sa ikaduhang tugtog?)
4. Which of the two songs you like most? Why?
(Hain sa duha katugtog ang imong nagustuhan? Ngano man?)
5. What did you feel while listening to the songs?
(Unsay inyong gibati samtang naminaw kamo sa mga awit?
Teacher explains musical orchestration and music with single musical
accompaniment.)
The density of the music is thin if it has single instrument accompaniment or with
single musical line only. However, if the music has layered orchestration, then the
density is thick.
Application: (Using Total Physical Response-TPR)
Game:
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 Play any song with one musical accompaniment or with two or more musical
instruments. If they hear one musical accompaniment they stand, and if they
hear two or more musical accompaniment they dance.
Evaluation:
The teacher plays recorded music, and the pupils will identify whether the music is
thin or thick.
(Teacher may use any recorded music/using the CD provided)
Agreement:
Practice singing songs accompanied by any musical instrument.
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ART
UNIT 1: DRAWING
WEEK 1
Content Standard:
See that each person in this world has a unique face (some are round, oval, square
faced) and each has a different body shape (some are tall, fat, thin, small, big)showing the variety of human beings in this world.
Learn to observe distinctions between facial features of persons:
-
like shape of the eyes, nose, lips, head; and texture of the hair and can show
these in a drawing.
Competency:
Draw a portrait of two or more persons- his friends, his family, showing the
differences in the shape of their facial features.
Title of Lesson: My Friend
Lesson Summary
Art History/
Connecting
People before
showed their
affection to their
family, friends, love
ones or
acquaintances by
having a
remembrance. So
they made portraits
of them.
Art Production/
Creating
Draw a portrait of
one’s friend using
lines and natural
shapes
Art Criticism/
Looking and
Seeing
Identify the
difference between
his/her own work
and the work of
others
Objectives:
A.
B.
C.
D.
E.
Review about the different kinds of lines and shapes
Identify lines and shapes in the features of a face
Drawportrait of one’s friend using lines and basic shapes
Explore the storytelling qualities of art
Show love and pride in one’s identity
Time Allotment: 40 minutes
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Art
Appreciation/
Appreciating
Appreciate
one’s unique
features
Materials Needed: pencil, crayon,CD player and tape of classicalmusic(optional)
Art Vocabulary:

Portrait- a painting of a person's face

Natural Shapes- a shape created by natural forces; not man-made
Elements : Different lines and natural shapes
Principles : Variety of lines and shapes
Lesson Procedure:
Pre- Assessment:
Review of the lines and shapes (Please refer to Learner’s Material Unang Yunit,
Unang Pagtulon-an)
Motivation:
1. Have the pupils play the game “The Boat is Sinking” (Malunod Na Ang Baroto).
The teacher says a specific number for the pupils to group until they will have
four (4) groups.
2. Tell a story while the pupils act out the objects being mentioned (underlined) in
the story using body language.
Pedro Kwadrado
(By: Jennifer O. Artiaga)
One night, Pedro Kwadrado went out of the house. When he was outside, he
saw a big snake. So, he ran as fast as he could until he reached the big mango
tree. He then, rested under the mango tree. When he looked up, the moon was
shining brightly. Pedro Kwadrado was then very happy.
(Usa ka gabii, nigawas si Pedro Kwadrado sa ilang balay. Sa gawas,
nakakita siya og dako kaayo nga bitin. Unya, nidagan siya og kusog hangtod
naabot siya sa dakong punoan sa mangga. Nipahulay siya sa ilalom sa punoan
sa mangga. Paghangad niya, nidan-ag pag-ayo ang bulan. Nalipay kaayo si
Pedro Kwadrado.)
Ask:
a. Who is mentioned in the story?
(Kinsa ang gihisgotan sa istorya?)
b. What are the things seen by Pedro Kwadrado?
(Unsa ang mga butang nga nakit-an ni Pedro Kwadrado?)
c. Are there lines and shapes? What are these?
(Aduna ba kiniy mga linya ug porma? Unsa man kini?)
d. How about your friend’s face, are there lines and shapes?
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(Sadagway sa imong higala, aduna ba kiniy linya ug porma? Unsa man kini?)
e. How did you feel while doing the activity? Why?
(Unsay inyong gibati samtang nagdula? Ngano man?)
Process: (Gallery Walk)
1. Show different shapes of the face in a tree chart.
Let the pupils have a “Gallery Walk” on the displayed shapes of face.
Ask:
a. What have you observed?
(Unsa ang inyong namatikdan?)
b. What are the different shapes of the face?
(Unsa ang lain-laing porma sa nawong?)
c. Which among the shapes here is the shape of your face? How about your
friend?
(Hain kaha niini ang porma sa imong nawong? Ang sa imong higala?)
d. Can you complete the face using lines and shapes? How?
(Makompleto ba nimo ang nawong gamit ang mga linya ug porma? Unsaon
man?)
e. What does it show?
(Unsa man ang gipakita niini?
f. What is a portrait then?
(Unsa man diay ang retrato?)
Note: Show a sample portrait for the pupils to observe.
g. Can you distinguish the lines, shapes, colors and textures present? What
have you observed?
(Maila ba nimo ang mga linya, porma, bulok/kolor, ug grano nga anaa? Unsa
ang inyong namatikdan niini?)
h. Can you draw your friend’s face using lines and shapes? Why? Why not?
(Madrawing/madebuho ba nimo ang retratosa imong higala gamit ang mga
linya ug porma? Ngano man? Nganong dili man?)
2. Introduce the art activity of the day, “My Friend.”
3. Tell the pupils to get the materials needed for the activity from their art envelope.
4. Explain the steps in doing the activity.
a. Let the pupils use lines and basic shapes to draw their friend’s face.
b. Using their pencil, pupils will draw their friend’s face in a bondpaper and color
it.
c. Instruct them to give the title of their artwork.
d.
Doing My Art:
1. Let the pupils set the standards in doing the artwork.
2. Let them draw freely their friend’s portrait in a bond paper.
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3. You may play a classical or any instrumental music as background while the
pupils are doing their artwork.
Talking Time:
1. Once done, pupils show their artwork to the class (Voluntary).
2. Congratulate the pupils for doing the artwork well.
3. Letthem tell something about their artwork.
Guide Questions:
a. What are the different shapesof the face?
(Unsa ang mga nagkalain-laing porma sa nawong?)
b. In what parts of the face do you see the different lines and shapes?
(Hain nga bahin sa nawong makita ang mga nagkalain-laing linya ug porma?)
c. Do we have the same shape of the face? How about our eyes? Nose? Lips?
Head? Texture of the hair? Why?
(Managsama ba ang porma sa atong dagway? Ang atong mata? Ilong?
Baba? Ulo? Grano sa buhok? Ngano man?)
d. How did you feel while drawing your friend’s face? Why?
(Unsa may inyong gibati samtang nagdrawing sa dagway sa inyong higala?
Ngano man?)
e. Why do we have to take care of them?
(Nganong kinahanglan man natong atimanon kini?
f. How do we take care of the different parts of the face?
(Unsaon nato pag-atiman niini?)
4. Allow the classmates to say something about his/ her work.
5. Praise the pupils for doing so.
6. Give some suggestions about their work.
Evaluation:
Let the pupils draw a portrait of another friend or classmate in a bond paper.
Let them tell what they like best in that particular person.
Post the best work in the “Art Corner”.
Assignment:
1.Have the pupils cut out different human faces from a magazine, calendar,
brochure or newspaper and paste them in their drawing book. Then tell
something about it in one sentence.
2. Let them bring family picture to be used in the next activity.
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WEEK 2
Content Standard:
Realize that artist have drawn or painted portraits of persons to capture their likeness
and their character.
- (Philippine artists who made portraits: Damian Domingo, Simon Flores, Juan Luna,
Amorsolo).
Appreciate the different styles of Filipino artists when they create portraits.
Competency:
Draw a portrait of two or more persons- his friends, his family, showing the
differences in the shape of their facial features.
Title of the Lesson: Family Portrait
Lesson Summary
Art History /
Connecting
Long ago, cameras
were not yet
available so artists
sketched and drew
them.
Art Production/
Creating
Draw a portrait of
one’sfamily
showing
thedifferences in
the shape of their
facial features
Art Criticism/
Looking and
Seeing
See the different
lines and shapes
present in their
drawing
Art Appreciation/
Appreciating
Identify the
similarities and
differences
between people’s
body shapes
Objectives:



Compare the facial features of family members
Draw a portrait of one’s family, showing the differences in the shape of their facial
features
Appreciate the different styles of Filipino artists when they create portraits
Time Allotment:40 minutes
Materials Needed: bond paper, pencil, crayon
Art Vocabulary:


Artist- a person who practices in any work of arts like drawing or painting
Features- any of the distinct parts of the face, as the eyes, nose, or mouth
Elements : Different lines and natural shapes
Principles :Variety of lines and shapes
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Lesson Procedure:
Motivation:
1. Let the pupils sing.
Usa Kami Ka Panimalay
Usa kami kapanimalay.
Malipayon kami sabalay.
Kamingtananmagtinabangay.
Aronmalipay.
Si Tatayangpunoangkahoy.
Si Nanayangdahonsasanga.
Kamingmgaanak maoy bunga.
Sapaghigugma.
Ask:
a. Who are the members of the family?
(Kinsaangmgasakopsapamilya?)
b. What can you say about their family?
(Unsaanginyongikasultimahitungodsailangpamilya?)
c. Who is the trunk? The leaf of the branch?The fruit?
(Kinsa man angpunoan?Angdahonsasanga? Angbunga?)
d. Why is father considered the trunk, motherleaf of the branch and children the
fruits?
(Nganong ang papa man ang nahimong punoan? Mama ang dahon sa
sanga? Mga anak ang bunga?)
e. Who are the members of your family?
(Kinsa man angmgasakopsainyongpamilya?)
f. What does each member of your family do?
(Unsa man angmgabuluhatonsatagsa-tagsaka sakopsainyongpamilya?)
g. Why is it important that each member of the familywill help one another?
(Nganongkinahanglan man nga motabangang kada sakopsapamilya?)
h. Do you love your family? Why?
(Gihigugma ba nimo ang imong pamilya? Ngano man?)
i. How do you show your love to your family?
(Unsaon nimo pagpakita ang imong paghigugma sa imong pamilya?)
 Expected answers: Help at home, show respect, kiss them, give flowers,
make a card, make a portrait, etc.
j. Can you draw your own family?
(Madrawingbanimoangimongkaugalingongpamilya?)
Process:
1. Show a sample of a portrait done by Philippine artists (Damian Domingo, Simon
Flores, Juan Luna, Amorsolo).
2. Emphasize that artists have different styles.
3. Let them distinguish the style used by an artist in creating a portrait.
4. Instruct the pupils to get the assigned family picture.
5. Introduce the art activity for the day “Family Portrait”.
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6. Tell the pupils to get the materials needed for the activity.
7. Have the pupils draw freely their family’s portrait on a bond paper.
8. Encourage them to develop their own style of creating their family portrait.
9. Instruct them to give a title to their artwork.
10. Once done, let them show their artwork to the class.
11. Appreciate all the work of the pupils by giving them an artist clap (1-2, 1-2-3, Ako
Ni!)
Talking Time:
1. Let the pupils tell something about their artwork.
2. Have them point out the different kinds of lines and shapes in their artwork.
3. Choose randomly one or two of the artworks and have the pupils explain to the
class.
4. Congratulate them for doing the artwork well. (Give incentive/reward, if possible)
Guide Questions:
a. Who are the members of your family?
(Kinsaangmgasakopsa inyongpamilya?)
b. What are the differences of their facial features? Are they the same? Why?
Why not?
(Unsa man angmgakalainansailangpanagway? Parehoba
sila?Nganongoo?Nganongdili?
c. What different lines and shapes did you see in their facial features?
(Unsaangmganagkalain-lainglinyaugpormangainyong nakita
sailangpanagway?)
d. How did you feel while drawing your family’s portrait? Why?
(Unsa may inyonggibatisamtang nagdrawing/ nagdebuho kamosa retrato
sainyongpamilya?Ngano man?)
e. Do you love your family? Why?
Gihigugmabanimoangimongpamilya? Ngano man?
f. How do you show your love for your family?
Unsaon nimo pagpakita nga gihigugmanimoangimongpamilya?
Evaluation:
Based on their artwork, let the pupils talkabout similarities and differences of their
parents’ facial features (shape of eyes, nose, lips, head and texture of the hair) using the
Venn Diagram.
Mother
Father
Assignment/ Agreement:
Have the pupils paste their family picture in the drawing book.
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WEEK 3
Content Standard:
See that each person in this world has a unique face (some are round, oval, square
faced) and each has a different body shape (some are tall, fat, thin, small, big)showing the variety of human beings in this world
Observe the position of the arms, legs, and body when a person is doing an action,
and portrays this in an action-drawing
Competency:
Show motion or action in the drawing of human bodies
Title of the Lesson: Body in Motion
Lesson Summary
Art History /
Connecting
Our body can do
different
movements or
actions. So lines
and shapes are
used by artists to
express it in their
drawings.
Art Production/
Creating
Draw human
bodies showing
motion
Art Criticism/
Looking and
Seeing
See the different
lines and shapes
used to show
motion
Art Appreciation/
Appreciating
Identify the
different
movements that
the human body
can do and the
uniqueness of
one’s own body
shape
Objectives:



Name the different movements that the human body can do
Show motion or action in the drawing of human bodies
Give the importance of taking care of one’s body
Materials Needed: Manila paper/cartolina, pencil, crayon
Reference Materials:
Art Vocabulary:

Natural shapes- a shape created by natural forces; not man-made

Motion- a natural event that involves a change in the position

Proportion- to form the parts with balance or symmetry
Elements : Natural shapes
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Principles : Proportion of body parts
Lesson Procedure:
Motivation:
1. Group the children into four(4)
2. Have the pupils play the game, “Paint Me a Picture”(IhulagwayKini)
Let them give the actions of the following situations:
- Birthday Party
- Fiesta
- At the Beach
- At the Park
Ask:
a. What did you do?
(Unsaanginyonggibuhat?)
b. What are the different actions that you showed?
(Unsa man angnagkalain-lainglihoknga inyonggipakita?)
c. How did you show the different actions?
(Giunsaninyopagpakitaangnagkalain-laingmgalihok?)
d. What did you feel while playing? Why?
(Unsaanginyonggibatisamtangnagdula?Ngano man?)
Process:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduce the art activity for the day, “Body in Motion.”
Tell the pupils to get the materials needed for the activity.
Explain the steps in doing the activity.
Ask the pupils about what they usually do at home, in school, in the market and
at the park.
Let them draw it using lines, shapes and proportion of body parts.
Let them color their drawing.
Instruct them to give the title of their artwork.
Once done, each group will show their artwork to the class.
Call one representative of each group to explain their artwork in front.
Doing Our Art:(Group Work)
1. Divide the class into four (4) groups.
2. Each group will draw the actions done in a specific place.
Group I
- At Home
Group II -In School
Group III - In the Market
Group IV - At the Park
Talking Time:
1. Post the work of each group and let them look at the artwork of others.
2. Ask one representative from each group to explain their artwork.
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Guide Questions:
a. What is your artwork about?
(Bahinsaunsaang inyongalampat (art)?)
b. Are there lines and shapes present in your drawing? What are these?
(Aduna bay mgalinyaugpormangamakit-ansa inyong debuho? Unsa man
kini?)
c. Are the shapes of the body the same? Why? Why not?
(Managsama ba ang mga porma sa lawas? Nganong oo? Nganong dili?
d. What are the different shapes of the body?
Unsa ang mga nagkalain-laing porma sa lawas?
(niwang, tambok, taas, dako)
e. Is there proportion of body parts?
(Aduna bay proportion samgabahinsalawas?)
f. What did you feel while doing your artwork? Why?
(Unsay inyonggibatisamtangnaghimokamosainyongalampat? Ngano man?)
g. Were you able to finish your work? Why?
(Nakahuman ba kamo sa inyong trabaho? Ngano man?)
3. Reward thepupils for doing their artwork well.
4. Exhibit all works to encourage everybody to explore and develop their own style.
Evaluation:
1. Let the pupils make their individual artwork on the given theme “First Day in
School”
2. Using their bond paper, let them draw one (1) action that they do on the first day
of school.
Assignment/ Agreement:
Let the pupils list down five (5) chores they do at home.
WEEK 4
Content Standard:
Appreciate the variety of shapes of Philippine plants, leaves, and fruits and their
contrasting colors.
Translate his imagination into a drawing that others can see and appreciate
Competency:
Composes the different fruits or plants to show overlapping of shapes and the
contrast of colors and shapes in his colored drawing.
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Title of the Lesson: Flowers
Lesson Summary
Art History /
Connecting
Art Production/
Creating
The Philippines'
Draw a flower that
is found in the
tropical climate
makes it a home to locality
various kinds of
flowers. These
flowers are the
attractions at
home, parks, and
public places.
These are also the
favorite subject of
artists for drawings.
Art Criticism/
Looking and
Seeing
See the contrast of
colors and shapes
in drawing flowers
Art Appreciation/
Appreciating
Appreciate the
beauty of our local
flowers
Objectives:




Distinguish our local flowers
Compare and contrast the shapes and colors of the different flowers
Draw the flowers that are found in the locality
Appreciate one’s work and the work of other artists
Materials Needed:real flowers, basket, oslo or bond paper, pencil, oil pastel
Art Vocabulary:



Contrasting Colors- a combination of a light and a dark shade color
Locality- relating to a barangay, town, district or city
Overlapping- to lie over and partly cover something.
Elements : Colors- contrasting
Principles : Contrast of shapes
Lesson Procedure:
Motivation:
1. Show the different flowers in the basket. Let the pupils touch and smell the
flowers.
Ask:
a. What did you feel while touching and smelling the flowers? Why?
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(Unsa ang inyong gibati samtang inyong gihikap ug gisimhot ang mga bulak?
Ngano man?)
b. What are their colors and shapes?
(Unsa man angilangmga bulok/kolorug porma?
c. Observe their colors.What have you noticed?
(Obserbahi ang ilang kolor. Unsa anginyongnamatikdan niini?)
Process: (Group Activity)
1. Divide the class into 4 groups.
2. Distribute manila paper with the “table” below.
NgalansaBulak
Porma
Color
1. Gumamela
2. Santan
3. Let the pupils compare and contrast the shapes and colors of the flowers by
filling out the appropriate columns.
4. Let them discuss their observations to the class.
5. Guide the pupils to come up with concept of contrasting colors (dark and light)
and shapes.
6. Demonstrate how contrast in colors and shapes can be achieved in art by
showing pictures with light and dark shade.
Guide Questions:
a. What are the names of the flowers found in our locality?
(Unsa ang mga ngalan sa bulak nga makita sa atong palibot?)
b. What is its shape? Its color?
(Unsa ang porma niini? Ang iyahang bulok/ kolor?)
c. Do they have the same shape? Color?
(Managsama ba ang ilang porma? Ang bulok/ kolor?)
d. Are the flowers noticeable? Why?
(Mamatikdan ba dayon nimo ang mga bulak?Ngano man?)
Note: Let the pupils see the difference between light and dark colors to
emphasize contrast.
Doing My Art:
1. Introduce the art activity for the day “Flowers”.
2. Tell the pupils to get the materials needed for the activity.
3. Explain the steps in doing the activity:
a. Choose one flower you like and draw it in an oslo/ bond paper.
(Pagpili og usa ka bulak nga imong ganahan ug idebuho kini sa oslo/bond
paper.)
b. Color it using light and dark shade.
(Kolorikini gamit ang hayag ug ngiob nga kolor.)
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4. Post the work of the pupils and let them look and appreciate the artwork of
others.
Talking Time:
Let the pupils explain their artwork to the class.
Evaluation:
Color the shapes of the flower with a darker shade of color.
(Koloriangpormasabulakog masngiob ngakolor.)
(Refer to Learner’s Material Ika-upat nga Pagtulon-an, Ikatulong Buluhaton)
Assignment:
Make a card for your Mother and Father. Design it with flowers.
(Paghimo og kard alang sa imong inahan ug amahan.Butangi ug disenyo nga bulak.)
WEEK 5
Title of the Lesson: Fruits
Lesson Summary
Art History /
Connecting
Our country is rich in
tropical fruits. These
fruits are available in
any time of the year
and still the favorite
subject of artists for
drawing.
Art Production/
Creating
Draw the
different fruits
found in the
locality
Art Criticism/
Looking and
Seeing
See the difference
of using dark and
light colors in
drawing fruits
Art Appreciation/
Appreciating
Appreciate our own
local fruits
Objectives:
 Identify the shapes and colors of the different fruits
 Compare and contrast the shapes and colors of the different fruits
 Draw the different fruits found in the locality
 Give the importance of fruits to our body
Materials Needed: real objects (fruits), basket, oslo paper,pencil, oil pastel
Art Vocabulary:

Vendor- one that sells
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Lesson Procedure:
Elements : Colors- contrasting
Principles : Contrast of shapes
Procedure:
Motivation: (Role Play)
1. Pretend as a vendor.
2. Let the pupils act as buyers using their play money to buy.
3. Instruct the pupils to buy only the fruits with contrastingcolors.
Ask:
a. What fruits did you buy? Why did you choose this fruit?
(Unsa man ang inyong gipamalit? Nganong kini maoy inyong gipili nga mga
prutas?)
b. What did you feel while buying? Why?
(Unsay inyong gibati samtang namalit kamo?Ngano man?)
c. What colors of the fruits are contrasting?
(Unsa ang mga kolor sa mga prutas nga magkaatbang?)
d. Is it good to eat fruits? Why?
(Maayo ba nga mokaon kita og mga prutas? Ngano man?)
Process:
1. Introduce the art activity for the day, “Fruits”.
2. Tell the pupils to get the materials needed for the activity
3. Explain the steps in doing the activity:
a. Look at the fruits in the basket.
(Tan-awaangmgaprutasngaanaasa basket.)
b. Draw this in your oslo paper.
(Idrawingkinisainyongoslo paper.)
c. Color it.
(Kolorikini.)
Doing My Art:
1. Have the pupils draw freely the fruits in the basket showing overlapping of
shapes and the contrast of colors and shapes in their colored drawing.
2. Supervise the pupils while they concentrate in their drawing.
3. Post the work of the pupils and let them look at the artwork of others.
Talking Time:
1.Let the pupils show and explain their artwork.
Questions:
a. What is your artwork all about?
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(Bahin sa unsa ang imong alampat (art)?)
b. What have you observed in the colors of your drawing? The shapes of the
fruits?
(Unsay imong namatikdan sa kolor sa imong drawing?
Sa mga porma sa prutas?
c. Is it important to eat fruits? Why?
(Mahinungdanon ba nga mokaon kita og mga prutas? Ngano man?)
d. What did you feel while doing your artwork? Why?
(Unsay inyong gibati samtang naghimo kamo sa inyong alampat? Ngano
man?)
2. Let the pupils appreciate the work of others by drawing stars on their artwork.
Evaluation:
Talk about your favorite fruits and tell why you like them.
Assignment:
What fruit do you like best? Draw it in your paper.
WEEK 6
Title of Lesson: Still Life Portrait of a Tree
Lesson Summary:
Art History/Connecting
In the past, the Philippines
being a tropical country
used to be densely forested.
However, with the advent of
industrialization and
increase in population
people resort to cutting of
trees which in effect has
contributed to the global
problem on climate change.
To mitigate the effects of
forest denudation the
country strengthens its
Art
Production/Creati
ng
Art
Criticism/Look
ing and
Seeing
Draw leaves
showing different
shapes and
colors. Make a
still life portrait of
a tree.
Identify
variations of
colors and
shapes of
leaves of
trees.
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Art
Appreciation/Ap
preciating
Appreciate the
different shapes
and colors of
leaves of trees.
campaign towards the value
and care of trees.
Objectives:



Discuss the importance of trees in the community
Show love for trees and plants
Use different shapes and colors in creating a still life portrait of a tree
Time Allotment of Lesson: 40 minutes
Materials: Drawing book, pencil, crayons or craypass
Music, Arts and Physical Education 4, Hornilla, V., et. al, Phoenix Publishing House
(2009)
Art Vocabulary:


Still life- representation of inanimate objects, such as flowers or fruit, in painting
or photography.
Contrast-to stand in opposition; to exhibit difference, unlikeness, or opposition of
qualities
Elements and Principles:


Shapes-the leaves of Philippine trees/plants have different shapes
Colors- there are many different colors of leaves found in the country
Lesson Procedure:
Motivation:
1. Let the pupils sing the action song “Ang mga Kahoy” to the tune of “Ang mga
Puno” found in Week 6 “Atong Kantahon” of the LM.
Ang Mga Kahoy
Ang mga kahoy nga puno sa bunga
Binuhat sa Diyos nga walay kapakyasan
Ang mga kahoy nga puno sa bunga
Binuhat sa Diyos nga walay kapakyasan
Maglipay kita, dayegon ang Diyos.
Ask:
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a. What is the song about?
(Bahin sa unsa ang kanta nga atong giawit?)
b. According to the song, who made the trees?
(Sumala sa kanta, kinsa ang nagbuhat sa mga kahoy?)
c. What benefits do trees give us?
(Unsang kaayohan ang ikahatag sa mga kahoy kanato?)
d. As children of God, what shall we do to take good care of trees?)
(Isip mga anak sa Diyos, unsa ang atong buhaton aron maampingan ang
mga kahoy?)
e. What kind of trees can we find around our school? In our community?
(Unsang klase sa mga kahoy ang makita sa atong eskwelahan? sa atong
komunidad?)
f. What do people in your community do to take good care of trees?
(Unsa ang gibuhat sa mga tawo sa inyong komunidad/katilingban aron
maampingan ang mga kahoy?)
Process:
1. Show the picture of 3 different shapes of leaves colored in 3 different shades of
green (light green, green, blue green) found in Week 6 “Susiha”of the LM.
Ask:
d. What have you observed with the leaves? (Expected answer: they have
different shapes and colors)
(Unsa ang inyong namatikdan sa mga dahon?)
e. When we put the leaves together, can we still distinguish their difference?
Why?
(Kon pundokon nato ang mga dahon mailhan pa ba nato kalainan nila?
Ngano man?
(Expected answer: Because of the difference in their shapes and their
colors?)
2. Explain the concept in the use of lines, shapes, and the contrast in the lightness
and darkness of colors as an element of art.
3. Show the sample art found in Week 6 “Susiha” letter B of the LM and present the
discussion questions beside it.
4. Let the pupils read “Hinumdomi” of Week 6 of the LM.
5. Have them work on “Unang Buluhaton” of Week 6 of the LM.
6. Introduce the art activity for the day “Still Life Portrait of a Tree”
Still Life Nga Kahoy).
(Pagdrowing og
7. Tell the pupils to get the materials from their art envelopes needed for the activity:
 Drawing book
 Pencil
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
Crayons or oil pastel
8. Bring the pupils outside of the classroom and position them in a place where there
is a view of a tree.
9. Explain the steps in doing the art activity: (Refer to “Ikaduhang Buluhaton” of
Week 6 of the LM)
a. Pupils should focus their attention on the subject.
b. Using their pencil and crayons, pupils will draw the subject (tree) on their
drawing book.
c. Tell them to color their work until finished.
d. Instruct them to give a title for their artwork.
10. Remind the pupils to rate their artworks.
Doing My Art:
1. Remind the pupils of the different standards in doing artwork.
2. Pupils do their actual artwork.
3. Teacher supervises the pupils while doing their artwork.
Evaluation/Talking Time:
1. When everyone is done with his/her work, teacher calls on selected pupils to say
something about their artwork.
Ask:
(Bahin sa unsa ang imong alampat (Art)?)
b. How did you feel while doing your artwork? Why?
(Unsa ang imong gibati samtang nagbuhat ka sa imong alampat?)
c. What lines, shapes, and colors did you use in doing your artwork?
(Unsa ang mga linya, porma nga imong gigamit sa pagdibuho sa imong
alampat? Unsa nga mga kolor ang imong gigamit?)
d. What difficulties did you encounter while doing your artwork?
(Unsa ang kalisdanan ang imong nasinati samtang nagbuhat sa imong
alampat?)
2. Congratulate the pupils and celebrate with them for their outputs. (provide
incentive/reward, if possible)
Assignment:
Tell the pupils to write in their MAPEH notebook 5 kinds of trees which can be found
in their locality and state their importance.
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WEEK 7
Content Standard
Appreciate the variety of shapes of Philippine plants, leaves and fruits and their
contrasting colors.
Point out the contrast between shapes and colors of different fruits or plants and
flowers in one’s work and in the works of others.
Competency
Draw from actual still life arrangement
Title of the Lesson: Still Life Portrait of Fruits
Lesson Summary:
Art
History/Connectin
g
Art
Production/Creatin
g
Art
Criticism/Looking
and Seeing
People long ago
documented their
daily life
experiences
through drawing
on caves or
decorations on
temple walls and
potteries. Through
this, people
nowadays can
appreciate the
good lifestyles of
our ancestors
particularly those
that concern our
health like eating
fruits and
vegetables.
Draw fruits of
different shapes on
paper. Create a still
life portrait of fruits
showing
overlapping of
shapes.
See the likeness
and contrast of the
shapes of fruits.
138
Art
Appreciation/Appreci
ating
Appreciate the
unique shapes of
fruits.
Objectives:
 Use different shapes and colors in creating fruits
 Compose a still life of fruits showing overlapping of shapes
 Tell the importance of fruits in their lives
Materials Needed: Sandpaper, pencil, crayons or craypass, fruits (can be plasticfruits)
Art Vocabulary:




or photography.
Contrast- to stand in opposition; to exhibit difference, unlikeness, or opposition of
qualities
Unique-being the only one of its kind; without an equal or equivalent
Overlapping-to lie or extend over and cover part of; to have an area or range in
common with



Shapes- fruits in the Philippine have different shapes
Colors- these fruits have varied colors
Contrast- the uniqueness of the shapes and colors of these fruits make them
distinguishable from one another even when placed in groups
Lesson Procedure:
Motivation:
2. Let the children sing the song “Watermelon” found in Week 7 “Atong Kantahon”
of the LM)
(Note: Fruits used in this song is the contextualized version of the English names
of the fruits originally contained in the song.)
Watermelon
Watermelon, watermelon
Kapayas, kapayas
Saging, saging, saging(2X)
Fruit salad, fruit salad
Ask:
b. What fruits are being mentioned in the song?
(Unsa ang mga prutas nga gihisgotan sa kanta?)
c. What benefits do we get from eating fruits?
( Unsa ang mga kaayohan ang atong makuha sa pagkaon og prutas?)
(Note: Focus on the answer “mga bitamina” to connect to the nextquestion)
d. What vitamins and minerals do we get from bananas? Papayas, etc?)
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(Unsang mga bitamina ang atong makuha sa pagkaon og prutas sama sa
saging? kapayas? Etc.
e. What shall we do in order for us to eat fruits daily or have an abundant supply
of fruits everyday?
(Unsay atong buhaton aron kanunay kitang makakaon og prutas?)
Process:
1. Show a ripe banana (can be a plastic banana) and ask:
a. What fruit is this?
(Unsang prutasa ni?)
b. What is its color?
(Unsay iyang kolor?)
c. What is its shape?
(Unsay iyang porma?)
2. Show a watermelon (can be a picture or a plastic one) and ask:
a. What fruit is this?
(Unsang prutasa ni?)
b. What is its color?
(Unsay iyang kolor?)
c. What is its shape?
(Unsay iyang porma?)
Ask:
a. If we put the 2 fruits together, can we still distinguish them from each other?
Why?
(Kon pundokon nato ang 2 ka prutas mailhan pa ba nato ang kalainan nilang
duha? Ngano man?)
(Expected answer: Yes, because they have different shapes and colors.)
b. What do we have to remember when drawing fruits?
(Unsay atong hinumdoman kon magdebuho kita og prutas?)
(Expected answer: Place together fruits with contrasting colors and shapes.)
3. Direct the pupils to read and answer the questions found in Week 7 “Susiha” of
the LM.
4. Let them read “Hinumdomi” of Week 7 of the LM.
5. Have them work on “Unang Buluhaton” of Week 7 of the LM.
6. Introduce the art activity for the day “Still Life Portrait in Sandpaper” (Still Life sa
Papel de Liha).
7. Unlock the term written below by showing a real sample of sandpaper.
 Sandpaper
-a kind of paper used to smoothen rough surfaces
 (Papel de liha - klase sa papel nga gigamit sa pagkiskis o pagpahamis sa
kahoy)
8. Tell the pupils to get the materials from their art envelope needed for the activity:
 Sandpaper (for wood)
 Pencil
 Crayons or oil pastel
9. Set the fruits (or subject) that the pupils will draw on a table and position it on a
strategic place.
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(Note: If the teacher finds that the pupils are not yet ready to draw fruits arranged
in overlapping manner, fruits may be set individually/separate from each other.)
10. Explain the steps in doing the activity: (Refer to Week 7 “Ikaduhang Buluhaton”
of the LM)
b. Using their pencils, instruct the pupils to draw the subject on the
sandpaper based on what they see from their seat/spot.
c. Tell them to color what they have sketched on the sandpaper using their
crayons/craypass until work is done.
d. Instruct them to give a title for their artwork.
(Note: Teacher may position the pupils around the table to give them a
good view of the subject.)
Doing My Art:
3. Teacher supervises the pupils while doing their artwork.
1. When everyone is done with his/her work, select few pupils to say something
about their artwork.
Ask:
b. What shapes and colors did you use in doing your artwork?
(Unsa ang mga porma ug mga kolor ang imong gigamit sa pagbuhat sa
imong alampat?)
c. (How did you feel while doing your artwork?
(Unsa ang imong gibati samtang nagbuhat ka sa imong alampat (art)?)
Assignment
Let pupils bring at least 2 different kinds of flowers.
(Padad-a ang mga bata og 2 ka nagkalain-laing klase sa bulak.)
141
WEEK 8
Title of the Lesson: Still Life Portrait of a Flower
Lesson Summary:
Art Production/
Creating
Drawings had important
functions in the past.
They helped artists keep
a record of images they
frequently used.
Drawings of human
figures, costumes, plants
and animals, and many
other forms were
collected in model books.
Artists then copied the
drawings instead of
working directly from live
models or from nature.
Draw flower on
a sheet of
paper. Copy a
flower from an
actual still life
arrangement.
Art
Criticism/Looking
and Seeing
See the likeness
and difference of
the shapes and
colors of flowers.
Art
Appreciation/
Appreciating
Identify the
likeness and
difference of
the shapes
and colors of
flowers;
appreciate the
unique
qualities of
flowers.
Objectives:
 Use different shapes and colors in creating still life drawing
 Compose an artwork from still life arrangements showing overlapping of shapes
 Tell the importance of flowers in their lives
Materials Needed: Sandpaper, pencil, crayons or craypass, gumamela flower placed in
vase
Art Vocabulary:




or photography.
Contrast- to stand in opposition; to exhibit difference, unlikeness, or opposition of
qualities
Unique- being the only one of its kind; without an equal or equivalent
Overlapping- to lie or extend over and cover part of;t o have an area or range in
common with
142



Shapes- flowers in the Philippine have different shapes
Colors- these flowers have varied colors
Contrast- the uniqueness of the shapes and colors of these flowers make them
distinguishable from one another even when placed in groups
Lesson Procedure:
Motivation:
1. Let the pupils sing the song “Mobuskad ang Bulak, Mosira ang Bulak” to the tune
of “Sasara ang Bulaklak, Bubuka ang Bulaklak” found in Week 8 “Atong
Kantahon” of the LM.
Ask:
b. Do you have a favorite flower? What flower(s) is it?
(Aduna ba kamoy paborito nga bulak? Unsang bulaka kini?)
c. Are flowers important to us?
(Importante ba ang mga bulak kanato?)
d. What will we do in order to enjoy the beauty of flowers everyday?
(Unsa ang imong buhaton aron mahimuot kasa katahomsa mga bulak kada
adlaw?)
Process:
1. Direct the pupils’ attention to the gumamela flower found in Week 8 “Susiha” of
the LM and have the pupils answer the discussion questions above it.
2. Let the pupils do “Unang Buluhaton” of Week 8 of the LM.
3. Introduce the art activity for the day “Still Life Portrait of a Flower” (Still Life nga
Alampat og Bulak). Direct pupils’ attention to the sample art provided in
“Ikaduhang Buluhaton” of Week 8 of the LM.
4. Tell the pupils to get the materials from their art envelope needed for the activity:
 Drawing book
 Pencil
5. Set the gumamela flower in a vase and position it at the center of the class so all
the pupils can see.
(Note: If the teacher finds that the pupils are not yet ready to draw subjects
arranged in overlapping manner, subjects may be set individually/separate from
each other.)
6. Explain the steps in doing the activity: (Refer to Week 8 “Ikaduhang Buluhaton”
of the LM)
143
b. Using their pencils, instruct the pupils to draw the subject on their drawing
book. Tell them to color what they have drawn on the drawing book using
their crayons/craypass until work is done.
c. Instruct them to give a title for their artwork.
Doing My Art:
3. Supervise the pupils while doing their artwork.
1. When everyone is done with his/her work, select few pupils to say something
about their artwork.
Ask:
b. What shapes and colors did you use in doing your artwork?
(Unsang mga porma ug mga kolor ang imong gigamit sa pagbuhat sa
imong alampat?)
c. What difficulties did you encounter while doing the artwork?
(Unsa ang mga kalisdanan ang inyong nasinati samtang nagbuhat sa
alampat?)
d. (How did you feel while doing your artwork?
2. Congratulate the pupils and celebrate with them for their outputs. (Provide
Assignment:
Let pupils draw and color 5 of their favorite flowers in their drawing book.
WEEK 9
Content Standard
Appreciate the variety of shapes of Philippine plants, leaves and fruits and their
contrasting colors.
Translate his imagination into drawing that others can appreciate and see.
144
Competency
Create an imaginary landscape or world from a dream or a story
Title of the Lesson: Imaginary Landscape
Lesson Summary:
The vastness of the
Philippine soil offers a view
of breathtaking sceneries
and eyecatching natural
sights. These natural sights
include the mountains,
valleys, trees, rivers, and
forests which become
important figures in art.
Artists capture these natural
beauties in artpieces to
preserve its wonder from the
threats of modernization.
Other artists create their own
interpretation of landscape
drawings as a form of visual
expression.
Art
Production/Creat
ing
Art
Criticism/Looking
and Seeing
Draw an
imaginary
landscape using
different colors
and shapes.
Identify the
different shapes,
colors, and the
uniqueness of the
objects that can
be found in one’s
environment.
Art
Appreciation
/Appreciatin
g
Appreciate
the
differences,
similarities,
and
uniqueness
of the
objects that
can be
found in
one’s
environment
.
Objectives:



Recall details from the story listened to
Create an imaginary landscape as mentioned in the story
Work with peers harmoniously
Materials Needed:Big book, cartolina, pencil, crayons or craypass
Reference Materials:The Magic Mat, published by Adarna House, Inc. (2003)
Art Vocabulary:

Imaginary- having existence only in the imagination; unreal
145

Landscape- a section or expanse of rural scenery, usually extensive, that can be
seen from a single viewpoint; a picture representing natural inland or coastal
scenery



Shapes- fruits, flowers, and plants in the Philippine have different shapes
Colors- these fruits, flowers, and plants have varied colors
Contrast- the uniqueness of the shapes and colors of these fruits, flowers, and
plants make them distinguishable from one another even when placed in groups
Lesson Procedure:
Motivation:
Ask:
“What do you use when you sleep?”
(Unsa ang inyong higdaanan kon kamo matulog?)
2. Show the cover of the book and ask: “What do you see on the cover of the book?
Where is the boy sleeping?”
(Unsa ang inyong nakita sa tabon (cover) sa libro? Asa natulog ang bata?)
3. Have the children read the title. Ask: “Why do you think the story is entitled
“Magic Mat”?”
(Ngano kaha nga “Magic Mat” ang ulohan sa istorya?)
4. Read the story to the class.(Refer to Week 9 “Basaha Kini” of the LM)
1.
(Note: Story should be contextualized in the Mother Tongue first before reading it
in the class. If possible, use the big book of the story for visual support)
Magic Mat
By: Virgilio S. Almario
A quiet and cool evening, what fun to sleep on a mat! Fidel went to bed early,
fell asleep, and had a dream. He felt his mat moving up. He and his sister flew
over the church. He flew over the city of lights. They dove deep into the sea.
They visited the animals in their jungle homes. They crossed the lands of ice and
cold winds. They crossed the land of sand and camels. They travelled through
the east. They traveled through the west. And were home before Fidel’s mother
came to wake him up. Karen also slept early, and her mattress seemed to move
up, too…
5. Ask questions once in a while as he/she moves from page to page to engage the
pupils in the reading process.
Sample questions:
a. When did the story happen?
(Kanus-a nahitabo ang istorya?)
b. What did Fidel do on the mat?
(Nag-unsa si Fidel sa banig?)
146
6. Comprehension check-up:
a. Who is the boy in the story?
(Kinsa ang bata sa istorya?)
b. What kind of mat is he sleeping on?
(Unsang klase sa banig ang iyang gikatulogan?)
c. What did Fidel say about the Magic Mat?
(Unsay gikasulti ni Fidel sa “Magic Mat”?)
d. What places were visited by the “Magic Mat”?
(Unsang mga lugar ang giadtoan sa “Magic Mat”?)
Process:
1. Introduce the art activity for the day “Imaginary Landscape” (Lugar sa Akong
Panumdoman).
Ask:
a. What does it mean when we say imaginary place? Does this place really
exist?
(Unsay buot ipasabot sa pulong nga lugar sa panumdoman? Tinuod ba kini
nga lugara?)
b. When we make an artwork showing an imaginary landscape do we really
have a concrete subject where we pattern our work?
(Kon magbuhat kita og alampat bahin sa lugar sa panumdoman aduna ba
kitay subdyek diin ibase ang atong gibuhat?)
3. Let the children read “Hinumdomi” of Week 9 of the LM.
3. Tell the pupils to get the materials needed for the activity from their art envelope:
 1 Whole cartolina
 Pencil
 Drawing book
4. Group the pupils into six (6) groups and have each group identify its leader and
reporter.
5. Using thetask cards prepared by the teacher, explain the different activities to the
pupils (Refer to “Unang Buluhaton” of Week 9 of the LM)
Doing Our Art
2. Let the pupils do their actual artwork.
3. Supervise them while doing their artwork.
Evaluation/Talking Time
1. When everyone is done with his/her work, teacher allows every group reporter to
say something about their group’s output.
Ask:
147
(Bahin sa unsa ang inyong alampat (art)?)
b. How did you feel while doing your artwork?
(Unsa ang inyong gibati samtang nagbuhat kamo sa inyong alampat (art)?)
c. Did you have a hard time drawing the tasks given to you?
(Naglisud ba kamo sa pagdibuho sa mga buhatonon nga gihatag kaninyo?
Ngano man?)
Assignment
Let the pupils ask members of their family who have experienced an unforgettable
dream. Ask further why they can’t forget this dream. Share the answer of the
question next meeting.
(Pangutana sa mga miyembro sa inyong pamilya nga nakasinati og usa ka dili
makalimtan nga damgo. Ngano man nga dili makalimtan kining damgoha? Isaysay
ang tubag sa pangutana.)
WEEK 10
Title of the Lesson: Creating an Imaginary Landscape
Lesson Summary:
The vastness of the Philippine soil
offers a view of breathtaking
sceneries and eyecatching natural
sights. These natural sights
include the mountains, valleys,
trees, rivers, and forests which
become important figures in art.
Artists capture these natural
beauties in artpieces to preserve
its wonder from the threats of
modernization. Other artists create
their own interpretation of
landscape drawings as a form of
visual expression.
Art
Production/C
reating
Draw an
imaginary
landscape
using
different
colors and
shapes.
148
Art
Criticism/Loo
king and
Seeing
Identify the
different
shapes,
colors, and
the
uniqueness
of the objects
that can be
found in
one’s
environment.
Art
Appreciation/A
ppreciating
Appreciate the
differences,
similarities,
and
uniqueness of
the objects that
can be found
in one’s
environment.
Objectives:



Use lines, colors, and shapes in creating an imaginary landscape
Draw the imaginary landscape they want to visit
Discuss why the Philippines is a beautiful country
Materials Needed: Drawing book, cartolina, pencil, crayons or craypass
Art Vocabulary:


Imaginary- having existence only in the imagination; unreal
Landscape- a section or expanse of rural scenery, usually extensive, that can be
seen from a single viewpoint; a picture representing natural inland or coastal
scenery



Shapes- fruits, flowers, and plants in the Philippine have different shapes
Colors- these fruits, flowers, and plants have varied colors
Contrast- the uniqueness of the shapes and colors of these fruits, flowers, and
plants make them distinguishable from one another even when placed in groups
Lesson Procedure:
Motivation
1. Show pictures of some beautiful spots in the country.
Ask:
a. Which of the beautiful spots shown would you like to visit? Why?
(Hain sa mga maaanyag nga mga lugar nga gipakita ang gusto nimong
maadtoan? Ngano man?)
b. After looking at the pictures of the beautiful spots presented, can we say that
the Philippines is a beautiful country? Why?
(Human makita ang mga larawan sa mga maanyag nga lugar, masulti ba
nato nga usa ka maanyag nga nasod ang Pilipinas? Ngano man?
c. Aside from the spots presented do you still have a dream place to visit? What
is this place?
(Gawas sa mga gipakita nga mga lugar aduna pa bay lugar nga gusto
nimong maadtoan?) Unsang lugar kini?
Process
1. Introduce the art activity for the day “Imaginary Landscape” or “Lugar sa
Akong Panumdoman”.
2. Instruct the pupils to get the materials needed for the activity from their art
envelope:
 Pencil
 Drawing Book
149
3. Explain the steps in doing the activity:( Refer to “Unang Buluhaton” of Week 10 of
the LM)
a. Pupils will draw in their drawing book the place they want to visit.
b. Tell them to color their work.
c. Instruct them to give a title for their artwork.
(Note: If possible, allow children to use other coloring medium like watercolor,
etc. Natural coloring mediums are also suggested like flowers, stems, etc. that
produce color.)
Doing My Art
3. Supervise the pupils while doing their artwork.
1. When everyone is done with his/her work, call on selected pupils to say something
about his/her artwork.
Asks:
a. What is the artwork about?
b. What did you feel while doing the artwork?
c. What difficulties did you encounter while doing the artwork? If non, why?
(Unsang mga kalisdanan ang inyong nasinati samtang gibuhat ang inyong
alampat (art)? Kon wala, ngano man?)
Assignment
Let pupils bring 1 picture of a portrait/painting made by a renowned Filipino
painter/artist.
(Pagdala og 1 ka larawan nga binuhat sa usa ka inila nga Filipino painter/artist.)
(Note: Possible sources for the assignment are old calendars, magazines, newspapers,
etc.)
150
UNIT II: PAINTING (PAGPINTAL)
WEEK 11
Content Standards
Note the variety of the shapes, designs on the covering and skin of fishes and sea
creatures, colors and shapes are repeated or contrasted.
 Describe the lines, shapes and textures seen in the different sea or forest
animalsusing visual art words.
 Point out the contrasts in the colors, shapes, textures between two or more
animals.
Competencies
 Point out the unique shapes, colors texture and design of the skin covering of
different fishes and sea creatures or of wild forest animals from pictures or
memory, and drawswith pencil or crayon these sea or forest animals in their
habitat showing their unique shapes and features.
 Paint the drawing of animals to show the variety of colors and textures found in
the skin covering of these animals.
Title of the Lesson: Painting of Land Animal
Lesson Summary
Art History Connecting
The Philippines is famous of
its vast fertile lands. It has
lotsof familiar and interesting
living creatures both wild and
domesticated. Land animals
whether wild or domesticated
have unique shapes. They
have also lines, and show a
variety of colors and textures
in their skin covering.
Production
Creating
Paint
a
land
animal showing
its unique shape,
colors
and
textures
Art Criticism /
Art
Looking and
Appreciation
Seeing
Appreciating
Learn
the Love,Care,
different
Cleanliness
features
of and Neatness
land animals.
Work neatly in
everyart work
activity.
Objectives
Point out the unique shapes, colors, texture and design ofthe skin covering of
different wild forest animals or creatures from pictures or memory.
A. Show the differences in the shape of their facial features (shape of eyes, nose,
lips, heads and texture of the hair)
151
B. Show love and care of land animals/creatures
C. Work neatly in everyart work activity.
Materials Needed: Animal pictures, (dog, bird, monkey, butterfly), chart,pencil,
paper, water color/paints, brush
bond
Alive With Music, Arts and P.E. by Noemi. Bellosillo, Yolanda F. Tan, Emelita R.
Aricheta, published on 1993, pages 16-18, 51-52, 82-83, 119-120, 273-276
Art Vocabulary:
Shape – The shape of the human body has different shapes: the head, eyebrow,
eyes, nose, lips, ears, neck arms, chest, legs, feet.
Designs –Design is a creative activity whose aim is to establish the multifaceted qualities of objects, processes, services and their systems in whole
life cycles.
Texture – What things are made of and how they feel. Textures can be
described as “rough”, “smooth”, “hard”, “soft”, “liquid”, “solid”,
“lumpy”.
Elements : Different lines and natural shape
Principles : Variety of lines and shapes
Lesson Procedure
Pre-assessment
Review on the different shapes and colors using real objects orflashcards
Ask:
1. What do you see in the pictures?
(Unsa ang inyong nakita sa retrato/hulagway?
2. What are the different shapes shown?
(Unsa ang lain-laing porma nga anaa saretrato/hulagway?
3. Can we create colorful objects with these shapes using our art materials like
crayons, craypas, water color, paints and brush?
(Makabuhat ba kita ug mga butang gamit kining mga lain- lain nga porma?)
Pupils answer the matching activity. See or refer to LM Unang Pagtulon-an.
Motivation
Have the pupils sing the action song “The Animals” to the tune of “The Wheels on
the Bush”
The Animals
Ang Mga Mananap
The dog in a house goes
Ang iro sa balay nagkanayon
Wof, wof, wof (repeat 3 x)
Aw, aw, aw (balikon ug kaduha)
The dog in a house goes
Ang iro sa balay nagkanayon
Wof, wof wof
Aw, aw, aw
All around the house.
Sa palibot sa balay.
152
The bird in a cage goes
Tweet, tweet, tweet (repeat 3x)
The bird in a cage goes
Tweet, tweet, tweet
All around the cage
Ang langgam sa hawla nagkanayon
Twit, twit, twit (balikon ug kaduha)
Ang langgam sa hawla nagkanayon
Twit, twit, twit
Sa palibot sa hawla
The monkey in the tree goes
Ang unggoy sa kahoy nagkanayon
Kra, kra, kra (repeat 3x)
Kra, kra, kra) (Balikon ug kaduha)
The monkey in the tree goes
Ang unggoy sa kahoy nagkanayon
Kra, kra, kra
Kra, kra, kra
All around the tree.
Sa palibot sa kahoy
(Note: You may use one or two animals)
Ask:





What animals arementioned in the song?
(Unsa nga mga mananap ang ginganlan o gihisgutan diha sa kanta?
Have you seen these animals already?
(Nakakita na ba kamo niining mga mananapa?)
Where did you see these animals?
(Diin man kamo nakakita niining mga mananapa?)
If so, do you have these animals at home or in your surroundings?
(Kon mao, aduna ba kamo niini sa inyong panimalay o palibot?
What can you say about these animals?
(Unsay inyong ikasulti niining mga mananapa?)
Process
1. Present the picture of a forest or a zoo and say something about it.
2. Ask:
a. Have you gone to a forest or zoo?
(Nakaadto na ba kamo og lasang o zoo?)
b. What animals have you seen there?
(Unsa nga mga mananap ang inyong nakita didto?)
3. Have the pupils open their LM Yunit II, Unang Pagtulon-an and say: Here are
some examples of animals found in our surroundings. (Aniay mga retrato o
hulagway sa mga mananap nga makita nato sa palibot.)
4. Ask:
a. What can you say about the pictures?
Unsay imong ikasulti bahin sa mga hulagway?)
b. Have you touched a butterfly? How about the bird’s feet?
(Nakahikap na ba kamo og alibangbang o kabakaba?Tiil sa langgam?)
c. What animals have smooth skin covering? Rough skin covering?
(Unsa ang mga mananap nga adunay hamis nga panit? Sapnot nga
panit?
d. What is the shape of their eyes, lips, nose and head?
(Unsa ang porma sa ilang mata, ngabil, ilong ug ulo?)
e. What animals have spotted wings?
153
(Unsa ang mga mananap nga adunay puntik-puntik nga pako?)
What other land animals can you name aside from the pictures that you
have seen?
(Unsa pa nga mga mananap sa yuta ang inyong nakita ?)
g. Do you have pets at home?
(May mga binuhi ba kamo nga mananap sa inyong balay?)
h. Do you love your pet animals at home? How do you express your love for
them?
(Gipangga ba ninyo sila? Sa unsang paagi ninyo napakita?)
Say: One way of expressing your love of pets is through painting.
(Usa ka paagi nga mapakita ninyo ang pagpangga kanila mao ang pag drawing
nila.)
Present the Art activity for the day: “Drawing a Land Animal” showing its lines,
shapes and textures from the drawings or paintings they havejust seen.
Have the pupils follow the directions found in LM Unit II Unang Pagtulon-an by
making them color their drawing and put a title to it.
Remind them to:
a. explore and develop their creativity using their imagination.
b. make their output or work neat and clean; and
c. clean their surroundings after doing the activity.
f.
5.
6.
7.
8.
Doing My Art Work
1. Pupils do the actual drawing of a land animal they like from the real objects they
saw in their surroundings/community.
2. Make sure to supervise the pupils in doing their art activity
3. Have the pupils post their finished outputs on the display board.
Talking Time:
Ask:
1. What animal did you draw?
(Unsa nga mananap ang imong gidrowing?)
2. What do you feel while doing the activity?
(Unsay imong gibati samtang nagpintal?)
3. Did you find difficulty in drawing? Why?
(Gibati ba nimo ang kalisod sa pagdrowing? Ngano man?)
4. What will you do with your pets at home?
(Unsa ang angay ninyo nga buhaton sa mga mananap nga anaa sa
inyongpanimalay?)
5. What will you do after doing the activity?
(Unsa ang inyong buhaton kon mahuman nakamo sa inyong buluhaton?
6. Congratulate them on doing their artwork, and remember to call them
artists.(provide incentive/reward, if possible)
154
Evaluation:
Have the pupils give the color, shape and texture of the dog, butterfly, horse ,
carabao and bird.
Assignment:
In your drawing book, draw 1 land animal showingits unique facial features (shapes,
colors and textures.)
(Sa inyong drawing book, pagpintal og 1 ka mananap sa yuta nga nagpakita sa ilang
talagsaon nga porma, kolor ug grano.)
WEEK 12
Title of Lesson: Painting of Sea Creatures.
Lesson Summary
Art History / Connecting
The Philippine Seas is full of
sea creatures. Describe in
this lesson are a variety of
sea creatures that are
common in our
surroundings/community.
The lesson focuses on the
unique shapes, colors and
textures of their skin
covering.
Art
Art Appreciation
Criticism/Looking
Appreciating
and Seeing
Drawing of
See the different Show love and
sea creatures
kinds of shapes, care of sea
showing the
colors and
creatures.
unique shapes, textures of the
colors and
skin covering of
textures of
sea creatures.
their skin
Work neatly in
covering
every art activity.
Production
Creating
Objectives
A. Point out the unique shapes, colors, texture and design of the skin covering of
sea creaturesfrom pictures or memory.
B. Tell the differences in the shape of their physical features
C. Paint sea creatures.
Time Allotment: 40 Minutes
Materials Needed:Real objects of sea creatures, pictures, water color/oil
pastel/latex ,paint, brush, and bond paper
155
Music, Arts, Physical Education (MAPE Grade 4) by Violeta E. Hortilla, Isabelo R.
Magbitang and Servillano A. Padiz Jr., Unit 1, Lessons 2 &4 , pages 129-130, &
pages137-140.
Alive with Music, Arts and P.E by Noemi M. Belosillo, Ylanda F. Tan, Emelita R.
Aricheta, published 1993, pages 34-36 &pages 43-45.
Art Vocabulary:
Primary –color belonging to any of three groups each of which is
regarded as generating all colors, with the groups beingadditive,
physiological, or light primaries red, green, and blue. Lights of
red, green, and blue wavelengths may be mixed to produce all
color.
Secondary –Secondary colors are made by mixing equal parts of primary
colors. For instance, green is a secondary color made by mixing
yellow and blue.
Elements: Colors (primary, secondary)
Shapes: (organic, geometric)
Texture: (spotted, furry, shiny, slimy)
Principles: (repetition, contrast, rhythm)
Lesson Procedure:
Review: Show the flashcards of different shapes showing the primary and
secondary colors.
1. Tell the pupils to look at the poster shown.
2. Ask: What do you see in the picture?
(Unsa ang inyong nakita sa hulagway?)
3. What are the colors of the different shapes in the picture?
(Unsa ang kolorsa nagkalain-lain nga porma nga makita sa hulagway?)
4. Let 2 pupils from each row give or tell an object having the same color as
the color shown in the flashcard.
5. Introduce the primary and secondary colors using the different colors of the
shapes presented. Say: Red, yellow and blue are primary colors. Orange,
green and violet are secondary colors. (Ang pula, dalag ug bughaw, gitawag
156
og “pasiuna nga mga kolor. Ang mga kolor nga kahel, lunhaw ug ube ,
gitawag og ikaduha nga mga kolor.)
Motivation
Present the picture and say something about it.
a. What do you see in the picture?
(Unsa ang nakita ninyo sa hulagway?)
Have the pupils sing the song.
Si Felimon, Si Felimon
Namasol sa kadagatan
Nakakuha, nakakuha
Og isdang tambasakan
Gibaligya, gibaligya
Sa merkadong guba
Ang halin puros kura
Ang halin puros kura
Igo rang gipanuba.
Ask:
a. Who is mentioned in the song?
( Kinsa ang gihisgotan sa kanta?)
b. What does Felimon do?
( Unsa ang gibuhat ni Felimon?)
c. What fish did he catch?
( Unsa nga isda ang iyang nakuha?)
d. Aside from fishes, what else can we get from the sea?
( Gawas sa mga isda, unsa pa ang laing makuha sa dagat?
Process
Present a basket full of real sea creatures or pictures and cutouts of the sea
creatures.
Each pupil will come up front to look at closely and touch the different real
sea creatures.Let pupils identify the color, shape and texture of each sea
creatures presented. Do the objects show different shapes ? Can you identify
them?
(Karon, atong ilhon ang ilang kolor, porma ug grano sa ilang lawas o panit. Lainlain ba og porma ug grano ang ilang panit o bayanan?)
( Use pictures if real objects are not available and introduce the different colors,
shapes and textures of each sea animals.)
Nakaila ba kamo niining mga mananapa?
Example: (Pananglitan)
Sea urchin – different colors - orange, white and black
157
Shape
– Circle
Texture
– Thorny
Swaki – lain-lain ug kolor. May puti, orange ug itum.
Porma – Lingin
Grano –Tunokon
Ask :
a. What is the color of the clam’s shell?
(Unsa ang kolor sa bayanan sa imbaw?)
b. What is the shape of this creature?
(Unsa ang iyang porma?)
c. What is its texture?
(Unsa ang iyang grano?)
d. How about the shrimp? The shell? The fish? The sea urchin? The
starfish?
(Unsa man usab ang kolor, porma ug grano sa pasayan? Sa kinhason?
Sa isda? Sa swaki? Sa kurus-kurus?)
Show the following pictures. See or refer to LM Unit II, Ikaduhang Pagtulon-an .
Ask:
a. What can you say about the pictures?
(Unsay inyong ikasulti mahitungod sa retrato o hulagway?)
b. What are the animals/creatures found in the sea?
(Unsa nga mga nilalang ang makita nato sa kadagatan?
c. What is the importance of these creatures to us?
(Unsa ka mahinungdanon kining mga mananap/ nilalang kanato?)
d. Have you seen these animals in your community?
(Nakakita na ba ninyo kining mga mananap sa inyong komunidad?)
e. What did you feel while you were looking at these pictures ?
(Unsay imong gibati samtang nagtan-aw ka saretrato?)
1. Introduce the art activity for the day “ Pagpintal sa Isda “.
( Ipakita ang buluhaton sa alampat karong adlawa nga mao ang “Pagpintal sa
Isda”)
2. Remind the pupils on the elements that should be shown in their painting.
(Pahinumdomi ang mga bata kon unsa ang mga elemento nga angay ipakita sa
ilang gipintal).
3. Have the pupils prepare their art materials for the activity:
Doing My Art Work
1. Pupils do their actual artwork of painting the Fish while the teacher is
around supervising.
2. They post the finished work on the wall or on the art display board.
going
Talking Time
After the activity of the pupils , the teacher will call 1 pupil from each row to
share and say something about his/her artwork.
158
1. What sea animal did you draw?
(Unsa nga mananap sa dagat ang inyong gidrawing?)
3. What did you feel while drawing the sea animal ?
Unsa ang inyong gibati samtang nagdrawing?)
4. What can you say about your output? Can you share it to your classmates?
(Unsa ang inyong ikasulti sa inyong nahuman nga trabaho?) Imo ba kining
mapambit sa imong mga kauban sa klase?
Evaluation
Instruct the pupils to answer the following questions .
1. What is the shape of the clam shell?
(Unsa ang porma sabudyong nga kinhason?)
2. What is the difference between the shape of the sea urchin and the starfish?
( Unsa ang kalainan sa porma sa swaki ug sa kuros-kuros?)
3. What is the texture of the starfish?
(Unsa ang grano sa kuros-kuros?)
5. What is the difference between the texture of the clam and the fish?
(Unsa ang kalainan sa grano sa imbaw ug sa isda?)
6. What are the colors of the sea urchin?
(Unsa ang mga kolor nga makita sa swaki?)
7. What is the difference between the color of the fish and the clam?
(Unsa ang kalainan sa kolor sa isda ug sa imbaw nga kinhason)
Assignment
1. Have the pupils paint a sea creature they like which can be seen in their
community.
(Sa inyong drawing book, pagpintal og 1 ka nilalang sa dagat nga inyong
nagustuhan nga makit-an sa inyong komunidad.)
2. Show their unique shapes, colors and textures.
(Ipakita ang ilang talagsaon nga porma, kolor ug grano.)
3. Have the pupils use the template below to describe the color, shape and texture
of yourartwork.
( Gamita ang template nga mosunod sa paghulagway sa kolor, porma ug grano
sa imong alampat.)
Pinintal nga
mananap sa
tubig
Kolor
Porma
1
1.
159
Grano
WEEKS 13 – 14
Title of the Lesson:Drawing of Forest and Sea Creatures and their Habitat
Lesson Summary
Animals are classified into
land water and air. If they
are not in its natural
habitat, these animals will
die.Habitat conservation is
vital for protecting species
and ecological processes. It
is important to conserve and
protect the space/ area in
which that species
occupies.
Production
Creating
Drawing of
forest and sea
creatures
showing their
habitat.
Art Criticism/
Looking and
Seeing
Identify the
difference and
likeness of the
shape, colors and
textures of the
skin covering of
land and sea
animals.
Art
Appreciation
Appreciating
Show respect
and care of
land/sea
animals.
Objectives
 Draw with pencil or crayon, the forest and sea creatures and their habitat
showing their unique shapes and features.
 Show respect and care of land/sea animals.
Time Allotment: 2 sessions (40 minutes each)
Materials Needed
:
Pocket chart, pictures, water color/oil
pastel/latex paint or any indigenous materials that can be
used for painting (alugbate leaves or ripe seeds, malunggay leaves,
etc., ruler, pencil, brush and bond paper.
Elements : Colors (primary, secondary)
Shapes : (organic, geometric)
Texture : (spotted, furry, shiny, slimy)
Principles : (repetition, contrast, rhythm)
Music, Arts, Physical Education (MAPE Grade 4) byVioleta E. Hortilla, Isabelo R.
Magbitang and Servillano A. Padiz Jr., Published 2009, Unit 1, Design and Visual
Sensitivity,Lesson1, page 126.
Alive with Music, Arts and P.E. by Noemi M.Bellosillo, Yolanda F. Tan, Emelita R.
Aricheta, published 1993, pages 5-6, 16-20.
160
Art Vocabulary:
Spotted –Marked or stained with or as if with spots
Furry – covered with a dense coat of fine silky hairs
Shiny - bright or glossy in appearance
Slimy -A thick sticky slippery substance.
A mucous substance secreted by certain animals, such as catfishes and slugs.
Lesson Procedure:
Have the pupils sing the song about lines to the tune of “Are You
Sleeping. Have them demonstrate the different lines through body language.
Tul-id nga linya, Tul-id nga linya;
Gahigda, gahigda;
Naa say gahandag, naa say gahandag
Ug paikis-ikis, ug paikis-ikis.
1. vertical line
(Badlis patindog o tul-id)
2. horizontal line
----
----
(Badlis pahigda)
3. slanting line
----
(Badlis pahandag)
4. curve line
(Badlis pabalog o pabawog)
5. zigzag
(Badlis paikis-ikis)
----
----
Motivation
Have the pupils sing to the tune of “Who Made Them All?””
Who made all the birds that fly?
Birds that fly? Birds that fly?
Who made all the birds that fly?
God in Heaven above?
Who made all the fishes that swim?
Fishes that swim. Fishes that swim.
Who made all the fishes that swim?
God in heaven above.
(carabao, monkey, butterfly, crab, shrimp, shell, squid, etc)
161
Kinsay Naghimo sa Tanan?
Kinsay naghimo samga langgam? sa mga langgam? sa mga langgam?
Kinsay naghimo sa mga langgam?
Ang Diyos sa langit.
Kinsay naghimo sa mga isda? mga isda? mga isda?
Kinsay naghimo sa mga isda?
Ang Diyos sa langit
(kabaw, unggoy, alibangbang, alimango, pasayan, kinhason, ug nukos)
Ask:
What are the animals mentioned in the song?
(Unsa nga mga mananap ang gihisgotan sa kanta?
Process
1. Present the pictures of the animals mentioned in the song (See or refer to LM
Unit II, Ikatulong Pagtulon-an og Ika-upat nga Pagtulon-an)
Ask:
1. What can you say about the pictures?
(Unsay ikasulti ninyo mahitungod sa mga hulagway o retrato?
2. What did you feel while you were looking at these pictures?
(Unsay imong gibati samtang nagtan-aw kamo sa mga hulagway?)
3. Where can you find these animals? Monkey, carabao, cow, bird , fish, crab
and shrimp.
(Asa man nato makita kining klase sa mga mananap?)
4. Can youalso find these in your community?
(Makita ba usab ninyo kining klaseha sa mga mananap sa inyong
komunidad?)
5. What can you say about the shape of the monkey’s eyes? How about the
lion’s eyes? And the snake? (Shapes of the mouth, nose and ears.)
(Unsay inyong ikasulti sa porma sa mata sa unggoy? Ang mata sa tigre? Sa
bitin?) (Porma sa baba, ilong ug dungan?)
6. How about the eyes of the fish? The crab? And the shrimp?’
(Unsa usab and imong ikasulti sa mata sa isda? Sa lambay? Sa pasayan?)
7. Do these animals have the same shapes with the common shapes that we
know?
(Pareho ba ug porma sa ilang mga mata ang ubang mga komon nga mga
mananap?)
8. Have you touched the skin of the monkey? The snake? And the lion? How
about the fish, crab and the shrimp?
9. What animals have smooth skin covering? Rough skin covering?
(Unsa nga mga mananap ang sinaw o hamis ug panit balhibo? Sapnot o
garang–garang ug panit o balhibo?
10. Which of the land animals would you like to draw? Why?
(Asa niining mga mananap sa yuta ang gusto nimong idrawing?)
11. Which of the sea animals would you like to draw? Why?
(Asa niining mga mananap sa dagat aqng gustyo nimong idrawing?)
162
Doing My Art
1. Instruct the pupils to get their art materials.
Materials:Cardboard/bond paper, Pencil, water color, crayon
2. Let the pupils draw their chosen land/sea animal..
3. Remind the pupils the following:
 Be careful in using the art materials.
(Ampingi ang inyong mga kagamitan sa alampat ug matngoni nga dili
mayabo ang inyong mga “water color.”)
 Make your outputs neat and clean.
(Buhata nga limpyo ang imong mahuman nga trabaho.
 Clean your surroundings after doing your artwork
(Limpyohi ang imong lugar pagkahuman sa imong artwork.
 Show and share your work with your seatmate.
( Ipakita og ipaambit ang imong nahuman nga proyekto sa imong katapad.)
4. Let the pupils post their artwork in the art corner.
Talking Time
Ask :
1. What land animal did you draw?
(Unsa nga mananap ang inyong gidrawing?)
2. What sea animal did you draw?
(Unsa nga mananap sa dagat ang inyong gidrawing?
3. What art elements are shown in your artwork?
(Unsa nga mga elemento ang gipakita sa inyong alampat?)
4. Do you like your artwork? Did you enjoy making it? Why?
(Giganahan ba ka sa imong gibuhat? Nalingaw ba ka niini? Ngano man?
5. Do you like the work of your classmates? Why?
( Giganahan ba ka usab sa pinintal sa imong kauban sa klase?
Ngano man?)
6. Congratulate them on doing artwork, and remember to call them artists.(
If possible give them incentive or reward)
Evaluation:
Have the pupils think of a land /sea animal. Let them identify the shape
texture and habitat of their chosen land/sea animal.
Assignment:
1. In your drawing book, draw 1 land and 1 sea animal .
( Idrawing sa inyong drawing book ang 1 ka mananap sa yuta ug sa dagat nga
wala pa mahisgoti . .)
2. Paint your drawing.
( Pintali ang imong drawing.)
3. Prepare to tell something about your drawing.
(Pag-andam og ikasulti mahitungod sa imong drawing.)
163
WEEK 15
Title of Lesson:Painting the Drawing of Land and Sea Animals.
Lesson Summary
Land and sea animals of all kinds
have been harvested, in the forest, in
the community, lakes and rivers, along
ocean shorelines, and in the open
oceans.
Aquatic and marine ecology
has served well to identify the current
conditions of many of the animal
populations affected both directly and
indirectly by man’s harvesting.
The effects of man’s harvesting on the
populations of these animals resulted
to the scarsity of land, aquatic and
marine resources.
Production
Creating
Paint the
drawing of
land and
sea
animals
Art Criticism/
Looking and
Seeing
Identify the
elements of
the skin
covering of
land and sea
creatures
Appreciation
Appreciating
-Appreciate
his/her work
as well as the
work of others
-Show
appreciation
on the nature
conservation
of animals.
Objective
A. Paint the drawing of land animals to show the variety of colors and textures
found in the skin covering of these animals..
B. Paint the drawing of sea animals to show the variety of colors and textures
found in the skin covering of these animals..
C. Show respect and care of animals
Time Allotment: 40 Minutes
Materials Needed: Drawing of land and sea animals/sea creatures, oil, pastel /
watercolor /latex paints, 2 boxes, bond paper and pencil,
Music, Arts, Physical Education (MAPE Grade 4) by VioletaE. Hortilla, Isabelo R.
Magbitang and Servillano A. Padiz Jr., Unit 1, Lessons 1-4 , pages 125-140.
.
Art Vocabulary:
Spotted –Marked or stained with or as if with spots
Furry – covered with a dense coat of fine silky hairs
Shiny - bright or glossy in appearance
Slimy -A thick sticky slippery substance.
A mucous substance secreted by certain animals, such as catfishes and
slugs
Elements : Colors (primary, secondary)
164
Shapes : (organic, geometric)
Texture
: (spotted, furry, shiny, slimy
Principles :(repetition, contrast, rhythm)
Lesson Procedure
Pre - Assessment
Ask:
1. What animals live on land/forest? What animals live in sea/water?
(Unsa nga mga mananap ang nagpuyo sa yuta o kalasangan? Unsa ang mga
mananap ang nagpuyo sa dagat/tubig?
2. Can you name some of the sea creatures with smooth skin covering? Rough skin
covering?
(Masulti ba nimo ang lain-laing nilalang sa dagat nga adunay mahamis nga
panit? Ang adunay sapnot nga panit?)
3. Do animals have different colors? Can you name their colors?
(Lain-lain ba ang kolor sa mga mananap? Masulti ba ninyo kon unsa
ang ilang mga kolor?
Motivation
Have the pupils recite the poem “Who Made Them All:
“Who Made Them All”
(Gibuhat sa Ginoo ang Tanan)
God made the plants and trees around us,
(Gibuhat sa Ginoo ang mga tanom ug kahoy sa atong kalikupan)
He made the nice and beautiful green forest
(Iyang gihimo ang maanindot ug lunhaw nga mga kakahuyan)
And even made the animals and fishes,
(Og iya usab nga gihimo ang mga mananap sa kayutaan ug kaisdaan sa
kadagatan)
God made them all for us to live,
(Gihimo sa Ginoo kining tanan)
For all of us to enjoy.
(Aron malipay kitang tanan.)
Ask:
1. What things are mentioned in the poem?
(Unsa ang mga butang ang gihisgutan sa balak?)
2. Where else can you find the animals mentioned in the poem?
(Asa pa man ninyo makita kining maong mga mananap nga gihisgotan nga
balak?)
Process
Present the pabitay of different sea and land creatures. (Refer to LM Lesson 5.)
Let the pupils observe and identify which of them have smooth and
rough coverings, unique shapes, colors especially when cooked.
165
1. What did you feel while looking at these pictures?
(Unsay inyong gibati samtang nagtan-aw sa mga hulagway sa pabitay?)
2. Which animal do you like best? Why?
(Hain sa mga mananap ang pinakagusto nimo? Ngano man?
4. Have you seen a real goat, frog, monkey, etc?
(Nakakita naba kamo ug tinuod nga kanding, baki, unggoy,etc)
5. What are the shapes, colors and textures of these animals?
(Unsa ang mga porma, kolor ug grano nga makita ninyo sa mga gipamitay
nga
mga mananap?
6. Are the shapes, colors and textures of these animals the same? Why?
(Pareho ba ang porma, kolor ug grano sa mga mananap? Ngano man
7. What are the elements used in the “Pabitay”?
(Unsa ang mga elemento nga makita ninyo sa mga gipamitay nga mga
mananap?
8. Which animals live on land? Which lives on sea/water?
(Unsang mga mananap ang nagpuyo sa yuta? Sa tubig/dagat?
9. Let the pupils get the animal which he/she likes best through a contest.
10. Tell the pupils to settle down and ask what they feel performing the activity.
11. Ask them what animal in the “pabitay” they love and like best.
12. Which of the sea animals would you like to draw? Why?
(Asa niining mga mananap sa yuta ug dagat ang gusto nimong idrawing?)
Doing My Art
1. Introduce the art activity of the day “Painting the Animal” which they like best.
2. Tell them that they are going to paint the animal which they have chosen from
the “Pabitay.”
3. Provide directions on what the pupils will do while doing the art activity.
3. Pupils do the actual painting of the chosen animal taken from the “Pabitay.”
4. Teacher monitors the pupils while performing their art work.
5. Let the pupils post their outputs in the art display corner.
Talking Time
1. Show and share your work with your seatmate.
(Ipakita
og ipaambit ang imong nahuman nga proyekto sa imong katapad.)
2. Call two (2) pupils from each row to share and say something about their work in
front of the class.
3. Congratulate them on doing their artwork and remember to call them artists.
(provide incentive/reward, if possible)
Evaluation:
Have the pupils paint the animal that they have chosen from the
“Pabitay.”
Assignment
Bring cutouts of land and sea animals having different colors.
166
WEEK 16
Title of the Lesson: Contrasting Colors
Lesson Summary
Art History/ Connecting
of all the Art elements, color
is considered the most
attractive because of its
appearance.
Long ago, painters prepared
and mixed their own colors.
They were using plants’
roots, flowers, and fruits.
They were also using bones
and stones.
At present, there are many
sources of colors: paint, tint,
crayon, water color, and
others.
Art Production
Creating
Use one primary
color to color an
animal. Then
mix two primary
colors to
produce a
secondary color.
Use the
secondary color
to color the other
animal. The
colors of the pair
of animals are
known as the
contrasting
colors.
Art Criticism/
Looking and
Seeing
See the colors
of the pairs of
animals;
identify the
primary and
secondary
colors.
Determine
what are the
two mixed
primary colors
that produce a
secondary
color. Identify
the contrasting
color of yellow,
blue, and red.
Art
Appreciation
Appreciating
Identify the
primary colors.
Find out the
result of the
two mixed
primary colors.
Use their
equivalents
contrasting
colors which
are the
secondary
colors.
There are three primary
colors: yellow,blue, and red.
A mixture of two primary
colors will produce
secondary colors. Green is a
mixture of yellow and blue,
violet is a mixture of blue and
red, and orange is a mixture
of yellow and red.
Objectives
 Name the different primary and secondary colors.
 Point out the contrast in the colors between two or more animals.
 Use primary and secondary colors in painting the artwork.
 Show appreciation to one’s artwork.
Materials Needed: video clip/ picture/bigbook, watercolor/oil pastel, coloring brush,
color wheel, cut-outs of animals, bond paper/ drawing book
MSEP 4, pp. 60-65 (Mauricio,et.al), Umawit at Gumuhit 4, pp. 90-91
167
Art Vocabulary: primary colors – yellow, red, and blue
secondary colors- green, violet and orange
contrasting colors- the opposite color found in the color wheel
Element : Color (Primary and Secondary)
Principle: Contrast
Lesson Proccedure:
Review
Let the pupils put out their cut-out sea/land animals.
Ask:
What is the color of your cut-out duck? (yellow)
How about your cut-out hen? (Red)
What about your cut-out fish? (Blue)
Motivation
Let the pupils recite the chant below:
Red, yellow, blue,
Are colors as sweet as you;
Red, yellow, blue,
Are primary colors, don’t you know?
Ask:
Did you ever think of how other colors came out to be?
Presentation
1. Demonstrate to the class for them to discover how other colors came out to
be.
a. Mix yellow and blue. What color comes out? (Green)
b. Mix blue and red. What color comes out? (Violet)
c. Mix yellow and red. What color comes out? (Orange)
2. Introduce to them that these new colors – green, violet and orange are what
we call secondary colors.
3. Illustrate on the board the Simple Color Wheel Chart.
Process
168
1. Pair the animals with contrasting colors using primary and secondary colors.
The following are the contrasting colors based on the color wheel: red – green, blueorange, yellow- violet)
Examples: butterfly (blue)
hen (red)
bird (yellow)
-
cat (orange)
grasshopper (green)
fish (violet)
Ask: What are the pairs of animals presented? What are their colors? Among the
colors, what do you like most? Why?
(Unsa ang mga pares nga mananap ang gipakita? Unsa man ang ilang mga
kolor?Sa tanang mga kolor, unsa man ang giganahan nimo? Ngano man?)
2. Have the children point out the contrasting colors of blue, red, and yellow.
Show the secondary color wheel to guide the children in identifying the contrasting
colors
Ask:

What is the contrasting color of blue? Red? Yellow? (Unsa ang suhi nga
kolor sa asul? Pula? Dalag?
Doing My Art
Butterfly Garden( Hardin sa mga Kabakaba/ Alibangbang)
Have pupils paint the pair of butterflies that flit on the flowers. Have them choose
any of the contrasting colors that they like to use. (Refer to ika-disesais nga
pagtulon-an, ikatulo nga buluhaton)
Talking Time
1. Have the pupils show and explain their artworks.
2. Ask the following:
a. What contrasting colors did you use?
(Unsa nga mga magksuhi nga mga kolor ang inyong gigamit?
b. What made you decide to choose the contrasting colors?
(Unsay nakapaaghat ninyo sa pagpili sa atbang nga mga kolor?
c. How did you make your work appear beautiful?
( Giunsa ninyo pagpaanindot ang inyong trabaho?)
d. How did you feel while doing the activity? Why?
(Unsa ang inyong gibati samtang gihimo ninyo ang inyong bulohaton?
Ngano man?)
3. Post the outputs on the board.
4. Congratulate them for doing their artwork well. Call them artist.(Provide
169
Evaluation
(We Are Pairs) ( Refer to Ika-disesais nga pagtulon-an, ikaupat nga buluhaton )
Have the pupils draw any two animals that they like best. Have them paint them with
contrasting colors. Have them write two sentences about their artwork.
Assignment:
Have the pupils draw and paint their favorite animal in the drawing book. Write two or
three sentences about it. Include its name, color, the shape it looks like, and its texture.
(spotted, furry, shiny, or slimy)
WEEK 17
Title of the Lesson: Contrasting Shapes and Textures
Lesson Summary
Art History/
Connecting
Animals have various
shapes and textures.
They have equivalent
geometric shapes.
Organic shapes are
the the natural shapes
of plants, animals and
other living things.
Geometric shapes are
the different shapes
like circle, square,
rectangle, triangle,
and others.
In Art, sense organs
are necessary to
identify the texture of
things.
Aniimals have their
textures, too. These
textures are helpful in
identifying their
uniqueness.
Art Production
Creating
Draw the equivalent
geometric shape of
the animal.
Choose a particular
shape. Connect other
shapes to big shape
drawn to come up with
a figure of an animal.
Add more details to
complete the body
parts of the animal.
Identify the different
textures of the given
animals. Emphasize
these textures using
primary or secondary
colors.
Paint a wild animal.
Color it and
emphasize the shapes
and textures. Write
three sentences about
it.
170
Art Criticism/
Looking and
Seeing
See the
organic and
the equivalent
geometric
shapes of
animals.
See also the
different
textures of the
animals that
could tell about
their
uniqueness,
Art Appreciation
Appreciating
Identify the
unique
characteristics
of animals
through their
different shapes
and textures.
Appreciate the
equivalent
geometric
shapes of the
organic shapes
of the animals
as well as their
textures.
Objectives




Name different basic shapes and textures.
Point out the contrast in the shapes and textures between two or more animals.
Use the different basic shapes and textures in one’s artwork.
Apply creativity in one’s artwork.
Materials Needed:riddle, cutout shapes that compose contrasting colors, music, box,
cutout shapes, bondpaper/drawing book, water color/oil pastel, coloring brush
Umawit at Gumuhit 4, pp. 98-100, MSEP 4, pp. 67-69 (Mauricio, Jenny, et.al, MAPE
4, pp. 145-147(Hornella, Violeta, et.al.)
Art Vocabulary:
organic shape – is the natural shape of a plant, animal, and other things
geometric shapes – shapes that have no straight lines like face or
parts of the body like square, circle, triangle, etc.
Elements:
Shapes (Organic and Geometric); Textures (spotted, furry, shiny
Slimy)
Principle:
Contrast
Lesson Procedure:
Review: (Search and Match)
Pupils get cutout shapes found under their chairs. Have them search for their
matches to form big shapes. Have them post the formed big shapes on the
different areas/corners where they can be visible to everybody.
Ask: What are the two colors found in the formed shape? What do you call such
shape? (Pangutana: Unsa ang duha ka kolor nga makita sa natibuok nga
porma? Unsa ang tawag nianang pormaha?)
Motivation: Riddle
Say: I am going to give a riddle about animals. Name the animal as I describe it.
Choose from the pictures posted on the board. Place the picture on the
area/corner where the animal’s shape resembles with that on the geometric
shape formed in the previous activity. ( Mohatag ko og tigmo bahin sa mga
mananap. Hinganli ang mananap nga akong ihulagway.Pagpili sa mga
hulagway nga gibutang sa pisara. Ibutang ang hulagway sa mananap didto
sa porma (geometric) nga nahimo kaganiha.)
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1.
am awake all night and asleep all day. My eyes are big and round.
(Nagmata ako tibuok gabii ug natulog tibuok adlaw. Dagko ug lingin ang
akong mga mata)
( answer: owl) (bukaw)
2. I am short when standing and tall when sitting. (Mubo ako kon magtindog
ug taas kon maglingkod)
( answer: dog)(iro)
3. I am the favorite of my Master. I drive rats in the farm. (Paborito ako sa
akong amo. Makapalayas ko og mga ilaga sa umahan.)
( answer. cat) (iring)
Process: (Parade of Animals)
Say: Today, we will have a parade of animals. I want you to bring and show your
drawn and painted pet which was assigned yesterday. Walk gently while
bringing the picture of an animal as the music is played. When the music
stops, go to the area/corner where you think your animal’s shape resembles.
Tell us why you chose to stay there. (Expected answer from the pupils: I
chose this area because my animal has a shape that looks like the shape
posted on this area. The dog’s body is shaped like a rectangle.)
(Karon, magparada ta og mga mananap. Dad- a ug ipakita ang ang inyong
assignment nga mananap nga gidrawing ug gipintalan. Duyog ang musika,
paghinay og lakaw samtang bitbit nimo ang hulagway sa inyong mananap.
Inig hunong sa musika, adto sa lugar nga diin ang inyong mananap susama
og porma.Pagsaysay nganong dinha ka nipundo/niadto.( Angay itubag sa
mga bata: Nipili ko niining lugara tungod kay ang lawas sa akong mananap
susama og porma.)
Give additional questions that will guide the pupils to talk about their favorite
animals. Give emphasis on the colors and the resemblance of shapes.
Doing My Art (Geometric Shape of An Animal)
Have the pupils choose among the shapes in the box. Paste the shape on the
bondpaper. Draw the missing parts of the animals that you like. Paint it.
Talking Time
1. Have the pupils show and explain their artwork.
a. Out of the shape you have chosen, what animal have you made?
(Gamit ang napili ninyo nga porma, unsa nga mananap ang inyong
nahimo?
b. Why did you choose such animal? (Ngano nga kato nga mananap ang
inyong naganahan?)
c. What colors did you use? Why did you choose them?
(Unsa nga mga kolor ang inyong gigamit? Ngano sila man ang inyong
napili?)
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d. What shapes and textures were shown? (Unsa nga mga porma ug
grano ang napakita?)
e. What were added to make the artwork beautiful? (Unsa ang mga
gipandugang aron labing monindot ang alampat.)
f. How did you feel while doing the activity? Why? ( Unsa ang inyong
gibati samtang gihimo ninyo ang buluhaton? Ngano man?)
3. Post the outputs on the board. Let them name the contrasting colors used.
4. Congratulate them on doing their group output.(Provide incentive/reward, if
possible)
Evaluation: (Wild Animal) ( Refer to ika-disesyete nga pagtulun-an, ikalima nga
buluhaton )
Have the pupils paint a wild animal. Write three sentences below it telling about its
colors, shapes, and textures.
Agreement:
Ask the pupils to bring a photo of a domesticated animal.
WEEK 18
Title of the Lesson: Creating a Design by Using Two or More Kinds of
Lines,Colors and Shapes
Lesson Summary:
Lines, colors, and
shapes make an art
work more meaningful
and attractive.
Using these three art
elements will transform
an old art to appear
new.
These elements would
also emphasize the
unique characteristic of
things, animals,
plants,etc.
Art Production
Creating
Draw the
pattern of a pet
animal.
Emphasize the
parts of the
body by
making the
lines bold.
Add spots, fur,
and other
appropriate
textures. Paint
it to make it
more attractive
and beautiful.
Art Criticism/
Looking and Seeing
See the lines, colors,
and shapes present
in the drawn animal.
Emphasize them by
making the lines and
shapes bold. Identify
also the primary and
secondary colors
used.
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Art Appreciation
Appreciating
Identify the different
lines, shapes, and
colors; appreciate
these art elements
present in the
animal drawn and
painted.
Objectives




Create a design by using two or more kinds of lines, colors and shapes.
Use contrasting colors to create a design of a pet animal.
Use lines and shapes repetitively to give rhythm to the design.
Show pride in one’s artwork.
Materials Needed: drawing book/bond paper/oslo paper, pens, picture patterns of
a dog or any desired animal to paint
Reference Materials: MSEP IV, pp.60-69 (Mauricio, Jenny,et.al, Umawit at Gumuhit,
pp. 78-95
Art Vocabulary: line- an art element that starts from a point that is extended going
todifferent directions
shape - an art element in which two points met
Elements:
Colors ( Primary and Secondary Colors); Shapes (Organic and
Geometric)
Principle:
Rhythm
Lesson Procedure:
Review: (Complete and Color Me)
Post a big picture of an uncolored and with incomplete parts of the bird. Call
volunteers to complete the missing parts and then color it using the primary or
secondary colors. ( Refer to ika- diseotso nga pagtulon-an, unang buluhaton)
Motivation
Have a choral singing of the familiar song “Chikading”.
Chikading
Chorus:
Chikading, chikading
That fly, fly so high
Chikading, chikading
That fly, fly so high
I.
There were five chikading
That sat on the branch
One of them flew away
Four were left to stay
( Chorus)
II. four – three
III. three- two
IV. two – one
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Ask:
1. What is the song about? ( Bahin sa unsa ang kanta?)
2. How many birds were there at first? ( Pila ka langgam ang unang
nakita?)
3. What happened to them? ( Unsa ang nahitabo kanila?)
4. If you saw a bird, what will you do with it? Why? ( Kon makakita ka
og langga, unsa ang imong buhaton? Ngano man?
Process
1. Inform the pupils that his/her friend Jef has a problem who wanted them to
help him. Tell the tall tale about the boy who wanted to become a painter.
Once there was a little boy named Jef. He dreamt of becoming
a famous painter. He was inspired by the works of Fernando Amorsolo.
Jef wanted to paint his favorite subject. It was his best friend.
He often played with him. His favorite subject is his pet dog, Yushi.
He was in search of someone to help him. Can you help him?
2. Ask the children if they can help Jef with his problem. How are they going to
help him?
3. Show a picture pattern of a dog. Then, ask the following questions:
 Why do you think Jef is in need of help in painting Yushi? (Ngano man
nga nanginahanglan og tabang si Jef sa pagpintal ni Yushhi?)
 What do we need to do with the picture pattern of Yushi?
( Unsay angay natong buhaton sa sumbanan nga hulagway ni Yushi?)
 What are supposed to be added? ( Unsay angay natong idugang?)
( Note: The teacher should guide the pupils in order to tell that they need to
make the lines bold to emphasize the body parts. They also need to color it.
They may also add spots and fur.)
4. If Yushi was your dog, how will you take care of it? ( Kong imong iro si Yushi,
unsaon nimo siya pag-atiman?)
Doing My Art: ( Painting Yushi)
Have the pupils draw the picture pattern of a dog posted on the board. Make
the lines bold of the different body parts. Add spots and fur. Paint it to make it
beautiful. ( Refer to ika-diseotso nga pagtulon-an, ikatulong buluhaton)
Talking Time
1. Have the pupils show and explain their artwork.
175
a.
Did you find painting Yushi enjoyable? Why?
b.
Do you think you have helped Jef with his problem in painting Yushi?
How?
(Inyong bang natabangan si Jef sa iyang suliran sa pagpintal ni
Yushi? Giunsa man?)
What are the similarities and differences of your paintings?
(Unsa ang mga magkapareha ug magkalain sa inyong mga gipintal.)
What colors, lines, shapes, and textures that were shown in your
painting?
(Unsa nga kolor, porma, ug grano ang mnga napakita sa inyong
gipintal. )
c.
d.
3. Post the work of the pupils and let them look at the artwork of others.
4. Congratulate/celebrate them on doing art work, and remember to call them
artists.
Evaluation
My Favorite Thing ( Refer to ika-diseotso nga pagtulona-n, ikaupat nga buluhaton
Have the pupils paint their favorite thing. Encourage them to make it beautiful by
using different lines, colors, and shapes.
Agreement
Ask the pupils to bring a photo of a jeepney that is generally used as public
transportation.
WEEK 19
Content Standard
Observe that local man- made objects like tricycles and jeepneys are painted with a
variety of lines, shapes, and designs that make each one unique.
Work harmoniously with a group in painting a design for a tricycle or jeepney that
shows unity while using a variety of lines, shapes, and colors.
Title of the Lesson: Painting a Jeepney
176
Lesson Summary:
The jeepney is popularly
known as the King of the
Philippine Roads. It is
believed to be a symbol of
Filipino’s ingenuity and
creativity.
Thw first Filipino jeepney
was made out of the military
jeeps left by the Americans
during the World War II.
It was known to be very
colorful and attractive due to
the presence of different
colors and shapes.
They vibrant colors capture
the onlookers to take a
second look to the beautiful
feature of the jeepney.
Art Production
Creating
Trace the broken
lines in order to
form a jeepney.
Paint it using
yellow, green
orange, or violet.
Decorate it like
the jeepneys you
have seen on
the streets.
Art Criticism/
Looking and
Seeing
See the unique
Philippine
jeepney. Identify
the different
lines, colors, and
shapes that give
more beauty to
its feature.
Art Appreciation
Appreciating
identify the lines,
shapes, and
colors used in
painting the
Philippine
jeepney.
Paint your
dream jeeney.
Use different
lines, colors, and
shapes to make
it more beautiful
and attractive.
Objectives
 Trace the outline of a jeepney.
 Paint the design of a jeepney using lines and shapes that show repetition,
contrast and rhythm.
 Use one’s creativity and ingenuity in doing one’s work.
Materials Needed:photos of jeepneys, drawing book/bondpaper/oslo paper, template of
a jeepney of broken lines, watercolor/poster paint
Reference Materials: http://en.wikipedia.org/wiki/Jeepney
Elements:
Shapes (Organic and Geometric); Textures ( spotted, furry, shiny, slimy)
Principle:
Repetition, Contrast, Rhythm
Lesson Procedure:
Collect the photos brought by the children. Call 1 or 2 volunteers to talk about
their photos.
177
Motivation
1. Ask:
a. What made the jeepneys shown by your classmates look beautiful?
(Unsa man ang nakapaanindot sa mga dyip nga gipakita sa inyong
classmates?)
2. Say: Today, I read to you an essay about the jeepney that is known to be the
King of the Road. (Karon, basahan ko kamo og usa ka saysay bahin sa dyip
nga gibantog nga Hari sa Karsada.)
Ask the children to tell what they would like to know about the essay. Guide
the children to ask a motive question, “Why is the Jeepney called the King of the
Road?”.
Motivation: (Telling a Factual Story)
Jeepney: The King of the Road
The jeepney is popularly known as the King of the Philippine Roads. It is
believed to be a symbol of Filipinos’ ingenuity and creativity.
The first Filipino jeepney was made out of the military jeeps left by the
Americans during the World War II. A unique utility vehicle was made out of
those junks. The roofs are made of metal for shade. It is decorated with vibrant
colors. Different shapes are also formed to give added attraction.
Today, the Philippine roads are conquered by jeepneys. They could take
you to any destination you want to travel by land. Passengers could enjoy a
comfortable yet an affordable ride.
Take a ride the Filipino way…. Let the King of the Road take you to your
destination. Take your jeepney ride with your family.
- J. Arcilla
Ask:
1. What is the King of the Road?( Unsa ang Hari sa Karsada?)
2. Why is it named as such? ( Ngano man nga ginganlan siya nga sama
niini?)
3. Have you tried riding on a jeepney? Can you tell your memorable jeepney
experience ?( Nakasakay na ba mo og dyip? Mahimo ba nga mosaysay
kamo sa inyong kaagi/kasinatian sa pagsakay sa dyip?)
Process
1. Present the different pictures of jeepneys brought by the children.
2. Let the children identify the different art elements found in the pictures of the
jeepneys.
3. Give the pupils some guide questions to identify the elements.
Guide questions:
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1. What are the different colors of the jeepneys?(Unsa ang mga
nagkalainlaing kolor sa mga dyip.)
2. Are there lines and shapes found? Name them.( Aduna bay linya ug
porma nga inyong nakita? Itudlo ug hinganli kini. )
Doing My Art: (Connect and Complete Me)
Have the pupils trace the broken lines to form an object. Paint it using blue, red,
yellow, green, orange, or violet. Decorate it similar to the jeepney photos you saw.
(Refer to ika-disenuebe nga pagtulon-an, ikaduhang buluhaton)
Talking Time
1. Ask the pupils to show and explain their artwork.
a. What object have you formed out from the broken lines? (Unsa nga
butang ang naporma gikan sa mga buakbuak nga linya?
b. What did you feel while tracing the lines?( Unsa may inyong gibati
samtang inyong gisumpay ang mga linya?)
c. What colors did you use to make it beautiful? (Unsa nga mga kolor ang
inyong gigamit aron mapaanindot ang inyong trabaho.)
3. Post the work of the pupils and let them look at the artwork of others. Let them
name the different kinds of lines and shapes in their work.
4. Congratulate them on doing art work, and remember to call them artists.
(Provide incentive/reward, if possible)
Evaluation
(My Dream Jeepney) (Found in ika- disenuebe nga pagtulon-an, ikatulong
buluhaton)
Have the pupils paint their dream jeepney. Make them attractive by using different
lines, colors, and shapes.
Assignment
Have the pupils paint a design of a tricycle. Use different kinds of lines, colors, and
shapes to make it beautiful.
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WEEK 20
Content Standard:
Generalize that each person can create his own design by using two or more kinds
of lines, colors, and shapes and repeating or contrasting them so that there is
rhythm.
Display control in the use of painting tools and materials to paint different lines,
shapes, and colors in his work or in a work done with others.
Title of the Lesson: Painting an Object that Shows Different Lines, Shapes,
and Colors with the Use of Painting Tools
Lesson Summary:
Long ago, artists use different
indigenous painting tools to
paint their desired subjects. The
different art elements like lines,
shapes, and colors were
already recognized by our
ancient artist.
Due to the changing concepts
of art and its modernization,
different painting tool are
commercialized that are
available in the market.
However, the use of indigenous
materials are still highly
encouraged to our pupils in
order for them to acknowledge
our available local materials
Art Production
Creating
Search or see
beautiful/historic
al spots in our
country.
Identify the
different art
elements. Then,
draw the
beautiful/historic
al spot found in
your place. Paint
it with the
desired colors
using painting
tools to make it
appear more
beautiful and
attractive.
Art Criticism/
Looking and
Seeing
See the
different art
elements
found in the
beautiful/hist
orical spots
in our
country.
Identify the
lines,
shapes,
colors
present.
Art
Appreciation
Appreciating
Identify the art
elements used
in painting the
beautiful/histori
cal spots in our
country.
Appreciate
their beauty by
painting them
using the
desired colors.
The different beautiful/historical
spots are usually utilized by our
artists as their subjects in their
artworks.
Objectives:

Paint an object that shows different lines, shapes, and colors with the use of
painting tools.
180
 Show extra care in doing one’s artwork.
Materials Needed: photos of jeepneys, drawing book/bondpaper/oslo paper, template of
a jeepney of broken lines, watercolor/poster paint
Umawit at Gumuhit 4, pp. 77-100,
http://en.wikipedia.org/wiki/File:Mount_Apo.jpg,
http://en.wikipedia.org/wiki/File:Banaue_Rice_Terraces.jpg,http://en.wikipedia.org/wiki/M
agellan%27s_Cross, http://en.wikipedia.org/wiki/File:IMG_0919_Chocolate_Hills.jpg,
http://en.wikipedia.org/wiki/File:Mt.Mayon_tam3rd.jpg
Elements:
Shapes, Textures, and Colors
Principle:
Repetition, Contrast, and Rhythm
Lesson Procedure:
Motivation
Say: Today, I will bring you to the beautiful places in our country that I visited.
Listen as I describe the places. Be sure to remember the places described in my
travelogue.
Travelogue
My tourist friend requested me to accompany her in her travel. She told me
that she heard about the beautiful places in our country. She wanted to visit them
and would take pictures as souvenirs.
I decided to bring her to the heritage site in Luzon. The amazing terraces of
the rice plantation in Banaue are really wonderful. She was so surprised when I told
her that the Ifugaos built those terraces using their bare hands for thousands of
years.
Then, we went to Bohol where we could see the beautiful formation of
several hills. They appeared like chocolates. I told her that these hills are green
during rainy days because of the grasses. However, the brown grasses during
summer would make them appear like chocolates.
She wanted to visit the highest mountain in the country where the Philippine
eagle could be found. So, we visited the famous Davao City. We asked someone to
join us in our mountain climbing. It was indeed a wonderful experience.
She told me that we would visit more beautiful spots in our country next
year. She was really attracted to such amazing sights .
J. Arcilla
Ask:
1. Who wanted to see the beautiful places in our country? (Kinsa ang gusto
nga motan-aw sa mga maanindot nga talan-awon sa atong nasod?)
181
2. What place did they visit first? (Unsa ang unang lugar nga ilang nabisita?)
3. Where did they go next? What did they see there? (Diin sila sunod
niadto? Unsa ang ilang nakita didto?)
4. What do you call those hills that looked like chocolates during summer?
(Unsa ang tawag sa mga bungtod nga sama sa mga tsokolate inig ka
ting-init?)
5. What was the last place they visited? Describe it.(Unsa ang kataposang
lugar nga gibisita? Ihulagway kini?)
Process
Show posters/paintings of the places mentioned in the travelogue. Have the
children appreciate the places that would focus on the elements and principles of
Arts.
Guide questions:
1. What made the sceneries beautiful? (Unsa ang nakapaanindot sa mga
talan-awon?)
2. What are the colors used in the posters/paintings? (Unsa nga mga kolor
ang gigamit sa posters/gipintal?)
3. What are the lines that you can see in the posters/paintings? ( Unsa nga
mga linya ang makita ninyo sa posters/gipintal?)
4. What are the things in the posters that look like different shapes? What
are they? ( Unsa nga mga butang ang sama sa nagkalainlaing porma?
Unsa kini?)
Doing My Art
Philippines: My Beautiful Country
Have the pupils choose one of the beautiful spots drawn in a bond paper. Paint it
with the desired colors. Bold the lines to put emphasis. ( Refer to ika-bayente nga
buluhaton, unang buluhaton)
Talking Time
1. Ask the pupils to show and explain their artwork.
a. What did you feel while painting the beautiful spot like those presented in
the travelogue? ( Unsa ang inyong gibati samtang nagpintal sa mga
nindot nga talan-awon sama sa gisaysay sa travelogue?)
b. What colors did you use in painting? ( Unsa nga mga kolor ang inyong
gigamit?)
b. What did you add to make your painting more beautiful? (Unsa ang
gipangpuno aron labing mapanindot ang inyong gipintal?)
3. Post the work of the pupils and let them look at the artwork of others. Let them
talk what is the uniqueness of their works.
182
4. Congratulate them on doing art work, and remember to call them artists.
(provide incentive/reward, if possible)
Evaluation: (My Beautiful Place) ( Refer to ika-bayente nga pagtulon-an, ikaduhang
buluhaton )
Have the pupilsdraw the beautiful spot found in your own place. Bold the lines to
emphasize it. Paint it using the desired colors.
Assignment
Have the pupils bring fresh leaves like fern, guava, and mansanitas.
UNIT III: PRINTMAKING
WEEK 21
Content Standard
Realize that designs for prints can be found in many natural objects: leaves, cut
trunk of banana stalks, shape of twigs, grass and flat stones.
Create a print from natural objects that can be repeated or alternated in shape or
color.
Competency
Experiment with natural objects like leaves by dabbing dyes watercolor on the
surface and presses this on paper to create a print.
Title of Lesson: Printmaking Using Leaves of Ferns, Guavas and Mansanitas
Lesson Summary
Art History/
Connecting
Printmaking is one
of the oldest art
forms. Before the
Spaniards came to
our country, our
forefathers used
Art Production/
Art Criticism/
Art Appreciation/
Creating
Create a print using
natural leaves of
ferns, guavas and
mansanitas
Looking & Seeing
Illustrate clear print
using natural leaves
Appreciating
Show enjoyment in
creating prints using
natural leaves
Identify shapes,
textures, colors of
Discover
183
leaves as mean of
communication, in
making designs and
even as dresses.
Leaves were also
used in art. These
were used in
printing.
leaves
Recognize colors,
shapes and
textures of leaves
differences of
colors, shapes and
textures of leaves.
Show enjoyment in
making designs out
of leaves.
Objectives


Identify a print from natural objects
Create a clear print using natural objects such as leaves of Ferns, Guavas and
Mansanitas
 Identify shapes, texture and colors of leaves
 Follow directions properly
 Work neatly when using a fluid medium
Materials Needed: watercolor/tina, leaves (Ferns, Guava, Mansanitas)and bond papers
MAPE 4 by Violeta Hornilla, et al,(2009) page186
Webster English Dictionary
Art Vocabulary:
Printmaking -is the production of images usually on papers or any other support. It is
creating prints or designs by rubbing, stamping, pulling or pressing different
materials on a pliable surface.
Press – to act upon by weight or pressure
Elements
Texture – physical composition like in leaves: the surface of leaves as to smooth or
rough
Shapes – leaves are of different shapes. There are leaves which are oblong, linear,
oval, elliptic, cordate and ovate
Colors - visual appearance of leaves as to green, yellow, brown, and redish
Principle
Motif - the main idea of an artistic work: the central idea
Repetition of motif - objects featured in another case; in the display, the main idea is
repeated
184
Contrast of motif – showing another important design or idea that is different to the
given main design
Lesson Procedure
Pre-Assesment
Ask:
What are the different shapes you have learned from the previous unit?
(Unsa ang nagkalain-lain nga porma ang inyong nakat-onanan sa unang yunit?)
Motivation
Identify and touch the leaves.
Ask:
a. What can you say about the shapes and texture of the leaves?
(Unsa ang inyong ikasulti sa porma ug grano sa mga dahon?)
b. What can you do out of these leaves?
(Unsay inyong mahimo gikan niining mga dahon?)
Lesson Activity/Process
1. Unlock the word printmaking using sample arts designed through rubbing, stamping,
pulling or pressing different materials on aflexible surface.
 Printmaking is creating prints or designs by rubbing, stamping, pulling or
pressing different materials on a pliable surface.
2. Present samples of leaf printmaking to the pupils and let them describe the art being
shown emphasizing shapes and texture.(Refer to the Learners’ Material)
3. Demonstrate to the pupils on how to perform the activity.
4. Ask the pupilsto prepare their materials for the activity.
5. Show the steps in print making using the materials.
(Note: the teacher may use either dye or watercolor.)
Steps in Doing the Activity:
A. Using Dye for Clothes:
1. Mix one sachet of dye to half glass of lukewarm water.
(Isagol ang usa ka pakete nga tina ngadto sa tungasa baso nga inadlaw
nga tubig.)
2. Stir it well until the dye dissolves completely in water.
(Ilahugay pag-ayo hangtod mahilis ang tina.)
3. Dip the brush into the dye mixture and brush it at the back portion of the leaf.
(Ituslob ang brotsa ngadto sa sinagol nga tina ug ipahid kini sa likod nga
bahin sa dahon.)
4. Put the leaf on the bond paper and press it lightly for about five seconds.
185
(Ibutang sa bondpaper ang pinintalang dahon ugihinay og duot sulod sa
lima ka segundo.
5. Do the same procedure using other leaves and applying other colors.
(Buhata usab ang sama nga paagi ngadto sa ubang dahon gamit ang
lain-laing kolor.)
B. Using watercolor
1. Dip the brush into the water and dab it on the green watercolor.
(Ituslob ang brotsa ngadto sa tubig ug ipahid kini ngadto sa lunhaw nga
kolor sa watercolor.)
2. Brush it at the back portion of the leaf.
(Ipahid saluyo nga bahin sa dahon.)
3. Put the leaf on the bond paper and press it lightly for about five seconds.
(Ibutang sa bondpaper ang pinintalang dahon ugihinay og duot sulod sa
lima ka segundo.
4. Do the same procedure using other leaves and applying other colors.
(Buhata usab ang sama nga paagi ngadto sa ubang dahon gamit ang
lain-laing kolor.)
Doing My Art
1. Set rules and standards to follow in doing the activity.
a. Listen to the instructions attentively.
(Paminawa pag-ayo ang mga ipanudlo.)
b. Follow the steps carefully in doing the activity.
(Sunda nga maampingon ang mga pamaagi sa bulohaton.)
c. Take care of your art materials.
(Ampingi ang inyong mga kagamitan sa alampat.)
d. Do not disturb others while working.
(Ayaw samoka ang uban samtang nagtrabaho.)
e. Do your activity carefully and with confidence.
(Buhata ang imong bulohaton nga adunay pag-amping ug pagsalig sa
kaugalingon.)
f. 1.6.Always clean your surrounding after doing the activity.
(Kanunay limpyohi ang imong palibot human sa bulohaton.)
2. Ask the pupils to do the activity using the leaves they have brought to class.
3. Let them post their art works on the display area.
4. Remind them on the rubric in rating their artwork. (Please refer to the Learners’
Materials.)
Talking Time
Ask:
a. How did you come up with a design using the leaf?
(Giunsa ninyo paghimo ang disenyo gamit ang dahon?)
186
b. What shapes and colors are shown in your artwork?
(Unsa ang mga porma ug kolor o bulok nga napakita sa imong alampat?)
c. Which part of your design is done repeatedly? Why?
(Unsa nga parte sa imong disenyo nga gibalik-balik pagbuhat?
Ngano man?)
d. Did you clean your area after doing the activity? Why? Why not?
(Gilimpyohan ba ninyo ang lugar nga inyong gitrabohan pagkahuman sa
bulohaton?)
e. Do you like the activity? Why/ why not?
(Nagustuhan ba ninyo ang inyong gibuhat? Ngano man? Nganong wala
man?)
Congratulate the pupils in doing their artwork.
Evaluation
Directions: Put a check (  ) on the space provided for if the sentence is correct and
put an X if it is not correct.
Direksiyon/Tugon: Butangi og tsek (  ) sa badlis kon sakto ang pahayag ug ekis(
)kon dili sakto.
_____ 1. We can use leaves to make a nice artwork.
(Magamit nato ang mga dahon sa pagbuhat ug maanindot nga alampat.)
_____ 2. The leaves are of different shapes.
( Adunay nagkalain-laing porma ang mga dahon.)
_____ 3. All the leaves have smooth texture.
(Hamis ang grano sa tanang dahon.)
_____ 4. In Leaf Printmaking, we will draw the leaves to make a design.
(Sa Leaf Printmaking, idibuho ang mga dahon para makabuhat og disenyo.)
_____ 5. We use our eyes to identify the shape of a leaf.
(Gamiton nato ang atong mga mata sa pag-ila sa mga porma sa dahon.)
Key answers:
1. 
2. 
3. 
4. 
5. 
Agreement:
Bring two (2) pieces of 6” long banana stalk, dyes of different colors placed in small
containers, paper plates, old newspapers.
Note:Teacher must be the one who will bring the knife for the pupils to use for next
meeting’s activity.
187
(Pagdala og duha(2) ka buok nga 6 pulgadada nga pal-ak sa saging, tina nga
nagkalain-laing kolor gisulod sa gagmayng sudlanan, paper plate ug karaan nga
mantalaan/newspaper.)
WEEK 22
Competency
Experiment with natural objects like leaves by dabbing dyes/paints or water color on
the surface and presses this on paper to create a print.
Title of Lesson: Printmaking Using Banana Stalks
Lesson Summary:
Art History/
Connecting
A long time ago in the Fiji
Islands in Australia,
stencils made of banana
leaves were used to apply
patterns to bark cloth. The
idea of using silk fabric as
a screen was developed
in 1907.
Alvaro Jimenez, a
Filipino artist from
Pampanga proved the
beauty of his paintings
wherein he used acrylic
paint on banana stalks
in painting Philippine
scenery. The use of
banana stalks was
spread out until it is
used in printmaking .
Art Production/
Creating
Create a print
using banana
stalks
Create a design
based on the
prints made out of
banana stalks
Identify the motif
from the design
made
Art Criticism/
Art Appreciation/
Looking & Seeing
Identify varied
sizes of banana
Stalks according
on how it is cut.
Appreciating
Discover the
meaning of motif
designs made
using banana
stalks thru
stamping or
pressing; Show
enjoyment in
making designs
out of banana
stalks.
Differentiate the
intensity of colors
when dabbed to
the banana stalks
Objectives
 Experiment with natural objects using the banana stalks to create a print
 Identify shapes, textures and colors of natural objects
 Create a repeated pattern using banana stalk
 Tell the medicinal value of banana plant
 Take care of his/her art materials properly
188
Materials Needed: banana stalks, dye, small containers, old newspapers (cushion
only)
MAPE 4 by Violeta Hornilla,et al (2009) page 163
Webster English dictionary
Art Vocabulary
Stalk – the stem or a support of a plant; In the case of banana stalk, stalk is the
support of the banana leaf
Stamp – to imprint or impress with a dye
Design – artistic invention or idea
Elements
Texture – physical composition like in cuttings of banana stalks: the surface of the
stalk as to smooth or rough
Size – banana stalks when cut horizontally are of different sizes. Some are small,
quarterly and others are of big cuts
Colors - visual appearance of the banana stalk as it was dabbed to the color of
paint;
Principle
Motif - the main idea of an artistic work:the central idea of a design
repeated or emphasized
contrast of motif – showing two different important ideas in a design
Lesson Procedure
Pre-Assessment
Ask: What different textures have you learned in the previous unit? (Unsa ang
mga nagkalain-lain nga grano ang nakat-unan ninyo sa niaging yunit?)
Motivation
1. Present this through a rap.
“Saging”
Ang mga saging
Sustansiyado ug lamian,
Tambal sa kadaghanan
Sa alampat mapuslan.
a. What can we get from banana plant?
(Unsay makuha nato sa pipila ka bahin sa saging?)
b. What can be made out of banana stalks?
(Unsay mahimonato sa pal-ak sa saging?)
189
1. Tell them that you can make a good art image out of banana stalks.
(Sultihi ang mga bata nga makahimo sila og maayong alampat gikan sa pal-ak
sa saging.)
2. Show to them samples of banana stalks printmaking. Let the pupils describe
them.
(Ipakita ang mga sumbanan nga printmaking sa pal-ak sa saging. Ipahulagway
kini.)(Refer to LM, Pagtulon-an 2, Unang Buluhaton)
3. Let the pupils prepare the materials to be used for the activity.
(Ipaandam sa mga bata ang mga galamiton.)
4. Remind the pupils on the different standards in doing their artwork.
(Ipahinumdom nila ang nagkalain-lain nga basehan sa paghimo sa alampat.)
5. Showto them the procedure in printmaking.
(Ipakita ang pamaagi sa paghimo og alampat.)
Caution: The teacher must demonstrate carefully on how to cut the
banana stalks into sizes and guide the pupils the proper way of cutting to avoid
accidents.
Steps in Doing the Activity: Banana Stalk Printing
1. Cut the Banana stalks into different sizes. This could be done in other ways;
crosswise, cut through the top and out the bottom or cut the stalk into quarters to
produce different prints.
(Hiwaon ang pal-ak sa saging sa nagkalain-laing pamaagi.
Pababag nga paghiwa, pataas nga paghiwa sugod/gikan sa ibabaw hangtod paubos
sa pal-ak, o pataas nga paghiwa sa makaupat aron makabuhat og lain nga printing.)
2. Fold an old newspaper into 4 to form a paper towel and place iton a paper
plate.
(Piloa ang karaan nga mantalaan sa makaupat. Himoa kini nga murag tualya
ug ibutang sa paper plate.)
3. Prepare a dye mixture (Refer to Pagtulon-an 21.)
4. Pour the mixture of dye into the center of the paper towel to make it into a
stamp pad.
(Ibubo ang sinagol nga tina sa papel nga tualya Mao kini ang imong tamlaan.)
5. Dip the cut side of the Banana stalk into the dye mixture. Dab it around the
paper towel to wipe-off excess mixture.
(Ituslob ang hiniwa nga pal-ak sa sagingsa tina. Ipahid kini sa kilid sa papel
nga tualya aron makuha ang mga sobrang tina sa palibot.)
6. Press/stamp lightly the dyed banana stalk on the bond paper for
about a second.
(Iduot og hinay/itamla ang natinang pal-ak sa saging sa bond
paper sulod sa usa ka segundo.)
7. Do the same procedure using other sizes of banana stalks and
other color of dye to have a nice design.
(Buhata usab kini sa nagkalain-laing gidak-on nga pal-ak sa saginggamit ang
nagkalain-laing kolor sa tina.)
190
Doing My Art
1. Let the pupils do the activity.
2. Letthe pupils post their finished artworks on the display area.
Talking Time
1. Ask:
a. What did you use in making prints?
(Unsay inyong gigamit sa pagbuhat og pinatik?
b. What designs have you created?
(Unsa nga mga disenyo ang imong nahimo?)
c. Have you repeated a print in your design?
(Aduna bay gibalik-balik nga pamatiksa imong disenyo?
d. What elements of art can be seen in your design?
(Unsa ang mga elemento nga makita sa inyong disenyo?)
e. What shapes and colors of banana stalks are used in your design.
(Unsang mga porma ug kolor sa pal-ak sa saging ang gigamit nimo sa imong
disenyo?
f. Are there contrasting colors found in your activity?
(Aduna bay kaatbang nga kolor nga makita sa imong alampat?)
2. Congratulate/celebrate with the pupils in performing their artwork by clapping
their hands.(Provide incentive/reward, if possible)
Evaluation
Directions: Color the mango yellow if the sentence is correct. Do not color it if the
sentence is not correct.
Direksyon/ tugon: Kolori ang mangga ogdalag kon tinuod o sakto ang
pahayag. Ayaw kolorikon ang pahayag dili sakto.
1. The banana stalk can be used in drawing.
(Ang pal-ak sa saging mahimong gamiton sa pagdrawing.)
2. Banana stalks have the same texture both outside and inside.
(Managsama ang grano sa sulod ug gawas nga bahin sa pal-ak
sa saging.)
3. The cut banana stalks can create a design in printmaking.
(Ang pinutol-putol nga pal-ak sa saging nakamugna ug usa ra ka
disenyo sa printmaking.)
4. The repeated shape or patik of the artwork shows the importance
of the design.
(Ang pagbalik-balik sa porma o print sa alampat nakapamatuod sa
pagka importante niining parteha.)
5. The powdered banana stalks can be used as medicine for bruises.
(Makatambal sa ginagmay nga pangos ang dinukdok nga pal-ak
sa saging.)
191
Key Answers:
1.
2.
3.
4.
5.
Agreement
Bring one each of the vegetables and fruits: like carrot, unripe papaya and tomatoes.
(Pagdala ug tagsa niining mga prutas ug utanon: sama sa carrot, hilaw nga kapayas
ug tamatis.)
WEEK 23
Competency
Experiment with natural objects (sliced vegetables and fruits)
Title of Lesson: Printmaking using Sliced Local Vegetables and Fruits
Lesson Summary:
Art History/
Connecting
People throughout
the world made
Printmaking. This is
to create the design
being planned on
any flat surface and
even on a piece of
paper. Local fruits
and vegetables in a
community can help
craft printmaking
design.
Art Production/
Art Criticism/
Art Appreciation/
Creating
Create a print using
local fruits and
vegetables
Looking & Seeing
Identify varied
texturesand colors
of local fruits and
vegetables.
Appreciating
Achieve clarification
on the motif,
contrast of motif
and colors from the
design made.
Recognize motif out
of the design made.
Objectives





Experiment with natural objects using sliced vegetables and fruits to create a
print
Create pattern by making two to three prints using local vegetables and fruits
Tell the importance of fruits and vegetables to our body
Take care of his/her art materials properly.
Work neatly when using a fluid medium.
192
Time Allotment of Lesson:40 minutes
Materials Needed: Dye or paint, sliced Vegetables and fruits like Carrots, Tomatoes
and unripe Papaya, bond papers, small containers and old newspapers ( for
cushion only)
Reference Materials: K to 12 Curriculum Guide, page 63
Art Vocabulary:
Stamp pad – an object serves as the storage of the colored liquid element to be
applied on
Quarter – one of four equal parts into which anything may be divided
Mixture – ingredients added or put together
Elements:
paint;
Principle
Motif - the main idea of an artistic work:the central idea
repeated
contrast of motif – showing another important design or idea that is different to the
given main design
Lesson Procedure
Pre-Assessment
Ask: Can you recall the primary colors? How about the secondary colors?
(Mahinumdoman ba ninyo ang mga “primary colors?”)
Motivation
Show pictures of fruits and vegetables. Let the pupils identify fruits and vegetables
shown in the pictures. (Refer to LM, Pagtulon-an 23)
Ask:
a. What fruits do you eat? What vegetables do you eat?
(Unsa nga mga prutas ang imong kaonon? Unsa nga mga utanon ang imong
kaonon?)
b. Why do we eat fruits and vegetables?
(Ngano nga mokaon man kita og mga utanon ug prutas?)
c. What else can we make out of fruits and vegetables aside from eating these?
(Unsa pa ang lain nga atong mabuhat sa mga prutas ug utanon gawas sa
pagkaon niini?)
193
Learning Activity/Process
1. Let the pupils prepare the assigned materials. (unripe papaya, tomatoes)
2. Present the other materials needed like dye and old newspapers and
bondpaper.)
3. Present a sample of vegetable printmaking and let the pupis tell something about
it. (Refer to LM, Pagtulon-an 23, Unang Buluhaton)
4. Demonstrate to the pupils on how to do the activity applying the steps provided.
Fruits and Vegetables Printing
Steps:
1. Cut vegetables and fruits into different sizes. This could be done in other
ways; crosswise, cut through the top and out the bottom or cut them into
quarters to produce different prints if possible.
(Hiwaa ang carrot ug tamatis sa nagkalain-laing pamaagi. Pababag nga
paghiwa o pataas nga paghiwa sugod/gikan sa ibabaw hangtod paubos
sa pal-ak, o pataas nga paghiwa sa makaupat aron makabuhat ug lainlain nga patik.)
2. Fold one-half of an old newspaper into 4to form a paper towel and put it on
the paper plate.
(Piloa ang karaan nga mantalaansa makaupat. Himoa kini nga tualya.
Ibutang kini sa paper plate.)
3. Pour the dye mixture into the center of the paper towel to make it a stamp
pad.
(Pagbubo ug tina sa papel nga tualya, mao kini ang imong tamlaan.)
4. Dip the cut carrot and tomato into the dye mixture. Dab it around the paper
towel to wipe off excess mixture.
(Ituslob ang hiniwa nga carrot ug tamatis sa tina. Ipahid kini sa kilid sa
papel nga tualya aron makuha ang mga sobrang tina sa palibot.)
5. Press it lightly/stamp the dyed carrot and tomato into the paper creating a
design.
(Iduot og hinay/ itamla ang natinang carrot ug tamatis sa bond paper aron
maporma ang usa ka disenyo.)
6. Do the same procedure using unripe papaya and other colors of dye to
enhance a design.
(Pagbubo ug tina sa papel nga tualya, mao kini ang imong tamlaan.
Buhata usab kini sa nagkalain-laing hiwa sa hilaw nga kapayas nga gamit
ang nagkalain-laing kolor sa tina aron mapaanindot ang imong disenyo.)
Doing My Art
1.
2.
3.
5.
Let the pupils do the activity.
Post their artwork.
Supervise the pupils to avoid accidents.
Remind them the rubric in rating their artwork. (Refer to LM page ______)
Talking Time
194
1. Ask the pupils on the following questions.
a. What did you do to come up with these designs?
(Unsay inyong gibuhat nga nakahimo kamo niining mga disenyo?)
b. What does your design mean to you?
(Para kanimo, unsay kahulugan sa imong disenyo?)
c. What designs have you created?
(Unsa ang mga disenyo nga nahimo ninyo?)
d. Are fruits and vegetables important to our body? Why?
(Importante ba ang mga utanon ug prutas sa atong lawas? Ngano man?)
e. What can we get out of vegetables and fruits?
(Unsay ang atong makuha sa mga utanon ug prutas?)
f. How do you take care of your things? Why do we need to take care of our
things?
(Giunsa ninyo pag-atiman ang inyong mga butang?Nganong ato mang
atimanon ang atong mga butang?
g. Do you like the activity? Why?
(Nagustuhan ba ninyo ang inyong gibuhat karon? Ngano man?)
2. Congratulate/celebrate with the pupils in performing their artwork by clapping their
hands.(provide incentive/reward, if possible)
Evaluation
Directions: Color the bananas yellowif the sentence is true. Do not
color the bananas if the sentence is not true.
(Kolori ang mga saging og dalagkon tinuod o sakto ang pahayag. Ayaw kolori ug kon
dili tinuod o sakto.
1. Fruits and vegetables are for eating only.
(Alang lang sa pagkaon ang mga prutas ug utanon.)
2. Fruits are nice to look at because of their different colors.
(Maanindot tan-awon ang mga prutas tungod sa ilang nagkalainlaing bulok o kolor.)
3. Vegetables, like tomatoes and carrot, can be used in printmaking.
(Ang mga utanon sama sa tamatis ug carrot mahimong gamiton
sa pagpamatik.)
4. Crayons can be dabbed to fruits and vegetables for printmaking.
(Ang krayola mahimong ipahid sa mga utanon ug prutas para sa
printmaking.)
5. Green vegetables are harmful to our body.
(Ang mga lunhaw nga utanon makadaut sa atong panlawas.
195
Key Answers:
1.
2.
3.
4.
5.
Agreement
Look for guinit in your place. Request your father or any elders to cut it into 2x4
inches. Bring these materials next week.
(Pangita og ginit sainyong palibot. Hangyoa ang imong papa o bisan kinsa nga
magulang pa nimo sa paglaksi niini ngadto sa gidak-on nga 2x4 pulgada.)
WEEK 24
Competency
Experiment with natural objects (leaves, twig, sliced vegetables, banana stalks, bark
of trees etc) by dabbing dyes or paints on the surface and presses this on paper or
cloth to create a print.
Title of Lesson: Printmaking Using Guinit of the Coconut Tree
Lesson Summary:
Art History/
Art Production/
Art Criticism/
Connecting
Creating
Looking & Seeing
Our country is known as the
leading nation in the world
for coconut production. All
over Asia, the tree is noted
for its tender coconut water,
dried fruit and oil. We know
coconut tree as “Tree of
Life”. Parts have many uses.
Guinit is used as strainer and
a good material in doing an
art or a design.
Craft a design
thru printing using
guinit
Recognize motif
out of the design
made.
196
Identify motif, its
repetition and
contrast.
Art
Appreciation/
Appreciating
Achieve
clarification on
the motif,
contrast of
motif and color
from the
design made.
Objectives:
 Identify the elements of art: shape, texture and color
 Experiment with natural objects using guinit of the coconut tree to create a print
 Create pattern by making two to three prints using guinit of the coconut tree
Materials Needed: guinit of the coconut tree, paint,
(Teacher provides atleast two contrasting colors, preferably glossy),
small paint brush, bond papers, small containers and oldnewspapers
Reference Marerials:
Art Vocabulary
Guinit – fiber part of a coconut tree
Contrasting – show dissimilarities
Elements:
paint;
Principle:
Motif - the main idea of an artistic work:the central idea of a design
repeated
contrast of motif – showing two different important ideas of a design
Lesson Procedure
Pre-Assessment
Let the pupils pick objects found in the classroom that are triangle, oval, square,
rectangle and circle.
Ask: Do you think we can make a design if we form together the different shapes?
Motivation
1. Show a poster of a coconut tree named as “Tree of Life.”
2. Ask:
a. What are the different parts of the coconut tree?
(Unsa ang nagkalain-laing parte sa lubi?)
b. Why do you think we consider the coconut tree as “Tree of Life?”
197
(Ngano kaha nga atong maapil ang lubi isip “Punoan sa Kinabuhi”)
c. What can we make make out from guinit?
(Unsay atong mahimo gikan sa ginit?)
1. Show a sample art using guinit. Tell the pupils that they could make an art better
than this.
2. Demonstrate to them on how to perform the activity.
3. Remind the pupils on the standards in doing the activity
Printmaking using Guinit
Steps in doing the Activity:
1. Think of a design.
( Paghuna-huna ug disenyo.)
2. Make a sketch of your design.
(Paghimo og giya sa imong disenyo.)
3. Cut as many different shapes out of the guinit you brought to realize your
design.
(Putol-putola ang ginit sa nagkalain-laing porma aron mahitabo ang nahunahunaang disenyo.)
4. Place a newspaper over the table or chair.
(Hapini ogmantalaan ang imong lamesa o lingkoranan.)
5. Paint the different shapes of guinit with different colors.
(Pintali ang nagkalain-laing porma sa ginit og nagkalain-laing kolor.)
6. Press the painted shapes of guinit on the bond paper following the sketch of
your design.
(Iduot ang nagkalin-laing porma sa ginit nga pinintalan ngadto sa bond paper
base sa giya nga imong nahuna-hunaang disenyo.)
7. Remove the guinit from the bond paper and let it dry.
(Tangtanga ang ginit sa papel ug paugha kini.)
Doing My Art
1. Supervise while the pupils are performing the activity.
2. Let them post their finished artwork in the display area as
3. Remind them on the rubric in rating the artwork
Talking Time
1. Show and tell something about your created design.
a. Did you show cleanliness in your work? How?
(Nagpakita ba kamo og kalimpyo sa inyong mga buluhaton? Giunsa man?)
b. Did you take care of your materials? How?
(Nag-amping ba mo sa inyong mga kagamitan?/Inyo bang giampingan ang
inyong mga kagamitan? Sa unsa nga pamaagi?)
198
their hands.
Evaluation


Directions: Draw a smiley
on your paper if you have done the following activities
listed below. Draw
if not.
_____ 1. I followed the pattern of my design.
(Gisunod nako ang giya sa akong disenyo.)
_____ 2. I used guinit in making art design.
(Nigamit ako og ginit sa pagmugna og disenyo.)
_____ 3. I put dirt on the activity area.
(Naghugaw-hugaw ako sa palibot sa akong buhatanan.)
_____ 4. I used paint in applying color to my art materials.
(Nigamit ako og pintal sa pagbutang og kolor sa akong kagamitan.)
_____ 5. I showed tTexture, shape and color in my art design.
(Gipakita nako and grano, porma ug kolor sa akong disenyo.)
Key Answers:
1.


2.
3.

4.

5.

Agreement
Bring one piece of okra.
(Pagdala og usa ka okra.)
WEEK 25
Competency
Experiment with natural object, like okra, that can be painted to create a design by
pressing on a piece of paper.
Title of Lesson: Printmaking Using Okra
Lesson Summary:
Art History/
Connecting
Okra probably originated
somewhere around
Ethiopia, and was
Art Production/
Creating
make a design thru
printing using okra
199
Art Criticism/
Looking &
Seeing
Identify motif, its
repetition and
Art
Appreciation/
Appreciating
Achieve
clarification on
the motif,
cultivated by the ancient
Egyptians by the 12th
century B.C. Its cultivation
spread throughout North
Africa and the Middle
East. The seed pods were
eaten cooked, and the
seeds were toasted and
ground, used as a coffee
substitute. In the
Philippines, okra is
considered a nutritious
vegetable. It is also used
in art activities.
contrast.
Recognize motif
out of the design
made.
contrast of motif
and color from
the design
made.
Objectives:





Experiment using natural object like okra to create a print.
Create a pattern by making two to three prints using okra
Work neatly when using a fluid medium
Take care of his/her art materials proper
Follow directions religiously
Materials Needed: okra, dye or paint, paper plates, small containers, pencil and old
newspapers for cushion only
Art Vocabulary:
Dye – a fluid or coloring matter
Elements:
Shape – a developed idea or expression
Textures – the structure of an object as to details
Principle
repeated
200
given main design
LessonProcedure
Pre-Assessment
Ask: Let the pupils recall the different texture of familiar vegetables like okra,
squash, patola and eggplant.
Motivation
1. Show a real okra vegetable and ask.
2. Have you tried eating okra?
(Nakasuway ka na ba og kaon og okra?)
3. How does it taste?
(Unsa ang lami niini?)
4. Introduce the song “Ang Okra” in the tune of “London Bridge”
Ang Okra
(Composed by Josefina Almacen & Raquel Solis)
Ang utanon nga okra
Lamian, lamian.
Mahimo nga un-onan
Para sud-an.
5. Ask some questions about the song.
a. How do people use okra?
(Giunsa paggamit sa mga tawo ang okra?)
b. What can we get out from okra?
(Unsa ang atong makuha sa okra?)
201
1. Present the materials to be used
for the activitylike okra, dye or
paint, small containers, bond
papers, old newspapers (for
cushion only)
2. Recall the standards in doing an
activity.
3. Show the sample art and
procedure in printmaking.
Okra Printmaking
a. Slice okra into different sizes.
(Hiwaa ang okra sa nagkalain-laing gidak-on.)
b. Fold a paper towel into 4 and put it on the paper plate.
(Piloa ang karaan nga mantalaansa makaupat. Himoa kini nga murag tualya.
c. Pour colored paint/dye into the center of the paper towel to make it into a stamp
pad.
(Pagbubo ug pintal/tina sa papel nga tualya, mao kini ang imong tamlaan.)
d. Dip the sliced okra into the paint/dye. Dab them around the paper towel to wipe
off excess paint.
(Ituslob ang mga hiniwa-hiwa nga okra sa pintal/tina. Ipahid kini sa papel nga
tualya aron makuha ang mga sobrang pintal sa palibot.)
e. Press the painted sliced okra into the paper.
(Iduot ang napintalang okra sa bond paper.)
f. Do the same procedure using the other sizes of sliced okra and also using other
colors of paint to have a nice design.
(Buhata usab kini sa nagkalain-laing hiniwa nga okra gamit usab sa nagkalainlaing kolor sa pintal.)
Doing My Art
1. Instruct the pupils to perform the activity using their own materials following the
steps with the supervision of the teacher.
2. Let the pupils post their finished artwork on the display board.
Talking Time:
1. Show and Tell
Let the pupils show their work and tell something about it.
a. What did you do with your materials?
(Unsay inyong gihimo sa mga materyales / kagamitan?)
b. Did you show cleanliness in your works? How?
202
(Nagpakita ba kamo ug kalimpyo sa inyong mga buluhaton?
Giunsa man?)
their hands.(provide incentive/reward, if possible)
Evaluation
Directions: Number the sentences below as to the correct sequence of steps in Okra
printing. Which should be the number one, two and so on.
____ A.Dip the sliced okra into the paint.
(Ituslob ang mga hiniwa-hiwa nga okra sa pintal.)
____ B.Pour colored paint into the center of the paper towel to make it into a stamp
pad.
(Pagbubo ug pintal sa papel nga tualya, mao kini ang imong tamlaan.)
____ C. Slice okra into different sizes.
(Hiwaa ang okra sa nagkalain-laing gidak-on.)
____ D. Fold a paper towel into 4 and put it on the paper plate.
(Piloa ang karaan nga mantalaansa makaupat. Himoa kini nga murag tualya.
____ E. Press the painted sliced okra into the bondpaper.
(Iduot ang napintalang okra sa bond paper.)
Key Answers:
1-C
2-D
3-B
4-A
5-E
Agreement
Bring the following objects: popsicle sticks/bottle caps, paper plates and small
containers.
(Pagdala sa mga mosunod nga butang: popsicle sticks/tansan, paper plates ug
gagmay nga sudlanan
WEEK 26
Content Standard
Observe that any object, which has a flat surface and has a specific shape, like
popsicle sticks can be painted and printed to create a design.
Show facility in making a clear print from man-made objects.
Competency
Experiment with man-made objects like Popsicle sticks which can be painted to
create a design.
203
TITLE OF LESSON: Printmaking Using Popsicle Sticks/Bottle Caps
Lesson Summary:
Art History/
Art Production/
Connecting
Creating
Thrown Popsicle sticks
can be used again. Some
people were able to earn
money by recycling
Popsicle sticks. You can
make decorative fan,
penholders, Welcome
note in your door, house
design model, small
jewelry boxes,
airplane model and etc, if
you are very artistic and
creative. You can dye the
sticks to make colorful
designs or you can put
some silver dust on it. You
will need different kinds of
materials aside from
Popsicle sticks. Bottle
caps could be the
samples.
make a creative
design with the use
of Popsicle sticks
and bottle caps
Art Criticism/
Looking &
Seeing
Identify motif, its
repetition and
contrast from a
design made
Recognize motif
out of the design
made.
Art
Appreciation/
Appreciating
Achieve
clarification on
the motif,
contrast of motif
and color from
the design
made.
Objectives



Experiment with man-made objects using popsicle sticks/bottle caps to create a
print
Create a pattern by making two to three prints using popsicle sticks/bottle caps
Use man-made and natural objects in printing
Materials Needed: popsicle sticks/bottle caps, paint, paper plates, small container,
pencil and old newspapers
204
Art Vocabulary
Sketch – an incomplete but suggestive presentation of anything; an outline
Stamp – to make marks; to imprint or impress; to affect in a specified manner
Recycle – to reclaim waste materials by using in the manufacture of a new product
Elements
Principle
repeated
given main design
Lesson Procedure
Pre-Assessment
Let the pupils mention some fruits/vegetables that have smooth or rough texture.
Motivation
1. Show a design or real Christmas lantern made of popsicle sticks, bottle caps or
straws. Let the pupils say something about it. (Refer to LM, Pagtulon-an 26)
2. Tell the pupils that they will use popsicle sticks/bottle caps in making another
design.
Lesson Activity/Process:
1. Let the pupils prepare
their popsicle sticks/bottle
caps.
2. Show an art design using
popsicle sticks.
3. Show and demonstrate on
how to do the activity
using popsicle
sticks/bottle caps.
.
205
( Paghuna-huna og disenyo.)
4. Paint the popsicle sticks/bottle caps with different colors.
(Pintali ang nagkalain-laing popsicle sticks/tansan og nagkalain-laing kolor.)
5. Press the painted popsicle sticks/bottle caps on the bond paper following the
sketch of your design.
(Iduot ang mga pinintalan popsicle sticks/tansan ngadto sa bondpaper base sa
giya nga imong nahuna-hunaang disenyo.)
6. Remove the popsicle sticks/bottle caps from the bond paper and let it dry.
(Tangtanga ang pinintalang popsicle sticks/tansan sa papel ug paugha kini.)
Doing My Art
1. Let the pupils recall the standards in making an activity.
2. Supervise the pupils in doing their artwork.
3. Let them post their artwork in the art corner.
Talking Time
1. Show and Tell
2. Ask the following questions:
a. Do you like the activity? Why?
(Nagustuhan ba ninyo ang inyong gibuhat karon? Ngano man?)
b. What can we do with the waste materials like popsicle sticks/bottle caps?
( Unsa ang atong mahimo sa mga biya nga mga butang sama sapopsicle
sticks/tansan?)
their hands.
Evaluation
Directions: Write the letter of your best answer.
1. Which objects did you use in making a design?
a. small stones
b. popsicle sticks
c. vegetables
(Hainsa mga butang ang imong gigamit sa paghimo ug disenyo?)
a. gagmayng bato
b. popsicle sticks
c. mga utanon
2. What element of art is being felt well as you touched the popsicle sticks?
a. shape
b. texture
c. color
(Unsa nga elemento sa art ang imong nabatyagan nimo sa paghikap nimo sa
popsicle sticks?
a. porma
b. grano
c. kolor
206
3. Which of the following is being applied when we used popsicle sticks in an
activity?
a. printmaking
b. etching
c. blowing
(Hainsa mga mosunod ang gigamit nato sa atong bulohaton?
a. pagtamla
b. pagkuskos
c. paghuyop
4. Which of the following elements of art do square and triangle belong?
a. color
b. texture
c. shape
(Hainsa mga mosunod nga elemento sa art nasakop ang kwadrado ug
triyanggulo?
a. kolor
b. grano
c. porma
5. Which of the following sentences describes best for popsicle sticks?
a. harmful
b. recyclable
c. elastic
(Hainsa mga mosunod nga hugpolong ang mohulagway pag-ayo sa popsicle
sticks?)
a. makadaut
b. mabalik og gamit
c. mainat
Key Answers:
1. B
2. B
3. A
4. C
5. B
Agreement
Bring the following materials:
Dye, water color, paper bag, disposable spoon/popsicle sticks/bamboo
sticks/used pens, cardboard and other discarded materials, okra, tomato and
banana stalk
(Pagdala sa mga mosunod: tina, bolseta nga papel, kutsara para sa ice cream ug
nagkalain-laing mga iglalabay nga mga butang)
WEEK 27
Content Standard
See that patterns created by man usually repeat a line, shape or color to create a
harmonious design.
Create a consistent pattern by making two or three prints that are repeated or
alternated in shape or color
Competency
Create a print by repeating, alternating or contrasting the color, size or texture of the
prints.
207
Title of Lesson: Creating Harmonious Design through Puppet Making
Lesson Summary:
Art History/
Connecting
Despite the history of
puppets going back so far,
it is interesting to note that
puppetry is still a
successful medium in our
world today.
Puppetry in the
Philippines started since
the time of Dr. Jose Rizal,
our national hero,
Art
Production/
Creating
Create a
harmonious
design with the
use of puppets
Art Criticism/
Looking &
Seeing
Identify motif, its
repetition and
contrast from a
design made
Recognize
motif out of the
design made
Art
Appreciation/
Appreciating
Achieve
clarification on
the motif,
contrast of
motif and color
from the
design made.
Puppets are effective
medium for kids’
educationalentertainment
especially in Art.
Objectives
 Create a print by repeating, alternating or contrasting the color, ortexture of the
prints
 Make stick puppets
 Work neatly at all times
 Take care of his/her art materials properly
Time allotment of Lesson: 40 minutes
Materials Needed: Watercolor, ice cream spoons, cardboard and other discarded
materials
Art Vocabulary:
Harmonious - tuneful;marked by agreement in feeling, attitude, or action:
208
Puppet – a movable model of a person or animal used in entertainment and typically
moved either by strings from above or by a hand inside it.
Hand puppet- is a type of puppet that is controlled by the hand or hands that
occupies the interior of the puppet.
Stick puppet – is a kind of puppet for finger plays, stories, and learning
activities.
Discarded material - worthless materials or objects; refuse or rubbish.
Recycle - to reclaim waste materials by using in the manufacture of a new product
Elements
Design - a plan or drawing produced to show the look and function or workings of
an object before it is built or made.
paint;
Principle
repeated
given main design
Lesson Procedure
Pre-Assessment
Ask:
a. What were the different shapes you have learned in the previous activities?
b. What activity have you done last week?
c. What materials did you use?
Motivation
1. Sing a song “Ang mga Lingin” to the tune of “Circles
(Teacher illustrates on the board as the pupils sing the lines of the song.)
Gamay nga lingin 2x
Dako nga lingin
Gamay nga lingin 2x
Dako nga lingin
Kini si Papa
Kini si Mama
209
Nagkaway-kaway
Ug kini ang sakayan
Nga ilang gisakyan.
Unom ka unom 2x
Treyntay - sais
Unom ka unom 2x
Nahitsurang oso.
2. Let the pupils identify what has been illustrated.
3. Ask:What shapes can be seen from the illustration?
Using the materials that you brought, we will make a design similar to what we have
just illustrated.
1. Instruct the pupils to prepare the materials.
2. Let the pupils recall the work standards in performing the art activity.
3. Demonstrate to the pupils on how to create a print by repeating,contrasting
and alternating colors, shapes and textures of the prints
Stick Puppet
Steps in making the activity:
1. Cut a triangular shape out of the cardboard.
(Paggunting og triyanggulo nga porma gamit ang karton.)
2. Print the following parts of the face using okra, banana stalk and tomato.
(Ipatik ang mga mosunod nga parte sa nawong gamit ang okra, pal-ak sa
saging ug tamatis. )
3. Dip okra, banana stalk and tomato to the water color.
(Ituslob ang mga kagamitan sama sa okra, tamatis ug banana stalk sa
water color.)
4. Press lightly/stamp the materials on the cut-out shape to complete the
parts of the face.
(Iduot og hinay/ itamla ang napintalang mga kagamitan aron makompleto
ang mga parte sa nawong.)
Doing My Art
1. Supervise the pupils while they are performing the activity. (Teacher will guide
the pupils.)
2. Let the pupils place their finished artwork in the activity corner.
Talking Time
1. Show and Tell
210
2. Ask:
a. What contrasting colors did you use in printing the different parts of
the face?
(Unsa ang mga magkaatbang nga kolor o bulok nga gigamit ninyo sa
pagprinta sa nagkalain-laing parte sa nawong?)
b. What are the different shapes shown in your printing?
(Unsa ang mga nagkalain-laing porma nga makita sa inyong
alampat?)
c. What part of the face in which the color is repeated and in contrast?
(Unsa ang parte sa nawong nga gibalik-balik ang kolor ug)
kaatbang?)
d. What are we going to do with the used popsicle sticks and paper
bags?
( Unsa ang atong buhaton sa mga ginamit nga popsicle sticks ug
bolseta nga papel?)
e. Do you like your work? Why? What part that can still be improved?
(Nagustuhan ba ninyo ang inyong gibuhat karon? Ngano man? Unsa
pa man nga bahin ang pwede pang nindoton?)
3. Congratulate/celebrate with the pupils in performing their artwork by
clapping their hands.(provide incentive/reward, if possible)
Evaluation
Describe your work by filling up the column with the correct number of guava/s.
(Ihulagway ang imong alampat pinaagi sa pagsulat sa ling-on sa sakto nga
gidaghanon sa bayabas.)
Criteria
Most Beautiful Stick Puppets
More Beautiful Stick Puppets
Beautiful Stick Puppets
Basehanan
Kinaanindotan nga Hand Puppets
Mas anindotnga Hand Puppets
Anindot nga Hand Puppets
Number of Guava
Rate
10
8
6
Gidaghanon sa Bayabas
Rate
10
8
6
Agreement
Bring guinit of coconut tree (3x4 inches), ¼ size of white cartolina, scissor
(Pagdala ug ginit sa lubi (3x4 pulgada), ¼ kadak-on nga putting cartolina ug
gunting.)
211
WEEK 28
Content Standard
Realize that prints are needed to multiply an artist’s design and make it available to
many people.
Show facility in making a clear print from natural and man-made objects.
Competency
Create prints for a card and makes copies of the print so the cards can be
exchanged with other people.
TITLE OF LESSON: Birthday Card Making
Lesson Summary:
Art History/
Connecting
The custom of sending
greeting cards can be traced
back to the ancient Chinese,
who exchanged messages
ofgood will to celebrate the
New Year, and to the early
Egyptians. By the early
1400s, handmade paper
greeting cards were being
exchanged in Europe.
The process of making
greeting cards in the
Philippines encourages and
motivates the pupils to be
imaginative, creative and
expressive by themselves
through art. We are still
promoting to strengthen this
activity in order to enhance
and develop the interpersonal
and cognitive skills of the
Art
Production/
Creating
Make a creative
birthday card
Create prints for
a birthday card
Recognize motif
out of the
design made.
212
Art Criticism/
Art
Appreciation/
Looking &
Seeing
Identify the
beauty of the
birthday card
made
Appreciating
Appreciate the
beauty of
accidental
effects
Recognize the
prints done in the
birthday card
Experience fun
in making
birthday card
Identify motif, its
repetition and
contrast from a
design made
Achieve
clarification on
the motif,
contrast of motif
and color from
the design
made.
pupils as they interact with the
other pupils at their age while
participating in the event.
Objectives





Make sketch from natural objects to create a design for printing
Create prints for a birthday card
Use seasonal/holiday interest to an art work
Appreciate the beauty of accidental effects
Enjoy a fun experience in making a simple birthday card
Materials Needed: guinit, cartolina, scissor, pencil, paint, small brush
Reference Materials: K to 12 Curriculum Guide, page 63, Webster English
Dictionary
Art Vocabulary
Cardmaking is the craft of hand-making greeting cards.
Guinit – fiber part of the coconut tree
Elements:
paint;
Principle
repeated
given main design
LessonProcedure
Pre-Assessment
Can you recall the use of guinit?
(Makahinumdom ba ka sa gamit sa ginit?)
213
Motivation
Ask:
1. Who among you here is celebrating his/her birthday today?
(Kinsa kaninyo dinhi ang nagsaulog sa iyang adlawng natawhan karon?)
(If none, teacher asks another question :)
2. Have you received a birthday card? What did you feel?
(Nakadawat na ba ka og birthday card? Unsay imong gibati?)
1. Show sample birthday card using guinit in printing.
(If none, refer to LM.Pagtulon-an 28)
2. Let the puils tell something about it.
3. Explain on how to make a birthday card following the steps in doing it.
Steps in making a Birthday Card using “guinit”
3. Cut as many different shapes out of the guinit you brought to realize your
design.
(Putol-putola ang guinit sa nagkalain-laing porma aron mahitabo ang nahunahunaang disenyo.)
(Hapini ogmantalaan ang imong lamesa o lingkoranan.
5. Paint the different shapes of ginit with different colors.
(Pintali ang nagkalain-laing porma sa ginit og nagkalain-laing kolor.
6. Press the painted shapes of guinit” on the bond paper following the sketch of
your design.
(Iduot ang nagkalin-laing porma sa ginit nga pinintalan ngadto sa bond paper
base sa giya nga imong nahuna-hunaang disenyo.)
7. Remove the guinit” from the bond paper and let it dry.
Doing My Art
1. Tellthe pupils to do the activity in making a design that they like for a birthday
card. Teacher mills around the room and inspire them to make abeautiful card.
Supervise the pupils while making their artwork.
2. Post their finished artworks in the display corner.
Talking Time
1. Show and Tell:
214
Provide the pupils some pointers on what to tell:
a. designs
b. shapes
c. colors
d. repetition of shapes and colors
a. How do you find your work?
(Unsa ang inyong ikasulti sa inyong gibuhat karon?)
b. Do you like our activity today? Why?
(Nagustuhan ba ninyo ang atong gibuhat karon? Ngano man?)
c. Did you show cleanliness in your works? How?
( Nagpakita ba kamo ug kalimpyo sa inyong mga buluhaton?
Giunsa man?)
d. Did you take care of your materials? How?
(Nag-amping ba mo sa inyong mga kagamitan? Sa unsa nga pamaagi?)
3. Congratulate the pupils in doing their artwork thru clapping their hands.(provide
Evaluation

Directions: Draw a smiley on
your paper if you have done the
following activities listed below. Draw
if not.

________ 1. I asked the teacher to sketch for my design.
________ 2. I used linen paper in making my card.
________ 3. I used different shapes and colors in my artwork.
________ 4. I liked my work because it’s colorful and attractive.
________ 5. I enjoyed making a birthday card for my friend.
Key Answers:
1.

2.

3.

4.

Assignment/Agreement
A. Write a short message in your birthday card.
(Pagsulot og hamubo nga mensahe sa imong birthday card.)
B. Bring ¼ piece of white cartolina , paste, scissor.
(Pagdala og ¼ nga bahin sa puti nga kartolina, papilit ug gunting.)
215
5.

WEEK 29
Content Standard
Realize that prints are needed to multiply an artist’s design and make it available to
many people.
Show facility in making a clear print from natural and man-made objects.
Competency
Create prints for a card and makes copies of the print so the cards can be
exchanged with other people.
Title of Lesson: Christmas Card Making
Lesson Summary:
Art History/
Connecting
A greeting card is an
illustrated, folded card
featuring anexpression of
friendship or othersentiment.
Although greeting cards are
usually given on special
occasions, such as birthdays,
Christmas or other holidays,
they are also sent to convey
thanks or express other
feeling. Greeting cards,
usually packaged with an
envelope, come in a variety of
styles.
President of the Greeting
Card Association, says
greeting cards are effective
tools to communicate
important feelings to people
you care about: "Anyone feels
great when they receive an
Art
Production/
Creating
Make a creative
christmas card
Create prints for
a christmas
card
Recognize motif
out of the
design made.
216
Art Criticism/
Art
Appreciation/
Looking &
Seeing
Identify the
beauty of the
christmas card
made
Appreciating
Appreciate the
beauty of
accidental
effects
Recognize the
prints done in the
christmas card
Experience fun
in making
birthday card
Identify motif, its
repetition and
contrast from a
design made
Achieve
clarification on
the motif,
contrast of motif
and color from
the design
made.
unexpected card in the mail.
For me, there’s nothing like a
greeting card to send a
special message. I’m proud to
be a part of an industry that
not only keeps people
connected, but uses both
imagery and the power of
words to help us express our
emotions.”
Objectives





Make a Christmas card that can be sent as a greeting card
Create prints for a Christmas card
Use seasonal/holiday interest to an art work
Appreciate the beauty of accidental effects
Enjoy a fun experience in making a simple Christmas card
Materials Needed: cartolina, scissor, pencil, paper, guinit
Sunshine: A Journey Through the World of Music, Arts and
P.E.(1981), page 163 Webster English Dictionary
Art Vocabulary
Christmas Season - historically, Christmas commemorates the birth of Jesus of
Nazareth
Christmas card – a greeting card on holiday season
Elements:
Design - a plan or drawing produced to show the look and function or
workings of an object before it is built or made.
Colors - visual appearance of the banana stalk as it was dabbed to the color
of paint
Principle
217
Repetition of motif - objects featured in another case; in the display, the main
idea is repeated
Contrast of motif – showing another important design or idea that is different
to the given main design
Lesson Procedure
Pre- Assessment
Recall the different seasonal celebrations/holidays that lead the interest of the pupils
to create artworks like:
New Year’s Day
Valentine Day
- January 1
- February 14
Holy Week
Opening of Classes
- March or April
- June
Nutrition Month
All souls and
Saints’Day
Christmas Day
- July
- November
- December
Motivation
Let the pupils sing a short Christmas song.
Ask: When do we usually hear Christmas songs aired over the radio? What does
this mean to you? (Kanus-anato kasagarang madungog sa radyo ang mga kanta
sa pasko? Para kanimo, Unsay buot ipasabot niini?
1. Show again different samples
of Christmas cards.
2. Show a sample Christmas
card using “guinit”
3. Recall the standards in doing
an activity.
4. Explain the steps in making
Christmas Card.
Steps in making a Christmas Card using “ginit”
3. Cut as many different shapes out of the “ginit” you brought to realize your
design.
(Putol-putola ang ginit sa nagkalain-laing porma aron mahitabo ang
nahuna-hunaang disenyo.)
218
5. Paint the different shapes of “ginit” with different colors.
(Pintali ang nagkalain-laing porma sa ginit og nagkalain-laing kolor.)
6. Press the painted shapes of “ginit” on the bond paper following the sketch
of your design.
(Iduot ang nagkalin-laing porma sa ginit nga pinintalan ngadtosa bond
paper base sa giya nga imong nahuna-hunaang disenyo.)
7. Remove the guinit from the bond paper and let it dry.
Doing my Art
1. Let the pupils do the activity, which is the making of a Christmas card of their
own liking and design. Teacher mills around the room, supervising the pupils
while they are making their cards.
2. Post their finished artworks in the display corner.
Talking time
1. Show and Tell
2. Provide the pupils pointers on what to tell:
a. designs
b. shapes
c. colors
d. repetition of shapes and colors
a. How do you find your work?
b. Do you like our activity today? Why?
c. Did you take care of your materials? How?
4. Congratulate the pupils in doing their artwork.(Provide incentive/reward, if
possible)
Evaluation
Directions: Give your finished Christmas card to your mother. Make another
christmas card to be given to your father.
Agreement
Bring 1 sayote.
(Pagdala ug 1 ka sayote or what is available in the area.)
219
WEEK 30
Content Standard
See that patterns created by man usually repeat a line, shape or color to create a
harmonious design.
Create a print from natural objects that can be repeated or alternated in shape or
color.
Competency
Carve a shape of letter on a sayote, which can be painted or printed.
Title of Lesson: Creating Harmonious Design
Lesson Summary:
Art History/
Art Production/
Art Criticism/
Connecting
Creating
Looking &
Seeing
Illustrate the
accuracy of letter
forms being
carved on a
sayote
Paeta is the fourth class
municipality of Laguna,
Philippines. President
Arroyo proclaimed the
town “the Carving Capital
of the Philippines” on
March 15, 2005.
Many descendants of
these artisans have found
a niche in the culinary
world. Paeteños did fruit
and vegetable carvings.
Today, we are
encouraging pupils to
make carving activities in
school.
Carve shapes of
letters on a sayote
Communicate
meaning of print
create print from
sayote
Recognize motif
out of the design
made.
220
Identify motif, its
repetition and
contrast from a
design made
Art
Appreciation/
Appreciating
Show
appreciation in
carving letters
Express
meaning of
prints freely
Achieve
clarification on
the motif,
contrast of motif
and color from
the design
made.
Objectives
 Carve a shape of letter on a sayote, which can be printed and painted several
times.
 Create prints from natural objects that can be repeated or alternated in shape or
color
 Work neatly at all times when using a fluid medium.
 Take care of his/her art materials properly and carefully.
Materials Needed: paint, sayote, paper plate, small brush and plastic knife
Art Vocabulary
Carving –is the cutting of material such as stone, wood or vegetable to form any
figure, letter or design
Elements:
paint;
Principle
repeated
Contrast of motif – showing another important design or idea that is different to
the given main design
LessonProcedure
Pre-Assessment
Let the pupils describe the Christmas Card/ Birthday Card they made in the
previous week.
Motivation
Let the pupils sing a song entitled: “ABCD.”Let them observe how these letters
are written. Tell them that they are to carve letters of the alphabet to make a design.
Using the materials that you brought, you will carve letters similar to what we
have just illustrated in the perception strip and make a design.
221
1. Present the sample artwork made out of sayote and
let the pupils tell something about it.
2. State the rules and standards in making an art activity.
3. Demonstrate the procedure in carving simple letters,
shapes on sayote. ( At this point, teacher slices the
sayote into thin cuts for distribution to the pupils.)
Doing my Work
1. Let the pupils perform the activity using their own
materials following the same procedure with much care and teacher’s
supervision.
Steps in Doing the Activity;
1. Prepare the materials needed for the activity.
(Andama ang mga kagamitan.)
2. Choose a letter/letters you want to carve using any safe material that can be
used in carving like bamboo strips/plastic knife.
(Pagpiliog mga letra nga imong ikulit gamit ang bisan unsang luwas nga
butang nga magamit sa pagkulit sama sa sinasa nga kawayan.)
3. Make a sketch of your desired design on your paper plate.
(Paggama og giya sa imong disenyo.)
4. Carve the letters on the sayote.
(Pagkulit og mga letra sa sayote.)
5. Dab paint to carved sayote using paintbrush.
(Pintali ang nakulit nga mgasayote gamit ang gamay nga borotsa.)
6. Press the painted letters of sayote on the bond paper to create your design.
(Iduot ang nagkalin-laing letra sa sayote nga pinintalan ngadto sa bond paper
aron mamugna ang imong disenyo.)
7. Remove the sayote from the bond paper and let it dry.
(Tangtanga ang mga sayote sa papel ug paugha kini.)
8. Post of their finished artwork on the display corner
Talking Time
1. Show and Tell
Provide the pupils some pointers on what to tell:
1.1designs
1.2 shapes
1.3 colors
1.4 repetition of shapes and colors
222
2. Ask:
 How do you find your work?

Do you like our activity today? Why?

Did you show cleanliness in your work? How?
(Nagpakita ba kamo og kalimpyo sa inyong mga buluhaton? Giunsa man?)

Did you take care of your materials? How?
3. Congratulate the pupils in doing their artwork thru clapping their hands.(provide
Evaluation:
Directions: Write the letter of your best answer.( Isulat ang letra sa imong tubag.)
1. What objects did you use in making a design?
(Unsa nga butang ang imong gigamit sa paghimo ug disenyo.)
a. sayote
b. carrot
c. okra
2. How did you make your letters?
a. cutting
b. tearing
c. carving
(Giunsa nimo pagbuhat ang imong mga letra?)
a. pagputol
b. paggisi
c. pagkulit
3. Which of the following is being applied when we use sayote in our activity?
a. printmaking
b. etching
c. blowing
(Hain niini ang gigamitan nimo ug sayote aron makaporma ug disenyo?)
a. printmaking
b. etching
c. blowing
4. Square and triangle are found in what element of art?
a. color
b. texture
c. shape
(Kwadrado o hitad ug triyanggulo ang makita nato sa elemento nga
_________?)
a. kolor
b. grano
c. porma
5. How did you show the most important element of your design?
a. Repeating the colors and shapes
b. Repeating the sizes
c. Repeating the design
(Giunsa nimo pagpakita ang kinaimportantehan nga elemenot sa imong
bulohaton)
a. Pagbalik-balik sa kolor ug porma
b. Pagbalik-balik sa gidak-on
c. Pagbalik-balik sa disenyo
223
Key Answers:
1. A
2. C
3. A
4. C
5. A
Agreement
Bring the following:
Tin can, pair of scissors, paste, glue, glue stick with glue gun, seeds, used wrappers,
old magazines and other fun stuff materials out of man-made objects.
Pagdala sa mga mosunod;
Lata sa sardinas/gatas, gunting, built, glue, glue stick, mga liso, candy-wrappers, karaan
nga newspapers ug mga makalingaw nga butang binuhat sa tawo.
UNIT IV: SCULPTURE
WEEKS 31 - 32
Content Standard
Realize that all man-made objects and toys in this world were created by artists and
craftsmen using local or manufactured materials.
Create a free standing balanced figure made of boxes and found materials.
Competency
Create an imaginary robot or creature using different sizes of boxes, coils, wires,
bottle caps and other found materials putting them together with glue, wires, tape.
Title of Lesson: Sculpture and 3-D Crafts (Recycling)
224
Lesson Summary:
Art History /
Connecting
Art Production /
Creating
Art Criticism /
Looking and Seeing
Art Appreciation /
Appreciating
Inspired by the
historical account of
the old objects and
then try to create
the new meanings
out of it for future
generations by
arranging the
objects in
completely new
ways.
Garden Cartons
Crafty Pencil Holder
See that in recycled
art you can create
beautiful pieces out
of old or used items
or day to day trash
into something
which is brand new,
attractive and useful
in most cases.
The importance of
used/recycled
materials as an
environment friendly
art form, as the
waste product are
re-used, which
helps preserve
natural resources
and landfill space,
while saving money.
Objectives:



Identify a free-standing balance figure made of boxes and found materials.
Createa free-standing balanced figure through recycled materials.
Appreciate the value of recycling.
Time Allotment of Lesson: 2 sessions (40 minutes each)
Materials Needed:Sample recycled materials like bags, toys and pencilholdersan
empty, clean tin can, pair of scissors, paste, glue stick with glue gun, seeds, used
wrapping paper, old magazines, other fun stuff out of man-made or natural materials
Sparkles, by Dr. R. N. Jimenez, J. B. Borlagdan and J. L. Lagarto; Music, Arts and
PE 3, Quarter Three, Lesson 4, Save Mother Earth,pp178-180
Sparkles, by Dr. R. N. Jimenez, J. B. Borlagdan and J. L. Lagarto; Grade Two Music,
Arts and PE, Unit Three, Lesson 1, Natures Hug,pp173-184
Art Vocabulary:
 Recycling – creating new and useful objects from used and foundmaterials.
Elements: Geometric shapes
Principles: Balance and Proportion
Lesson Procedure:
225
Day 1
Pre-Assessment:
Bring the class outside of the classroom and play the game “The boat is sinking”.
End the game when five groups are formed. Let each group pick up ten (10) different
sizes and shapes of stones on the ground. Let them arrange the stones to a standing
figure in 1 minute.
Ask:
Which group was able to make a standing figure out of the stones?
(Kinsa man ang nakapatindog sa mga bato?
How did you do it? Why?
(Giunsa nimo kini pagpatindog? Ngano man?
What made it stand?
(Unsay nakapatindog niini?)
Why is it that others were not able to do so?
(Ngano man ang uban nga grupo wala makahimo niini?)
Motivation:
“Mini – Bazaar”
Prepare ahead of time sample recycled materials like bag, pencil holder, rugs
and the like. Let the group shop an item which they like from the bazaar inside
the classroom. Let them identify the things being used to create it, and then tell
its figure.
Lesson Activity / Process
Ask:
Of what materials are these made of?
(Hinimo sa unsa kining mga butanga?)
What is the figure of your selected item?
(Unsa man ang porma sa imong napiling butang?)
Do you have junk materials at home?
(Aduna ba kamoy mga inuglabay nga butang sa inyong panimalay
ngamahimo pang magamit?)
What can you do with it?
(Unsa ang lain nga mahimo nato anang mga butanga?)
Doing My Art
Have them prepare all the materials needed and follow the steps in the Learners
Materials on week 31-32 “Ikaduhang Buluhaton – Gamay nga Taboan”. Introduce the
art activity for the day.
Have the pupils work in pairs and set standards before doing the activity such as:
226



Arrange the materials on the table of your work area.
Follow the steps given in doing the activity.
Make your workplace clean afterwards.
Mill around.
Select three (3) representatives from the class to say something about their artwork.
Ask:
What can you say about the activity?
(Unsa may ikasulti nimo bahin sa atong buluhaton?)
How did you accomplish your work?
(Unsay mga pamaagi nga imong gigamit?)
What did you feel while doing your art?
(Unsa ang gibati nimo samtang naghimo ka sa alampat?)
Describe in your own words your artwork.
(Ihulagway ang imong alampat.)
What other used materials can be made into new things? Name them.
(Gawas sa atong nahimo, unsa pay lain nga mapuslanong gamit sa mga
inuglabay?)
Do you think this can help in order to minimize our waste or junks?
(Makatabang ba kini aron mapugngan ang pagdaghan sa basura?)
Congratulate the pupils for being young artists.(provide
Day 2
Post the chart below on the board to check if the pupils brought their assignment.
Let the leader of each group list down on the chart the number of pupils who have
the materials.
Materials
1. tin can and cartons
(bakanteng lata/karton)
2. scissors(Gunting)
3. paste or glue stick(Patapot)
4. seeds(mga liso)
5. Used wrapping paper and old
magazines
(Mga daang magasin o papel
pampotos og regalo.)
6. Other man-made found materials
(Kinit-an nga mga butang)
227
Group I
Group II
Group III
Doing My Art:
Materials on week 31-32 “Ikatulong Buluhaton – Hardin sa Karton”. Introduce the art
activity for the day “Garden Cartons”. Have the pupils work in pairs and set
standards before doing the activity such as:
 Arrange the materials on the table of your work area.
 Follow the steps given in doing the activity.
 Make your workplace clean afterwards.
Mill around.
Let them display their artwork on the “Art Corner” and then assess it.
Assignment:
Let the pupils bring the following materials to class for the art activity next meeting.




Used boxes or cartons of different sizes. (as many as you can prepare)
(Daan na nga mga karton sa nagkalain-laing sukod)
Old magazines and tissue paper
(Mga daang magasin ug tissue paper)
Glue, paste, scotch/masking tape/glue stick and glue gun
(Mga pampatapot)
Pair of scissors(Gunting)
WEEKS 33 - 34
Competency
Create an imaginary robot or creature using different sizes of boxes, coils, wires,
bottle caps and other found materials putting them together with glue, wires, tape.
Title of Lesson: Assemblage (Sculpture and 3-D Crafts)
228
Lesson Summary:
Art History /
Connecting
Art Production /
Creating
Art Criticism /
Looking and Seeing
Art Appreciation /
Appreciating
Inspired by the
historical account of
the old objects and
then try to create
the new meanings
out of it for future
generations by
arranging the
objects in
completely new
ways.
A community built ot
of boxes.
Toy robots.
See that in recycled
art has close ties
with assemblage
where you can
create beautiful
pieces out of old or
used items or day to
day trash into
something which is
brand new,
attractive and useful
in most cases.
The importance of
used/recycled
materials as an
environment friendly
art form, as the
waste product are
re-used, which
helps preserve
natural resources
and landfill space,
while saving money.
Its all about
dreaming art and
making it up which
lives with the motto
“Reduce, Re-use
and Recycle”.
Objectives:




Make an imaginary robot or creature using different sizes of boxes, coils, wires,
bottle caps and other found materials.
Develop creativity through recycling.
Describe the craft/ artwork made by each group.
Appreciate the value of recycling.
Time allotment of Lesson: 2 sessions (40 minutes each)
Materials Needed
: Used boxes or cartons of different sizes, old magazines,
tissue paper, glue, paste, scotch/masking and a pair of
scissors
Sparkles, by Dr. R. N. Jimenez, J. B. Borlagdan and J. L. Lagarto; Grade Three
Music, Arts and PE, 3rd Quarter, Lesson 2, Assemblage, pp. 168-173
Art Vocabulary:

Assemblage -putting things together to create something new.
229
Lesson Procedure:
Day 1
Post the chart below on the board to check if the pupils brought their assignment. Let
the leader of each group list down on the chart the number of pupils who have the
materials.
Materials
1. Used boxes of different sizes
(Mga kahon nga lain-lain ang
kadak-on)
2. Scissors
(Gunting)
3. Glue/paste,scotch/masking
tape/glue stick and glue gun
(Patapot)
Group I
Group II
4. Used wrapping paper and old
magazines
(Mga daang magasin o papel
para putos ug regalo)
5. Other man-made found materials
(Mga kinit-an nga butang)
Motivation
Have a guessing game in the class. Use the riddle below.
I use pen and paper.
I measure and sketch.
I make big and small plans of houses
And places of fun.
Who am I?Architect
I study the plans and order the materials.
I call on my men and build up these buildings
And places of fun.
Who am I? Engineer
230
Group III
Present a picture of a construction site.
Ask:
What is in the picture?
(Unsa man ang inyong nakita niining hulagway?)
Who do you think built these buildings?
(Kinsa kaha ang nagtukod niining mga gambalay o buildings?)
What is the work of an architect? An engineer?
(Unsa ang trabaho sa usa ka Arkitekto? Unsa ang trabaho sa usa ka
inhenyero?)
Will they help each other in building things? How?
(Nagtinabangay ba sila sa ilangpagtukod og edipisyo o buildings?Sa
unsang pamaagi?)
Would you like to build or create something like this? Why?
(Gusto ba kamo nga maghimo og sama niini? Ngano man?)
Doing My Art
Materials on week 33-34 “Ikaupat nga Buluhaton – Hinasa nga Sudlanan og Lapis”.
Introduce the art activity for the day “An Assemblage”. Have them perform the
activity in groups and set standards before doing the activity such as:
Mill around.
Select one (1) representative from the groupto say something about their artwork.
What did you feel while doing your art?
(Unsa gibati nimo samtang naghimo ka sa alampat?)
231
Appreciate the pupils for being young builders.
Day 2
Doing My Art
Materials on week 33-34 “Ikaduhang Buluhaton – Komunidad nga Hinimo sa Kahon”.
Introduce the art activity for the day “An Assemblage”. Have them perform the activity in
groups and set standards before doing the activity such as:
Mill around.
Let them display their artwork on the “Art Corner” and then assess it.
Assignment
Let the pupils bring the following materials to class for the art activity next meeting.
 newspaper/magazines, glue/paste, masking/scotch tape, top cover of a shoe
box
WEEK 35
Content Standard
See the artistry of different local craftsmen in creating:
 Taka – Paper Mache horses and other animals in Paete, Laguna
 sarangola or kites made by artists
 banca – native boats from Cavite and coastal towns


Discover the traditional way of making a saranggola, which is an old iconic toy of
the Philippines and can make it fly.
Learn the steps in making a paper mache animal using an armature.
Competencies

Construct a native kite from thin bamboo sticks, papel de japon, glue and string
and tests its design (proportion and balance) by flying it.
232

Mold an animal shape using paper mache on wire or bamboo armature or
framework, showing the animal in action.
Title of Lesson: Artistry of Different Local Craftsmen
Lesson Summary:
Art History / Connecting
Filipino comprised of
different tribes and their
major livelihood
activities included
jewelry makings, taka,
native kites, metal
works, potteries and
minings.
Art Production
/ Creating
Art Criticism / Looking
and Seeing
Paper
Crumpling
Realizes the Filipinos
are graet craftsmen;
showing their carving
mainly consisted of
small anitos usually
meant for household
decoration, etc.
Art
Appreciation/Apprec
iating
Though foreign
technology was
imported to this part
of the world,
evidences suggest
that Filipinos were
considerably
advanced with their
own creations.
Objectives:



Identify the artistry of different local craftsmen.
Describe similar crafts found in the locality.
Appreciate artworks of local craftsmen.
Time Allotment of Lesson: 40 Minutes
Materials Needed:
Pictures related to the topic, newspaper/magazine,
glue/paste masking/scotch tape, top cover of a shoe box
Reference Materials:www.artesdelasfilipinas.com
By: Myla Baldemor
Art Vocabulary:



Taka – Paper Mache horses and other animals in Paete, Laguna
sarangola or kites made by artists
banca – native boats from Cavite and coastal towns
Elements: Geometric shapes, texture, animal shapes
Lesson Procedure:
233
materials.
Materials
1. newspaper/magazines
2. glue/paste
3. masking/scotch tape
4. Top cover of a shoe box
Group I
Group II
Group III
Motivation:
“Picture Perfect”
Prepare two (2) sets of different puzzles on pictures showing the following:



Taka – Paper Mache horses and other animals in Paete, Laguna
sarangola or kites made by artists
banca – native boats from Cavite and coastal towns.
Group the pupils into three and distribute to each group an activity card.
Activity Card
1. Take out the pieces of papers inside the envelope.
(Kuhaa ang mga papel sa sulod sa sobre.)
2. Arrange the pieces of papers to form a picture.
(Ihan-ay kini aron maporma ang usa ka hulagway.)
3. Mount the picture on a manila paper.
(Itapot ang naporma nga hulagway sa manila paper)
4. Describe what the picture is about.
(Ihulagway kini.)
Identify and describe your completed puzzle.



Group I - Taka – a wooden horse Paper Mache molds famous in Paete,
Laguna
Group II - sarangola or kites made by artists
Group III - banca – native boats from Cavite and coastal towns
Doing My Art
Materials on week 35 “Ikaduhang Buluhaton-Paper Crumpling”. Introduce the art
234
activity for the day “Paper Crumpling”. Have them perform the activity individualy and
set standards before doing the activity such as:

Follow the steps given in doing the activity.

Mill around.
Valuing: How are you going to show your appreciation and support to our
local craftsmen? (Unsaon nimo pagpakita og pagdayeg ug suporta sa atong mga
kaugalingong magbubuhat og alampat?
Ask:
What can you say about the work?
(Unsa ang ikasulti nimo bahin sa atong buluhaton?)
What did you feel while doing your work?
Appreciate the pupils for being young artists.
Evaluation
Get a pencil and paper. Answer the question on week 35 – “Ikatulong Buluhaton – Time
Travel”of the Learners Materials.
Assignment
Let the pupils bring the following materials for the next session.
(Dad –a ang mga galamiton para sa sunod klase.)




Recycled plastic bags. (Mga inuglabay na nga plastic bag.)
Five (5) pieces coconut midribs.(5 ka tukog sa lubi)
Strings (lambo)
Cutter (inugputol)
235
WEEK 36
Title of Lesson: Traditional Way of Making Kites
Lesson Summary:
Art History/
Connecting
Filipino
comprised of
different tribes
and their major
livelihood
activities
included jewelry
makings, taka,
native kites,
metal works,
potteries and
minings.
Art
Art
Critism/Looking
Production/Creating
and Seeing
Realizes the
Native Kites
Filipinos are
great
craftsmen;
showing their
carving mainly
consisted of
small
anitos,jewelry
making, taka,
native kites,
metal works,
usually meant
for household
decoration, etc.
Art Appreciation/
Appreciating
Though foreign
technology was
of the world,
evidences suggest
that Filipinos were
considerably
advanced with their
own creations.
Objectives



Identify the different materials needed in making a native kite.
Construct a native kite and tests its design (proportion and balance) by flying
it.
Utilize indigenized materials in the locality in making a kite.
Time Allotment of Lesson: 40 Minutes
Materials
: Recycled plastic bags, 5 pieces coconut midribs, strings, cutter
Reference Materials: www.my-best-kite.com
Art Vocabulary:


Balance and proportion- relationships between two or more design
Geometric Shapes- basic shapes such as square, triangle, etc.
236
Lesson Procedure:
materials.
Materials
Group I
Group II Group III
1. recycled plastic bag
(Ginamit na nga plasctic bag)
2. strings (Lambo)
3. 5 pieces of coconut midribs
(Lima ka tukog sa lubi)
4. Cutter (Inugputol)
Motivation:
Let the pupils recite the poem “Ang Tabanog
Ang Tabanog
(ni: Jennifer O. Artiaga)
Fly Kite, Fly
(Lupad tabanog, lupad)
Wherever you may go.
(Bisan asa ka pa mapadpad)
Above the wind and over the clouds
You may flew..
(Sa hangin ikaw mopatigbabaw,)
(sa panganod ikaw mopaibabaw).
Ask:
What is the poem about?
(Mahitungod sa unsa ang balak?)
Where does the kite fly?
(Asa molupad ang tabanog?)
Would you like to be a kite? Why?
(Gusto ba ka nga mamahimong tabanog? Ngano man?
Show a sample of a kite. Let the pupils know the needed materials to make a
kite. Demonstrate the process in making a kite. After the demonstration, let the pupils
make their own kite.
237
Doing My Art
Materials on week 36 “Ikaduhang Buluhaton-Lupad, Tabanog, Lupad”. Introduce the
art activity for the day. Have them perform the activity in pairs and set standards
before doing the activity such as:
Mill around.
Ask:
What can you say about your work?
(Unsa gibati nimo samtang naghimo ka sa alampat?)
Describe in your own words your work.
Congratulate the pupils for being a young artist.(provide incentive/reward,
if possible)
Evaluation: (Performance-Based)
Evaluate each pupil’s output by testing its design by flying it.
Assignment:
Let the pupils bring the following materials for the next art activity.
3 cups of water (tulo ka tasang tubig),
1 kilo of old newspaper (Usa ka kilo nga daang newspaper)
a large bowl (dakong panaksan) ,
I cup starch (1 ka tasa harina),
bamboo strips (mga lipak)
wire(alambre),
old toys,
cups,
statues(daang dulaan,tasa,estatwa),
chicken wires
238
WEEKS 37 – 38
Title of Lesson: Sculpture and 3-D Crafts (Paper Mache Animals)
Lesson Summary:
Art
History/Connecting
Filipino comprised
of different tribes
and their major
livelihood activities
included jewelry
makings, taka,
native kites, metal
works, potteries and
minings.
Art
Production/Creating
TAKA - animal
Paper Mache
Art Critism/Looking
and Seeing
Realizes the
Filipinos are great
craftsmen; showing
their carving mainly
consisted of small
anitos,jewelry
making, taka, native
kites, metal works,
usually meant for
household
decoration, etc.
Art
Appreciation/Apprec
iating
Though foreign
technology was
of the world,
evidences suggest
that Filipinos were
considerably
advanced with their
own creations.
Objectives



Follow the steps in making a paper mache animal figure using an armature
Tell something about the created animal paper mache
Show proper ways of handling materials
Time Allotment:
2 sessions (40 minutes each)
Materials Needed: newspaper strips, bamboo strips, wire, cups of water, 1 kilo of old
newspapers, a large bowl, I cup starch, old toys, cups, statues, chicken
wires
Sparkles, by Dr. R. N. Jimenez, J. B. Borlagdan and J. L. Lagarto; Grade Three
Music, Arts, and PE; 3rd Quarter, Lesson 3, Paper Mache, pp.174-177
Spotlight, by Orlando Pascual Abon; Grade Two Music, Arts and PE, Unit 3, Lesson
2, Paper Mache, pp.185-187
Art Vocabulary:

Armature-Basic structure of the
onbamboostrips or wire tied together.
Elements: Animal shapes and texture
239
animal
or
object
you
like
built
Lesson Procedure:
the materials.
Materials
3 cups of water
(3 ka tasa nga tubig)
Old newspapers/magazines
(Mga daan nga
pamantalaan/magasins )
large bowl
(Daku nga yahong)
1 cup starch/zoy or paste
(1 ka tasa nga starch/zoy/paste)
old toys, cups, statues
(Daan nga dulaan, estatwa)
Group I
Group II
Group III
Motivation:
Group the class into four and then play the “Picture Frame” game.Make sure that
all the pictures they portray are about animals in the locality.Reward the winning
group.
Ask:
What was the game about?
(Unsa kabahin ang atong gidula?)
Would you like to create these animals here in class?
(Gusto ba kamo maghimo sama niining mga mananap?)
How will you do it?
(Unsaon man paghimo niini?)
Show a sample of an animal paper- mache and say what kind of artwork this is.
Demonstrate the process in making a paper mache project.
Steps in Paper-Mache’ Making
Materials (Mga Gamitonon):
3 cups of water
(3 ka tasa nga tubig)
240
old newspapers/magazines
(daan nga pamantalaan/magasin )
a large bowl (dako nga yahong)
I cup starch/paste/zoy
(ka tasa nga harina/paste/zoy)
Mold (old toys, cups, statues,)
(mga daang dulaan, tasa, statwa)
Mounting board(Patonganan)
Steps to follow (Mga Buhatonon):
1. Cover your work area with old newspaper or plastic before you start.
(Usa magsugod, tabuni og mga daang pamantalaan ug plastiks ang
imong trabahoanan.)
2. In a bowl, mix starch and water then heat until it forms a sticky paste.
(Isagol ang harina ug tubig sa yahong. Ukaya arun molapot hangtud
mahimo na kining almirol)
3. Tear a sheet of newspaper into strips about 2 x 3 inches. (Strips with
ragged edges stick together better than strips that is carefully cut.)
(Gisi-gisia ang pamantalaan ngadto sa 2x3 inches.)
4. Apply paste on the strips of paper and put it directly on the object.
(Butangi og paste ang ginisi-gisi nga papel ug ipatapot deretso sa daang
nimo nga butang.)
5. Add paper-mache to any number of things such as old cups, statutes,
toys.
(Idapat ang paper mache diritsosa daang tasa, dulaan ug uban pa.)
6. Apply the strips with paste on the object in a haphazard way.
(Itaklap-taklap ang mga ginisi-gisi nga papel sa butang.)
7. Smooth strips together till you have the shape and thickness you want.
8. (Pahamisa ang mga ginisi-gisi nga papel hangtud makuha nimo ang
gusto nga porma ug gibag-on niini.)
9. Mold your paper-mache.
(Hulmaha ang imong paper mache pinaagi niini)
10. Hang it to dry. (Ibitay para mauga )
Doing My Art
Materials on week 37-38 “Ikaduhang Buluhaton – Mananap Namugna Ko”. Introduce
the art activity for the day “Paper Mache Animals”. Have them perform the activity
individually and set standards before doing the activity such as:
Mill around.
241
Ask:
What can you say about your work?
Do you have difficulty in doing your work?
(Nagkalisod ba mo sa paggama sa inyong alampat?)
Congratulate the pupils for being young sculptor.(provide incentive/reward, if
possible)
Evaluation:
Let the pupils paint artistically their paper mache when it is completely dry and then
let them mount and display their output in the “Art Corner”.
Assignment:
Let the pupils bring the following materials for the art activity next week.




Mounting board or anything that can be used for mounting(Patunganan),
Piece of cloth or newspaper (Panapton o pamantalaan)
Dough or clays,
Natural and man-made materials (Mga butang nga hinimo sa Ginoo ug sa tawo.)
WEEKS 39 – 40
Content Standard
See that 3-D human figures can be made of different materials:
 clay, wood, found materials, recycled objects, wire, metal, bamboo.
Demonstrate beginning skill in the method of creating 3 – dimensional free standing
figures out of different materials.
Competency
Create a clay human figure that is balanced and can stand on its own.
Title of Lesson: Methods of Clay Molding/Modeling
242
Lesson Summary:
Art
History/Connecting
Art
Production/Creating
Art Critism/Looking
and Seeing
Native Filipinos
created pottery
since 3500. Filipino
pottery had other
uses as well.
During the Neolitic
period of the
Philippines, pottery
was made for water
vessels, plates,
cups and for many
other uses.
A Free-standing
Human Clay Figure
See that Filipino
creative pottery has
evolved not only
with basic
household
materials but also
with Free-standing
figures used for
decorations and
display.
Art
Appreciation/Appre
ciating
That in molding it
will develop the
sense of
perserverance,patie
nce, creativity and
awareness of
locally found
materials.
Objectives




Identify the methods of clay modeling.
Demonstrate the methods of clay modeling.
Create a miniature of human figure that is balanced and can stand on its own.
Shows perseverance and creativity in doing the artwork.
Time Allotment: 2 sessions (40 minutes each)
Materials Needed: clay, 1 cup starch, mixing bowl, quarter cup salt, quarter cup hot
water, assorted food coloring, a piece of cloth or illustrated magazine for cover,
mounting board
Spotlight, by Orlando Pascual Abon; Grade Two Music, Arts and PE, Unit 4, Lesson
3 Clay Scuplture, pp. 199-200
Art Vocabulary:






Clay-is a sticky earth used in pottery and sculpture
Sculpture - the art of making figures and shapes by carving or shaping, stone,
metal etc...
Pinching- tearing the clay between the thumb and the index finger
Scabbing- rolling slaps of clay with a rolling pin or through both palms
Coiling- building up layers of clay coils one on top of the other
Scoring – scratching or drawing lines on the clay’s surface
243
Elements: Texture
Lesson Procedure
the materials.
Materials
Group I
Group II
Group III
mounting board
(Patunganan)
piece of cloth or newspaper
(panapton o pamantalaan)
dough or clay
natural found materials
(Kinit-an nga mga butang
hinimo sa Ginoo)
found man- made materials
(Kinit-an nga mga butang
nga hinimo sa tawo.
Have this game:
Let the pupils stomp their feet if the statement given is true and clap their
hands if the statement is false.
1. Paper-mache’ is an art which originated in Korea.
(Ang Paper-mache usa ka alampat nga gikan sa Korea.)
2. There are several ways in molding paper-mache’ projects.
(Daghan ang pamaagi sa paghimo og paper-mache.)
3. Strips with ragged edges stick together better than strips that iscarefully cut.
(Ang mga ginisi-gising papel nga gansang-gansang dali nga mutapot kaysa
ginunting nga papel.)
4. Used paper is still useful. It can be made into new things.
(Ang mga inuglabay nga papel mapuslan ug mahimo pa kini nga lain ug
importante nga butang.)
5. Paper-mache’ shows how useful used papers are.
(Ang Paper-mache nagpakita og unsa ka importante ang mga papel.)
244
Motivation:
Display things made out of clay. Explain the materials used as well as the
process on how it is made. If commercial clay or natural clay soil is not available, play
dough can be prepared by following the steps below.
Steps in Making Clay/ Play Dough
Materials:
1 cup flour
Mixing bowl
Mounting board
yeast/tuba
Lukewarm water
Assorted food coloring
Piece of cloth or illustrated magazine for cover
Procedure:
1. Put 1 cup of flour, quarter cup salt and a quarter cup of hot water in a
mixing bowl.
2. Mix the three ingredients well.
3. If the dough is sticky add more flour.
4. If it is dry add more water.
5. Drop and mix food coloring of your choice.
6. You can now play with your play dough.
Using play dough, explain that the art of making figures and shapes can be made
by carving or shaping clay, stone and metal is called sculpture.Demonstrate the
different methods of clay modeling such as:




Pinching- tearing the clay between the thumb and the index finger
(paggisi-gisi sa clay gamit ang kumagko ug tudlo)
Scabbing- rolling slaps of clay with a rolling pin or through both palms
(pagpaligid sa clay gamit ang rolling pin.)
Coiling- building up layers of clay coils one on top of the other
(paghunta-hunta sa clay)
Scoring – scratching or drawing lines on the clay’s surface
(angpaghimo og linya ug kawras sa ibabaw sa clay)
Doing My Art
Materials on week 39-40 “Ikaduhang Buluhaton – Ang Hinulma Nako”. Introduce the
art activity for the day “Clay Sculpture”. Have them perform the activity in groups and
set standards before doing the activity such as:
245

Mill around.
Ask:
What did you feel while you pound, roll, pull and poke holes in shaping the
clay?
(Unsa angimong gibati samtang nagmasa ka sa imong clay?)
Congratulate the pupils for being young sculptors.(provide incentive/reward, if
possible)
Evaluation:
Let the pupils match the words in Column A by drawing a line to the correct answers
in Column B.
Column A
1. Pinching
2. Scabbing
3. Coiling
4. Scoring
Column B
a. rolling slaps of clay with a rolling pin or through both palms
(a. pagpaligid sa clay gamit ang rolling pin.)
b. scratching or drawing lines on the clay’s surface
(b. paghimo og linya ug kawras sa ibabaw sa clay)
c. tearing the clay between the thumb and the index finger
(c.gisi-gision ang clay gamit ang kumagko ug tudlo)
d. building up layers of clay coils one on top of the other
(d. Lukon sa clay)
Assignment:
Let the pupils get ready to display their creation on “Arts Week”.
246
Appendix A.
Rubrics for Rating
Rating
Indicator
Rating Symbol




10





8





6


All parts of the face are properly
drawn
Details of the face are clearly shown
Lines and shapes are clearly
emphasized
Colors are even and uniform in
stroke
Very neat
All parts of the face are properly
drawn
Details of the face are clearly shown
Not all lines and shapes are clearly
emphasized
Some colors are not even and
uniform in stroke
Neat
Some parts of the face are not
properly drawn
Some details of the face are not
clearly shown
Lines and shapes are not clearly
emphasized
Colors are not even and uniform in
stroke
Not neat
247
Appendix B.
Rubrics for Rating
Rating
Rating Symbol
Indicator
10
No excess of color, very clean and the
design of the flower is very clear.
8
There is a little excess of color but the
design of the flower is clear.
6
There is a little excess of color and the
design of the flower is not clear.
Appendix C.
Rubrics for Rating
Rating
Rating Symbol
Indicator
10
No excess of color, very clean and the
shapeof fruit is very clear.
8
There is a little excess of color but the
shape of the fruit is clear.
6
There is a little excess of color and the
shape of fruit is not clear.
248
Appendix D.
Rubrics for Rating
Rating
Symbol
Indicators
10= Excellent

(Kinanindotan)

8=Very Good

(Mas Nindot)

6=Good

(Nindot)

Copied the shapes and lines
of the subject properly
Colored the drawing correctly
with uniform strokes
of the subject improperly
Colored the drawing with
irregular strokes
Did not copy the shapes and
lines of the subject properly
Colored
the
drawing
irregularly with colors going
out of the lines of the
drawing
Appendix E.
Rubrics for Rating
Rating
Symbol
Indicators
10= Excellent

(Kinanindotan)

8=Very Good

(Mas Nindot)

6=Good

(Nindot)

249
irregular strokes
Colored
the
drawing
out of the lines of the
drawing
Appendix F.
Rubrics for Rating
Rating
Symbol
Indicators
10= Excellent

(Kinanindotan)

8=Very Good

(Mas Nindot)

6=Good

(Nindot)

irregular strokes
Colored
the
drawing
out of the lines of the drawing
Appendix G.
Rubrics for Rating
Rating
Symbol
Indicators

10= Excellent
(Kinanindotan)


8=Very Good
(Mas Nindot)

6=Good

(Nindot)

250
Formed the objects of the
drawing properly using variety
shapes and lines
Formed the objects of the
drawing properly using variety
shapes and lines
irregular strokes
Did not form the objects of the
drawing properly
Colored
the
drawing
out of the lines of the drawing
Appendix H.
Rubrics for Rating
Rating
Symbol
Indicators

10= Excellent
(Kinanindotan)


8=Very Good
(Mas Nindot)

6=Good

(Nindot)

251
Formed the objects of
the drawing properly
using variety shapes and
lines
Colored the drawing
correctly with uniform
strokes
Formed the objects of
the drawing properly
using variety shapes and
lines
irregular strokes
Did not form the objects
of the drawing properly
Colored the drawing
irregularly with colors
going out of the lines of
the drawing
Rubrics in Rating:
Rating
Excellent
(10 points)
Rating Symbol
Very good
(8 points)
Good
(6points)
Indicator
*Has followed the steps in painting the
artwork correctly.
*The work is very neat and clean.
*Used at least 3 of the colors in
painting well, evenly and all parts are
colored.
*Submitted on time.
*Has followed the steps in painting the
artwork correctly.
*The work is neat and clean.
*Used at least 2 colors in painting
well, but some parts were not evenly
painted and some parts are not
colored.
*Submitted it after the class.
*Has missed one or two steps.
*The work is neat and clean.
*Used only 1 color in painting well, but
some parts were not evenly painted
and some parts were not colored.
*Submitted it after the class.
Appendix I.
Rating
10 –
Kinaanindotan
8 – Mas Anindot
6 – Anindot
Symbol
Indicator
Followed correctly all the
steps in doing the artwork.
1 or 2 of the steps in doing
the artwork were not
followed
3 or more of the steps in
doing the artwork were not
followed
252
√
PHYSICAL EDUCATION
Rhythmic Movement Skills
in Body Action
253
Lesson 1 - BODY SHAPES AND BODY ACTIONS
Day 1
Objectives
A. Differentiate symmetrical and asymmetrical shapes
B. Demonstrate momentary stillness in symmetrical or asymmetrical
shapes using body parts other than both feet as a base of support
C. Discuss the value of cooperation in doing group task
Subject Matter
Differentiating Symmetrical and Asymmetrical Shapes
Demonstrating Momentary Stillness in Symmetrical or Asymmetrical
Shapes
Reference: Mother Tongue – Based Multilingual Education (MTB – MLE)
Sample Lesson Plan
http://hagonoy-bahay-kubo.blogspot.com/2009/02/nursery-rhymesand-songs.html
K to 12 PE and Health – Grade II Learner’s Material pp. 2-4
Materials: cut-outs of pictures of symmetrical and asymmetrical objects,
pictures, illustrations of symmetrical and asymmetrical body
movements, chart of story “First Day Out”, and tarpaulin (provided
by the teacher) printed with the game “Tell your Steps”. If tarpaulin
is not available teacher may draw the game on the floor or use any
available materials creatively.
Values Integration: love for work, cooperation
Activities
A. Preparatory Activities
1. Prepare cut-out pictures of symmetrical and asymmetrical objects cut into
halves.
Sample of cut-out pictures.
254
Give each pupil half of the picture.
Let the pupils stand and look for the one who holds the other half of
his/her picture by singing the song below to the tune of “Are You Sleeping
Brother John”
Where is my partner? (2x)
Where are you? (2x)
I am looking for you. (2x)
Where are you? (2x)
Let pupils stand beside their partner.
B. Developmental Activities
1. Tell children to go back to their cut-outs, what pair is divided equally? (ball,
tennis racket, baseball bat)
Pupils with cut-outs divided equally will stand and show their cut-outs to
the class then post them on the board.
Into how many parts are these figures divided? (Two)
What can you say about the parts? (Both sides are the same/balance or
equal.)
Are the parts on both sides the same? (Yes)
Tell pupils that those pictures whose halves are the same/balance or
equal are called symmetrical. Emphasize the word symmetrical by letting
the pupils say and spell the word repeatedly to facilitate retention.
Tell pupils that a symmetrical shape is a shape that, if you draw a straight
line from one point of it to the other, will cut the shape exactly in half, the
same image is on both sides. For example, if you cut a perfect square in
half from top to bottom, both sides are symmetrical.
Now focus on those pupils holding cut-outs not equally divided and let
them show their cut-outs to the class. Ask them how the halves of their
cut-out differ from those of the symmetrical shapes.
Tell pupils that those pictures whose halves are not same/balance or
equal are called asymmetrical. Tell them that if you cut an asymmetrical
shape in half from top to bottom, both sides just won’t match.
255
2. Tell the pupils that they are going to play a game called statue dance.
In playing the game all they have to do is to dance while the music is
played and freeze as the music is stopped.
Remind them to move their body, hands and feet freely as they dance to
have varied positions when they freeze. Let the whole class play.
After the game, instruct pupils to sit and choose four or six children to play
the game in front of the class.
Assign a pupil to take charge of the music.
Stay near the center where select children play the game.
Every after the music stops, go to the player, show to the children which
pose demonstrates symmetry and asymmetry.
Next round, ask pupils to identify from the players who among them
demonstrate symmetrical and asymmetrical movement.
Note:
A symmetrical pose is when you draw a straight line at the center
part of your body from top to bottom; both sides are the
same/balance/proportion.
Asymmetrical pose is when you draw a straight line at the center
part of your body from top to bottom, both sides are not alike.
3. Tell them that most of their actions were done with both feet as a base of
support. This time demonstrate body shapes and actions using other body
parts as a base of support.
4. Generalization:
256
Show a chart with illustrations of the shapes formed.
Ask how the shapes in Chart A differ from that of Chart B.
Let them distinguish symmetrical and asymmetrical shapes.
C. Closing Activity
Show simple dance steps using symmetrical and asymmetrical body
movements. (Teacher selects a song that is fitted for the simple dance
movement to be executed.)
Assignment
Cut out from old magazines or newspapers 5 pictures of symmetrical and
5 pictures of asymmetrical shapes.
Day 2
Objective
Show appropriate body actions in various movement activities
257
Activities
Shape Song: Form dyads
Tune: Are You Sleeping Brother John
Square and circle (2x)
Triangle (2x)
Rectangle and oblong (2x)
Diamond (2x)
The pupils demonstrate the shapes embedded in the song through bodily
movement with their partners.
1. Story Telling
Read a story to the children and signal by raising a flaglet for the word
inside the parenthesis that the pupils need to demonstrate through body
movement.
First Day Out
It was a fine morning. The (sun) was shining so bright and one
could hear some (birds) chirping on the (tree tops).
Mario, for the first time, was allowed to go to a Fun Fare along
with his friends. How happy Mario was!
At the Fun Fare, they could not help but be excited with what they
saw. They were so delighted to see a lot of colorful things like
(balloons), (kites), (cotton candies) and even yummy fruits like
(mangoes), (apples), and (lanzones). They also enjoyed feasting
on chocolate ice cream on crispy (cone) and delicious and juicy
(hot dog). They were so excited riding on a (ferris wheel). That was
really fun!
Indeed, Mario had an unforgettable experience on his first day
out with his friends.
258
Ask the pupils which objects they have demonstrated through their body
movement show symmetry and asymmetry. Cite more examples.
Example: Nipa hut (The pupils will form a shape of a triangle to represent
a nipa hut using their body parts or through body movement.)
Handkerchief (The pupils will form a shape of a square to
symbolize handkerchief using their body parts or through body
movement)
2. Triad Activity
Teacher counts 1-2-3. As she says GO, the group forms any symmetrical
shape using each other’s body part(s). As she says STOP, the group
forms any asymmetrical shape using each other’s body part(s).
3. Generalization
a. Which body action shows symmetry? Which shows asymmetry?
259
b. What can you say about symmetrical and asymmetrical
shapes?
(Symmetrical shapes are shapes in which both sides are
the same/equal or balance while asymmetrical shapes are
shapes in which both sides are not the same or unequal).
C. Closing Activity
Ask the children to sing the song “Where’s My Partner“ but this time they
will make an action/shape with their partner according to the shape called
by the teacher.
Evaluation
Tell Your Steps
Tell if the shape you step on is symmetrical or asymmetrical. Start from
the bottom. (This will be printed in a large sized tarpaulin enough to be
played on by the children.)The teacher is free to modify devices. S/he can
make it in a manila paper or cow streamer cloth or draw it on the floor.
Assignment
Do body movements at home with symmetry and asymmetry. Prepare for
group activity tomorrow on body movement with symmetry and asymmetry.
260
Lesson 2 - MOVEMENT SKILLS
Objective
Differentiate a jog and a run, a hop and a jump, a gallop, and a slide.
Subject Matter
Jog, Run, Hop, Jump, Gallop, and Slide
Reference: Sunshine 1 Journey through the World of Music Arts & PE,
page 197
Materials: songs and charts with stories
Values Integration: attentiveness
Day 1 – JOG AND RUN
Activities
The children hold hands to form a big circle and do the following:
1. a. walk toward the center of the circle with the right foot
- 8 cts.
b. walk backward to places
- 8 cts.
c. repeat a and b starting with left foot
- 8 cts.
d. release hands, walk to sideward right
- 8 cts.
e. walk to sideward left
- 8 cts.
2. a. release hands, face left and jog in clockwise direction - 16 cts.
b. repeat a in counter clockwise direction
- 16 cts.
1. Ask the children to scatter/break their circle and find their space by
stretching their arms sideward, twisting to the right (R) and left (L). Do it
with them so they will follow you. Remind children to do the movements
without touching anybody.
Earlier, we had our warm-up exercises. What movements did we do?
(walking and jogging)
261
Now, show what you will do if on your way to school, it will suddenly rain
and you have no umbrella or raincoat or hat. (run)
You have done three actions this morning starting from your warm-up
exercises. What were they? (walking, jogging, running)
3. Let the children form six (6) columns and teach them how to have proper
distances using arms forward and arms sideward. Remember that when
you give the command, the children will execute after the word “raise”.
Note:
“Arms forward” – is a preparatory command wherein the children
think what they are supposed to do.
“Raise!” – is a command of execution, the time children raise their
arms with palms facing each other.
Same is true with “Arms Sideward, Raise!” However, the palms are now
facing down.
4. Ask the children to walk 8 steps forward. Let them turn around and repeat
going back to their places.
Do the same thing with jog and run.
5. Divide the 6 columns into 3 groups thus each group is composed of 2
columns. Then assign walking to the first group, jogging to the second
group and running to the third group. At the count of three, they are going
to do their assigned movement simultaneously moving forward. Change
the group’s assignment and ask them to go to a definite place within the
playing venue. Change again the group’s assignment and ask them to go
back to their original places.
6. Discuss what they have done and ask how walk, jog and run differ from
each other. Draw the answers from the children with your leading
questions and not for you to give the answer.
Remember:
Walk – a simple transfer of body weight from one foot to the other,
with one foot in contact with the floor at all times.
Run – a transfer of body weight from one foot to the other but moving
faster than a walk, causing both feet to leave the floor for an
instant as steps are taken.
Jog – a slow easy run.
262
C. Closing Activity: Song
“When You’re Happy and You Know It”
When you’re happy and you know it, jog in place (2x)
When you’re happy and you know it
Then your life would surely show it.
When you’re happy and you know it, jog in place.
- run around; do it all
Day 2 – HOP AND JUMP
Objective
Differentiate a hop from a jump
Activities
1. Do the warm up activity of day 1 and add running away from the circle and
going back to the original circle.
Present the situations to the class.
1. Mando was requested by his teacher to move from one corner to another
using his one leg. Mando tried to balance his body while moving. Could
you follow and show how Mando moved with only one leg?
Let the pupils do the movement then ask what the movement is. If nobody
answers give the word (Hop).
2. In school, there is a mango tree with so many fruits. Hazel wants to pick
fruits which are hanging low but then she couldn’t reach the mangoes by
just stretching her body and arm because there’s still a half foot distance
from her reach. If you were Hazel how would you pick the fruits?
Let the pupils do the movement and then ask what the movement is. If
nobody answers, give the answer (Jump).
3. Group execution of hop and jump.
4. Discuss what they have done and ask how hop and jump differ from each
other.
263
Draw the answers from the children with the guide questions.
How do we hop? (Spring into the air landing on the same foot.)
How do we jump? (Spring into the air from one or both feet and landing on
both feet.)
Were the movements the same? Why? (No, because hop uses only one
foot in landing while jump uses both feet in landing.)
C. Closing and Evaluation Activity
Game: “Let’s Go Hop-Jump Relay”
(This game is patterned after “Let’s Go Quack – Quack” by Lou B. Arnau)
1. Divide the class into 3-5 equal groups. Each group forms a line.
2. One member stays in front of each group seated on the floor about 5-7
meters away.
3. At a given signal, the starter from each group will hop (4x) and jump
(4x) alternately and goes around the seated member and runs back to
the line and tags the next player.
4. The group that finishes first wins the relay.
How did you feel while playing the game? Why? (happy and enjoying)
Did you observe the standards/proper behavior in doing a relay? (Yes)
Day 3 – GALLOP AND SLIDE
Objective
Differentiate a gallop from slide
Activities
1. Warm up exercises: Let the children do the walking, jogging, running,
hopping, and jumping with music.
2. Review: How do you differentiate a hop from a jump? What are their
similarities? Differences?
264
1. Ask the children what movement skills they have learned. Then tell them
that you will teach them two more skills, gallop and slide. Demonstrate the
slide. While doing the slide, ask them what game/activity they have done
that used similar movement with slide (skating). Let the children follow
you.
2. Do the gallop sideward and forward. Then ask the pupils what animal
moves like the way you moved (horse). Form a circle with the children and
gallop 8x to the right side and 8x to the left. Gallop forward to the center of
the circle, turn around and gallop back to places.
3. Discuss what they have done and ask how gallop and slide differ from
each other. Draw the answers from the children,
Example: How do we gallop? How do we slide?
Are the movements the same? Why? (No because gallop is a
step followed by a cut with one foot chasing the other foot while
slide is a glide step followed by a quick close of the other foot.)
4. Group pupils into three. Assign 2 different movements to each group.
Group 1 – jog and run, Group 2 – hop and jump, Group 3- gallop and
slide.
Do the movements assigned to your group every time it is mentioned in
the story listened to.
Playful Justin
It was Saturday morning, Justin’s playmates were already outside
their house waiting for him to come out.
“Mama, may I go out? I want to play with my friends”, asked
Justin to her mother.
“Yes, but be sure to be home after an hour”, mother replied.
“Yehey!” Justin shouted and ran outside.
Some of his friends were playing jumping rope. Others hopped as
they played “piko”.
“Look! Little Bianca jumps, hops, jogs, runs, gallops, and slides
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like other children outside”, they shouted.
Justin had an hour full of hopping, jumping, running, galloping,
jogging, and sliding.
Saturday is indeed a fun day for children!
C. Closing Activity
Give the children 2-3 minute rest through sitting in their own comfortable
way and let them sing a song they already mastered.
Let the children do the action song and tell them to execute correctly the
movements.
“When You’re Happy and You Know It”
When you’re happy and you know it, clap your hands (2x)
When you’re happy and you know it,
Then your life would surely show it
When you’re happy and you know it, clap your hands
(substitute the phrase “clap your hands” with the following:)
jog in place
gallop like a horse
run around
slide, slide, slide
hop and jump
Evaluation
Give the children a practical test on jogging, running, hopping, jumping,
galloping and sliding using the checklist below.
Skills
Questions
1. Running
Was there an instance where both
feet left the floor as steps were
taken?
2. Hopping
Was the hop done only with one
foot?
3. Jumping
Did both feet spring into the air and
land at the same time?
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Yes
No
4. Galloping
Was the step followed by a cut and
done in one beat?
5. Sliding
Was the glide and quick close step
done in one beat?
Assignment
Look at the pictures below. Write the name of the movements shown.
(Refer to LM page 9)
Lesson 3 - SIMPLE FOLK DANCE AND RHYTHMIC ROUTINES
Objectives
A. Demonstrate locomotor skills in different rhythmical responses for
musicality
B. Perform locomotor skills by responding to even and uneven music
Subject Matter
Simple Folk Dance and Rhythmic Routines Using Basic Locomotor
Movements
Reference:http://www.edb.utexas.edu/coe/depts/kin/Faculty/slacks/crpac/loco
.html
K to 12 PE and Health – Grade II Learner’s Material p. 13
Materials:
DVD player, DVD with “Polka sa Nayon” or any other music in
time signature
Values Integration: love for work, cooperation
Activities
A. Preparatory Activity
1. Let pupils stand and ask them to walk and run, hop and jump, and gallop
and slide (as learned in the previous lesson) to a particular spot in the
field. Movements may be done by group.
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1. Where were you before you walked and ran, hopped and jumped? Where
are you standing now?
After doing the movements did you stay at the same place?
Have you moved from one place to another?
How do you call those movements where you moved from one place to
another?
Teacher tells the class that they are called locomotor movements.
Walking, running, hopping, jumping, and leaping are called basic
locomotor movements. Locomotor movements are movements done when
one moves from one place to another.
2. Play the music “Polka sa Nayon” and have children listen and feel its
rhythm by letting them clap their hands in time with the music.
3. Play the music again and this time tell pupils that they are going to do a
locomotor movement such as walking while they listen to the song. Tell
them the pattern |1, 2 | as they do the movement.
In the succeeding measures of the song let pupils do the hopping and
jumping following the same pattern |1, 2 |.
4. With the same music demonstrate to the children the locomotor movement
with uneven pattern that is gallop and skip. Do them one at a time showing
the pattern for gallop |1, and 2 and| or |step, cut, step, cut|.
For skip |1, ah, 2, ah| or step, hop, step, hop |1, ah, 2, ah| or |step, cut,
step, cut |
After the demonstration let pupils do the movements. Remind them to do it
in rhythm with the music.
5. Create simple dance steps using the basic locomotor movements with the
children. Solicit from pupils what actions they would like to do first, then
next and so on. Help them in the counting.
Example:
A. Four counts walk forward - 1, 2, 3, 4
B. Four counts walk backward - 5, 6, 7, 8
C. Repeat A and B – 8, 7, 6, 5, 4, 3, 2, 1
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6. Divide the class into 4 groups and let them create their own dance step
using the same counting but this time with another locomotor movement.
Go around so you can guide them as they do their group work.
Generalization
Natural movement, i.e. locomotor movements, such as walking,
running, skipping, galloping, and sliding that are used in some dance
patterns are related to even and uneven dance patterns. The element that
makes each of the above movements unique is their music, style, rhythm
and/or the accent. In addition to being either duple or triple time, all of
these movements are either even rhythm or uneven rhythm.

EVEN means each weight change/movement is equal in time

Even locomotor patterns: The
meter is an even rhythm with each
underlying beat receiving full note value. This meter can be used with
the following steps: walk, run, hop, jump, and leap.

UNEVEN means one or more of the weight changes/movements is
shorter or longer in time than the other(s)

Uneven locomotor patterns: The
meter is an uneven rhythm and is a
combination of a long and short beat. This meter is used with the
following steps: skip, slide, gallop, polka, and two-step.
TRADITIONAL DANCE STEPS:
These are combinations of the above locomotor movements.
MOVEMENT
BASIS
CUE
RHYTHM
Cherkessiya
Steps or
Leaps
Forward Back
Back Forward
Duple
Even
Gallop
Leap & Step
Leap Close
Duple
Uneven
Grapevine
Steps & Kick Side Cross Side
Kick
Duple
Even
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Mazurka
Steps & Hop Step Step Hop
Triple
Even
Polka
Hop & Step
(Hop) Step Close
Step
Duple
Uneven
Schottische
Run & Hop
Run Run Run Hop
Duple
Even
Skip
Step Hop
Hop Step or Step
Hop
Duple
Uneven
Slide
Steps
Step (or Leap)
Close
Duple
Uneven
Triplet
Runs
Run Run Run
Triple
Even
Two Step
Steps
Step Close Step
Duple
Uneven
Waltz
Steps
Step Step Step
Triple
Even
Yemenite
Steps
Side Side Cross
Duple
Uneven
C. Closing Activity
Let the whole class dance with what you have created with them.
Evaluation
Group pupils into four and let them create their own dance steps using 2
or more locomotor movements with the song/music “Polka sa Nayon”.
Give them time to present their dance. Evaluate their creation and
cooperation by group.
Variation: Answer Buluhaton 1 in LM p. 13
Answer key: 1. Even, 2. Even, 3. Uneven, 4. Uneven, 5. Uneven
Assignment
Write in your assignment notebook the meaning of relays and races.
270
Lesson 4 - RELAYS AND RACES
Objective
Participate in simple line, circle, and shuttle relays; territory/invasion
games
Subject Matter
Territory/Invasion Games; Line, Circle, and Shuttle Relays
Reference: Kukunang Aklat ng mga Panturong Gawain sa Edukasyon sa
Pagpapalakas ng Katawan (Resource Book) p. 86
Baitang I and II Games for Girl Scouts
Materials: wooden stick, ball, pebbles or anything that may be passed from
hand to hand
Values Integration: teamwork, sportsmanship
Day 1 – GAMES AND RELAYS
Activities
1. Tell the pupils that they are going to play line and circle games and relays.
2. Remind the pupils to show they can be a good group mate by sharing,
taking turns, following instructions, and doing their best.
3. Divide the class into groups of 6 which could be done through grouping
game.
Example: “Loco Race”
Ask everybody to form a big circle and give the following instructions:
a. Turn right to be in clockwise direction.
b. Walk around and clap while singing Leron, Leron Sinta or any song
mastered by the class.
c. When I call a number, form a group according to the number and
movement called. So, if I say 5- run, run as you form a group of 5. If I
say, 6- hop, you should hop as you group by 6. (Let extra pupil/pupils
who do not belong to a group join you as judge for the next call. Do
this only 5 times and the last should be grouping by 7. The groupings
of 7 will now be their group for the next activity. Do not forget to use
271
gallop, slide, jog because this game serves as warm-up and at the
same time review of their learned movement skills.)
1. Relays
a. Over and Under
272
Groups go in line formation with leaders at the head. On the word “go” the
leader passes the stick over his/her head to the pupil behind him/her. The
stick is passed on until it reaches the last member of the group. The last
member who receives the stick runs to the head of the line and passes the
stick between his/her legs to the next pupil behind him/her. This is
continued over and under until the leader is back in his/her original
position.
(Note: Stick must be short enough to be passed with clearance to the next
player.)
Over
Under
b. Spokes of Wheel
Group the pupils into eight (8) teams with six (6) members.
should be in column formation like spokes of a wheel.
Players
Groups go into spokes-of-wheel formation with leaders at the center. On
the word “go” each leader passes the ball along his/her group until the last
member gets it. The last member runs around the wheel carrying the ball
and goes back to his/her team, assuming the head of the line where the
leader is. Teams should agree beforehand which direction they should
take when they run around the wheel, whether they run clockwise or
counter-clockwise. The game continues until the leader and the members
are back in their original position. The team that finishes first wins.
273
274
c. Hopping Relay
Teams fall in column and the leader sets the goal for each column. When
the leader gives the signal, the first member of the team at the head starts
to hop to the goal and runs back to the next pupil. The team carries on
until all the members have hopped and ran. The team which finishes first
wins the game.
C. Closing Activities
Ask the children to share their experiences in the activity they have
learned. Let them recall their techniques in winning the activity.
Assignment
Pupils will play the same activity for the next day for mastery.
Day 2 – TERRITORY/INVASION GAMES
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Activities
Tell the pupils that they are going to play simple territory/invasion games.
Explain in a very simple manner the meaning of territory/invasion.
1.
Invasion/Territory Games
a. Fish and Net
Preparation: At one end of the playing area half of the players are in line
with hands joined representing the net. At the other end are the fish.
Procedure: At the signal from the leader, all the fish try to run to the
opposite end of the room without being caught in the net. The net must
encircle as many fish as possible and those caught join the new line. Only
the pupils on the end of the line may use their hands to catch the players.
The rest of the net tries merely to encircle the fish, if the net breaks, all the
fish may escape.
Change positions where the fish from the net and the others became the
fish. The team that has caught many fish wins.
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b. Farmers and the Wind
The players are divided into two equal parties, each party having a home
marked at opposite ends of the playground, with a long neutral space
between. One party represents a flower, deciding among themselves
which flower they shall represent whether rose, sampaguita, orchids etc.
Then they walk near the home line of the opposite party. The opposite
players, who represent the wind, stand in a row as their line, ready to run
and guess the name of the flower chosen by their opponent. As soon as
the right flower is named, the entire party owning it turn and run home with
the wind chasing them. Any player caught by the wind before reaching
home becomes his/her prisoner and joins them.
The remaining flowers repeat their play taking different name each time.
This continues until all the flowers have been caught.
After the game draw from the children the importance of their participation
of the relays and territory games.
277
Variation: A time maybe given so parties can change roles within the class
period. The party having captured most number of flower wins.
278
C. Closing Activity
Have the pupils sit by groups and tell them to share with their group mates
how they felt about the different games they have participated in.
Evaluation
After the activities instruct the pupils to check the appropriate column that
corresponds to their performance.
Scoring Rubrics
4
3
2
1
1. Participate actively
2. Show teamwork
3. Show sportsmanship
4. Follow proper instruction
5. Positive attitude
Legend: 1 – Outstanding
2 – Very Satisfactory
3 – Satisfactory
4 – Fair
Lesson 5 - POSTURE AND BODY MECHANICS
Objectives
A. Define body posture and mechanics
B. Assess body posture
C. Give the importance of good body posture
Subject Matter
Posture and Body Mechanics
Reference: Physical Education Handbook, pp 19 -20
Materials: chairs/bench, pictures, plumb line
Values Integration: self-confidence, obedience
279
Activities
1. Action Song
Sit down, sit down, you’re rocking the boat
(All should actually be sitting on a chair/bench or wherever they can really
sit on in the playing area.)
1. When everybody is seated after the song, show a picture of children sitting
on chairs with the correct posture and tell them the importance of good
sitting posture.
2. Show a picture of a child standing with good posture and another picture
of a child with poor posture. Ask them who of the two they would like to
follow and why. Whatever answers they give just accept and then say,
today we will talk about body posture and mechanics. We’ll find out also
what kind of body posture you have. (Note: The plumbline could be
imaginary straight line. You may use meter stick or just look at the ears,
shoulders, lips, ankle in straight line.)
280
Good Posture
Poor or Improper Posture
Conduct the Plumbline Method of assessing the body posture.
Let the pupils stand straight. In this posture, let the plumbline hang on the
side from the head falling through the ear lobe, the tip of the shoulder,
center of the hips and knee, and down to the ankle joint.
3. Conduct the test individually and take note of the result using 1 for good
posture, 2 for slight deviation, and 3 for poor posture.
4. Discuss with children the following facts:
Posture and Body Mechanics are the positions that you hold your body
while at rest and while in motion.
Show the picture of the pupil with good posture and let the children
describe the pupil.
281
After some pupils have answered, summarize the following description of
a person with good posture: stands with head erect; shoulder and chest
high; abdomen flat; normal spinal curve; and body in proper balance.
Ask then the class the importance or benefits enjoyed by the pupil who
has a good posture.
After drawing out from them some answers, discuss the following in the
manner they could easily understand.
Benefits of Proper Posture
1. Prevents the spine from being fixed in incorrect position.
2. Prevents fatigue because muscles are being used more
effectively, allowing the body to use less energy.
3. Prevents strain or nerve problems.
4. Prevents back aches and muscular pains.
5. Contributes to a good appearance.
6. The person with good posture projects poise, confidence and
dignity.
C. Closing Activity
After the activities, let the pupils recall the importance of body posture and
mechanics they have learned.
Assignment
Practice sitting and standing with proper posture wherever you are.
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Body Movements in Different
Locations, Levels, Pathways,
and Planes
283
Lesson 1 - LOCATION, DIRECTION, LEVELS, PATHWAYS, AND PLANES
Day 1
Objectives
A. Differentiate a hop and a leap
B. Execute locomotor movements by following commands for directions,
levels, pathways, and planes
Subject Matter
Locomotor Movements in Different Directions, Levels, Pathways, and
Planes.
Reference: Sunshine 1, A Journey through the World of Music, Arts and P.E,
page 199
Materials: books, chart, illustrations
Values Integration: self-confidence, obedience
Activities
1. Move and Shop
(This game is patterned after “Hop and Shop” by Lou B. Arnau)
a. Divide the class with 5-6 members per group.
Each group forms a column.
b. Place a chair/desk 10 meters away from the starting line in front of every
group with the number of books equal to the number of players.
c. On signal, the first member from each group jumps 5x, slides 5x, hops 5x
toward the chair and then walk until s/he reaches the chair to get a book
and then runs back to the group, tags the next player, and stays at the end
of the line.
d. The group that goes back to their original places in the column wins the
relay.
e. Remind the pupils of the standards/proper behavior to be observed in
playing relays.
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1. Ask the pupils what movement skills they used in the game. Tell them that
walking, hopping, jumping, sliding, and running are called locomotor
movements. Then ask them to move their arms up and down, to bend
their head forward and back to position, and to rotate their hips. After
doing these movements, tell them that they have just done non-locomotor
movements. Let them differentiate the locomotor and non-locomotor
movements.
2. Inform the children that they will learn another locomotor movement called
leap. Demonstrate how to leap and then teach them. Ask them to
differentiate the leap from hop.
3. Tell pupils that they are going to play color leaping. The teacher will
prepare three circles of cut out paper or cardboard. Color one red, one
yellow, and one green. The teacher holds up circles at random.
Ask the children to start leaping within a certain area. Ask the children to:
Stop leaping when red is shown. Slow down leaping when yellow is up.
Continue leaping when green is shown.
C. Closing Activity
Have the pupils create combination of locomotor and non-locomotor
movements in response to the recorded rhythm.
Evaluation
Have pupils follow commands written on cards. Each pupil will pick one
card and do what they are told to do.
Sample instructions:
1. Hop 3x forward
2. Leap fast 2x high
3. Hop and leap slow
4. Hop3x R and leap 3x L
Assignment
Execute hopping and leaping at home
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Day 2
Objectives
A. Hop consecutively on the right and on the left
B. Leap sideward low and forward high
Activities
Left and Right Game
Have pupils form four straight lines. Listen to the instruction of the teacher.
When the teacher says ‘to the left’, the pupils will do a leap to left
direction. When the teacher says ‘to the right’, the pupils will do a hop to
right. Ask them if they were able to follow the directions quickly to stay in
the game.
Present the game to the class
1. Crossing the Brook
Using their original groupings, each group will draw two (2) lines two (2)
feet apart to represent a brook. Then they will cross the brook doing the
leap with R and L alternately. If all members were able to cross the
distance, they will increase the width of the brook or make another brook
wider than the first one and do the leaping again. Remind children to
observe care and safety measures in playing the game. This is a group
work and the distance/width of the brook will depend on their skill.
Compare which of the group crossed the widest brook.
Ask the children what they have observed with the other team.
Then ask them what they should do based on the result of their activity.
2. Discuss with the children that the different locomotor movements can be
done in different directions, levels, and pathways.
3. Challenge the pupils to decide what to do and what movement they want
to take for the following situations:
You are trying to get out of a muddy ground
You are stuck on a broken bridge and you want to get to the other side
You are playing hopscotch while blindfolded.
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Directions – forward, sideward, backward, diagonal
Level – low, high
Pathway – straight, zigzag, circle, square
Have the children execute locomotor movements in different direction,
levels, and pathways.
C. Closing Activity
Instruct them to sing any song they know and let them clap their hands in
rhythm with the tempo.
Evaluation
Listen and Follow
Give the following commands for the class to do the movement by group.
1.
2.
3.
4.
Walk forward in zigzag manner.
Jump high forward, sideward R, backward, and sideward.
Hop with your R 2x and L 2x alternately forming a circle.
Leap low sideward R 2X, sideward L 2x, forward R 2x forward L 2x.
Rate the group in every number with Poor, Fair, Good, Better, Best
All commands done correctly – Best
Only 3 commands done correctly – Better
Only 2 commands done correctly – Good
Only 1 command done correctly – Fair
None of the commands done correctly – Poor
Assignment
Look for the meaning of jump and skip.
Lesson 2 – MOVEMENT SKILLS
Objectives
A. Jump for distance landing on both feet and bending the hips, knees,
and ankles to reduce the impact of force
B. Skip and leap using proper forms
Subject Matter
Jumping, Skipping, and Leaping Skills
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Reference: Sunshine 2
A Journey through the World of Music, Arts, and P.E. page 173
Physical Education Handbook p. 22-23
Kukunang Aklat ng mga Panturong Gawain sa Edukasyon sa
Pagpapalakas ng Katawan (Resource Book) page 103
Materials: stick, pictures, task cards
Values Integration: sportsmanship, teamwork
Activities
1. Warm up exercises with any
music.
Tell the class that their warm-up exercise is a dance using hop, jump, and
leap. Then ask them to do the hop, jump, and leap correctly.
jump in place (4x) (2 cts. for every jump)
hop forward (right 4x) (left 4x)
- 8 cts.
leap to the right 4x (left 4x)
- 8 cts.
jump turning right
- 8 cts.
- 8 cts.
1. Group game: “Jump, and Leap Over”





Form 4 equal groups, each on a column.
Draw a line or place a marker (masking tape, stick or wand on the floor in
front of each group with the distances of 1, 2, 3 meters apart
consecutively.
At a given signal, first member of the team jumps, leap alternately over the
line, runs back to the starting point and touches the hand of the next
member.
The next member does the same until all members of the team finish
jumping and leaping over the markers. The group that finished first wins
the relay.
Remind them to observe the mechanics and safety standards in playing.
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2. After the game ask pupils
What made the group win the game? (teamwork and cooperation)
What movements were used in a game? (jumping, running and leaping)
Were you able to follow the safety rules in playing the game?
Aside from running, leaping, and jumping, what other locomotor
movement did you learn?
3. Tell the children that they will learn another locomotor movement - skip.
4. Show to the class the correct execution of the movement then let them
follow.
Skip – a step followed by a hop on the same foot. Each skip has the duration
of one beat.
5. Let them jump, hop, and skip observing the proper way.
a. Jumping Position
In jumping, the take-off may be made either by one foot on both feet and
in landing both feet contact the ground simultaneously with knees slightly
bent.
289
Steps:
1. Bend from the hips, knees, and ankles to put the proper
landing of the legs in position for more force. The deeper the
crouch the more power is generated.
2. Swing the arms backwards as preparatory position for jump to
help in propelling the body.
3. Extend both legs rapidly at the arms swing in the direction of
desired movement. A strong push with both feet equally and
simultaneously gives maximum force in the desired direction of
the jump.
4. The same landing position is used in the skills of falling.
b. Leaping Position
In leaping the take off force is on one foot and landing on the other foot.
The mechanics involve to acquire maximum force are the following:
1. Bend the hips, knees, and ankles to exert force. The deeper the
crouch the more force is obtained.
2. Take off on the ball of the foot and swing the arms backward to
help in propelling and balancing the forward lean of the body.
3. Land on ball of the foot and bends knees to absorb landing.
c. Skipping Position
In skipping, the take off force is on one foot and landing on the same foot.
Observe the following mechanics involved in acquiring maximum force:
1.
2.
3.
4.
Slightly incline body to the direction of movement.
Shift weight to one foot.
Step on the other foot and bend the knee.
Take off on the ball and land on the same foot.
6. Divide the class into 4 groups. Tell them to listen very well to your
instructions so they can follow correctly.
a.
b.
c.
d.
Skip with right foot towards an object which is colored green.
Jump sideward right 3x and shout 3 on the last jump.
Leap with right foot forward going near a plant.
Form a circle by holding hands and jump towards the center 4x and
hop backward right 4x.
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Example:
Game: Skip, Jump, and Shop Relay
1. Divide the class in 4-5 equal teams. Each team form a straight column.
2. Place a chair about 6 meters in front of each team with different
objects which number is equal to the number of members in a team.
3. At a given signal, first member of the team will start skipping using
his/her right foot towards the chair and get an object then comes back
jumping with an object in his/her hands.
4. The next member follows as soon as the first member reaches the
starting line.
5. The team that finishes first wins the relay.
C. Closing Activity
“Jump Jim Crow”
Jump, jump and jump Jim Crow
Take a little twist and then away we go
Slide, slide and stamp just so
Then you take another partner, and
you jump Jim Crow
Evaluation
A. Pair activity
Pair the pupils and let them take turns in jumping, skipping, and leaping.
Execute the movements for jumping, skipping and leaping. After the
execution, rate partner’s performance by checking the column below.
Skills
Questions
Did you swing your arms backward as
Jumping preparatory position for jump to help in
propelling the body?
Did you spring and land on both feet?
Did both feet spring into the air and land at the
same time?
Leaping
Did you bend the hip’s knees and ankles to
exert force?
Skipping Did you slightly incline the body to the direction
of movement?
291
Yes
No
B. Individual Activity
Draw a happy face
() if you showed the following attitude and sad
()
face
if not.
____1. I enjoyed playing the game with my classmates.
____2. I wanted our team to win the game.
____3. I always observed and followed the rules in the game.
____4. I actively participated in the days task.
____5. I showed sportsmanship in the game I played.
Assignment
Practice the different movements learned.
Objectives
C. Perform rhythmic activities with partner and equipment
D. Perform simple folk and rhythmic sequences using various implements
(ribbon, hoop, ball)
Subject Matter
Simple Folk Dance and Rhythmic Routines Using Basic Locomotor
Movements
Reference: K to 12 PE and Health – Grade II Learner’s Material p.37
Materials: DVD player, DVD, ribbon, ball, and hoop, flaglets, and bao,
Values Integration: love for work, cooperation, doing one’s best
Activities
D. Preparatory Activity
2. Let pupils perform series of movements such as swaying of arms, bending
of hips, knees and ankles as their warm up.
E. Developmental Activities
1. Tell the children they are to do activities in time with the music. Play any
music and let the children clap with the music.
292
2. Let the pupils find a pair. If there’s an extra pupil, have one group with 3
members.
3. Demonstrate the following activities one after the other and let them
follow.
Activity 1
a. With your partner, take 4 walking steps forward starting
- 4 cts.
with the right foot at the same time clapping your hands
in front of the chest (count 1, 2, 3, 4)
b. Face partner and tap your hands in your thighs 2x
(Count 1, 2) and then strike each other’s palms 2x
(count 3, 4)
- 4 cts.
c. Repeat (a) going backward
- 4 cts.
d. Repeat b
- 4 cts.
e. Repeat a-d
-16cts.
Activity 2
a. Stretch your arms sideward and hold partner’s hands.
Take four gallops forward
- 4 cts.
b. Take 4 skips turning right in place still holding hands.
- 4 cts.
c. Repeat a going back to proper places
- 4 cts.
d. Repeat b
- 4 cts.
e. Repeat a-d
-16 cts.
Variation:
Let children repeat number 1 and 2 with “bao shells”, stick or any available
implement.
F. Closing Activity
Let children sing any song they have mastered and march in place in
rhythm with the song.
Evaluation
293
Ask the children to perform the 3 rhythmic activities learned by group and let the
other groups evaluate by clapping 8x if they approved of the performance and 3x
only if they think it needs improvement.
For self and group evaluation refer to Learner’s Material p. 37
Assignment
List down the movement combinations and the number of times it will be
done so you will not forget.
Locomotor
counts/times
Non-locomotor
counts/times
______________ ______________
______________ ______________
______________ ______________
______________ ______________
Day 2
Activities
Let pupils perform the rhythmic dance they did in the past lesson.
1. Tell the children the lesson for the day will still be on rhythmic activities.
Introduce to them the different implements like the ball, ribbon, rope, hoop
and flaglets. Tell the children that doing the different movement skill can
be more fun when they do them using any of the implements.
2. Let them listen to the song and do some movements in time with the song
“Mag Tanim ay Di Biro”. This will serve as their warm up.
3. Tell pupils that you are going to show them how to use one of the
equipment or implement, the ribbon. Demonstrate the following ways of
manipulating the ribbon:
Making circles in the air
Making circles over the head
Making circles on the floor
Making wavy motion like waves on water
Making ribbon wiggle on the floor like snakes
Waving ribbon side to side like a palm tree swaying in the wind
Do the movements again with music.
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4. This time allow pupils to explore and create movements using the ball,
hoop, flaglet, or rope. Set up the equipment in five stations. Give the
children the freedom to choose any equipment they want. Remind them to
find their personal space so as not to bump each other and to be careful
so that nobody gets hurt while doing their activity. Give them ten minutes
to explore movements. Go around so you can check and guide them.
5. Ask one volunteer for every equipment to show his or her created
movement with music. Be sure to praise the work of every volunteer.
C. Closing Activity
Allow children to use their time in practicing their dance.
Evaluation
Let children present their created rhythmic movements and let them
answer the following questions after:
1. Which group showed their best?
2. What made their presentation the best among the others?
Assignment
Group children and assign them a particular implement/equipment to bring
to the class.
Objective
Participate in relays and races with partner and group
Subject Matter
Relays and Races
Reference: Physical Education Handbook, page 20-23
Materials: flaglets
Values Integration: alertness, cooperation, care and concern for self and
others
Activities
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Let children form a circle facing in. Give them a ball and let them sing the
song “Kun kita magka-dula” to the tune of “The More We Get Together”.
Tell the pupils to do the actions mentioned in the song as they sing.
Kun kita magka-dula
Kun kita magka-dula, magdula, magdula
Kun kita magka-dula, maglipay kita
I-itsa ang bola, salo-a ang bola
I-itsa ang bola, salo-a ang bola
Kun kita magka-dula, maglipay kita (2X)
B. Developmental Activity
a. Ask pupils to identify the movements/actions they did in the song. Tell
them that they are going to use the movements in the activity they are
about to do. Tell the class that they are going to play a relay game this
time. Remind them of the safety guidelines and other important things to
carry out the game safely and enjoyably.
b. Present to the class the games “Threading the Needle” and “Medley
Relay” one at time.
Threading the Needle
Divide the class into four groups with ten members each. Let them do the
count off starting with the first player in the line as #1. Tell them to
remember their number.
Show how the game is played using one team.
1. All members of the team face right and join hands. Two consecutive
numbers will be called to serve as the eye of the needle. So if numbers 3
and 4 are called, players number 3 and 4 of every team will raise their joint
hands up.
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2. Then without releasing joint hands all the other players of the team enter
the eye of the needle made by the raised hands of numbers 3 and 4. The
team that can go back to the original position first wins a point.
3. The game continues calling two different consecutive numbers to serve as
the eye of the needle.
4. Remember that the hands of all players should always be joint. The two
players representing the eye of the needle can turn in place when their
arms are twisted.
5. The team that has the most number of points win.
Medley Relay
1. Divide the class into groups of 14. Draw a starting line and 6 more lines 2
meters apart for every group.
2. There should be a pair of pupils starting/stationed on every line.
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3. At the signal of “go” first pair with flaglets each walks forward to the 2 nd
pair and gives the flaglets.
4. Second pair who receives the flaglets hops to the next pair and pass on
the flaglets.
5. Third pair jumps to the next pair and pass on the flaglets.
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6. The same process is done with the remaining pairs doing the following
movements:
Fourth pair – gallops
Fifth pair – slide
Sixth pair – skip
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7. Seventh pair runs back to the starting line. The team that finishes first
wins the game.
C. Closing Activity
Gather pupils in one place and let them sing a song they have mastered.
Evaluation
Show me thumbs up (
attitude:
) if you have manifested or shown the following
______ 1. I followed the directions of the game so as not to hurt others.
______ 2. I executed the different movement skills with proper posture.
______ 3. I was not doing my role in the game.
______ 4. I enjoyed the games very much.
______ 5. I did my best to gain points in the game.
Assignment
Make a list of at least 3 activities where relays is applied.
Objectives
A. Practice correct posture while sitting, walking, and standing
B. Perform accurately the proper posture and body mechanics in sitting,
walking, and standing
C. Explain the importance of good posture and proper body mechanics to
one’s health
Subject Matter
Posture and Body Mechanics while Sitting, Walking, and Standing
Reference: Physical Education Handbook page 20, 23
Materials: pictures, charts
Values Integration: care for one’s health, teamwork
300
Activities
1.
Action Song Up and Down to the tune of “Up and Down and Sit Sit”.
Up and down and sit, sit, sit
Up and down and sit, sit, sit
Stand to the right and walk to the left
Turn around and walk, walk, walk
2. Ask the children what actions are mentioned in the song. Recall with them
their lesson on proper posture and body mechanics in the first quarter and
tell them that correct posture and body mechanics
should be observed/practiced in sitting, walking, and
standing.
1. Standing
Let everybody stand in their own space and then show a
picture of a child standing with correct posture. Ask
them to compare how they stand with the pupil in the
picture. Tell them to follow the child in the picture
because he is standing with correct posture. Then with your leading
questions, the children will describe the right position of the body parts of
the child standing with correct posture.
Correct Posture while Standing
1. The feet are few inches apart (not wider than hips) and the toes
straight forward.
2. Weight should be primarily on the balls of feet.
3. Knees straight and at ease.
4. Shoulders are directly above the hips relaxed and level.
5. Allow your arms to hang naturally at your side and tuck your stomach
in.
6. Earlobes should be aligned with the shoulder when looking at your
body from the side.
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2. Sitting
Demonstrate to the class the proper way of
sitting then let them follow.
After 2 attempts, call a pupil who has done the
sitting correctly and let him/her perform in front of
the class. While s/he performs, discuss with the
children how the pupil sits observing correct
posture and body mechanics.
Correct Posture in Sitting
1.
2.
3.
4.
5.
Sit with feet flat on the floor and do not cross your legs.
Have a slight gap between the back of your knees and chair.
Your knees should be at or below the hips.
Shoulders should be relaxed and the forearms parallel to the ground.
Avoid sitting for long periods without stretching or walking around.
After discussion, require the children to practice sitting with correct
posture.
3. Walking
Recall their lesson in walking as a locomotor movement and ask them to
walk around and again with leading questions draw from the children the
proper way of walking with correct posture.
Correct Posture in Walking
1. The general position for walking is similar to
that of standing. The only difference being
that the center of gravity is moved forward
so that the gravity helps overcome the
inertia of the body and force can be applied
in the direction of the movement.
2. In the act of walking, legs alternate more
between a supporting and swing phase.
Lead with the knees reaching forward, with
the thighs extended and the lower leg
swinging like a well time pendulum. Knees
slightly grazing against each other.
3. The path of directional force should be from
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the heel to the medial portion of the structure, and on the first and
second toes which provide the final effort of propulsion.
4. Step with the feet comfortably ahead with the toes nearly pointing
straight forward. The arms swing in opposition to the legs.
4. Let us check if all the members of the group can perform sitting, standing,
and walking with correct posture.
5. Stand, Walk, and Sit Relay
Divide the class into 5 groups and let them form their line with leader at
the head. Have a chair at a goal line which is 10 meters from the starting
line. On the word “GO” the leader walks to the goal, sits properly on the
chair, stands correctly, and then walks back to the starting line, touches
off the next in line to repeat the whole thing. The group that goes back
first to their original line wins.
If correct posture and body mechanics are not observed by the player
s/he repeats the movement not done correctly.
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C. Closing Activity
The children will sing again the action song they sang at the start of class
but this time their actions of walking, sitting, and standing are done with
correct posture.
Evaluation
Instruct the pupils to check the scoring rubrics according to how they
perform the standing, walking, and sitting.
Scoring Rubrics
1. Correct posture while standing
2. Correct posture while walking
3. Correct posture while sitting
4
3
2
1
Legend: 1 – Outstanding; 2 – Very Satisfactory; 3 – Satisfactory; 4 – Fair
Assignment
Practice correct posture while standing, walking, and sitting.
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Body Actions in Relation
to Time, Force, and Flow
305
Lesson 1 - TIME, FORCE, AND FLOW
Day 1
Objectives
A. Describe how changing speed and direction can allow one person to move
away from one another
B. Follow given directions correctly
Subject Matter
Demonstrating the concept of moving and changing speed, direction in different
situation involving time, force, and flow.
Reference: Physical Education Activities for Elementary and Secondary
Schools, page 192, by Asuncion A. Santiago
http://hagonoy-bahay-kubo.blogspot.com/2009/02/nursery- rhymes-andsongs.html
Materials: chart, illustrations
Values Integration: flexibility, cooperation
Activities
Have pupils form 2 groups.
Let pupils choose which group they want to belong. Have them experience a
feeling of free choice in a stimulating learning environment.
1. Group I is a snail group.
They will move like the pace of a moving snail. (Slow)
Group II is a rabbit group.
They will move like the speed of a running dog. (Fast)
A chair will be placed at the center of the field in front of the pupils in line.
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They will only move by looking at the teacher’s gesture when she moves the
chair.
When the teacher pushes or moves the chair forward, all groups will move
forward going to the teacher, according to the animal they are assigned.
When the teacher pulls or moves the chair back to her, the group will return to
their original post moving backward.
Repeat the activity using different directions.
(Rules will be given before the activity starts to avoid hitting one another.)
2. Ask the children how they managed to move away from one another. Ask who
among the group reached quickly at the teacher’s post. Let them express why
the rabbit group arrived first and the snail group arrived late. Let them share
what they have observed in the activity in terms of group’s movement.
What signaled you to move? (Moving chair)
What did teacher do to the chair? (Moved the chair)
What did teacher apply to the chair for it to move? (Force)
What happened when teacher moved the chair? (It changed position)
3. Let them jump to the left and to the right. Tell them that if they would apply more
force through jumping it would create longer distance or space. Jumping with
less force would hardly create a distance or space.
C. Closing Activity
Game: Circle Race
Circle is marked on the ground.
Players stay outside the circle, facing clockwise.
Distance between players is both arms apart.
Any number of players can play the game.
On signal, players start running around the circle trying to pass the runner ahead
of him.
A player who is outran by another becomes out of the game and drops in to the
center of the circle. This will be done in a span of 15 minutes.
The player who has outran everyone wins the games.
When playing, see to it that players run outside the circle. The leader may give a
signal to reverse direction while the players are running to add fun to the game.
307
Evaluation
Describe how you do with the following situations:
1.
2.
3.
4.
5.
Running late for a school program.
Going home after class.
Going to your teacher to pass your project.
Going after your kid brother who cross the street.
Running after a rolling ball to get it.
Assignment
Answer the following questions briefly.
1. How would you move when you are going inside the church? (walk slow and
quietly)
2. How would you act when your late for school? (run or walk fast)
Day 2
Objective
Demonstrate the concept of moving and changing speed, direction in different
situation
Activities
Do warm up activity: Circle Race
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1. Group Activity
Form four to six equal groups.
Demonstrate and describe how they move.
a. When chased by a mad dog.
b. When going to school early morning.
c. When having a diarrhea going to the comfort room.
d. When you buy snacks in the canteen.
2. Discuss simply to the children that understanding the concepts of force
and motion is important in demonstrating control at the same time
modifying force, flow, time, space, and relationships in interactive dynamic
environment. Here, the learner develops the ability to use time (e.g.
fast/slow) and flow (e.g. free/bound), to improve the quality of movement
or the “flavor” of movement.
Speed - the rate at which something or someone moves
Time - a period in which an action takes place
Force - energy or physical power
Flow – responsible for the continuousness or ongoingness of
motions
C. Closing Activity
Sing an action song “The Small Jeep “
The Small Jeep
Beep! Beep! The small jeep
Is running down the street
Stop! Look! And Listen!
Stop! Look! And Listen!
Beep! Beep! The small jeep
Is running down the street.
Evaluation
Demonstrate the different concepts of moving and changing speed and direction
in the following situations:
1. Caught by a heavy rain looking for a shelter.
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2. Going inside the church.
3. Called by your teacher to get your test paper.
4. Going inside the room where your brother is sleeping.
Assignment
Observe appropriate speed and direction in moving from one place to another at
home, school, and other places.
Lesson 2 – MOVEMENT SKILLS
Day 1
Objective
Demonstrate the correct hand position when catching a ball above the head,
below the waist, near the middle of the body, and away from the body
Subject Matter
Correct Hand Position When Catching a Ball
Reference: Shine with MAPE 2 p. 267-272
Sunshine 1 A journey Through the World of Music Arts & P.E. p. 181
http://weebhome.idirect.com/~deetaz/catch.htm
K to 12 PE and Health – Grade II Learner’s Material pp.49-52
Materials: ball
Values Integration: alertness and attentiveness
Activities
1. Warm up exercises “Hand whirl”
Divide the class in 5 groups. Each group forms a circle.
Follow these set of exercises:
a. Jog in place (16 cts.)
b. Clap once, clap twice, clap thrice
c. Hands on hips, hands on waist. Hands on shoulder, hands on neck. Hands
on chest, hands on head
d. Rotate hands from inside-outside/outside-inside (10x).
Place arms sideward. Rotate hands thrice. Do the close-open thrice.
e. Repeat given set of exercises continuously with background music.
Ask how they felt after doing the exercises?
2. Review
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Running in different directions and varied speed.
1. Divide the class into 5 groups. Give each group 2 or more balls and let them do
throwing and catching by themselves for 2 minutes.
2. Tell the class that they are to learn different ways of catching the ball.
- Throw a high ball to one pupil. Then ask the class how the ball was caught.
(Both arms and hand raised up)
- Throw a ball direct to the middle of the body of another pupil. Then ask the
class, how the ball was caught. (Extend arms right before contact with the
ball)
- Throw a ball below the waist of another pupil. Then ask how the ball was
caught. (Hands are dropped down)
- Throw a ball away from the body of another pupil. Then ask the class, how
the ball was caught. (Arms are out to the side waiting to snap to the right or
left)
3. Discuss with the class their observation on how their classmates caught the ball
thrown to them. Then tell them they are to learn how to catch the ball above the
head, below the waist, near the middle of the body, and away from the body.
4. Teach the class the following ways of catching
the ball.
a. Catching above the head
Extend arms and hands up to the sky. Keep
your thumbs and index fingers close making a
diamond shape of window for the ball to enter.
Fingers should be spread and slightly bent. As
the ball enters your hands, grip the sides tight
and bring it back down to the holding position.
b. Catching below the waist
Hands are dropped down with the fingers
pointing towards the ground. Pinky fingers are
done together and the thumbs are facing out.
Fingers are spread and slightly bent in the
formation of the ball.
As the ball enters your hands, grip the sides
tight and bring it back up to the holding
position.
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c. Catching near the middle of the body
Body is directly in front of the traveling ball. Extend
your arms right before contact with the ball keep your
thumbs and index fingers close, making a diamond
shaped window for the ball to enter. As the ball enters
your hand, grip the sides tight and cradle it into the
holding position.
d. Catching away from the body
Keep your eyes on the ball at all times. Knees are
bent and ready to move to either side. Arms are out to
the sides waiting to snap to the right or left.
When you see that the ball is traveling away from
you (the target), move to meet it. Reach with the
closest hand to the ball, fingers spread and snaps
it back into the holding/cradling position.
5. Ask the pupils to go back to their grouping to
practice the skill taught while you go around and
supervise to check on how they execute the
movements.
C. Closing Activity
Group by 5 and share how they felt after knowing
the different position in catching a ball.
Evaluation
Actual execution of correct hand position by pair. The first pair will execute the 4
hand positions while the other pair will record and check (√) the performance.
Yes
1. The fingers and the palm of the hands are pointed down.
2. The fingers and the palm of the hands are pointed out,
with the thumbs pointing to the sky.
3. The fingers point toward the sky.
4. Always keep eyes on the ball.
5. Practice alertness and discipline in doing the actual
activity.
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No
Assignment
Practice the proper hand position in catching a ball.
Day 2
Objective
Explain the difference between throwing to a stationary partner and throwing to a
moving partner.
Subject Matter
Throwing to a stationary partner and moving partner
Reference: Shine with Mape 2 p. 279
http://www.cepjaen.es
Materials: ball
Values Integration: alertness, carefulness
Activities
A. Preparatory Activities:
1. Ask children to do the jogging and then practice the catching skills learned
yesterday.
1. Tell the pupils that today’s lesson will be on throwing and catching skills to a
stationary partner and a moving partner. Give pupils few minutes to practice
throwing and catching a ball while stationary.
2. Challenge pupils to throw and catch the ball again, varying the height of the
throw, throwing it a little in front of them. Throwing and catching it while moving.
3. Encourage pupils to say something about catching and throwing a ball to a
stationary partner and moving partner based on their experience.
Remember:
When you throw to a stationary partner, you will throw the ball directly
to them, aiming for their chest.
When you throw to a moving partner, you will throw the ball about three
(3) feet in front of them above chest high. This will make up for the forward
travel of your partner and allows them to continue travelling without hesitating
to stop and catch the ball. They will run right into the path of the thrown ball.
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By pair, let the pupils practice throwing and catching a ball both in stationary and
moving positions. Ask them to vary the height and distance in throwing.
4. Group games: “Throw… Catch while Moving” (standards should be observed in
playing games)
Mechanics:
Each group will have two lines of ten pairs facing each other about 2 meters
apart. The first pair will throw and catch the ball while moving from starting line to
the marker at the outer side, back to the line and sit at the back. When the ball
falls, the pair will get it back and continue from where they dropped the ball. The
first group to finish is the winner.
Group 1
Group 2
C. Closing Activity
Just ask the children to sit and relax for 2 minutes.
Evaluation
Answer the following questions orally.
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1. Can you give the difference between throwing a ball to a stationary partner
and throwing a ball to moving partner? (In throwing the ball to a stationary
partner, you have a fixed position, while throwing a ball to a moving partner,
there is a change in position from one place to another.)
2. Which is easier to perform, throwing a stationary partner or throwing to a
moving partner? Why? (Throwing to a stationary partner because you can
already determine the exact distance of your partner.)
3. Were you able to follow instructions? (Yes). What did you do to win the
game? (I had to be alert and quick in catching the ball)
Assignment
Practice throwing and catching a ball with both stationary and moving partner.
Objective
Apply movement concepts when alone and with others in simple dance mixers
like apat-apat, kamayan and alahoy
Subject Matter
Simple Folk Dance and Rhythmic Routines
Reference: http://www.phantomranch.net/folkdance/dances/apatapat.htm
K to 12 PE and Health – Grade II Learner’s Material p. 57
Materials: DVD player, DVD disc
Values Integration: love for work, cooperation, doing one’s best, friendliness
Activities
G. Preparatory Activity
1. Let children do the action song “Hello, Hello, Hello”.
Hello, hello, hello – facing partner nod head 3X
Hello how do you do? – shake hand with partner
I’m glad to be with you – point to self and partner
And you, and you, and you – look for another partner
Tra la la la la la la la 2X – clap hands
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H. Developmental activity
1. Ask pupils what they did while singing “Hello, Hello, Hello”? (shook hands, made
friends).
2. Tell them that they are to learn simple dance mixers called Apat-apat”.
3. Let children listen to the music and feel the rhythm of the music by letting them
stump their feet in time with the song.
4. Position children in pair in a circle facing R (right) in line of direction, girl to the
right of the boy with inside hands joined and held at shoulder height in “W”
positions, free hands at sides.
5. Play the music “Planting Rice” and let children feel the beat/rhythm of the song
by moving their heads in time with the song.
6. Teach counts 1-8 of the “Apat – apat” dance, without music. Then let pupils
dance counts 1-8 with music. Do same thing with counts 9-16. Then let the pupils
do the whole dance.
APAT-APAT
INTRODUCTION: 1-7 No action.
Measure
1-2
Begin right (R) for both boy and girl, walk 4 steps counter
clockwise (CCW) around dance area;
3-4
Releasing hands, turn individually 1/2 clockwise (CW) and,
joining other hands at shoulder height with elbows bent in "W"
position, walk 4 steps clockwise (CW) around the dance area;
5-6
Releasing hands and turning to face partner, walk 4 steps
backward away from each other;
7-8
Walk 4 steps forward toward partner;
9-10
Facing R so that left (L) shoulder is adjacent with partner, walk 4
steps fwd (boy CW and girl CCW) around the dance area;
11-12
Without turning, each dancer walk 4 steps backward to end next
to partner with L shoulders adjacent again;
13-14
Facing partner and joining R hands at shoulder height with
elbows bent, walk 4 steps CW once around partner;
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15-16
Releasing R hands, girl walk 4 steps, turning CW in place, as boy
walks 4 steps CCW around dance area to next girl.
Repeat entire dance from beginning. Let the whole class dance together and
then by group the next time around.
I.
Closing Activity
Allow the children to practice and master the dance.
Evaluation
Let children present by group then discuss with them which group did the best.
What did they do that they performed best? Those who did not do good what
happened, what should they do the next time they are asked to dance?
Children can also rate each other by using the rating card in page 57 of the LM.
Assignment
Master the dance steps for presentation.
Objective
Compete in throw and catch relays and races
Subject Matter
Throw and Catch Relays and Races
Reference: Sunshine 2 A Journey through the World of Music, Arts and P.E.,
page 191
Materials: ball, crumpled paper, chart
Values Integration: cooperation, alertness, and teamwork
Activities
Divide the class into two groups. Let each group form their own circle. Provide at
least two balls per group and ask them to practice throwing and catching balls.
317
B. Developmental Activities:
1. “Throw … Then Catch Me”
Divide the class into four equal groups, each group forming a straight line 2-3
meters apart. Form two main groups by letting groups 1 and 2 and groups 3 and
4 face each other. Each main group must have a ball to be held by the
member/starter on the right of groups 1 and 3. At a given signal, starter from
each main group throws the ball to his/her partner in front. His/her partner
catches the ball and throws it to the next player. When the ball reaches the last
member, it is thrown back until it reaches the member in front. If the ball falls, the
member who loses it must pick it up, and go back to his/her place to throw the
ball again. The group that finishes first wins the game.
How did you feel in performing the activity? (happy and enjoying)
What helped you throw and catch the ball without a miss? (alertness)
As a group, what did you do to win the game? (We cooperated with each other
and worked as a team.)
2. “Catch, Throw and Sit”
Using the same grouping the four teams are arranged in the play area
forming a straight line facing their leader who is 5 meters away from them
as his/her station. On signal, the leader throws the ball to the first player
on the right, who catches it, throws it back, then sits down. Repeat down
the line. Any player who misses the ball recovers it and returns to his/her
position before throwing. The team with all players seated first wins.
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3. Draw from the children the importance of their participation in relays and
races.
C. Closing Activity
Instruct the pupils to sit by group and tell them to share with their group
mates how they felt about the different activities they have competed.
Evaluation
While the pupils are doing the activities, observe their behavior and tell
them your observation. Give first the positive feedback and then remind
them of areas where they have to improve the next time they compete in
activities.
Assignment
List five activities that involve catching and throwing.
Objective
Practice correct posture while picking up things and pulling and pushing objects
Subject Matter
Reference: Physical Education Handbook page 25 - 26
319
Materials: chair, table
Values Integration: obedience
Activities
1. With
music let the children walk, sit, and stand around the room observing the
following signals:
Green - walk around the room
Red - sit on a chair
Orange - stand in the corner of the room
Activity 1 - Showing Pictures
A
D
B
E
320
C
Show pictures one at a time.
What can you see in the pictures? (A child (boy/girl) picking up an umbrella,
pulling a chair, pushing a table, picking up a shoe, and pushing a cart)
What are the children doing? (They are pulling, pushing and picking up
something.)
How did the boy in picture B pull the chair? (He bent his knees as he pulled the
chair.)
Do you think he is doing it the right way? (Yes)
What about in picture A, how did he pick up the umbrella? (He picked up the
umbrella bending his knees and waist.)
Do you think he is doing the right way of picking up something on the floor? (Yes)
Why do you think do we need to do things like picking up, pushing, and pulling
the right way? (We need to do things like picking up something the right way so
that we won’t hurt ourselves.)
Do you know that there are right ways of doing things like pushing and pulling?
(Yes)
1. Let’s read together the directions and do the activity. Tell them to observe correct
posture in performing their task.
Picking up things
Bend back portion of the body together with the
knees. Ensure that your hands are straight
forward to the things you want to pick up.
Always have correct posture while picking up
things.
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Pushing Objects
Bracing one leg well, with both knees
slightly bent, the body leans forward,
hips tucked under the back straight.
The hands push object loses to its
center of gravity. Force is obtained
by slow extension of joints rather
than leaning the weight. The force
should be applied directly to the
desired direction.
Pulling Objects
The action is reversed in pulling. The hands
grasp object at its center of gravity, the body
leans backward and the body weight is used
well as the extension of legs and hips to get
force.
as
2. Let the pupils perform the following activities:
Pick up the pieces of papers then throw them in the garbage can.
Everybody push the desk in front.
Arrange the desk by pulling backward.
Make sure that the desk are properly arranged.
Recall the lesson in good posture, and let them show good posture while sitting.
Then ask them also the importance or the advantages in always having a proper
posture.
After listening the answers from the learner, discuss the advantage in the manner
they could easily understand.
Advantages of Proper Posture:
1. Prevents the spine from being fixed in incorrect positions.
2. Prevents strain or nerve problems.
3. Prevents fatigue because muscles are being used more effectively,
allowing the body to use less energy.
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4. Prevents back aches and muscular pains.
5. Contributes to a good posture.
6. The person with good posture projects poise, confidence and dignity.
C. Closing Activity
Now that you know what a good posture is, always have proper posture in doing
your activities.
Evaluation
Write true if the statement is correct and false if the statement is not correct.
____1.
Force should be applied to the desired direction while pushing
objects.
____2. One does not need to bend the body while picking up things.
____3. Pulling objects do not need force.
____4. Correct posture is needed in picking up things.
____5. Pushing objects do not need force.
Answer: 1. True, 2. False, 3. True, 4. True, 5. False
Assignment
Always assume correct posture in anything you do.
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Object, Nature, and Sound in
Body Movements
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Lesson 1 - PERSON, OBJECTS, MUSIC, AND ENVIRONMENT
Day 1
Objectives
A. Dramatize weather conditions
B. Perform Chinese get up
C. Demonstrate understanding on how to manage the body in various
movement activities relating to person, objects, music, and
environment
D. Take great pride on what they are capable of doing
Subject Matter
Self-Testing Activities
Schools by Asuncion A. Santiago
Physical Education Handbook by Paz Cielo A. Belmonte et al.
Materials: illustrations of self-testing activities, ball, mat
Values Integration: self-respect, self-esteem, flexibility in facing situation
Activities
A. Preparatory Activity - Paint-Me-A-Picture
Group pupils into 4
The teacher tells the children what simple situation to follow or act.
Pupils will create their own pose that fits with the given situation.
Situations:
1. Paint me a picture of a boy crying out loud, laying on the ground and
rolling his body because his mother left him. (log roll)
2. Paint me a picture of a group of musical band performing in a parade.
3. Paint me a picture of a girl walking outside during heavy rain.
4. Paint me a picture of boys playing basketball game.
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1. Ask the children what physical action they portrayed in situation 1, 2, 3,
and 4. Relate to them that what they did was one of the real examples of
self-testing activities. These activities test their physical capabilities on
how they can bear with some difficulties in performing physical body
movements.
Instruct them to stand on the left foot, to bend forward while keeping the
knees straight, to do squat position, and to jump backward.
Ask them if they have followed and performed correctly the instructions
just told. Tell them to be grateful and to take pride on things they are
capable of doing.
2. Lead the children to explore some activities involving stunts. These
include dramatizing weather condition, Chinese get up, jump backward,
roll with a ball, and listen in to the beat of the drum while performing one
leg balance self-testing activities. Demonstrate how these self-testing
activities are to be performed.
3. Individual Activity
Let the children feel that they are on a seashore playing under the rain
while listening to the crashing waves and a thunderstorm. Tell them that
they will pretend to conquer the big waves by playing with it in a form of a
Jump Backward game doing the following:
a. Let them stand on both feet.
b. Stretch both arms sideward.
c. Jump backward landing on both feet as if
crashing the waves.
d. Repeat several times.
e. The pupil who performed the most number of
times crashing the big waves by jumping
backward wins the activity.
4. Dual Activity
Chinese get-up
Find a partner and let them sit on floor, back to back with arms locked.
Ask them to stand up without releasing arms.
This is done by pushing against each other’s back and bringing both feet
closer.
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5. Group Activity
Back to same group of four.
Let pupils demonstrate the following weather conditions:
1. Sunny
2. Rainy
3. Windy
4. Stormy
C. Closing Activity
Lead pupils to perform five to ten minutes cool down stretches to let their
muscles relax after participating the self-testing activities.
Day 2
Objective
Participate in self-testing activities such as Roll with a ball and One Leg
Balance while listening to the beat of the drum.
Activities
Warm up exercise: Stretching and rising from lying or sitting positions on
the floor.
1. Roll with a ball
Let pupils sit on the clean floor.
Have with them a ball with both hands holding it.
Let the ball roll three times to the left.
Continue rolling, three times to the right.
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2. One Leg Balance
Balance with one leg while listening
to the beat of the drum.
Let pupils raise their left arm
sideward and bend raising their right
leg. Let them hold their position in 4
counts. Return to position. Repeat
with left leg. Stop as soon as the
beating of the drum stops.
3. Discuss with the pupils that selftesting activities provide opportunities for them to acquire knowledge on
how the body is managed in various movement activities involving person,
objects, music and environment.
They can incorporate movements with sounds generating from objects
and instrument. An environment could also influence movement since it
consists of natural sounds such as seashore with crashing waves or a
thunderstorm with falling rain. The person’s movement may directly be
dependent on these factors.
C. Closing Activity
Recite the poem “Rain Rain Go Away” with rhythm ( 1-2 , 1-2-3) count by
beating a drum.
Use your desk as your drum.
Rain rain go away
( 1,2 , 1 and 2 )
Come again another day
( 1 and 2 , 1 and 2 )
Little children wants to play
( 1 and 2 ,
1 and 2)
Rain rain go away
(1 ,2 , 1 and 2)
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Evaluation
Self-Testing Activity Olympic
All pupils will be given an activity card. They will perform four self-testing
activities. They will go to their respective stations where the assigned
pupil is waiting for them to perform.
Four dependable pupils will be assigned to post a specific area to take
charge of the activity and are also in charge of checking the chart of the
pupils who have performed the activity well and who have not. If a pupil
has successfully performed the activity, his card will be marked check, if
he fails to perform, an x mark will be put in his card. Each activity is 10
points. Perfect performance means 40 points.
Pupil’s Self-Testing Card
Name: ____________________ Grade & Section: ___________
ACTIVITIES
POINTS
REMARKS
Jump Backward
Roll with a ball
One Leg Balance
Chinese Get Up
Assignment
Exercise at home with your parents or siblings. Apply the self-testing
activities you just learned.
Lesson 2 - MOVEMENT SKILLS
Day 1
Objectives
A. Identify opportunities to use underhand and overhand movement
(throw pattern)
B. Participate in the underhand and overhand throwing skills
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Subject Matter
Underhand and Overhand Movement (Throw Patterns)
Reference: lessonplanspage.com/proper throwing and catching
techniques 45-htm
Materials: balls, pictures, and song chart
Values Integration: attentiveness and cooperation
Activities
1. Review the different self testing activities learned.
1. Explain and demonstrate underhand and overhand throw then ask the
children how you threw the ball.
2. Tell them to think of the activities/experiences they have where they used
either underhand or overhand throw. Ask them to demonstrate the way
they did it.
3. Let them execute the proper ways of doing the underhand and overhand
throw.
Cue for Underhand Throw
1. Hold the ball in front at shoulder level.
2. Bend your knees.
3. Throw the ball upward and catch it.
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Cues for Overhand Throw
1. Hold the ball over your head with both hands.
2. Swing the ball forward to the chest of your receiver.
3. Either both feet together or feet apart or one foot is in front
4. Divide the class into three. Practice the underhand and overhand throw
by group.
5. Tell the children to move around by group to the 3 stations and do the
activity required of them.
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Station 1 - throw any of the objects found into the air and catch it. Do it 5x
at different height/distance. Try also clapping your hands, turning around
or whatever movement you want to do before catching the
ball/beanbag/yarn etc.
Station 2 – throw any object on the table into the waste basket. Do it 5x
and then place back the objects on the table for the next group to use.
Station 3 – hit the hanging targets. Try it in different distances.
C. Closing Activity
Group by 3 and share how you felt doing the different activities in 3
stations.
Evaluation
With the same grouping in the station challenge, ask them to dramatize or
mime a situation wherein they use the underhand and overhand throwing
skills. While they are having their group activity, go around evaluating how
they meet the challenge given to them noting both skills execution and
attitude manifestation.
Day 2
Objectives
A. Identify different opportunities to use striking skills
B. Demonstrate striking skills correctly
Subject Matter
Striking Skills
Reference: Sunshine 2 A Journey through the World of Music, Arts & P.E.
p. 195 (Lou B. Arnau)
htpp://www.cepjaen.es
Materials: wooden stick, small rubber, plastic and beach balls
Values Integration: cooperation
332
Activities
1. Warm up exercises
Let each child take a ball and let them spend a few minutes throwing and
catching, using the underhand and overhand throw.
1. Present pictures of sample games.
Are you familiar with these games? (Yes, Badminton, Hitting “takyang”,
striking a can to make a sound)
How is it played? (By hitting and stiking)
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Do you know other games or activities where striking skills is used?
(Playing “Batikubri”, Baseball and Softball, etc)
2. Tell pupils that today’s lesson will be on different ways to strike a ball.
3. Discuss the meaning of striking and ask the children if they know of any
sports and games that uses this skill. Tell them that they are going to use
their hands and stick to strike a ball.
4. Group pupils into two.
Activity 1
Use a stick to bat the beach ball on the ground then move it forward until it
reaches the finish line. The next pupil in the group will get the ball. Then
follow what the first player had done. The group that finishes first wins the
game.
5. Activity 2 – Pair Activity
Ask pupils to choose a partner and then hit a large ball with an open hand
to their partner who should return it. Next, tell children to hit the ball and let
it roll on the ground using their hands going to partner who this time stop it
and rolls it back to his/her partner.
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C. Closing Activity
Group game: “Batstrike”
Introduce the mechanics of the game and standard to be observed while
playing.
Form 3-4 equal groups, each on a straight line, vertically facing the wall 34 meters away.
1. Each group must have small plastic ball, each member holds a long
wooden stick or ruler on his/her right hand.
2. At a given signal, starter from each group places the ball on the floor and
with his/her stick, strikes it hard towards the wall. Then quickly, he goes to
the back of his/her line. When the ball rolls back, the next member strikes
it again towards wall. S/he also moves to the back of the line. This same
procedure is repeated up to the last member of the group.
3. The group that finishes first wins the game.
Were you able to apply what you have learned while playing the game?
(Yes)
What are some safety rules you must observed in playing?
335
Evaluation
1. Write check () in the blank if the picture uses/shows striking skills and
wrong (x) if not.
1.)
2.)
3.)
4.)
5.)
(Key answer: 1., 2. X, 3. X, 4. X, 5. )
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Assignment
Cut out 1 picture that shows striking skills.
Objectives
A. Perform folk dance skills in the dance Alitaptap
B. Execute with enjoyment the simple dance Alitaptap
Subject Matter
Simple Folk Dance and Rhythmic Routines
Reference: www.folkdancenotes.com/folknote.htm
http://books.google.com.ph/books?id=x1uNpGSik0EC&pg=PA375&
lpg=PA375&dq=alitaptap+dance+steps&source=bl&ots=5UskW9Hi
SB&sig=oe5zUxS7sPbR4gJ8q7xCk29Jil4&hl=fil&sa=X&ei=Obi1UM
XtF9DRiALYkIGgDA&ved=0CDkQ6AEwAjgK#v=onepage&q=alitap
tap%20dance%20steps&f=false
Materials:
DVD player, DVD with alitaptap music
Values Integration: love for work, cooperation, sense of pride of being a
Filipino
Activities
J. Preparatory Activity
Do the following steps with your class. Teach them touch step, close step,
waltz, kumintang, and 3 step turn.
K. Developmental Activity
1. Tell the children that they are to learn the dance “Alitaptap”. Ask them if
they have already seen alitaptap and what they can say about it. Then tell
them its short story.
2. Play the music for the children to listen. Then let them clap their hands
with the rhythm of the music.
3. Prepare children to dance letting them stand in partner six feet apart.
4. Teach Figure 1
5. Teach Figure 2
6. Dance Figures 1 and 2
7. Teach Figure 3
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8. Dance Figures 1, 2, and 3
9. Dance again the whole dance.
Alitaptap (Firefly)
(Note: The musical score is found in Philippine Folk Dances by F.R.
Aquino)
Music Used:
time and composed of A and B
Formation: Partners stand six feet apart
Figure 1- Music A
Partners face each other
1. Two waltz steps sideward right and left
2. Stands in place and kumintang with right and left hands
3. Repeat 1 and 2 three times more starting with left, right, left.
Figure 2 - Music B
1. Two waltz steps forward; flutter fingers of both hands together
at the right side and then at the left side.
2. Touch right foot in front (counts 1, 2, 3; and same right foot
across left in front (counts 1, 2, 3).
3. Two waltz steps backward; flutter the fingers of both hands at
the right side and at the left side.
4. Three-step turn right in place.
5. Repeat all (1-4)
Figure 3 - Music A
Partners face each other
1. Two close step sideward right; kumintang both hands at right
side, waist level
2. Repeat 1 to the left.
3. Two waltz steps forward; 2 waltz steps backward
4. Repeat all (1-4)
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L. Closing Activity
Play any
music and let the pupils move their body in rhythm with the
music
Evaluation
Let every group perform the dance and rate them based on mastery,
gracefulness, and rhythm and interpretation. Refer to the rubrics below in
rating children’s performance.
1. All the 4 criteria are manifested
Excellent
2. Only 3 criteria are manifested
Very satisfactory
3. Only 2 criteria are manifested
Satisfactory
4. Only 1 is manifested
Very good
5. None of the criteria is manifested
Fair
Assignment
Master the dance steps for future presentation.
Objectives
A. Participate in tagging and dodging relays and races
B. Show interest and enjoyment while engaging in tagging and dodging
relays and races
Subject Matter
Relays and Races
Reference: K to 12 PE and Health – Grade II Learner’s Material p. 75
Materials:
ball
Values Integration: care and concern for self and others, alertness,
cooperation
Activities
339
Ask children to find a space and sit down. Check on how they feel and let
them do some movements/skills learned in the last lesson as their warm
up.
Remind them also the importance of not bumping other children and using
their own space safely.
B. Developmental Activity
a. Tell pupils that they are going to play the game “Kit Mopilit”. Explain that
the game is played by choosing one player as “Kit” who is the “it”. When
Kit tags a player they join hands to form a chain to catch another player
until all are caught. Whoever was caught first becomes the next Kit in the
next round of the game.
(After the game, ask children what they needed to do to be able to catch a
player if s/he were the “it”. What about the player, what did one do to avoid
being caught? Explain a bit that to be a good tag player one has to follow
rules, act quickly and wisely, and to be good sport. Tag playing also helps
them develop speed, agility and physical endurance.
b. Dakup-dakup or habulan is the most commonly played traditional game in
the world. Played in variation, this is easily played among groups of
children.
Teacher explains how to play Bahug-bahug game by letting some
children demonstrate the game as the teacher explains the instruction.
Other groups of children play after the demonstration of the game until all
shall have played.
Bahug-bahug (Japanese Game)
By: Maripaz Felicio-Magno
Japanese game also known as Bahug-bahug in Visaya is a variation of
tag games played by children in Surigao City. The variation focuses on the
concept of being captured by the Japanese invaders during the war, thus
the name Japanese game. Later in time, children called the game bahugbahug because of the strategy in the game where one player has to
sacrifice or tease/lure the opposing team to chase him/her and eventually
neglect their post and give the teaser’s team a chance to touch base and
gain points.
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The game is played by two teams with three or more players in an open
space. Each team has to have a post or base in one corner of the field
about 20 meters away from each other.
The objective of the game is to gain points by seizing the opponent’s post
or base or by capturing all the team members.
To start the game, all team members have to position themselves
touching the base or their post with their hand or foot. Any player of either
team can initiate the chasing and tagging by moving away from their base
running near the opponent’s base or post as if to seize the opponent’s
post or base. As one sees an opponent come near or is off their base, one
can chase and tag that opponent. One can only tag or chase a player who
comes out of the base before him. One cannot tag any player who comes
out of the base or post after him.
Once opponent is tagged, s/he will be held captive in his/her opponent’s
base. The captive stretches his/her arm with his/her foot touching the base
to have him saved by the team mates. Multiple captives can connect their
hands as they stretch forming a line reaching for their team mates without
necessarily detaching from the base. Captive’s team mates can save
him/her by touching him/her while grounded on the base of the opponent.
If captive is not grounded on the base s/he is deemed not saved. Once
saved, s/he can go back to his/her team and play. In the case of multiple
341
captives, only the last captive nearest the base touches the base with the
rest of the captive holding and stretching their hands to be saved.
Save!
Each team member should help guard their post. They should not let
opponent touch their base to keep them from gaining a point. If any of the
opponent touches other team’s base, s/he shouts “SAVE” to announce
success. All captives are freed and this ends the game giving point to the
winning team. A new set of game starts.
c. Funny Tag
One player is chaser or ‘It’ and tries to touch or tag another player. The
one tagged then becomes the chaser. In this turn of the game, the chaser
or the “it” must place his/her left hand in the spot touched whether it be
his/her back, neck, elbow, knee, ankle or any other part of the body, and
in that position must chase the other players. S/he is relieved of this
position only when s/he succeeds in tagging someone else.
As in other tag games where there are large numbers of player, several
players may take the part of the tagger or ‘It’, at the same time. (This
activity could be given to children. Refer to Learner’s Material p. 73)
d. Throw and hit
Divide the class into two teams. Agree on and mark out the edges of the
area in which you are going to play and mark a line down the middle. One
team stands on one side of the line, the other team on the other side.
One person of one team starts throwing the ball and must try and throw
the ball to hit a player in the other team.
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After the ball is thrown, the person who gets it carries on the game by
throwing and trying to hit another player.
-
If a player is hit by the ball s/he is out.
If a player catches the ball the thrower is out.
If a player steps over the middle line into the other team’s court s/he is
out.
If the ball bounces before hitting someone or being caught no one is
out.
You must not throw the ball at a player’s head or throw it too hard.
The team that has the number of players left is the winner.
C. Closing Activity
Let children sing “The Time to be Happy is Now” or any song they have
mastered.
Evaluation
Let children sit and relax and allow them to discuss which part of the game
they like best and which part is the most easy or difficult. Observe their
behavior while discussing with classmates.
Assignment
Make a list of games that you play with your friends aside from the games
mentioned earlier.
Objective
Perform activities that improve posture, e.g. books, box relay, line walk
Subject Matter
Schools pp 159, 163
Materials: book, piece of wood
Values Integration: helpfulness
343
Activities
Let the children sing the song “Dandansoy“ and do some waltz, step close
observing correct posture and in time with the music. If they don’t know
the song, sing it or play a recorded Dandansoy music.
Dandansoy
Dandansoy bayaan ta ikaw
Pauli ako sa payaw
Kun gani ikaw hidlawon
Ang payaw imo lang lantawon
Recall with the children their lesson on good posture in standing, walking,
and sitting. Ask them if they have improved their posture in doing the said
activities. Then tell them that they will have more activities which would
improve their posture.
a. Balance Relay
Prepare a beanbag, a book, or a small block of wood for each group.
Arrange the players in four lines. Draw a goal line about 20 to 30 feet from
the starting line. The first in each team is given a book and on signal,
places it on his/her head and walks to the goal line and back while
balancing the object. If it falls off, the player must return to the starting line
and try again. S/he returns, touches off the next in line who repeats the
play and so on. The team that finishes first wins the game.
Use bean bag or block of wood in the succeeding rounds of the game.
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b. Book Relay
Divide the group into teams of six.
Draw parallel line 10 meters apart. On signal, the first player runs to the
first 5 meter line and passes the stick to player no. 2 who runs and passes
the stick to player no. 3, who runs and passes the stick to player no. 4 who
runs and passes the stick to player no. 5. When no. 5 passes the stick to
player no. 6 all other players follow going back to starting line. The team
that crosses the starting line first wins.
345
Discuss with the class how they felt while doing the different activities and
why?
C. Closing Activity
Let the children sing again “Dandansoy” while sitting.
Evaluation
Let the pupils evaluate themselves on their way of walking, sitting, and
standing by comparing their performance from the time they were taught
the correct posture in doing the activities to the present.
Assignment
Observe correct posture in doing activities at home, school and community.
Key To Corrections
Unit 1 – Makompasong Kahanas nga Kalihokan sa Lihok sa Lawas
Pagtulun-an 2 – Kahanas sa Lihok (Movement Skills)
Dugang Buluhaton 1
Buluhaton 3
1. Pag-ambak (hop)
a. Modagan
2. Paglukso (jump)
b. moambak
3. Pagdakin-as (slide)
c. magpadakin-as
4. Pag-ukpaw (gallop)
d. moukpaw
5. Pagdagan (run)
e. ambak
Dugang Buluihaton 2
Pagdagan
(Run/Jog)
1. dakup-dakup
2. piko
Paglukso
(Jump/Hop)
1.luksong
tinik/lubid
2.luksong baka
Pagdakin-as
(Slide)
1. skaitng
2.
Pag-ukpaw
(Gallop)
1.lumba sa
kabayo
2.
Pagtulun-an 3 – Simple Folk Dance and Rhythmic Routines
1. Even 2. Even
3. Uneven 4. Uneven 5. uneven
Unit 2 – Kalihukan sa Lawas sa Nagkalain-lain nga Dapit, Patultul, Agianan
ug Yano
Pagtulun-an 2 – Kahanas sa Lihok, Iktin ug Layat (Movement Skills, Jumping,
Skipping, and Leaping Skills)
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Dugang Buluhaton
1. B 2. B 3. A
4. C
5. C
Unit 3 – Lihok sa Lawas nga may Kalabutan sa Panahon Pwersa ug Agus
Pagtulun-an 5 – Pamarog ug Panglihok (Posture and Body Mechanics)
Ebalwasyon: 1. tinood 2. Dili tinood 3. Dili tinood 4. Tinood 5. Dili tinood
Unit 4 – Butang, Kinaiyahan, ug Tingog sa Kalihukan sa Lawas
Pagtulun-an 2 – Movement Skills – Underhand and Overhand Throw
1. T 2. U 3. U 4. U 5. T
Dugang Buluhaton:Batikobre; Paluang palayaok; Paluang bola
347
Personal Health
…respecting individual differences and managing feelings
in healthful ways.
348
Lesson 1:
Pre-test
Objective
Answer 75% of the items of the test correctly
Subject Matter
Pretest
Materials
Charts, enlarged picture of the picture in the unit opener
Instructional Procedures
1. Motivation
Ask:
What have you learned in your Health subject in Grade I?
What else do you want to learn about health?
Present pictures of happy and healthy children.
2. Discussion of the Overview of the Unit
Our first unit is about personal health. This unit will help us
demonstrate respect for individual differences and manage feelings in
healthful ways. We have to accept that no two children are exactly
alike. Children differ in physical characteristics. They also differ in their
interests and capabilities.
To be happy and healthy, children need to:
1.
2.
3.
4.
feel that they belong to a group.
share their feelings.
express their feelings appropriately.
be exposed to appropriate situations for them. They should be keep
away from inappropriate places and inappropriate persons and
activities.
5. show or demonstrate respect for the feelings of others.
6. show proper attitude to the differently-able and mentally-challenged
individuals.
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3. Setting of Standards
What are you going to do while taking the test?
4. Test Proper
Refer to LM I p. 82-83
5. Checking and Recording
Answers Key
1.
2.
3.
4.
5.
Lesson 2
happy
happy
sad
happy
sad
6.
7.
8.
9.
10.
happy
sad
happy
happy
sad
Similarities and Differences among People
Objective
Accept individual differences and similarities
Subject Matter
Accepting Individual Differences and Similarities
References
rd
Science and Health 2 3 ed. by Mirla Cantalejo et.al pp. 10-11
evolution.berkeley.edu/evolibrary/article_hs_01
Materials
Cut out of pictures of boys and girls, pictures of children doing certain
activities
Health Concept
No two children are exactly alike. We have to accept individual
differences. Children also have similarities.
350
Values
Be happy to accept one’s individual differences.
Preparatory Activities
Review
Refer to Learner’s Materials I p. 84
Point the parts of your body that I will mention. (head, nose, mouth, ears,
neck, shoulders, hands, fingers, hips, knees, feet, toes)
Motivation
Divide the class into four groups. Each group will be given cut outs of
pictures of boys or girls. They will form the figure.
Look at the figures formed. What are they?
In what ways are they similar?
In what ways are they different?
Presentation
The teacher will read the selection on the chart to the pupils.
No Two Children Are Alike
No two children are exactly alike. Children differ in size and
height. They also differ in weight. Some are big while others are
small. Some are tall, while others are short. Some are heavy, while
others are light. Some children can do some things that others
cannot do.
You may be good in painting. Your friend may not be good at it.
She may be good in singing. You may be good in dancing. You
may like basketball. Your friend may like other ball games.
He may like playing chess. You may like playing other board
games. You may like going out often. Other children may like to
stay at home.
You may like going out often. Other children may like to stay at
home.
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You are different from each other in many ways. You have to
respect these differences.
No two children are exactly alike. Children are different from
one another.
Now, look at your classmates. How are you alike? How are you different?
Activity
Refer to Learner’s Materials II A and B p.85-86
We will have a game.
A. Show your thumb up if you look like what is shown in the pictures and
thumb down if you do not.
(pictures showing physical attributes)
B. Raise your right hand if you can do the activity shown in the pictures
and raise your left hand if you cannot.
(pictures of the activities done by children)
Analysis
How are you similar to the pictures shown in the first game?
How are you different to the pictures shown in our first game?
In the second game, can you do all the activities shown in the pictures?
Have you observed that you are different from your classmates?
How are you different?
What did you feel when you found out that you have similarities with your
classmates?
What did you feel when you found out that you have differences with your
classmates?
What must you do if you observed that you have differences?
Abstraction
Do boys and girls look similar?
(Show pictures of a boy and a girl)
How are they different?
You have noticed that some of your classmates have some similarities in
their looks. How are they similar?
Do you look like your brother/sister? If not, why is it that you are different
from him/her?
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Do boys and girls have similar interests?
Do they play the same games?
Do they do the same activities?
In our class, can all of you do the same activity?
Do you have similar interests?
(Our environment influences our interests.)
People also differ in their traits. Why do you think so?
(People differ in their traits because they come from different families and
different environment. We get some of our traits from our parents and
grandparents like curly hair, straight hair, fair or dark skin.)
Have you noticed that no two children are alike?
(Each one of us is unique. We differ from each other in many ways.
We have to respect these differences)
Application
Refer to the Learner’s Materials II.C p. 87
Evaluation
Refer to the Learner’s Materials II.D p. 87
Draw a happy face if you accept that you are different from other children.
Draw a sad face if you cannot accept that you are different from other
children.
Assignment
Write your similarities and differences with your brother or sister.
If you are the only child in the family, observe your cousins or the children
in the neighbor. Write your similarities and differences with them.
Lesson 3:
Adjusting to New Environment
Objectives
Demonstrate skills in adapting to a new environment
Relate with other people to create a sense of belonging
Subject Matter
Adapting to New Environment
353
References
middleearthnj.wordpress.com/2012/04/16
http://www.youtube.com/watch?v=AABQt7M0SG0
Materials
Charts
Health Concept
Help our new classmates/neighbors adapt to the new environment and
create in them the sense of belonging
Values
Being friendly
Review
Do you look the same with your brother/sister?
How do you differ? How are you similar?
What are similarities/differences?
Do you accept that you are different from each other?
Motivation
Let us sing this song.
Make New Friends (But Keep the Old)
by The Learning Station
Make new friends
But keep the old
One is silver
And the other gold
.
The children will shake hands with each other and tell something
about themselves. (The teacher may introduce other action.)
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Presentation
Do you have a new classmate?
What did you do to make friend with him/her.
Listen to this story.
Liza’s father was promoted in his work but he will be assigned to
another town. The family decided to move also to the place where the
father will be transferred. So, Liza’s parents decided to enrol her in a
new school. Liza was so shy on her first day of school. Liza’s teacher
introduced her to the class. Her classmates were very friendly.
What do you think Liza feels?
Will she be happy in the next days?
How did Liza’s classmates help her adjust to her new environment?
Activity
A. Role Playing
Form four groups. Select from your group the characters who would
act out. The other members will observe.
(Donna, Lina and Ana were in the playground.)
Donna : Have you seen that little girl inside our room?
Ana : Yes, she looks shy.
Lina : She did not go out for recess.
Donna : She did not also join the other children to play.
Lina : Shall we invite her to play with us?
(The three girls went inside the classroom.)
Lina : Hello! I am Lina. This is Ana and this is Donna.
Ana : We are classmates.
Donna : What is your name?
Riza : I am Riza. I am new here.
Lina : Do you want to play with us?
Ana : Come, let us go out and play!
Riza : Sure, thanks.
(The girls went outside the classroom and played).
B. Let some pupils role-play other situation or event on how to help a new
classmate or a neighbor adjust to their new environment.
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Analysis
In the role-playing, how did you help your new classmate adjust to
the new environment?
Abstraction
We all want to feel we belong. We need to feel we are being loved
and cared for.
What do you think will happen if persons will not feel that they belong to a
group?
(They will go to an unhealthy place – with inappropriate friends, drugs,
gangs, and others.)
Who can give us the feeling that we belong to a group?
(family, friends, classmates, etc.)
What does it feel like when eating or playing with friends or in a group?
How is this different from when you are eating or playing alone?
(The satisfactions we experience within groups or with friends contribute to
feelings of security and support. Groups offer children the opportunity to
share ideas and interests, to demonstrate their abilities, and to gain
personal recognition, all of which contributes to increased self-esteem.)
(Children with a strong sense of belonging in the group see themselves as
valuable and have self respect and carry themselves with dignity and
integrity, giving them confidence to make better decisions, participate in
teams and other groups, and providing motivation to avoid risky behaviors.
If they do not find their sense of belonging, they will turn to other groups,
which may not be positive, to satisfy this need.)
What will you do if you have a new classmate or neighbor? What will you
do to make them feel they are not alone and they belong to the group?
Application
Refer to Learner’s Material II. A and B p. 88-90
Evaluation
Refer to Learner’s Materials II. C p. 90-91
Answers Key
1. Make friends with my new classmate and invite her to join in the
game.
2. Make friend with my new neighbor and invite her to join in the game.
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3. Make friends with my neighbors and politely ask about the location
of the market and other places.
4. Get acquainted with my cousins. Talk to them. Introduce yourself.
Join in the activities.
5. Make friends with my neighbors and join in the activities of the
neighborhood.
6. Invite my cousin to join in the activities.
Practice being friendly to a new neighbor or a classmate.
Lesson 4
Development of Skills in Managing Feeling
Objective
Share feelings when in a new environment
Subject Matter
Sharing Feelings when in a New Environment
References
http://kidshealth.org/kid/feeling/thought/talk_feelings.html
Materials
Illustrations of different emotions/feelings
Health Concept
Sharing one’s feeling in a new environment is healthy.
Values
Share one’s feelings
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Review
What game do your classmates usually play?
What will you do if you see your classmates playing?
Will you play with them? Why?
Motivation
What will you feel if you are new to a certain place?
Presentation
Bag-o lang nagbalhin og pinuy-anan ang pamilya ni Marina. Usa
ka adlaw niana, nakita niya ang mga bata nga nagdula sa gawas sa
balay. Gusto siya moapil og dula kauban sa mga bata pero dili pa
niya kini mga higala. Usa ka batang babae niduol kaniya og
nakighigala kaniya. Gihagad siya og dula uban a laing mga bata.
Nalipay kaayo si Marina kay aduna na siyay bag-ong mga higala
If you were Marina, would you also join the other children?
Why? Why not?
What do you think Marina will do if she was not invited to join?
How would you feel when you were in a new place or in a new situation?
Activity
Refer to Learner’s Materials II.A p. 92
Draw Me
Draw a face that corresponds to the following situations.
happy
sad
mad
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scared /afraid
1. It is your first time to see a snake.
2. You go with your parents to meet your relatives
whom you have not seen for a long time.
3. You are in the park and you get lost.
4. You are alone in a dark room.
5. Your friend broke your toy.
Analysis
What are your actions when you are happy/ sad?
Why is there a need to share your feelings?
What would happen if you share your feelings?
Abstraction
Feelings may be good or not so good. Nevertheless, it is helpful to share
our feelings with others. Why?
(Sharing helps you to get closer to people you care about and who care
about you.)
(It also gives the person you are talking with more information about what
is bothering you.)
With whom do we share our feelings?
(Talk with someone who cares for you, like your parents. You will
almost always start to feel better. Your parents want to know if you have
problems because they love you and they want to know what is happening
in your life. You can also find another trusted adult, like a relative or
a teacher at school. Maybe this person can help you talk about your
problem or concern.
What are the ways to express our feelings?
(If you think it is hard saying what is on your mind, write it down on a
piece of paper. If the person does not understand what you mean right
away, try explaining in a different way or give an example of what is
concerning you. Is there something you think could be done to make
things better? If so, say it.)
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How do you share your feelings to others when you are with new
classmates/neighbors?
Application
Answers Key
Illustrations showing:
1.
2.
3.
4.
5.
Frightened
Happy
Afraid/worried
Afraid
Angry
Evaluation
Answers Key
Illustrations showing:
1. happy
2. sad
3. afraid
4. excited/afraid
5. sad/worried
Assignment
Share your experience about your first day in school. Write it
assignment notebook.
Lesson 5
on your
Situations Appropriate and Inappropriate for
Children
Objectives
Recognize situations that are appropriate and inappropriate for
Demonstrate proper behavior in any situation
children
Subject Matter
Recognizing Situations That Are Appropriate and Inappropriate for
Children
360
References
Materials
Charts, pictures
Health Concept
Children have the rights and privileges.
Values
Keeping away from bad situations
Review
What do you do when you’re happy/ sad?
Why is there a need to share your feelings?
What would happen if you share your feelings?
Motivation
Have you seen a child who has no parents and a home? What
would you feel if you are in that situation?
Presentation
Luis is a seven-year-old boy. He stays late at night watching
television shows. He would not listen to his parents’ advices. During
weekends, he spent most of his time watching TV. He became sickly
because of lack of sleep. He almost failed in all his subjects.What does
Luis always do at night and during weekends?
Is Luis doing well? Why?
Are you going to imitate Luis? Why?
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Activity
Analysis
What will happen to children who live here?
Why do you think this environment is not good for children?
Abstraction
Distribute the following metacards to the pupils. Let them
identify if the phrase is appropriate or inappropriate for children. Let
them put the metacards on the right column.
having enough rest
and sleep
being away from noisy
places
selling in the streets
smoking
having a happy home
family always
quarrelling
eating junk food
eating the right kind
and right amount of
food
going to the cockpit
going to school
everyday
begging money from
anybody
having time to play
and enjoy
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Appropriate
Inappropriate
Why do you think that the items in column 1 are appropriate for
children?
(Children need enough rest and sleep. You should not watch TV till
late at night. Choose the right kind of shows. They should be kept away
from noisy places.
Children need to have a loving family, a family who goes to church
together. Children need to be in school. Children deserve to have a good
environment.)
Why do you think that the items in column 2 are inappropriate for children?
(As little children, it is not good to stay on the street and sell
something for a living. Selling in the streets is not safe for children.
Smoking is dangerous. Children and even adults should not smoke. Food
thrown in the garbage is already dirty and spoiled. They are not safe to
eat. Parents’ quarrelling is not a good situation to be seen by young
children. Junk food is not good to our health. Refrain or stop eating it.
Going out to watch in the cockpit is not good. It is not good for young
children to work in the field. You are still too young to do the work. The
heat of the sun will also make you sick.)
Let the pupils give other examples of appropriate and inappropriate
situations for children and how they respond to them.
Application
1.
2.
3.
4.
5.
Answers Key
Inappropriate
Inappropriate
Inappropriate
Appropriate
Inappropriate
6. Appropriate
7. Appropriate
8. Appropriate
9. Inappropriate
10. Appropriate
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Evaluation
Refer to Learner’s Materials II.B p. 96
The pupils will point to the pictures that are not appropriate for children
and explain why those pictures are not appropriate.
Assignment
Draw a picture that shows an appropriate environment or situation for a
child like you.
Lesson 6
Attitude towards the Differently-Able and
Mentally-Challenged
Objectives
Display a helping attitude for differently-able and mentallychallenged individual
State that differently-able and mentally-challenged individual can
also be productive in some ways.
Subject Matter
Displaying a Helping Attitude for Differently-able and MentallyChallenged Individual
References
http://www.answers.com/topic/andr-s-bonifacio
http://www.disabled-world.com/artman/publish/famous-blind.shtml
http://www.ehow.com/how_2077780_assist-mentally-disabled
person.html
Materials
Pictures of differently-able persons, charts, Manila paper
364
Health Concept
A person is handicapped if he or she has a physical or mental
disability. He ha different skills and can do different things.
Values
Show concern and right attitude toward differently-able and
mentally-challenged individuals.
Review
If you will transfer to a community where children speak bad words
and fight with each other, what will you do?
Motivation
Show a picture of a child in a wheel chair, a boy with crutches, and a blind
boy.
Ask:
What do you think happened to these children? What could be the cause
of being like these?
Do you think these children can still do other activities even if they have
disabilities?
Presentation
1. Si Apolinario Mabini, bisan ua ka paralitiko, nahimong
bayani. Gimugna niya ang Katipunan ug naglihok para sa
pagmugna sa Philippine Republic.
2. Si Adeline Dumapong-Ancheta ang unang Pilipino
paralympic bronze medallist nga nakadaug sa weightlifting
niadtong 2000 Sydney Paralympics.
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Analysis/Abstraction
How do we treat persons with disabilities?
Suppose there is a boy in your class who had polio. He walks with
a limp because one leg is much thinner and shorter than the other. Should
you challenge him to a race?
(Do not challenge him to a race because you may be hurting his feelings
because running is something he is limited to do. He will feel sorry for
himself. When this happens, he may just keep to himself and avoid being
with other people.)
What activity can you give to a child with polio?
(A boy with polio can be assigned as a scorer in a ball game.)
How else can you show the proper attitude toward other persons
with disabilities?
(Do not mention anything about their disability. Instead, let them join in
activities where they can be useful in spite of their handicap.)
(Volunteer your assistance if the person seems to be having a difficult
time.)
(Do not treat their disability as something to be ashamed of.)
(Be respectful and courteous when interacting with people who have a
physical disability.)
Let the pupils give other ways/proper attitude toward persons with
disabilities.
.
Evaluation
Refer to Learner’s Materials II.A p. 99-100
Answers Key
1
Assist him in walking
2
Sing, play musical
instruments, etc.
Can work, can play, etc
3
Can work, can play, etc
Talk in front of him, let him do
ordinary things
4
Can sing, can tell stories,
etc.
Can work, can go to
school, etc
Assist him in walking
Can work, can go to school
Have enough patience
5
6
Speak near the ears, be patient
Assist in
himself
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preparing and fixing
.
Assignment
Write a simple letter to your classmate telling him/her how to treat/deal
with the differently-able and mentally-challenged persons.
Lesson 7
Development of Skills in Managing Feelings
Objective
Express feelings in appropriate ways
Subject Matter
Expressing Feelings in Appropriate Ways
Reference
Materials
Pictures, charts
Health Concept
It is important to express our feelings in an appropriate way because it
makes us happy and gain more friends.
Values
Being tactful
Review
Group the pupils into five and let them role play showing care and concern
for the differently-able persons.
367
Group 1 -Visually impaired
Group 2 - Hearing impaired
Group 3 - Polio victim
Group 4 - A mentally-challenged boy
Group 5 - A child with no feet
Motivation
What do you feel when you see the following colors?
red white
blue
green
black
yellow
What do you think these colors symbolized?
Present the chart of different colors and discuss their
Color
Red
Meaning
action, courage, bravery
Pink
Brown
Orange
Yellow
Green
Violet
White
Black
Gray
Blue
love, beauty
earth, order
vitality, with endurance
wisdom, joy, happiness,
life, nature, fertility, abundance
royalty, magic, mystery
purity, cleanliness
death, stability
sorrow, security, maturity
peace, calm
meaning.
Presentation/Activity
Activity 1
Refer to Learner’s Materials II.A p.102
Using the chart showing emotions/feelings, the children will express
their feelings to the different situations by drawing the appropriate icons.
368
Situations
Feelings
Your sister got sick.
You are celebrating a birthday party.
Father is going to work in a far town.
You saw a snake on the road.
You are going to a field trip.
Your classmate laughed at you when you got low score.
The family picnic was postponed.
Activity 2
Refer to Learner’s Materials II.B p.103
Direction: Put a check (√) if the following action or feeling is
appropriate and X if not.
Situation
Appropriate Inappropriate
1. You turned off the TV while your
brother is watching his favorite
program.
2. You reminded your little sister to be
quiet because your mother is sleeping.
3. You are thankful of the gift you received
from your friend.
4. Your friend introduced you to her
classmate but you ignored him.
5. You feel happy for your classmate
because she won in the Reading
Contest.
Analysis /Abstraction
Why is it good to express our feelings in an appropriate way?
(It is important to express our feelings in an appropriate way because it
makes us happy and we can gain more friends.)
What would happen if you hit your classmate because you are angry with
him?
(Note: Extend discussion so child realizes the fight could be virtually
endless.)
If you are angry with your classmate, what could you do so the fight ends?
What do you think would happen if you know how to control your anger?
(You gain more friends.)
Why do you think you get more friends if you handle your feelings
properly?
369
(You do not hurt anybody.)
How would your family feel if you know how to deal with other
your friends? Will your family be proud of you?
people or
How do you express your feelings?
Be specific with what you feel. When expressing anger or
irritation, first describe the specific behavior you don’t like, then your
feelings. If you have mixed feelings, say so, and express each feeling
and explain what each feeling is about. Respectfully confront someone
when you are bothered by his or her behavior. Express difficult feelings
without hurting the person.
Application
Group the class into four. Give each group a situation to act out and show
how they would express their feelings appropriately.
Group 1 - You are playing with your friends and you lose the game.
Group 2 - You are waiting for your classmate when somebody accidentally
stepped on your feet.
Group 3 - You go to the market with your mother. You ask your mother to
buy a new dress. But your mother has no enough money to
buy the dress.
Group 4- Your classmate slipped on a banana peeling.
Evaluation
Refer to Learner’s Materials II.C p.103-104
Answers Key
1. Sad face
2. Happy face
3.
4.
Sad face
Sad face
5. Happy Face
Assignment
Make a poster of different feelings and color each feeling with the color
associated to it.
370
Lesson 8
Respect for the Feelings of Others
Objective
Demonstrate respect for the feelings of others
Subject Matter
Demonstrating Respect for the Feelings of Others
Reference
http://www.ehow.com/how_4502150_show-respect-others.html
Materials
Charts
Health Concept
Remember to always show respect the feelings of others.
Values
Be respectful/ show respect to everybody.
Review
Refer to Learner’s Materials I p.105
Write on your paper your happiest experience.
Motivation
Let the pupils share to each other their happiest experience.
Ask:
Have you been embarrassed before?
What did you do?
371
Presentation
Class, listen to the story that I will tell you.
It was Friday afternoon. Joan was sweeping the floor. She
suddenly stepped on a banana peel and slipped. She fell on the
floor. She was hurt and she cried. Her classmates just ignore her.
They did not help her stand but instead, they just laughed at her.
If you were one of the classmates, what will you do?
Activity
I will give you different situations.
Explain how you would show respect to the feelings of others.
How would you show concern?
What will you do to each situation?
Your classmate cannot go with you to a field trip because she has
no money to spend for the fare. She was so sad.
Your friend won in an art contest. She was so happy. You were
also one of the contestants in the contest.
It is lunchtime. Ben was so hungry. When he opened his bag, he
noticed that he forgot to bring his lunch box.
Tomorrow is Gray’s birthday. His parents promised him a party and
you are invited. But bad news came that his lola died.
Analysis
What are the different feelings that a person may feel?
(The teacher will discuss more about the activity.)
Abstraction
What is respect?
(Respect is knowing that someone or something has value.)
(We may not always agree with someone or what they say, but we
must always respect what it is that they say.)
How can you show or demonstrate respect for the feelings of others?
(Be attentive to what they are saying.)
372
(Give them time to express what they want. Do not interrupt a
conversation.)
(Be considerate about what they feel. Do not judge them right
away. Be sensitive to their thoughts and feelings.)
(Keep your promise. Be on time.)
Application
Let the groups dramatize the assigned situation. Let them show how
to respect the feelings of others.
Group 1- It was Monday morning. Your teacher gave you a quiz.
Liza failed in the test because she was not able to study
because she was sick the day before. She was so
ashamed.
Group II-It was your recognition day. You received a new doll from
your mother. Your friend did not receive any gift. You
know that she really wished for a new doll.
Group III- Bobby is new in your school. He was shy. He will not go
out to play. He will not join the activity.
Group IV-Your sister was tasked to cook food every Sunday. But
she got sick on that day. She requested you to do it.
Evaluation
Refer to Learner’s Materials II p. 105-106
Answers Key
Possible answers:
1. Let my younger brother continue to watch the show he likes.
I will not change the channel.
2. I will not laugh at my classmate.
I will tell my classmates to stop laughing.
3. I will not laugh at him. I will help him to stand up and pick up his
things.
4. If I have extra money, I will pay for his share.
I will bring “pasalubong” for him.
373
I will pacify him.
5. I will congratulate him.
I will be happy for him.
6. I will make friends with Lorna.
I will invite her to join in the fun.
Assignment
Make a poster/slogan showing respect to the feelings of others.
Lesson 9
Post-Test
Objective
Answer 75% of the items of the test correctly
Subject Matter
Post-test
References
Materials
Charts, enlarged picture of the unit opener
Review
The teacher will ask questions taken from the past lessons.
Setting of Standards
What are you going to do while taking the test?
Test Proper
Refer to Learner’s Materials I p. 106-107
374
Checking and Recording
Answers Key
1. happy
2. happy
3. sad
4. happy
5. sad
6. happy
7. sad
8. happy
9. happy
375
10. sad
Disease Prevention
and Control
376
Lesson 1
Pre-test
Objective
The pupils are expected to get 75% correct responses.
Subject Matter
Pre-test
Materials
Test Papers
Values Formation
Answer the test independently and with all honesty.
Instructional Procedure
1. Setting of standards in taking the test
2. Test proper
Refer to Learners’ Materials p. 109-111
3. Checking
4. Recording
Key to Corrections:
1. c
2. a
Lesson 2
3. a
4. c
5. c
6. a
7. b
8. c
Germs and Illness
Objective
Explain the relationship between germs and illness
Subject Matter
Explaining the Relationship between Germs and Illness
Reference
377
9. c
10. c
sfcdcp.com/germs.html
Materials
pictures of a child, manila paper, pentel pen, story chart
Health Concept
Germs- are tiny organism that may cause illness
Illness- a disease or sickness caused by germs
Value
Personal hygiene is the first step in preventing diseases.
Review
a. The teacher prepares 5 stations of different feelings such as:
Station 1: Happy
Station 2: Sad
Station 3: Angry
Station 4: Scared
Station 5: Worried
b. Let the pupils express the different feelings such as:
Happy
Sad
Worried
Angry
Scared
c. The pupils choose the correct station as the teacher flashes the situation
one at a time.
Refer to Learners’ Materials I. p. 111-112
Situations:
What is your feeling if...?
1. your aunt gives you a gift on your birthday? (happy)
2. your pet dog died of a disease? (sad)
3. you enter a dark room? (afraid)
4. your brother broke your favorite toy? (angry)
5. it is late night and your mother is not yet home?
(worried)
378
d. Continue the game until all situations are flashed. The pupils who got the
most number of correct responses win.
Motivation
a. The teacher presents a picture.
Ask:
What do you think happened to this boy?
(The boy is sick.)
Presentation
Ask:
Who is the boy in the picture?
The teacher presents a situation of a boy named Iňigo.
a. Pre reading
Call the attention of the pupils.
b. During reading
The pupils read the situation.
Iňigo’s mother always tells him to wash his hands before and
after eating to avoid germs that cause sickness. Iňigo does not
listen and eats using his bare hands.
c. Post reading
Noting details of the situation read
1. What will happen to Iňigo’s health if he does not
his hands and eats using bare hands?
(He is prone to sickness)
Activity 1
379
wash
Refer to Learners’ Materials II.A p.112
Let the pupils read the poem about germs and answer the question on a
manila paper.
Ang Kagaw
Ang kagaw usa ka gamay nga binuhat
Nga sa bisan unsang butang kini motapot
Busa pagpanghinaw sa kamot kita dili malimot
Para ang mga kagaw molagpot
Ug ang sakit dili motapot
Ask:
1. How would you keep away from this tiny creature?
(We could keep away this creature through hand washing)
Activity 2
Refer to Learners’ Materials II.B p. 113
Divide the class into 4 groups. Provide a task card for each group. Let
them answer the task card on a manila paper.
Task Card
Look at the picture below and answer the following questions on a
manila paper:
germs
380
1. What will happen if germs enter in the child’s body?
(The child will be sick.)
2. What do you think are the reasons why a child gets sick?
(poor sanitation, poor nutrition)
3. If you were the child in the situation, what will you do so you will not
easily get sick?
(Always wash your hands, get enough sleep/rest, eat fruits and
vegetables.)
Analysis
Let the pupils report their outputs to the class.
Guide the pupils in the discussion and make follow up questions to
come up with the development of health concepts.
Abstraction
Discussion on the relationship between germs and illness
Germs are tiny microorganisms that are present in our
surroundings. Some of these germs can cause infectious diseases.
Germs love to stay on dirty water, air, soil, in any places and things
around us.
Germs are transferred to our body through touching, eating or
drinking, breathing, getting bitten/open wounds by an infected
person or animals.
Application
Group the class into four. Provide a situation to each group for them to
answer collaboratively. Let them write their answer on a manila paper and
present it to the class.
Situations
Miguel has colds. He sneezes in front of his classmates without
covering his nose and mouth.
1. Where will germs spread after Miguel sneezed to his
classmate?
(Germs will transfer to Miguel’s classmate).
2. What will we do after sneezing?
(We are going to wash our hands).
381
Nico’s school is a flood zone area. Flood there will last for about
3 weeks. Nico has no choice but to submerge his feet in the flood
water.
1. How germs transfer to Nico?
(Germs transfer to Nico through exposure of his feet in the flood
water)
2. How will you prevent the spread of illness caused by flood?
(I will avoid exposing my feet in the flood water or best use
rubber boots in going to school).
Larry is a lazy boy. He refuses to brush his teeth every day.
1. What will happen to Larry’s teeth if he doesn’t brush these?
(He will have tooth decay.)
2. What will you do to prevent tooth decay?
(We should brush our teeth after every meal.)
Neil has sore eyes. His mother advised him to stay at home
but he plays with his friends.
1. What do you think might happen to Neil’s playmates?
(Neil’s playmates might also be infected with the disease.)
2. If you were Neil, what will you do to prevent the transfer of
germs to your friends?
(I will stay at home and consult a doctor for proper medication.)
Evaluation
Refer to Learner’s Materials II.C and D. p. 113-115
Assignment
List 5 illnesses/sicknesses you had experienced.
Key to Corrections:
Buluhaton I.A.
1. Nalipay 2. Nasuko
3. Nahadlok
4. Naguol
5. nabalaka
Buluhaton II.D
1.
2.
3.
4.
5.
382
6.
Lesson 3
Disease can Affects Child’s Growth and Development
Objective
Recognize that illness can affect a child’s growth and development
Subject Matter
Recognizing that Illness can Affect a Child’s Growth and Development
References
Concept of Human Physical Growth and Development. Dr. Kaushik Bose,
Reader and Head of Department, Department of Anthropology, Vidyasagar
University, Midnapore – 721 102, West Bengal. e-mail: [email protected]
saching.com/Article/Learn-all-about-the-Growth-and-Development-of-achild/4312
Galvez, Jaime Z. et al (2009). The Health Curriculum in Philippine Basic
Education, vol 2. page 4.
American Academy of Pediatrics: The role of the pediatrician in
transitioning children and adolescents with developmental disabilities and
chronic illnesses from school to work or college. Pediatrics 2000;106:854
Materials
ball, vegetables and fruits, germs-clothes clips, manila paper
pen, story chart
and pentel
Health Concept
Growth- refers to the physical changes that occur in a child.
Development- focuses on the different skills that the child learns
grows.
as he
Value
Nutritious food promotes proper growth and development
Review
a. The teacher prepares the following objects, while germs can be
symbolically replaced by clothes clips:
Ball/Doll
Fruits/Vegetables
Germs
383
Child
b. Introduce the objects to the class. Call and instruct the child to stay at the
center.
Refer to Learners’ Materials I. p. 116
c. Let the child choose the items in the box and ask the following questions
below depending on the item he/she picks.
Sample Questions:
1. What would you feel if you receive a ball/doll? (The child will be
happy)
2. What will happen if you will eat fruits and vegetables everyday?
(The child will be strong and healthy)
3. What will happen if germs enter in your body? (The child will be
sick.)
Motivation
The teacher presents a picture
Ask:
1. Why do you think the boy has dextrose?
(The child is sick)
Presentation
The teacher presents a story of a boy named Miguel.
a. Pre reading
Call the attention of the pupil.
b. During reading
The pupils read the story
Miguel is experiencing fever and vomiting. He told her mother about his ill
feeling, so he was brought to the hospital and was confined for several days.
c. Post reading
1. Why do we need to tell our parents if we are not feeling well?
384
(We need to tell so they can ask medical advice).
2. What is the effect of sickness to your studies?
(Sickness can make us weak and absent in the class).
Activity
Refer to Learners’ Materials II.A p. 117-118
Divide the class into 4 groups. Provide a task card for each group.
Let the pupils answer the activity on a manila paper.
Task Card
Look at the picture below and answer the following questions:
Kiko and Gino were classmates in Grade 1 and they are of the
same age. Kiko was sick and was hospitalized for several months. He
was retained in Grade I.
SY 2011-2012
SY 2012-2013
Kiko
Grade 1
still in Grade 1
did not gain weight
Gino
Grade 1
now in Grade 2
gains 5 kilos compare
when he was in Grade 1
385
1. How will you compare the condition of Kiko and Gino?
(Kiko got sick while Gino is healthy).
2. How is sickness connected to a child’s performance?
(Sickness unable us to perform tasks better and it makes us weak).
3. How important is health to a child’s growth and development?
(It is important because a healthy child grows and develops faster
than a sickly child).
Analysis
Let the pupils report their outputs to the class
Guide the pupils in the discussion and make follow up questions to come up
with the development of health concepts.
Abstraction
Discussion on illness, which can affect a child’s growth and development
Nutrition is very essential. It is directly associated to a
child’s growth and development. However, poor nutrition can cause
several problems especially in the intellectual development and can
make the child more prone to sickness.
Prolong sickness may delay the development of the child
like the socialization with others, physical activities and
Application
achievement in class.
answer collaboratively. Write their answer on a manila paper and present
it to the class.
Refer to Learners’ Materials II. B&C p.118-119
Situations
Lorie is sick and she is in the hospital for almost one month.
She already missed a lot of quizzes.
1. How is Lorie affected with her sickness?
(Lorie missed many quizzes).
Elvie is practicing a dance number for tomorrow’s
Barangay Fiesta, suddenly Elvie is brought to the hospital. She
has loose bowel movement (LBM) because she has eaten spoiled
food.
386
1. How is Elvie affected with her illness?
(Elvie was not able to perform her dance number.)
Marie has severe skin disease on her hands that caused
her to have difficulty in writing.
1. How is Marie affected with her skin disease?
(Marie has difficulty in writing.)
Alvin has recovered from his illness but is still pale, thin
and weak. He cannot attend his class because he needs to rest.
1. How is Alvin affected with his sickness?
(Alvin cannot attend his class.)
Evaluation
Refer to Learner’s Materials II. C. p.119
Assignment
Refer to Learner’s Materials II. D. p.120
Key to Corrections:
Buluhaton I.A
1. √
2. X
3. X
4. √
3. X
4. √
5. √
Buluhaton II.C
1. √
2. √
5. X
6. X
Buluhaton II.D
1. Moubos 2. Moubos
Lesson 4
3. Motaas 4. Motaas 5. Motaas
Prevention and Control of Common Childhood Diseases
(Mumps, Measles, Chicken Pox and Primary Complex)
Objective
Discuss basic information on common childhood diseases
387
Subject Matter
Basic Information on Common Childhood Diseases
References
takdangaralin.com/health/mumps-signs-and-symptoms- preventiontreatment/
Primary Health Care: Household Teaching Manual page 50
medicalnewstoday.com/articles/37135.php
nlm.nih.gov/medlineplus/magazine/issues/spring08/articles/spring08pg 56.html
Materials
pictures of children, cut-out words of high and low, story chart, manila
paper, pentel pen
Health Concept
Mumps caused earache, fever and swelling of the salivary glands.
Measles is characterized with high fever and red spotty rashes on
the
skin.
Chicken pox is characterized with fever and red watery blisters in the skin.
Primary Complex is an infection from adults with tuberculosis and
transferred to young children.
Value
Cleanliness prevents diseases
Nutritious food is important for good health and protects our body from
illness.
Review
a. Divide the class into four groups and provide big cut-out popsicle for
each group. The following words should be written on the popsicle:
Front view of the popsicle – Good
Back view of the popsicle – Poor
388
b. Let the pupils choose the correct answer by raising and showing the
popsicle with the correct side with his/her answer after the teacher
reads the situation one at a time.
Situations: Refer to Learner’s Materials I.A p. 120-121
Ask:
What will happen to...
1. Fe’s grades if she is always absent because of illness/sickness?
(poor)
2. Ann’s class participation if she has good nutrition? (good)
3. the weight of a child who has a good appetite? (good)
4. Karen’s physical activities, who is in the hospital for several
weeks? (poor)
5. the academic performance of a pupil in the class who is healthy?
(good)
c. Continue the game until all situations are read. The group who got the
most number of correct responses wins.
Motivation
a. The teacher presents a picture
Day 1
Day 2
Ask:
1. In what manner does her seatmate acquire the disease?
Presentation
The teacher presents a story.
a. Pre reading
389
b. During reading
The pupils read the situation
Yoni’s classmate sneezed and coughed in front of her face without
covering the mouth. After several days, Yoni was absent in the class
because of fever, cough and colds.
c. Post reading
1. How did the germs transfer to Yoni?
(Germs
transfer
to
Yoni
coughing)
through
sneezing
and
2. How will you prevent the spread of germs especially when you
sneeze or cough?
(Do not cough or sneeze in front of a person)
Activity
Divide the class into 7 groups. Provide a task card to each group:
Let the pupils answer the task card on the manila paper.
STORY 1 SAMPLE TASK CARD
– Refer to LM II.A Task Card III p. 121
Read the story below and answer the following questions
and write your answer on a manila paper:
Bembem’s classmate has mumps and sneezes in front of
her without covering the nose and mouth. After several days,
She is sick with mumps.
1. How will you prevent the spread of germs?
(I will not sneeze in front my classmate/ I will cover my nose
and mouth with clean handkerchief.)
2. How did Bembem acquire germs? (Through sneezing)
390
Read the story below and answer the following questions on
a manila paper:
Oliver’s playmate has measles and coughs in front of him
without covering his nose and mouth. After several days Oliver
is sick with measles.
1. How did the germs transfer to Oliver? (Through sneezing)
2. How will you control the spread of germs?
(I will not cough in front of my classmate. I will cover my nose
and mouth with clean handkerchief)
a manila paper:
Vina wants to drink juice using the glass of her classmate
who has chicken pox. After several days, Vina is sick with
chicken pox.
1. How did Vina acquire the germ?
(through direct contact with infected classmate)
2. How will you prevent the spread of diseases?
(Do not share the same straw in sipping juice.)
– Refer to LM II.A Task Card IV p. 122-123
a manila paper:
Riza’s mother visits the health center to look for medical
attention for her tuberculosis. She is afraid that her children
might be infected.
1. Where did Riza’s mother visit?
(Health center)
2. Why should Riza’s mother need to seek medical attention?
(To avoid her children from being infected)
– Refer to LM II.A Task Card V p. 123
391
Read the situation below and answer the following questions on a
manila paper.
Manuel accidentally slashed his finger using a dirty and rusty
knife. Her mother brought him to the hospital for immunization.
1. Where did Manuel go?
(Hospital)
2. What was given to Manuel to prevent him from being infected?
(He was immunized.)
– Refer to LM II.A Task Card VI p. 123-124
manila paper.
Harry has fever and is experiencing vomiting. He tells his
parent about what he feels. His parents brought him to the hospital.
1. Why should we tell our parents if we are ill?
(so that they will know what to do for us)
2. Where will we visit to seek medical advice?
(doctors)
– Refer to LM II.A Task Card VII p. 124
manila paper.
Lito suffers sore throat accompanied by low fever. Her teacher
guides him to the school clinic.
1. How will you keep yourself away from diseases?
(practice proper hygiene, eat nutritious food, have enough rest,
sleep, exercise)
2. In school, where should we visit if we are not feeling well?
(school clinic)
Analysis
Let the pupils report their outputs to the class.
392
Guide the pupils in the discussion and make follow up questions to
Abstraction
Discussion on the common childhood diseases
Young children have less immunity to common
childhood diseases. That is why, it is very important to eat the
right kind of food. Practice proper etiquette when sneezing and
coughing, cover your nose and mouth with clean handkerchief.
Wash your hands after sneezing to avoid the spread of diseases,
keep a clean and safe environment for kids.
And lastly, immunization is proven to be an effective
way in preventing childhood diseases.
There is free
immunization in the community health centers nearest you.
How you felt when you have mumps, measles, chicken pox, primary
complex, tetanus, polio and diphtheria?
What did your parents do to help your illness?
What is the doctor’s advice when you were sick?
Application
Group the class into seven. Provide a situation to each group for
them to answer collaboratively. Write their answer on a manila paper and
present to the class.
Situations – Refer to LM II. B p. 124-126
Yayang has colds. Her classmate wants to borrow her used
towel to wipe the sweat on her face.
1. How will you refuse your classmate in a nice way?
(I will tell her that I have colds and you might be infected.)
Nonoy has mumps. His 3-year old brother used to kiss him
before going to school.
1. How are you going to explain to your 3-year old brother not to kiss you
for the meantime?
(I will tell him that I am sick and you might be infected.)
393
Lalang has chicken pox. She buys popsicle and does not like the
taste, she is about to throw the popsicle and her classmate asks the
popsicle to give it for her.
1. How are you going to say no to your classmate?
(I will tell her that I have a chicken pox and she might be
infected.)
Beth’s father has tuberculosis and is not undergoing medical
treatment. She sleeps together with her parents and is exposed
whenever her father coughs every night.
1. How are you going to prevent yourself from the disease?
(Refrain from sleeping with sick people.)
John is not wearing footwear when he accidentally stepped on a
dirty nail causing his foot to bleed while playing with his friends in the
backyard.
1. What will you do with your wounded foot?
(I will wash my foot using soap and clean water.)
Baby Joan has not undergone immunization for polio.
1. If baby Joan is your sister, How can you prevent her from being
infected with polio?
(I will tell and convince my mother on the importance of immunization
in preventing polio.)
Jenny has diphtheria, she used to spit anywhere.
1. How can you prevent the spread of germs?
(Do not spit anywhere.)
Evaluation
Refer to Learner’s Materials II. C. p.126
Assignment
Refer to Learner’s Materials II.D. p.127
394
Key to Corrections:
Buluhaton II.C.
1. √
Lesson 5
2. √
3. X
4. X
5. √
Prevention and Control Common Childhood Diseases
Objective
Discuss the effect of exercise, good nutrition, rest and sleep on disease
Subject Matter
Discussing the Effect of Exercise, Good Nutrition, Rest and Sleep on
Disease
References
livestrong.com/article/343379-the-effects-of-exercise-on-children/
mayoclinic.com/health/exercise/HQ01676
showbizandstyle.inquirer.net/entertainment/entertainment/view/20100730284050/Achieving-a-balanced-diet
Materials
pictures of children, manila paper, pentel pen, story chart
Health Concept
Exercise- any physical activity and movement intended to keep a person
healthy
Good nutrition- having a balanced meal
Rest- when a child is relaxing
Sleep- when a child is renewing body’s energy
Value
Proper care of our body
Review
395
Divides the class into four groups and provide happy and sad faces for
each group.
Let the pupils choose the correct answer by raising and showing the
correct face after the teacher reads the situation one at a time.
Situations: - Refer to LM I.A p. 127-127
1. Telling our parents if we are ill (Happy)
2. Consult a doctor if you are not feeling well.
3. Have not undergone immunization. (Sad)
4. Cover your mouth with clean handkerchief when coughing
5. Spitting anywhere (Sad)
Continue the game until all descriptions are read. The pupils who got the
Motivation
Ask:
1. What is the boy doing?
Presentation
The teacher presents a story
a. Pre reading
b. During reading
The pupils read the story
Peter’s parents are so busy that he is left unattended. He
skips his breakfast and sleeps late. During weekdays, Peter loves
396
to play online games all day long oftentimes he forgets to eat his
meals. One day, he felt weak and fainted. He was brought to the
school clinic.
c. Post reading
How can Peter improve his health habits so he will not be
prone to fainting?
(Peter must not skip his breakfast and never sleep late.)
Activity
Divide the class into four groups. Provide a task to each group. Let the
pupils answer the task card on a manila paper.
Task Card – Refer to LM II. A p. 128-129
Look at the pictures below and answer the following questions in the
manila paper.
1
2
3
1. Picture 1:______________
(Picture of a boy eating right kind of food)
Picture 2:______________
(Picture of children doing exercise)
Picture 3:______________
(Picture of children sleeping)
2. Which of the three activities do you do? (All)
3. Do you do them correctly? (No) Then discuss
Analysis
397
Let the pupils report their output to the class.
Guide the pupils in the discussion and make follow up questions to come
up with the development of health concepts.
Abstraction
Discussion on the effect of exercise, good nutrition, rest and sleep on
disease
Exercise
(Exercise is important among children because in their age their body is
still developing and if children will not do any exercises it can lead to several
health problems and illnesses.)
Good Nutrition
(Nutrition is important because it supports growth and development for
children. Poor nutrition can make a child likely to become sick.)
Rest and sleep
(Sleep is important because it helps us renew energy which is needed for
our body. If a child is always lack of sleep it can be harmful to his physical and
emotional health.)
Application
answer in a manila paper. Let them present their output to the class.
Situations – Refer to LM II. B p. 129-130
Miguel easily gets sick and is a picky eater; he does not like
to eat fruits and vegetables.
1. How can Miguel improve his health condition?
(Miguel should eat fruits and vegetables to make him
and strong).
healthy
John has a cough and fever. He takes medicine for his
illness as prescribed by the physician.
1. Aside from taking medicine, what other things John should do
to fight the diseases?
(He will eat nutritious food, have enough rest and do
exercise.)
398
Ron is not feeling well. He has fever, cough and colds.
1. How can Ron fight the diseases?
(Ron should eat nutritious food, have enough rest and take
prescribed medicine).
Manny likes to roam around with his friends during
night time. He goes to sleep late.
1. What will happen to Manny’s health if he always sleeps late?
(Manny will become weak and have low resistance from
diseases.)
Evaluation
Refer to Learner’s Materials Buluhaton II.C. p. 130
Assignment
List the following activities you do at home. Write your answer on your
paper.
List 5 nutritious food you eat daily.
List 5 exercises you do everyday.
How many hours do you sleep?
Key to Corrections:
Buluhaton I.A
1.
Lesson 6
2.
3.
4.
5.
Immunization
Objective
Analyze the importance of immunization in protecting oneself from certain
communicable disease
Subject Matter
399
Analyzing the Importance of Immunization in Protecting Oneself from
Certain Communicable Disease
References
ezinearticles.com/?The-Importance-Of-Immunization-Against-ChildhoodDiseases&id=5063958
scribd.com/doc/18966709/Types-of-Immunizations
Materials
Health Concept
Immunization helps control, prevent and eliminate contagious diseases
Value
Review
Divide the class into four and provide flaglet for each group. The following
are the words that should be written on the flaglet.
Front of the Flag: Healthy
Back of the flag: Not healthy
a. The pupils choose and raise the correct answer after the teacher reads
the situation one at a time.
Situations
1. Dodo does physical activities everyday.
2. Shelly’s favourite food are fruit and vegetables.
3. Neil sleeps late.
4. Oka eats junk foods always..
5. Aries likes sports.
400
b. Continue the game until all situations are read. The pupils who got the
Motivation
a. The teacher presents a picture.
Date of
Immunization:
September 13, 2013
Ask:
1. What can you say about the picture?
(A mother bringing her child in the health center)
Presentation
The teacher presents a situation.
a. Pre reading
b. During reading
The pupils read the situation.
Marie never forgets to bring her baby Francis to the health
center for immunization.
1. How important is immunization for Francis?
(Immunization will prevent Francis from diseases.)
Activity – Refer to LM II.A p. 131-132
Divide the class into 4 groups. Provide an activity to each
group. Let the pupils answer the question on the manila paper.
401
Read the announcement below and answer the question on a
manila paper.
ATTENTION
All grade two pupils will have a free immunization on measles. It
will be held on September 13, 2013 at 3 pm at the school clinic.
1. Why do children need to be immunized?
(Children must be immunized to resist infection from diseases)
Analysis
Guide the pupils in the discussion and make a follow up questions to
Abstraction
Discussion on the importance of immunization in protecting oneself
from certain communicable disease
Immunization is a way of preventing communicable diseases
through the use of vaccines. Some of the diseases that can be
prevented through immunizations are diphtheria, measles, chicken
pox, mumps, polio, primary complex.
The importance of immunization is it will make your child less
chances of getting sick from communicable diseases.
Application
answer collaboratively. Write their answer on a manila paper and present to the
class.
Situations
Carol does not like to be immunized so she escapes during
immunization on measles.
402
1. How will you convince Carol to get immunized?
(I will tell Carol the importance of immunization in fighting against
diseases. She will be sick easily if she will not have her
immunization).
Juvy is a mother of a 3-month old baby. She always forgets to
bring her baby to the health center for immunization.
1. If Juvy is your mother, how will you help your mother in reminding her
the date of immunization?
(I will mark the date on the calendar on when my brother will be
immunized)
Elementaryin the
School
conducts an annual free
1. HowMadrid
will you participate
immunization?
(I will let myself
get immunized)
immunization
for chicken
pox.
Migy has not undergone immunization and is the only pupil
who has not availed the free immunization held in school.
1. What possibility might happen to Migy’s health?
(Migy might be easily infected with diseases)
Evaluation
Refer to Learner’s Materials II.C p. 133
Assignment
Refer to Learner’s Materials II.D p.133-134
Key to Corrections:
Buluhaton I.A.
1. ensakto 2. dili ensakto
Buluhaton II.D.
1.
2.
3.
3. ensakto
4.
403
4. dili ensakto 5. ensakto
5.
Lesson 7
Prevention and Control Common Childhood Diseases
Objective
Demonstrate measures to prevent and control common childhood
diseases.
Subject Matter
Demonstrating Measures to Prevent and Control Common Childhood
Diseases
Reference
livestrong.com/article/343379-the-effects-of-exercise-on-children/
mayoclinic.com/health/exercise/HQ01676
showbizandstyle.inquirer.net/entertainment/entertainment/view/20100730284050/Achieving-a-balanced-diet
Materials
Health Concept
Proper personal hygiene and sanitation accompanied by eating nutritious
food, exercise and sleep prevent common childhood diseases.
Value
Review
a. The teacher divides the class into four and prepares 4 sets of big
happy and sad faces on a stick.
b. The pupils choose and raise their answer after the teacher reads the
situation one at a time.
Sample Situations: - Refer to LM I.A p 134-135
404
1. Ana has not undergone any type of immunization.
2. Lina always follows the scheduled date for immunization of her
child.
3. Wina is so busy that she forgets the scheduled date for
immunization of her daughter.
4. Arnold is absent during immunization on measles held in school.
5. Rosel goes with her mother to be immunized.
c. Continue the game until all situations are read. The group who has
the most number of correct responses wins.
Motivation
a. The teacher presents a picture
Ask:
1. Why do you think the girl is so dirty?
Presentation
Ask:
Who is the child in the picture?
The teacher presents a story.
a. Pre reading
b. During reading
The pupils read the story.
Jane is a scavenger. She picks sellable things like iron and plastics from a
dump site. She goes home dirty and eats dinner without washing her hands. She
also sleeps without changing her clothes.
405
c. Post reading
1. Is she prone to sickness/illness? Why?
(Yes, because she has a poor personal hygiene.)
Activity – Refer to LM II.A p. 135
Divide the class into four groups. Let the pupils answer the following
questions on the manila paper.
Read quietly the poem below and answer the following questions
on a manila paper:
Ang Kahimsog
Paghugas sa kamot ang unang ang-ang
Aron mga kagaw mawagtang
Hustong pagkaon ug pag ehersisyo atong buhaton
Aron atong lawas magmalig-on
Labaw sa tanan among mga ginikanan
Bakuna kontra sa sakit dili ninyo hikalimtan
Para ang mga sakit among malikayan
Ug ang kahimsog kanunay namong mabatunan
1. List the ways in the poem that helps prevent sickness/illness.
1. Washing our hands
3. Exercising
2. Good nutrition
4. Immunization
2. What do you do at home that help fight sickness/illness? (I wash my
hands, do exercises, eat fruits and vegetables, have enough rest and
sleep, drink lots of water to build my resistance against illness.)
Analysis
Guide the pupils in the discussion and make follow up questions to come
up with the development of the health concept.
Abstraction
Discussion on measures to prevent and control common childhood
diseases
What are the basic ways to prevent and control common childhood
diseases?
406
The basic ways to prevent and control common childhood
diseases are the following:
Wash hands often especially before and after eating and after using
the toilets.
Drink plenty of water
Exercise
Eat fruits and vegetables
Have enough rest and sleep
Have complete immunization
Discussion on the importance of the ways in preventing and
controlling common childhood diseases
Application
Group the class into four. Provide a situation to each group. Let the
pupils write their answer on a manila paper and present it to the class.
Situations – Refer to LM II B. p. 136
Tina does not like to eat fruits and vegetables.
1. What will likely happen to Tina’s health?
(She will easily get sick)
Mimi likes to drink sod but refuses to drink milk every morning and
before she sleeps.
1. Is soda good for children? Why?
(No, soda is harmful to our health)
James sleeps and wakes up late.
1. What is the importance of having enough sleep?
(It build a strong resistance against diseases)
Meg has completed his immunization.
1. What will likely happen to Meg’s health?
(He is not prone to sickness)
Evaluation
407
Refer to Learner’s Materials II.D. p. 136-137
Assignment
Answer Key:
Buluhaton I.A
1.
2.
3.
4.
5.
Buluhaton II.D.
1.
2.
3.
Lesson 8
4.
5.
Post -Test
Objective
Subject Matter
Post-test – Refer to LM p. 138-140
Materials
Test Papers
Values Formation
1. Giving set of standards in taking the test
2. Test proper
Refer to Learners’ Materials
3. Checking
4. Recording
Key to Corrections:
1. a 2. a 3. c 4. c
5. a
6. b
408
7. c
8. c
9. b
10. c
Food-borne Diseases
… applying skills to prevent and control the spread of diseases.
409
Lesson 1
Pre-test
Objective
After 20 minutes discussion, the pupils are expected to get 75% correct
responses.
Subject Matter
Pre-test
Materials
Chart, pictures
Values
Answer the test independently and with all honestly.
1. Motivation
Present the pictures.
Ask the pupils to give some reactions/ideas about the picture
presented.
2. Discussion
Food-borne diseases such as food poisoning, cholera/eltor,
amoebiasis, typhoid fever and hepatitis are illnesses resulting from
eating contaminated food. Drinking unsafe water will also cause these
diseases. To prevent these illnesses, one must practice personal
hygiene. Always remember to drink safe water for drinking and eat
food free from germ contamination.
Another common problem to children is the infestation of head
lice and intestinal worms. This can be prevented by getting away from
persons having head lice. Observe the use of your own personal
things. Parasitic worms can be prevented also by observing personal
hygiene/cleanliness.
4. Test Proper
Refer to Learner’s Materials p. 142-143
410
Answers Key
1. a 2. b 3. c
Lesson 2
4. b
5. a
6. c
7. b
8. a
9. c
10. B
Food-Borne Diseases
Objective
Identify some food-borne diseases common in children.
Identify the common signs and symptoms of food-borne diseases, such
as diarrhea and vomiting.
Subject Matter
Common Signs and Symptoms of Food-borne Diseases such as Diarrhea
and Vomiting
References
Basic Course on Infectious Diseases
Diseases Prevention for Teachers pp. 46-47
cdc.gov/cholera/disease.html
Materials
pictures of a person experiencing diarrhea and vomiting
Values
Practice eating washed and clean fresh food, especially fruits and
vegetables
Review on common childhood diseases taken up in the past lesson and
their preventive measures.
Tell the pupils that they will be learning more childhood diseases in today’s
lesson.
411
Ask:
Would you like to eat dirty food?
Why should we eat clean and healthy food?
How would you know if the food you eat is healthy and clean?
Presentation
Present pictures of a person who is vomiting, a person who feels
stomach pain and a person who experienced lose bowel movement.
Picture 1
Picture 2
Picture 3
After the presentation of the pictures, the teacher will ask. What do
you think happened to the boy in picture 1, picture 2 and picture 3?
The teacher will ask more questions regarding the pictures
presented to the class.
412
Activity
Group yourself into four and choose a leader and a reporter. Read
the situations below then answer the questions that follow. Write your
answers on the manila paper provided by the teacher.
Situation 1 - Refer to Learner’s Materials II.B p. 143-144
Situation 2 - Refer to Learner’s Materials II.B p. 144-145
Abstraction
Food-borne diseases such as food poisoning, amoebiasis and others
are illnesses, which resulted from eating contaminated food or water.
Viruses, bacteria, parasites and toxins cause them. Food usually
becomes contaminated because of poor sanitation or preparation, food
handlers who did not wash their hands after using the toilet or have
infections in themselves. Improperly packaged food, stored at the wrong
temperature also promotes contamination.
Application
Wash hands always before and after eating, most especially after
using the toilet.
Evaluation
Refer to Learner’s Materials II.C p.145
Answers Key
1. X 2. √ 3. √
4. √
5. √
6. X
7. X
8. √
9. √
10. √
Assignment
Mention at least 5 practices/good health habits to prevent food-borne
diseases.
Lesson 3
Symptoms of Amoebiasis
Objective
Identify some food-borne diseases common in children like amoebiasis
Identify the common signs and symptoms of amoebiasis.
413
Subject Matter
Food-borne Diseases
Signs and Symptoms of amoebiasis and typhoid fever
References
Basic Course on Infectious Diseases
Materials
Charts
Values
Practice drinking clean water.
Instructional Procedure:
Review
How will you know if a person suffers from food poisoning?
Possible Answer: A person may suffer the following.
1. Vomiting
2. stomach pain
3. nausea
4. Feeling very tired
Motivation
Say:
Nena’s mother wakes up early every morning to prepare breakfast
for the family. She also prepares snacks for her children in school.
Nena brings with her bottled water and sometimes fruit juice or milk.
She does not buy snacks anywhere during recess time.
1. Are Nena’s snacks nutritious and safe?
2. Is it safe to buy snacks anywhere? Why?
Presentation
414
The teacher will present picture of a boy who is very pale, thin and
has fever with dry lips.
Ask:
What do you think the boy is suffering from? Why do you think the
boy suffered that illness?
Say: Let us find out the answer after participating in the different activities
as we go along with the lesson.
Activity
Group into three. Each group will work on one situation. Read each
situation and write your answers to every question on a manila paper. The
teacher will set what situation each group will do.
Situation 1- The teacher will read the situation.
Refer to Learners’ Materials II.B. p. 147
1. Why the baby cried so much?
2. What causes the mucus and blood in the stool of the child?
3. How will you prevent this kind of ailment?
Possible Answers:
1. The baby cried so much because of the severe pain in the
stomach.
2. The presence of mucus and blood in the stool of the child is due to
the bacteria that contaminates the water.
3. It can be prevented by boiling the drinking water.
Situation 2- The teacher will read the situation.
Refer to Learners’ Materials II.B. p.147-148
1. Why did Gino’s father bring him to the doctor?
415
2. What might be the cause of Gino’s illness?
3. How can we prevent this illness?
Possible Answers:
1. Gino’s father brought him to the doctor because of his continued
fever.
2. The bacteria found in fruit shake caused the high fever experienced
by Gino.
3. We can prevent this illness by choosing healthful food.
Analysis
1. What will happen to a person who suffers from amoebiasis if he will
not be taken to the doctor immediately? How about typhoid fever?
Possible Answer:
1. This will lead to a more complicated illness.
2. Dehydration due to vomiting and high fever
3. A serious condition will lead to death.
2. How will you get rid of this illness?
Possible Answers:
1. Keep away from contaminated food or water.
2. Cook food properly.
3. Store the food in proper temperature.
Abstraction
What do you think is the illness of a child in the picture?
Possible answer: The child is suffering from typhoid fever.
What do you think are the causes?
Possible Answers:
1. Poor sanitation
2. Contaminated water
3. Contaminated food
Application
A mother who went home from the office is on hysterical mood
upon knowing that her Grade II child has a high fever and was
defecating with mucus & blood in it for several times.
416
1. What was the illness of the child?
2. What will you do so that you will not suffer the same?
Possible Answers:
1. The child suffered from amoebiasis.
2. The best thing to do is to boil water for drinking.
3. Keep food safe from contamination.
Evaluation
Refer to the Learner’s Materials II.C p.148
Assignment
List down 5 practices to prevent from Typhoid Fever.
Lesson 4
Prevention and Control of Food-borne Diseases
Objective
Practice good health habits to prevent food-borne diseases
Subject Matter
Good Health Habits to Prevent Food-Borne Diseases
References
Basic Course on Infectious Diseases Prevention and Control
for Teachers pp. 46-47
fda.gov.ph
foodsafety.gov.ph
Illustration of Proper Handwashing
Values
Realize the value of hand washing
417
Review
Atong Susihon
Refer to the Learner’s Materials I. p.149
Maihatag ba ninyo ang mga tima-ilhan sa sakit nga kalibang ug tipos?
Unsay atong buhaton sa paglikay niini?
Presentation
Atong Sulayan – Refer to LM II. A and B p. 149-150
1. Kon ang imong inahan gustong magpatabang kanimo sa mga
buluhaton sa kusina labina sa pagluto ug pag-andam og
pagkaon unsa ang imong unang buhaton? Ngano man?
2. “Mag-awit Kita”
“ Duha Ka Kamot “
Duha ka kamot ang nakita ko.
Wala ug tuo.
Ang nakita ko.
Limpiyo kini kaayo.
Ipakpak og kusog ug mulokso
Usa, duha, tulo
Limpiyong kamot nindot kaayo.
Mga Pangutana
1. Unsa ang nakita sa bata?
2. Pila ka kamot ang iyang nakita?
3. Unsa ang inyong ikasulti sa kamot nga nakita sa bata?
4. Susiha ang inyong mga kamot, limpyo ba kini?
3. Ipakita sa klase ang hustong pamaagi sa paghinaw og kamot.
(Steps in Handwashing) ug (Proper Handwashing) hustong
paagi sa Paghinaw og Kamot.
Note to the teacher: Use this illustration for review on Proper
Hand washing.
418
Steps in Handwashing
1
2
4
3
5
6
Proper Hand washing
1
2
4
5
3
6
4. Ipatan-aw sa mga bata ang hulagway sa bata nga nagpalit og
prutas.
- Refer to the Learner’s Materials II.B.p.150
5. Ipatan-aw sa mga bata ang hulagway sa babaye nga nagbalhin
og pinabukal nga tubig ngadto sa laing butanganan niini..
419
Ask: Which is safe, boiled water or water from the faucet?
Activity
Refer to Learners’ Materials II.A p 149
Analysis
Some harmful bacteria may already be present in foods when
they are purchased. Others may be contaminated if the food
handler’s hands are dirty which may have bacteria or virus.
1. How can we keep ourselves safe from these food-borne diseases
then?
420
2. Why is it necessary for us to practice desirable health habits in our
daily living?
Possible Answers:
1. To keep ourselves safe from food-borne diseases we should see to
it that the food and water we take should be clean.
2. Desirable health habits are necessary to keep us safe from different
illnesses.
Abstraction
1. How do you prevent food-borne diseases?
Food-borne diseases can be prevented by means of practicing
good health habits, proper storing, cooking, cleaning and handling
foods.
Application
Rhona’s sister asked her to help wash the fruits and place it on
the dining table. Her sister washes the vegetables thoroughly before
it was cut for cooking.
1. Why did Rhona wash the fruits?
2. Vegetables should be washed thoroughly before it is cut. Why?
3. What should be the first thing to do in preparing food?
Possible Answers:
1. Rhona wash the fruit to keep it free from germs.
2. Washing vegetables before it is cut is necessary so that all kinds of
germs will be washed away.
3. Wash hands with soap and water.
Evaluation
Refer to Learner’s Materials II.C. p.151
Answers Key
1. binotilya
2. Oo
3. kamot 4. dili na 5. hugas
421
Assignment
Refer to Learner’s Materials II.D. p. 151
Lesson 5
Nature of Pediculosis (Headlice) Infestation
Objective
Explain the nature of parasitic infections.
Subject Matter
Nature of Parasitic Infections.
Pediculosis (Headlice) Infestation
References
Basic Course on Infectious Diseases.
Parasitology.com/worm/index.html
Htt://www.medicinenet.com/headlice/article/html
Materials
Picture of a person having head lice
Values
Practice personal hygiene daily.
Review
The teacher will ask the pupils to stand by pair and do the action of
proper hand washing. One will check while the other will do the action,
then exchange partner.
422
Motivation
Say:
Who among you here experience itching on your head? Have
you seen children like your age who are always scratching their head?
What do you think they scratch their head?
Presentation
Children like your age are commonly seen scratching their
head. It is because of the parasitic organism that infested their head.
Activity I
The teacher will present the picture below.
1. What do you think the children are doing in the picture?
2. What are they looking for in their head?
3. If you have head lice like the children in the picture what will
you do?
423
1. What are head lice?
Head lice are common parasitic insects that easily spread from
person to person. It lives on the head and feeds on blood in the scalp
of the host. These small, wingless insects lay eggs called nits on the
hair shaft.
2. How can head lice be transferred from one person to another?
Anyone who comes in close contact with someone who already
has head lice or even contaminated clothes and other belongings such
as combs, brushes and caps when shared are at risk from acquiring
head lice.
3. How are you going to remove lice and nits on your head?
1.
2.
3.
4.
Use fine toothed-comb (suyod).
Keep your head clean always.
Take a bath daily.
Ask the doctor for medical treatment.
Activity II - Role Playing
Divide the class into four groups. Two groups will do the given
situation. Answer the given questions. Write your answer on a manila
paper provided by the teacher.
Situation 1
Nita has long hair. She looks untidy and seldom takes a bath.
Pinky borrowed Nita’s comb. After 2 days, she started scratching
her head. When she looked at her pillow in the morning she
found head lice.
1. Where do you think the head lice of Pinky came from?
2. How can Nita prevented getting head lice?
Situation 2
Liza slept with her classmates in the Home Economics
building during the Division Science Fair. When she went home,
she started scratching her head. Her mother found out some nits
(eggs of lice) on her hair strands and she had lice.
424
1. What are nits?
2. How did Liza get the head lice?
3. How could have Liza prevented getting head lice?
Activity III - Word Hunt Puzzle
Group yourself into two. Work on the puzzle.
Refer to Learners’ Materials II.B p.152-153
Analysis
How are you going to avoid the discomforts of head lice?
Children like your age when infested with head lice are likely to
have no concentration in the class activities. To avoid it, one should keep
away from person with head lice. Do not use personal belongings of
others and most especially practice personal hygiene.
Application
What will you do so that lice will not stay in your head?
Evaluation
Refer to Learner’s Materials II.C p. 153-154
Answers Key
1. Magkatol ang ulo
2. Lusa
3. Dugo sa anis a ulo
4. Dili
5. Magbaton ug kahinlo ug maglikay sa tawo nga adunay kuto.
Assignment
Look for a playmate. Talk about your experiences of head itching? Share
what you have learned about lice.
425
Lesson 6
Nature of Parasitic Worm Infections
Objective
Explain the nature of parasitic worm infections.
Subject Matter
Nature of Parasitic Infection
Parasitic Worm Infestation
Reference
Basic Course on Infectious Diseases Prevention for Teachers pp. 46-47
Values
Practice personal hygiene daily.
Review
What will you do to keep away from head lice?
Motivation
The teacher will read the situation.
A boy loves to play. He plays anywhere. Sometimes he eats
without washing his hands.
Ask the pupils the following questions:
1. Does the boy practice good health habits?
2. What do you think will happen to the boy if he will continue this
practice?
3. If you were the boy, would you do the same? Why?
426
Development al Activities
Presentation
Show to the class the different pictures of parasitic worms.
Allow them to share their ideas on the pictures presented.
Do you know how these worms enter into your body? Let us find out.
Activity I - Story Map (Story Map is provided in the Learner’s
Materials)
Refer to the Learner’s Materials I.A p.155
427
Presents the prepared road map. In it are stations where the
children commonly play while on their way home from school and
back.
Divide the class into two groups. Direct them to post the pictures on
each station in order. The first group to reach the house wins the game.
(These are the pictures to be posted on each station)
1. Picture of schoolchildren playing without slippers in a dirty area on
their way home from school
2. Picture of a boy with big stomach
3. A boy biting his nails while walking
4. A boy suffering from abdominal pain
5. The boy is at home with dirty feet/body
6. In bed getting ready to sleep
428
Note: The teacher will discuss further after pupils’ activity. These are
the common activities where children can be infested with
parasitic worms.
Suggested question after the group activity:
1. What are the children doing in the picture?
2. What do you think will happen to these children?
3. Would you do the same? Why?
Group Activity
Group the pupils into three. Each group will work one situation.
Let them read the situation and answer the question.
– Refer to Learners’ Materials II.B. p.156
Concept Mapping
Let the children give the symptoms and prevention of
Parasitic Worm Infection.
Refer to the Learner’s Materials II.C p.157
Abdominal Pain
Paleness
Symptoms
Big Stomach
Itchy Anus
Parasitic
Worm
Infection
Wear Slippers
always
Prevention
Wash hands with
soap and clean
water
Wash fruits before
eating
Wash and prepare
food properly
429
Abstraction
1. What is Parasitic Worm Infestation?
It is the infestation of different parasitic worms of which it dig into
the intestinal walls and suck blood and food nutrients of the host. These
will cause weakness and poor growth to children.
2. How does one get intestinal parasite?
a. Consuming fruits or vegetables that have not been carefully cooked,
washed or peeled.
b. Contaminated water can also be a cause of intestinal parasite.
c. You may get a parasite too if you walk without slippers on dirty
places.
Application
Every after class, Jemimah and her friends eat snacks without
washing their hands. They always play around on the wet and unpleasant
ground without slippers.
1. What probably will happen to Jemimah and her friends if they will not
change their habits?
2. If you were Jemimah, what will you do to avoid abdominal parasites?
Evaluation
Answers Key
B.
1.
2.
3.
How many times do you bite your nails, walk barefoot and handle food
without washing in a day?
Compare your answers with your classmates.
430
Lesson 7
Prevention of Parasitic Infections
Objective
Practice personal hygiene and cleanliness of the surroundings to prevent
and control parasitic infections.
Subject Matter
Practicing Personal Hygiene and Cleanliness of the Surroundings to
Prevent and Control Parasitic Infections
References
Science & Health 2 pp. 14-20
Materials
Pictures showing practices of personal hygiene and cleanliness of the
surroundings
Values
Practice personal hygiene and keep your surroundings clean always.
Preparatory Activity
Review
Situation 1
Neil, a cheerful boy, loves to eat fruits. He never eats nor
cuts fruits without washing it thoroughly before eating.
1. Describe Neil.
2. What good values have you learned from Neil?
Situation 2
Joan and Jane are twin sisters. They share personal things
like comb, towel, soap and others.
1. What will happen to both of them?
2. To keep away from infection of head lice what will you do?
431
Motivation
The teacher will present picture of a child washing hands with soap
and water.
1. What can you say about the girl on the picture?
2. Why should we wash our hands always?
3. If you were the girl on the picture, would you do the same?
Why?
Activity 1 - Game
The teacher prepares 2 stations. One has a big
STAR in it.
The other has a big Circle
.Teacher reads the situation below one by
one.
The children will run to station
if the situation shows good
personal hygiene and if not, they run to the circle. At the count of five, the
pupils should be at the proper station. Those who could not find their
station will be out of the game.
1. Girl taking a bath
2. Children cleaning their backyard
3. A boy eating unwashed guava
4. A boy biting his nails
5. Daisy using her friends’ comb/hair brush
6. Washing feet
7. Hair washing with shampoo
8. Washing hands before eating
9. Children playing in the garden without slippers
10. Combing hair with fine-toothed comb (Suyod)
Activity II - Group Activity
Refer to Learners’ Materials II.B. p. 159
432
Analysis
What good health habits have you learned based on our activities?
Why should you practice these always?
(Personal hygiene and cleaning of our surroundings are best
in order to prevent and control parasitic worm infections.)
practices
Abstraction
Discussion on personal hygiene and cleanliness to prevent and
control parasitic infections
How can we get rid of parasitic worms?
Possible Answers:
1. The best way to keep from getting parasitic worms is to wash your
hands with soap and water before you eat, after you play outside and
after you use the toilet.
2. Avoid borrowing personal things such as towels, comb, bath soap, etc.
3. Keep the surroundings always clean.
Application
Draw the surroundings of your school. Identify the places where you
can wash hands, and clean area where you can play. Label and color your
drawing.
Evaluation
Refer to Learner’s Materials II. B and C p.160-161
Answers Key
B.
C.
_____ 1.
_____ 6.
_____ 2.
_____ 7.
_____ 3.
_____ 8.
_____ 4.
_____ 9.
____ 5.
_____ 10.
1. a
2. b
3. c
4. d
5. e
433
Assignment
1. What are you going to do before eating?
(Wash hands with soap thoroughly.)
2. What will you do with your feet before going to bed?
(Wash with soap and clean water.)
3. There was left-over food on the table after eating your dinner. What will
you do with it?
4. (Cover and keep it properly.)
Lesson 8
Self-Monitoring Skills for Protection Against
Parasitic Infections
Objective
Practices self-monitoring skills to protect oneself from food-borne
diseases and parasitic infections
Subject Matter
Self Monitoring Skills to Protect Oneself from Food-borne Diseases and
Parasitic Infections
References
medicinenet.com/head lice/
article.html ehow.com/video 12779 wash-hands.html
Materials: Charts
Values
Always practice good health habits
Instructional Procedure:
Review
Refer to Learners’ Materials I.A. p.162
434
Answers Key
Soap – Water
Towel – Face
Comb – Head/Hair
Garbage Can – Trash
Nail Cutter – Nails
Motivation
Let the pupils sing …
“When You’re Healthy and Strong”
When you’re healthy and strong
Clap your hands 2x
Clap your hands 2x
When you’re healthy and you know it
Then your life will surely show it
Clap your hands
 Jog in place
 Hop and Jump
 Gallop like a horse
 Turn around & shake 2x
Presentation
Say:
Children like you should always stay healthy and strong so that you
can play and be with friends always. You can go to school every day and
learn all you can. Let us find out how.
Activity I Health Inspection
Refer to the Learner’s Materials II.A p.162-164
Direction: Let each one look for a partner; then tell them to inspect the
following parts of the body.
435
Exchange partner. Record the result by putting a star for every clean parts
of the body in the Personal Hygiene Monitoring Card provided by the
teacher. (Use index card for individual pupil)
Personal Hygiene Monitoring Card
Parts of the Body:
1. Teeth
2. Nails (Hands)
3. Food Nails (Toes)
4. Hair
5. Ears, Nose, Eyes
Personal Belongings:
Mon
Tue
Wed
Thur
Fri
Mon
Tue
Wed
Thur
Fri
1. Comb
2. Handkerchief
3. Socks
4. Blouse/Polo
5. Shoes/Sleepers
Note: The pupils with many stars will be given award by the
teacher.
Analysis
Why is it important to check ourselves if our personal belongings
and we are clean?
1. Personal hygiene and cleaning of our surroundings are the best
practices in order to prevent and control parasitic infections.
2. We should do what we have learned so that being clean and
hygienic will be habitual.
Abstraction
Discussion on the importance of cleanliness and personal hygiene.
1. What must be done before eating fruits like guava, macopa, star fruit
(balingbing), watery rose apple (tambis, etc.)
(This must be washed thoroughly before eating.)
2. How do we keep food from contamination?
1. Wash hands/utensils before preparing food.
436
2. Wash vegetables/meat/fish before cooking.
3. Keep food covered to protect from flies.
4. Keep food on a proper temperature.
3. How can we protect children from intestinal parasites?
1.
2.
3.
4.
Drink clean and safe drinking water.
Wash fruits before eating.
Use/wear shoes/slippers always
Always wash hands thoroughly before and after eating & most
especially after using the toilet.
5. Change your underwear after taking a bath in the morning and
before sleeping.
Application
Do you think self-help monitoring skills in checking our health
condition important? Why?
Possible Answer:
It is very important to check our health practices by ourselves to
avoid and be aware on what to do if in case we are infested with some
head lice and intestinal parasites.
Evaluation
The teacher will collect the pupils self monitoring card after a week. This
will be part of the pupils’ portfolio.
Agreement/Assignment
Accomplish your monitoring card for the next week to ensure continuous
practice of good health habits.
Lesson 9
Post-Test
Objective
Subject Matter
437
Post-test
Materials
Test Papers
Values
Answer the test independently and with all honestly.
5.
6.
7.
8.
Giving set of standards in taking the test
Test proper
Checking
Recording
Refer to Learners’ Materials p. 165-166
Answers Key
1. c
2. a
3. b
4. b
5. b
6. a
438
7. c
8. b
9. c
10. a
Injury Prevention, Safety
and First Aid
“To follow safe practices in school and at home secure
family’s safety”
439
Lesson 1
Pre-test
Objective
After 20 minutes discussion, the pupils are expected to get 75%
correct responses.
Subject Matter
Pre-test
Materials
Paper and Pencil
Values Formation
1. Motivation
The teacher will present pictures. Ask the pupils to give some
reactions/ideas about the pictures presented.
2. Discussion
A prime concern for any home is safety first. Many accidents
occur everyday and everywhere. To avoid this kind of mortal accidents
follow the safety measures like identify home hazards, recognized
warning labels, follow safety rules, identify safe and unsafe practices in
school and at home. Finally, we practice and use it to make our home
and school safe.
4. Test Proper
Refer to Learner’s Materials p. 168-169
Answers Key
1. a 2. b 3. c
4. a
5. d
6. b
440
7. c
8. b
9. d
10. B
Lesson 2
Hazards at Home
Objective
Identify home hazards such as household products/chemicals that are
harmful if touched, ingested, or inhaled.
Subject Matter
Identifying Home Hazards, such as Household Products/Chemicals
that are Harmful if Touched, Ingested, or Inhaled, especially Electrical
Appliances
Reference
oakridge,doe.gov/external/publicactivities/emergencypublicinformation/ob
outchemicalhazar
pubs.cas.psu.edu/freepubs/pdfs/xi0008.pdf
Materials
Pictures of different common household chemicals
Health Concept
Keeping kids safe from household chemicals
Values
Environmental Illness – Harmful Chemicals in our environment
Review
What are the practices of self-monitoring skills to protect one’s self
from food- borne and parasitic infections?
(Importance of cleanliness, check the food we eat, keep our surrounding
and body clean always, self-health Inspection, and visit the doctors regularly.)
441
Motivation
Refer to Learner’s Materials I. p.169-170
Answers Key
ALAMBRE
ASIDO
SABON
WISIK
LUKON
442
Presentation
The teacher shows actual objects like moth balls, dishwashing liquid, hair
spray, wax, bleach, loose/broken wire.
These things are useful in the house. In what way can they be harmful to
us?
Activity 1
The teacher presents picture of a boy eating pizza while using his shoe
with a shoe polish.
Ask:
Describe the picture.
What might happen to the boy in the picture shown?
(Can accidentally ingest shoe polish and may cause stomach ache or maybe
poisoning.)
What does this show?
(Some household products can cause harm.)
Activity 2
Show empty boxes/containers of household products. Call volunteers to
choose which of them can be harmful.
Let the pupils classify
Refer to Learner’s Materials II. A p.170-171
443
Paghikap
Paghanggab
Pagsimhot
1. Asido Mur- 1. Bola sa 1. Gasolina
yatiko
naptalina
2.
Bola
sa 2. Aseyte sa 2.Likido
naptalina
makina
paglimpiyo
sa
muwebles
3.
Lukon
sa
lamok
4.
Asido
Muryatiko
Analysis
Why are these chemicals harmful when touched, swallowed or
inhaled?
Abstraction
How do you identify these substances are harmful to us especially
when inhaled, swallowed or touched?
(through the directions of the product/chemicals)
Application
Refer to the Learner’s Materials II.B p. 171
Answers Key
1. √
2. X 3. √
4. X
5. √
6. X
7. X
Evaluation
Refer to Learner’s Materials II.C p. 171-172
Answers Key
1. S
2. S
3. M
4. M
5. M
6. H
7. H
8. M
9. S
10. H
Assignment
Give at least 10 other examples that you may use almost daily in and
around your home that affects you, your family and your pets.
444
Lesson 3
Safety Rules
Objective
Recognize warning labels that identify harmful items and substances.
Subject Matter
Recognizing Warning Labels that Identify Harmful Items and
Substances
Reference
Health 2 p. 11-12
California Department of Health Services, Toxic Substances
Control Program
Facilities.com/material handling / article / Properly-IdentifyingHazardous-Material-9170
Rivanna-stormwater.org/toxic.pdf
Materials
Picture of different products with warning labels
Health Concept
Careful and safe of harmful products through warning signals
Values
Always read label of a product before using it
Instructional Activities
Review
Ask anyone of what products/chemicals do they have at home. Let
them identify its uses and its harmful effects to the body.
Motivation
See if you can find the words in the puzzle. The clue is given below.
445
Answer Key:
D
M
N
C
L
O
T
B
E
H
I
J
M
K
L
M
L
O
P
Q
A
R
S
T
I
U
V
W
R
X
I
Y
K
E
M
I
K
A
L
Z
A
B
D
O
A
Q
H
S
D
Z
B
S
U
L
O
D
O
A
C
D
E
F
N
G
Presentation
Present pictures
Ask:
What can you say about the pictures?
(A person vomiting/person with burned skin)
What could have caused him to vomit?
(Inhaled chlorine fumes / bleach / fluorine acid)
How do we know that he inhaled/swallowed such harmful products?
(He felt abdominal pain/nausea)
How do we prevent this kind of accident?
446
(Place all the harmful products/chemicals in a locked and safety place)
(Do not mix harmful chemicals with food products.)
Activity
Refer to Learner’s Materials II.A p.173-174
Answers Key
1. h
2. g
3. e
4. i
5. b
6. a
Analysis
What substances are extremely flammable and may destroy living
tissues on contact like bleach, fluorine, battery acid and hydrochloric acid?
(corrosive substances)
What substance is poisonous if swallowed or breathed in and can
cause cancer or birth defects; contaminate, harm or kill fish and wildlife?
(toxic substance)
Abstraction
Why is it important to know warning labels and warning symbols?
(Warning symbols are designed to warn about hazardous materials and
remind everyone how to properly use the substance so that injuries maybe
prevented.)
Application
Answers Key
1. 
2. 
3. X
4. X
5. 
Evaluation
Refer to Learner’s Materials II.C p.174-175
Answers Key
1. d
2. e
3. a
4. b
5. C
Assignment
Ask your mother’s help in looking for warning symbols in some of the
substances she uses at home. Draw some of these in your notebook. Do not
touch the though.
447
Lesson 4
Safety Rules at Home
Objective
Explain rules for the safe use of household chemicals
Subject Matter
Explaining Rules for the Safe Use of Household Chemicals
Reference
Envirocancer.cornell.edu/Fact Sheet/General/fs22.
Materials
Pictures of Household Chemicals
Health Concept
Safety use of household chemicals
Values
Importance of the safety rules of household chemicals
Review
What substances are harmful to health?
Where can we find the warning labels of those items/substances?
Motivation
Show pictures of proper ways of using household chemicals.
Let some pupils tell a story about the pictures shown.
Refer to Learner’s Materials I p.176
448
Activity
1. Let the pupils arrange the letters to form a word.
Answers Key
1. Patakaran
2. Luwas
3. Pagsuksok
4. Makadaot
5. Asido
2. Let the pupils study the pictures in the Learner’s Materials and identify
at least 4 pictures which show safety rules. Write the letter of the
picture and explain why it is safe.
Let them present the output.
Refer to Learner’s Materials II B p.177-179
Answers Key
Retrato Rason ngano nga kini luwas nga pamalaod
1. C
1. Ibutang ang tanan gamit sa luwas nga lugar
aron dili maabot sa mga bata ug malikayan
ang disgrasya
2. E
2. Basahon ang ngalan sa tambal ug ang mga
tugon sa dili pa gamiton aron dili masayop
pagtomar
3. G
3. Maggamit ug proteksyon sa kamot kon
maglimpyo sa salog aron dili motapot ang
hugaw u gang kemika nga gigamit sama sa
“floorwax”
4. D
4. Markahan ug ilain ang mga pagkaon sa
ubang mga butang nga adunay kemika aron
dili masayop paggamit ug malikay sa kadaot
449
Analysis
Why is it important to follow some safety rules in handling
household chemical/products?
Abstraction
What are the safety rules?
Application
Refer to Leaner’s Materials II.C p.179-180
`Answers Key
Always
√
Sometimes
Never
√
√
√
√
Evaluation
Refer to Learner’s Materials II.D p. 180-181
Answers Key
1. Oo, aron malikayan ang aksidente nga mahitabo.
2. Oo, aron sayon pangitaon ug luwas sa kadaot.
3. Oo, aron mahibaloan ug mabantayan ang petsa kung kanus-a kutob ang
iyang pagkaepektibo.
4. Oo, aron malikayan nga dili mayabo
5. Oo, aron dili masagol ang kemika sa tubig sa atabay.
6. Oo, aron malikayan ang pag-ulbo.
7. Oo, aron mahilayo sa sunog.
8. Oo, aron dali ug sayon matultolan kon kini gamiton pag-usab.
Assignment
List at least five safety rules at home to prevent accidents.
Lesson 5
Safety Rules at Home
450
Objective
Follow safety rules at home to avoid accidents
Subject Matter
Following Safety Rules at Home to Avoid Accidents
Reference
Westerncape.gov.za/eng/pubs/public info/1/83479/2
Materials
Pictures of consequences/outcomes of home accidents
Health Concept
Awareness and safety of your surroundings
Values
Prevention is better than cure
Review
What are the safety rules while using household chemicals?
Motivation
The teacher will read a situation.
Ana is the daughter of a vendor. One day Ana’s mother told
her to cook for lunch. Without knowing, Ana used powder chlorine
instead of salt in cooking.
What might happen to Ana and to her family if they could eat the food
she cooked?
451
(Ana’s family probably would be poisoned.)
Why is it Ana accidentally used chlorine instead of salt?
(Chlorine and salt were kept in the same place.)
What should have been done to avoid such accident?
(Separate chemical substances from edible substances.)
Presentation
Activity 1 (Group work) Refer to Learner’s Materials I. p.182
Group the class into three and give each group a situation to work
on. Distribute the materials. After 10 minutes, each group will present the
output.
Situation 1
Gigie and her friends were having fun with their playhouse.
She present to cook food on her toy stove. So, she started fire
matches using matches and kerosene. Accidentally it grew into a
bigger fire.
What did she use to start a fire?
(Matches and Kerosene)
What must be done with matches and kerosene so that children
like you will not met and accident?
(Keep it in a proper place not easily reached by the children.)
Situation 2
452
Nestor is in Grade II. One day he plug the extension wire
to the damage wall socket. He was accidentally
electrocuted.
What happened to Nestor?
(He was electrocuted.)
Why did this happen?
(The wall socket was damaged.)
What accident might happen if damaged electrical connection is
unattended?
(It can electrocute and kill someone.)
(It can also caused a big fire.)
Situation 3
Richard and his classmates were playing. He suddenly felt
thirsty. He went home to drink water. Unknowingly, he drank
kerosene placed in a drinking bottle placed on the table.
What substance did Richard drink?
(Kerosene)
Why does he mistakenly drink kerosene?
(Kerosene was placed anywhere in the kitchen.)
 Put matchbox and lighters in locked cabinet.
 Make sure that the cords of appliances are not hung over
kitchen counters and the cords are wrapped or coiled so that it
doesn’t harm anyone.
 Never pour poisonous material in drinking glasses and in food
containers.
 Keep papers, plastic bags, curtains and dish towels at least 3
feet away from range top.
453
 Never leave knives or any sharp objects in a zinc as they create
injury while washing utensils. Put knife in knife guard or a
butcher block.
 Keep shampoos, lotions and soap dish away from the children’s
reach.
 Switch off light when not in use.
Abstraction/Analysis
Safety is a prime concern in every home. Many accidents occur
every day because we lack safety measures such as keeping harmful
substances separately from food items. Keep them out of children’s reach.
Application
Let the pupils give at least five ways to prevent accidents at home.
Evaluation
Refer to Learner’s Materials II.A p.182-183
Answers Key
1. LP
2. DLP 3. LP
4. DLP
5. DLP
Assignment
Let the pupils choose among the topics on safety rules at home. Let them
make a poster.
Lesson 6
Safe and Unsafe Practices/conditions in school.
Objective
Identify safe and unsafe practices and conditions in the school
Subject Matter
Identifying safe and unsafe practices and conditions in the school.
Reference
Ibe..unesco.org/filedadmin/user upload/archive/publications/
454
Educational/Practices Pdf/Practice 16.pdf
Safekidsnebraska.org/safety-tips/school % 20 tips.pdf
prn.bc.ca/safety/?p=17
Materials
Pictures of safe and unsafe practices and conditions in the school
Values
Realize the importance of being careful all the time
Review
What are the safety rules while using household chemicals?
Motivation
Show pictures of safe and unsafe practices in the school.
Ask:
What can you say about the pictures shown?
Activity 1
- Let them go around the school look for unsafe places.
Activity 2
- Let the pupils group themselves into four.
- Let them study the pictures and list down the safe and unsafe
practices based on the pictures seen.
- Each group must have a reporter to present their output.
455
Key to Corrections:
Luwas
1. Paglabog og basura sa
hustong butanganan.
2. Pagtimaan sa mga medisina
o angayan nga buhaton
panahon sa emerhensiya.
3. Paggamit og gwantes kon
mogamit og isperma sa
pagpanglimpiyo.
4. Manghugas og kamot aron
malikayan ang sakit.
5. Pagbutang sa mga
kemika/produkto sa hustong
butanganan.
1.
2.
3.
4.
5.
Dili Luwas
Paggamit og dagkutan sa
agianan sa kalayo.
Pagkaon nga walay
pagbasa sa gikaon nga
pagkaon.
Pagsunog sa mga sagbot
nga wala sa hustong
sunoganan.
Paggamit og talines nga
mga butang.
Pagpataka og saksak sa
sungsonganan nga guba.
What are some safe and unsafe practices and conditions in school?
Application
Refer to Learner’s Materials .II.A p. 185
Answers Key
1.  2. O
3. 
4. O
5. 
Evaluation
Answers Key
1. Dili luwas
2. Luwas
3. Dili luwas
4. Luwas
5. Luwas
Assignment
Give at least 5 examples of safety measures on school safety.
456
Lesson 7
Safety Rules During Physical Activities
Objective
Practice safety rules during physical activities.
Subject Matter
Practicing Safety Rules during Physical Activities
Reference
Network-toolbox.cdph.ca.gov/en/HandPAsafety.asp
Gov.pe.ca/photos.original/eecd phyedyyguid.pdf
Materials
Pictures showing safety rules during physical activities
Values
Showing of sportsmanship
Review
What happen if you ignore the safety practices and conditions in school?
Enumerate the safety rules/practices and conditions in school.
Refer to Learner’s Materials I. p.186
Motivation
Let the pupils run around and move faster inside the classroom with all
the desks, tables and other furniture.
Ask:
Is it easy for you to do physical activities in this kind of hall/place?
Yes/No why?
457
Presentation/Activity I
The teacher will show picture of children playing. Ask the pupils
look at the picture closely.
to
Ask:
1. Describe the picture.
2. Who among the children did not follow the safety practices while
playing?
Possible answers:
a. Wear prescribe clothes
b. Tie your long hair
c. Wear a rubber shoes
d. Take off all jewelry before joining activity
e. Follow strictly the instructions
What are some safe rules during physical activities in school?
Application
Refer to Learner’s Materials II.A p. 187-188
Answers Key
1.  3.  5. 
2.  4. 
Evaluation
Answers key
1. Dili Luwas 3. Luwas
5. Dili Luwas
2. Luwas
4. Dili Luwas
458
Assignment
Give at least 5 examples of safety measures on school safety.
Lesson 8
Safety Rules in School
Objective
Practice safety rules in school to avoid injuries.
Subject Matter
Practicing Safety Rules in School to Avoid Injuries
Reference
Scholastics.com/resources/article/6-rules-for-school-safety/
Education.alberta.ca/media/1109586/sq physicalactivity.pdf.
Materials
Pictures of school safety rules
Values
Awareness of your surroundings
Review
What are some of the safety rules during physical activity? Explain.
Refer to Learner’s Materials I. p.___
Motivation
Show pictures of some injuries which happened in school like
running fast, not wearing shoes/slippers, rocking his/ her chair, using
sharp objects.
459
Ask:
How can we avoid these kind of accidents in school?
Presentation
Ask the pupils who among them have experienced injury in school.
Let her/him give the causes of the accident.
Activity
Group the pupils into four.
Activity A – Group I and II
Two groups will work on the same activity about the pictures used
in the motivation. Let them give the causes of the accident shown in the
pictures.
Let them write their answer on the Manila paper provided for each
group. Let them present the output to the class after 10 minutes.
Activity B – Group III and IV will work on the situation below.
460
It was a rainy day when Bebot went to school wearing worn out
shoes. As he passed along the way to his classroom, accidentally he
slipped flat on the floor.
1. Where did Bebot go?
(In the school)
2. What happen to Bebot when he enter the classroom?
(He slipped flat on the floor.)
3. How can you avoid such kind of accident?
(Be careful in walking slippery places.)
(Avoid running)
4. Give at least four safety rules to avoid accidents in school.
Possible Answers:
* Learn the school’s emergency procedures.
* Know travel routes to and from the school.
* Ensure safety on all playgrounds.
* Follow guidelines for a safe playing environment.
What are some safe practices in school?
Application
Answers Key
1. Tinuod 4. Dili tinuod
2. Tinuod 5. Dili tinuod
3. Dili tinuod
Evaluation
- Divide the class into four groups
- Give each group a situation.
- Each group will act as actors/actresses that certain situation given.
- The group will also show some safety rules and practices that would
prevent the accident portrayed.
Sample Situations:

Standing in an unsafe place like trees, school fence or
assuming and improper posture
461



Pupils running fast
Pupils using pointed object during their physical activities.
Failure to issue warnings or signals
Note: Pictures of warning signals
Rubrics
5 points - if the presentation shows both the situation and the
safety rules and all members of the group participated.
3 points - if the presentation shows both the situation and the
safety rules not all members of the group participated.
1 point - only the situation or the safety rules is presented.
Assignment
Give at least 5 best practices on safety rules in school to avoid injuries.
Lesson 9
Post-Test
Objective
Subject Matter
Post-test – Refer to LM p. 191-192
Materials
Test Papers
Values Formation
9. Giving set of standards in taking the test
10. Test Proper
Refer to Learner’s Materials
Answers Key
1. b 2. d 3. b
4. c
5. b
6. d
462
7. a
8. c
9. b
10. a

Teacher`s Guide Sinugbuanong Binisaya

Transcription

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