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Page No. 249 Think Smart 1-5. Answer may vary Page No. 251 Smart Pictures Answer may vary Page No. 252-253 Think Smart Answer may vary Page No. 257 Think Smart
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Page No. 236 Think Smart Answer may vary Page No. 238 Think Smart
Page No. 240 Smart Moves Answer may vary Page No. 241 Think Smart Answer may vary Page No. 243 Smart Moves Answer may vary Page No. 244 Think Smart
Page No. 245 Smart Pictures Answer may vary Page No. 248 Smart Pictures Page | 130
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Music Education For Grade 1 CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
FIRST QUARTER I.
RHYTHM 1. Distinction Between Sound and Silence 2. Steady Beats 3. Simple Rhythmic Patterns 4. Ostinato
demonstrates basic understanding of sound, silence and rhythm
responds appropriately to the pulse of the sounds heard and performs with accuracy the rhythmic patterns
1. identifies the difference between sound and silence accurately 2. relates images to sound and silence within a rhythmic pattern 3. performs echo clapping 4. maintains a steady beat when chanting, walking, tapping, clapping, and playing musical instruments 5. claps, taps, chants, walks and plays musical instruments with accurate rhythm in response to sound o in groupings of 2s o in groupings of 3s o in groupings of 4s. 6. creates simple ostinato patterns in groupings of 2s, 3s, and 4s through body movements. 7. performs simple ostinato patterns on other sound sources including body parts. 8. plays simple ostinato patterns on classroom instruments 8.1 sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.
Page No. 221-222 Smart Pictures
page No. 225
Answer may vary Page No. 223 Think Smart Answer may vary Page No. 224 Smart Moves Answer may vary Page No. 226 Think Smart Answer may vary Page No. 228 Smart Pictures Answer may vary Page No. 230 Smart Moves Answer may vary Page No. 235 Think Smart
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Discussion:
Discuss inputs on p.250,251 and 255.
Generalization:
What are some rules and reminders for safety?
Application:
Guide the learners in doing “Smart Pictures”, p. 251
Evaluation:
Let the learners do “Think Smart”, pp. 252-253.
CONTENT
CONTENT STANDARDS
II. MELODY 1. 2.
Pitch Simple Melodic Patterns
demonstrates basic understanding of pitch and simple melodic patterns
responds accurately to high and low tones through body movements, singing, and playing other sources of sounds
demonstrates basic understanding of the concepts of musical lines, beginnings and endings in music, and repeats in music
responds with precision to changes in musical lines with body movements
First Aid for Small Wounds Practices first aid for small wounds by washing with soap and water.
Reference:
Smart 1, pp. 256-257
Material:
Band aid, soap, water
Procedure:
III.
Lesson Proper: Motivation: Presentation:
What happened to a person when he suddenly said “ouch”? Look at the picture on page 256. What happened to the boy in the picture?
Discussion: Wound is another word for injury. We sometimes get this when we fall, when we bump on to something hard, or when we use sharp objects.
FORM 1. Musical Lines 2. Beginnings and
Endings in Music
3. Repeats in Music
A small wound is easy to take care of. You just need to stop the bleeding, wash the wound with soap and water, and put a band aid on it. You may do it on your own, or you may want to ask the help of an adult. Generalization:
How can we take care of a small wound?
Application:
Why is it important for us to know how to take care of our wounds?
Evaluation:
Let the learners do “Think Smart”, p. 257 Page | 128
LEARNING COMPETENCY
SECOND QUARTER
LESSON 3
Objective:
PERFORMANCE STANDARDS
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1. identifies the pitch of a tone as high or low 2. matches the correct pitch of tones with other sound sources 3. sings simple melodic patterns 3.1 ( so –mi, mi –so, mi – redo) 4. matches the melody of a song with the correct pitch vocally 4.1 greeting songs 4.2 counting songs 4.3 action songs 5. sings in pitch 5.1 rote singing 5.2 greeting songs 5.3 counting songs 5.4 echo singing 6. identifies with body movements the 6.1 beginnings 6.2 endings 6.3 repeats of a recorded music example 7. identifies similar or dissimilar musical lines with the use of: 7.1 body movements 7.2 geometric shapes or objects 8. relates basic concepts of musical forms to geometric shapes to indicate understanding of: 8.1 same patterns 8.2 different patterns
Presentation: CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
I’m a little tea pot Short and stout Here is my handle and here is my pout When the water’s boiling here me shout Lift me up and pour me out.
THIRD QUARTER IV.
TIMBRE 1. Quality of
Sound in Music 2. Distinction Between Speaking and Singing
V.
DYNAMICS 1. Volume of Sound
in Music 2. Distinction Between Loudness and Softness in Music
demonstrates understanding of the basic concepts of timbre
demonstrates understanding of the basic concepts of dynamics
distinguishes accurately the different sources of sounds heard and be able to produce a variety of timbres
creatively interprets with body movements the dynamic levels to enhance poetry, chants, drama, and musical stories
Song: I’m A Little Tea Pot
1. identifies the source of sounds
1.1 wind, wave, swaying of the trees, animal sounds, sounds produced by machines, transportation, through body movements
2. responds appropriately to differences in sounds heard through body movement 3. replicates the sounds heard from different sources 4. uses voice and other sources of sound to produce a variety of timbres 5. demonstrates dynamic changes with movements 6. uses the terms loud and soft to identify volume changes 7. relates the concepts of dynamics to the movements of animals 7.1 elephant walk – loud 7.2 tiny steps of a mouse – soft
Discussion:
Who is speaking in the song? How did the little tea pot describe its self? Do you think he fully knows himself? How about you? Do you know some information about yourself?
Generalization:
Why is it important to know some information about yourself?
Application:
Guide the learners in filling-up information about themselves on the form provided, p. 247
Evaluation:
Assess pupils’ strength in supplying some information about themselves.
Assignment:
Paste your picture in the box provided on page. 247.
LESSON 2
Safety
8. interprets with body
movements the dynamics of a song 8.1 small movement – soft 8.2 big movement –loud 9. applies the concepts of dynamic levels to enhance poetry, chants, drama, and musical stories
Objective:
Follows rules at home, in school, and in riding vehicles Follows rules during fire and other disaster drills
Reference:
Smart 1, pp. 250-255
Material:
Pencil, crayons
Procedure: Lesson Proper:
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Motivation:
Song: “Stop, Drop and Roll”, p.255
Presentation:
Poem: “Fire Can Be Helpful”, p. 254
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CONTENT
UNIT 3
INJURY PREVENTION, SAFETY AND
VI.
TEMPO 1. 2.
LESSON 1
Personal Information Identify some personal identity by filling-up personal information form.
Reference:
Smart 1, pp. 247-249
Materials:
Picture of a tea pot, mp3 of “I’m A Little Tea Pot”
VII.
2.
Lesson Proper: Motivation:
Speed of Sound In Music Distinction Between Fastness and Slowness in Music
TEXTURE 1.
Procedure:
PERFORMANCE STANDARDS
Distinction Between Thinness and Thickness in Music Single Melodic Line or Simultaneous Occurrence of Multiple Melodic Lines
demonstrates understanding of the basic concepts of tempo
performs with accuracy varied tempi through movements or dance steps to enhance poetry, chants, drama, and musical stories
demonstrates understanding of the basic concepts of texture
sings songs to involve oneself and experience the concept of texture
What kitchenware is shown in the picture?
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LEARNING COMPETENCY
FOURTH QUARTER
FIRST AID
Objective:
CONTENT STANDARDS
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1. mimics animal movements 1.1 horse – fast 1.2 carabao – slow
2. demonstrates the basic concepts of tempo through movements 3. responds to varied tempo with movements or dance steps 3.1 slow movement with slow music 3.2 fast movement with fast music 4. relates tempo changes to movements 5. uses varied tempo to enhance poetry, chants, drama, and musical stories 6. identify sounds alone, sounds together 7. demonstrates awareness of texture by using visual images 8. distinguishes accurately between single musical line and multiple musical lines which occur simultaneously in a given song 9. demonstrates the concept of texture by singing twopart round 9.1 Are You Sleeping, Brother John? 9.2 Row, Row, Row Your Boat
UNIT 1
Reference:
Smart 1, pp. 242-245
RHYTHM
Material:
Pencil, eraser, crayons
Procedure:
LESSON 1
Exploring the Beat
Preliminary Activities: Checking of Assignment: Lesson Proper:
Objective/s:
Demonstrates basic understanding of beat.
References:
K to 12 Curriculum Guide for Music and Arts, p. 11 SMART 1, pp. 3-4
Materials:
Chart of ―MAPEH Class CD player Mp3 Of “May Pulis Sa Ilalim Ng Tulay” And “Si Filemon”
Procedure: Preliminary Activity: MAPEH CLASS (Tune: It’s a Small World) There is just one class we enjoy so much Where our minds think hard and discover a lot Learning Music and Art, having P.E. and Health We enjoy our MAPEH Class
Motivation: Song:
This Is the Way
Presentation:
Guide the learners in doing “Smart Moves”, p. 243
Discussion:
Discuss page 242.
Generalization:
How can we take care of our mouth and teeth?
Application:
Guide the pupils in doing “Smart Pictures”, p. 245.
Evaluation:
Let the learners do “Think Smart”, p. 244.
Assignment:
Draw your tooth brush on your notebook and tell how often you use it in a day.
Oh it’s MAPEH after all Oh it’s MAPEH after all Oh it’s MAPEH after all We enjoy our MAPEH Class! Lesson Proper: Motivation: Look at the picture on page 3. Who is this person in our community? Show the actions of a policeman.
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Page | 125
Presentation:
Discussion: Guide the pupils in doing “Think Smart”, p. 238. Your five senses — seeing, hearing, smelling, tasting, and touching — help you notice the world around you. They’re pretty powerful! You use your eyes to see, your ears to hear, your nose to smell, your tongue to taste, and your skin to feel. We need our ears to hear, so we have to take care of them. Can you think of ways to take care of your ears and your hearing? What do you think might be dangerous to your sense of hearing? How can you stay away from those things? Keep your ears clean by washing them when you wash your face. Don't poke anything into your ear canal - not even a cotton bud. Loud noise can damage your hearing. Any noise that makes your ears ring or feel dull is too loud. See your doctor if your ears hurt or they keep feeling blocked up. Generalization:
What are the five sense organs? How can you take care of them?
Application:
Guide the pupils in doing “Think Smart”, p. 241.
Assignment:
Bring 10 pictures of different foods.
LESSON 3
Developing Self-Management Skills Objective:
practices habits of: proper tooth brushing and flossing at least twice a day and always before sleeping going to the dentist twice a year for dental check-up taking a bath daily protecting self from the sun’s harmful effects (avoiding playing under the sun from 10 a.m. to 4 p.m.)
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Let us sing the song “May Pulis sa Ilalim ng Tulay” in the same page. Let us sing the song for the second time while doing the actions of a policeman as you sing. Discussion: What actions of a policeman did you show? Did you salute, march, run or whistle? You moved to the beat of the music as you sang the song and did the actions of a policeman. Beat is the pulse in music. It is like your heartbeat that is continuous and steady. Beats can be felt, heard, or both. Generalization: What is beat? Application: Look at the picture on p. 4. Who is this person on our community? Sing “Si Filemon” a Cebuano folk song. Do the actions of a fisherman as your sing the song. Evaluation: Let the pupils sing the two learned songs. Let them do the actions while singing the songs. See if they are moving the beat of the music they are singing. Assignment: Bring a picture of a crab.
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LESSON 2
Keeping the Steady Beat
LESSON 2
Health Habits and Hygiene for the Sense Organs
Objective/s:
Maintains steady beats.
References:
K to 12 Curriculum Guide for Music and Arts, p. 11 SMART 1, pp. 5 - 6
Objective:
Practices good health habits and hygiene in caring for the sense organs.
Materials:
Chart of ―MAPEH Class CD player MP3 Song of the following:
Reference:
Smart 1, pp. 237-241
Materials:
Pencil, eraser, crayons
Procedure: Preliminary Activities:
Tong, Pakitong Penpen De Sarapen Pass the Ball Head and Shoulders, Knees and Toes The Bus Song
Procedure: Lesson Proper: Motivation:
Song - MAPEH Class
Review: Let the pupils sing the song ―”Si Filemon” Let them do the actions of a fisherman as they sing the song. See if the pupils are doing the actions according to the beat of the song.
Action Song; Sampung mga Daliri Sampung mga daliri, kamay at paa Dalawang tenga, dalawang mata, ilong na maganda Maliliit na ngipin, masarap kumain Dilang maliit nagsasabing, huwag kang magsinungaling. What parts of the body are mentioned in the song?
Presentation:
Look at the picture on page 237. You use them every day to get to know and understand the world around you. What are they? Your senses! The five senses — seeing, hearing, smelling, tasting, and touching — help us to learn about our surroundings.
Lesson Proper: Motivation: Bring out your picture of a crab. Look at the fingers of the crab? Who among you know how it moves? Presentation: Let us sing ―”Tong, Pakitong” Use your fingers to trace the movement of the crab on your book.
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When you wake up in the morning, what are the first things you see? Hear? Smell? Touch? Taste? Which parts of the body help you see? Which parts of the body help you hear? Which parts of the body help you smell? Which parts of the body help you taste? Which parts of the body help you touch? How can these senses keep you safe?
Page | 123
Discussion: Lesson Proper:
Let the pupils sing ―”Penpen De Sarapen” and “Pass the Ball” Guide them on passing the ball according to the beat of the song.
Motivation: Action Song; I Have Two Hands I have two hands, the left and the right Hold them up high, so clean and bright Clap them softly, 1..2..3.. Clean little hands are good to see. Presentation: Guide the pupils in doing “Think Smart”, p. 236
Generalization: How can we maintain a steady beat? Application: Let the students sing ― “Head and Shoulders, Knees and Toes” Ask them to do the action showing the steady beats. Evaluation:
Discussion: When you are are dirty, what should you do? Yes, you should wash. Washing is important in removing germs from our body. When washing, one uses soap and water.
Let the pupils sing ―”The Bus Song” Ask them to do the actions. See if they are able to show the steady beats.
LESSON 3
When your hands are dirty, you should wash it immediately to stop germs from spreading. There is a proper way of hand washing. Try to follow the steps on your Smart Book.
Beat in our Body
Do we only wash our hands when it is dirty? When should we wash our hands?
Objective/s:
Creates simple ostinato patterns in groupings of 2’s 3’s and 4’s through body movements.
When our hands get dirty Before and after eating After using the toilet After sneezing or coughing After playing with pets After playing outside
References:
K to 12 Curriculum Guide for Music and Arts, p. 13 SMART 1, p. 7
Materials:
Chart of MAPEH Class DVD player MP3 of medley of songs Pictures of places Flash card of group numbers
Generalization:
Tell how to wash hands properly.
Application:
Guide the pupils in doing “Think Smart”, p. 235
Procedure: Preliminary Activities: Song: MAPEH Class Review:
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Let us sing “The Bus Song”. While singing the song, do the actions showing the steady beats.
Drinking at least 8 glasses of water and 1 glass of milk a day will help make us grow big and strong. Having 3 full meals a day will give us enough nutrients we will need for the day.
Lesson Proper: Motivation Flash pictures of different usual places like mall, school, park. Let the pupils identify the place in the picture. Presentation: Where do you hear music? What do you usually do when you hear music like dance music? Discussion:
Ask the pupils to the following set of actions steadily. Do these while listening to a medley of songs.
1: 2: 3: 4:
clap shake clap stomp
clap shake shake stomp
Generalization:
Cite some examples of healthful foods.
Application:
Why is it important to eat healthful foods?
Evaluation:
Do Smart Moves, p. 230.
Assignment:
What else can you do to become healthy?
clap clap shake shake clap shake stomp stomp
UNIT 2 PERSONAL HEALTH
Group Activity: Group the class into 4. While listening to the music, ask the group of pupils to perform their actions as you raise the number name of their group using the flash cards.
LESSON 1
Health Habits and Hygiene
Evaluation: Guide the pupils in doing ―SMART Activity B, p.7.
Objective:
Practices good health habits and hygiene.
LESSON 4
Reference:
Topic: Smart 1, pp. 232-236
Beat in Rhymes
Material:
Pencil, eraser, crayons
Procedure: Objective/s:
Maintains steady beats when chanting.
References:
K to 12 Curriculum for Music and Art, p.12 SMART 1, pp. 8-9
Materials:
Chart of MAPEH class Chart and Mp3 of ―”Twinkle, Twinkle Little Star” Mp3 player
Procedure:
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Page | 121
Less healthful foods are not good for our body. It will not give us enough energy and proper nutrients that our body needs. Eating too much less healthful foods can make us weak and sick. Generalization:
What are the healthful foods? What are the less healthful foods?
Application:
Why is it important to eat healthful foods?
Evaluation:
Do “Smart Pictures”, p. 228.
Preliminary Activities: Review:
Song - MAPEH Class
Group the class into 4 just like what you did on the previous day. While listening to the music, ask the group of pupils to perform their actions as you raise the number name of their group using the flash cards.
Lesson Proper: Motivation: Song: Twinkle, Twinkle Little Star 2.
LESSON 4
Presentation:
Good Eating Habits Objective:
Infers the consequences of eating less healthful foods.
Reference:
Smart 1, pp. 229-230
Material:
Crayon, picture of a healthy child
When did you learn this rhyme? For some children, “Twinkle, Twinkle Little Star” has been learned when they were babies. Rhymes are taught to babies to learn words and actions. In most instances, music is added to rhymes so that it can be remembered easily. Skill Enhancement: Let us recite a rhyme and move to its beat. Point and move your finger on the picture of the heart on page 8 while reciting the rhyme. The heart represents the steady beat.
Procedure: Preliminary Activities: Review:
What are the healthful foods? What are the less healthful foods?
Generalization: When reciting the rhyme, when do we move our fingers? When do we stop moving our fingers?
Lesson Proper: Motivation:
Application: Show a picture of a healthy child. Show pictures of foods which are healthful or less healthful. Post the picture of the child on the board. Then show the prepared pictures of foods. Ask the pupils to shout “yes” if the food on the picture is healthful. Then “no” if the picture of the food is less healthful.
Presentation:
Draw a heart above the correct syllables of ―”Jack Be Nimble” to mark the steady beat of the rhyme. Evaluation: Draw a heart above the correct syllables of ― “Jack Be Nimble” to mark the steady beat of the rhyme.
Guide the pupils in doing “Smart Pictures”, p. 229.
Discussion: Eating vegetables and fruits everyday will give us vitamins and minerals that will help keep us healthy. Page | 120
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LESSON 5 (First Day)
Evaluation:
Guide the pupils in doing “Think Smart”, p. 223
The Walking Note
Assignment:
Do “Smart Moves”, p. 224
LESSON 2 Objective/s:
Walk in response to sound with the correct rhythm.
Topic:
The Walking Note
References:
K to 12 Curriculum Guide in Music and Art, p.12 SMART 1, pp. 10-11
Healthful and Less Healthful Foods Objective:
Distinguishes healthful from less healthful foods Drinks at least 8 glasses of water and 1 glass of milk a day. Eats fruits and vegetables daily. Avoids soft drinks and junk diet.
Reference:
Smart 1, Health, Unit I, Lesson 2
Material:
Pencil, eraser, crayon
Procedure: Preliminary Activities: Song:
MAPEH Class
Procedure:
Review: Point and move your finger on the picture of the heart on page 8 while reciting the rhyme. The heart represents the steady beat.
Checking of Assignment
Lesson Proper: Motivation
Preliminary Activities:
Review: Who loves to walk around the park? Name a park near your place. Who wants to show how to walk leisurely around the park?
Presentation: Let us sing “Walk Around the Park” while walking leisurely.
Lesson Proper: Motivation:
Discussion:
Who among you chooses food to eat? Why? 2. Presentation: Look at the picture on page 227. How do the two children differ from each other?
The walking note “ “ moves like the steady beat. It is also called the “quarter note”. It may also be written like this (I). We call this a stick notation. Generalization: Describe the quarter note.
Where can we find foods?
What do you think is the choice of food of the healthy child? The sickly child? Discussion: Healthful foods are good for our body. It gives us nutrients that will make us healthy and strong. It helps us become more alert and active.
Application:
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Page | 119
UNIT 1 NUTRITION
Let us sing again “Walk Around the Park” while leisurely walking. Remember that each syllable uses a quarter note. Evaluation: Do it your own. Sing “Walk Around the Park” while walking. Again, each syllable uses a quarter note.
LESSON 5 (Second Day)
LESSON 1
The Walking Note
Plant and Animal Food Resources Objective:
Identifies plant and animal sources of food.
Reference:
Smart 1, pp. 221-226
Materials:
Pencil, eraser, crayons
Objective:
Clap in response to sound with the correct rhythm.
References:
K to 12 Curriculum Guide in Music and Art, p.12 SMART 1, pp. 10-11
Procedure:
Procedure: Lesson Proper:
Preliminary Activities:
Song: MAPEH Class
Review:
Let us sing “Walk around the Park” while walking.
Lesson Proper:
Motivation:
Presentation: What is your favorite food? Why do you like it? 2. Presentation:
Discussion:
Guide the pupils in doing “Think Smart”, p. 226 Which foods do you like best? Where do they come from? 3. Discussion: The foods that we eat come from plants and animals.
Let us sing “Dear Boys, Dear Girls” Aside from moving like the steady beat, a quarter note has only one sound. Just like the song “Dear Boys, Dear Girls”, each word has the same movement as a quarter note. Movement in music is called rhythm. A quarter note has one-sound rhythm.
Generalization:
What is rhythm?
Application: Sing and clap “Dear Boys, Dear Girls” according to the note of the song.
These plants and animals are grown in farms. They are brought to the market to be sold. What parts of the plants can we eat? Generalization:
Where can we find foods?
Application:
Guide the pupils in doing “Smart Pictures”, p. 225 Page | 118
Evaluation: Do it your own. Sing and clap “Dear Boys, Dear Girls”. Remember that each word is in quarter note.
Page | 15
LESSON 6
CONTENT
Move with a Quarter Note Objective/s:
Perform a rhythm ostinato.
References:
SMART 1, pp. 12– 15
A. Knowing personal information and ways to ask for help
Materials: Chart and mp3 of “Manang Biday”, “Dandansoy” , and “Sarung Banggi”, “Les Toreadors” , “Can Can”. mp3 player Chart of rhythm ostinato Procedure: Preliminary Activities: Review:
MAPEH Song
Sing and clap “Dear Boys, Dear Girls” Remember that each word is in quarter note.
Lesson Proper: Motivation: Turn your book on page 12. Say the names of the body parts with one-sound rhythm. Presentation: Listen to three folk songs that I will play.
CONTENT PERFORMANCE STANDARDS STANDARDS FOURTH QUARTER The learner… The learner… demonstrates understanding of safe and responsible behavior to lessen risk and prevent injuries in dayto-day living
B. Preventing childhood Injuries
appropriately demonstrates safety behaviors in daily activities to prevent injuries
LEARNING COMPETENCY The learner… 1.
2.
3. 4.
1.
Safety rules at home 2. Safety rules in school including fire and other disaster drills 3. Safety with animals
5.
C. Ways by which people are intentionally helpful or harmful 1. good touch and bad touch 2. protection against violent or unwanted behaviour of others
9.
6. 7. 8.
Discussion: Today let us learn how to perform a rhythm ostinato. An ostinato is a repeated rhythm that is played all throughout the composition. Let us listen again to the three folk songs and perform a rhythm ostinato. This is the rhythm ostinato:
clap
clap
clap
10.
Song number 1: ―Manang Biday Song number 2: ―Dandansoy Song number 3: ―Sarung Banggi
Page | 16
Page | 117
identifies situations when it is appropriate to ask for assistance from strangers gives personal information, such as name and address to appropriate persons identifies appropriate persons to ask for assistance demonstrates ways to ask for help follows rules at home and in school. Follows rules during fire and other disaster drills Observe safety rules with stray or strange animals Describe what may happen if safety rules are not allowed Describes ways people can be intentionally helpful or harmful to one another Practices ways to product oneself against violent or unwanted behaviours of others
Generalization: CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
Application: Turn your book on page 13. Say the names of the animals with one-sound rhythm. Clap to show the beat.
THIRD QUARTER A. Characteristics of a healthful home environment 1. Clean water 2. Clean indoor air
The learner…
The learner…
understands the importance of keeping the home environment healthful.
consistently demonstrates healthful practices for a healthful home environment.
1.
2. 3. 4. 5. 6. 7.
B. Ways to keep the healthful home environment
8.
describes the characteristics of a healthful home environment discusses the effect of clean water on one’s health discusses how to keep water at home clean practices water conservation explains the effect of indoor air on one’s health identifies sources of indoor air pollution practices ways to keep indoor air clean explains the effect of a home environment to the health of the people living in it
Evaluation: Listen to two classical compositions and perform a rhythm ostinato. This is the rhythm ostinato:
stomp
9. describes ways on how family members can share household chores in keeping a healthful home environment 10. demonstrates how to keep the home environment healthful
clap
Music 1: ― “ Les Toreadors” from Carmen Suite No. 1 (Bizet) Music 2: ―”Can Can” (Rossini) Assignment:
Do Smart Exercise B, p. 15
LESSON 7
The Running Note Objective/s: Reference: Materials:
Page | 116
What is ostinato?
Clap an eight note rhythm. SMART 1, pp. 16-18 mp3 of ―Kitty and Mousey , Mousey , and Magtanim ay Di Biro
Procedure: Preliminary Activities: MAPEH Class Song Checking of Assignment Review: Do Smart Exercise A, p. 17
Page | 17
Lesson Proper: Motivation Look at the picture on p. 16 What does a mouse do when it sees a cat?
3.
Let us sing the song ―Kitty and Mousey on p. 16. Tap the steady beat marked by heart and listen for the running notes.
4.
Presentation:
5.
Discussion: Do you feel like running while singing the song? In music, a running note is called the eight note. It is written like this or. An eighth note has a two-sound rhythm to a beat. The steady beat is marked by
6.
Generalization: What is an eighth note? Application: Sing “Mousey” on p. 17 and clap to show its rhythm. Evaluation: Let us sing the song “Magtanim ay Di Biro”. Clap to show the eighth note rhythm and the quarter note rhythm.
7.
2.3 when the hands get dirty Washing the feet when dirty, before going to bed, and after wading in flood waters Taking a bath every day Wiping hands and face with a clean handkerchief Covering cough and sneeze with clean handkerchief or tissue paper when coughing or sneezing Coughing or sneezing into the crook of the elbow rather than the hand
4. practices habits of keeping the body clean & healthy 5. realizes the importance of practicing good health habits
8. Wearing clean
LESSON 8
Rhythm in Our Body Objective:
Plays ostinato patterns on body parts and movements.
References:
K to 12 Curriculum Guide for Music and Art, p. 13 SMART 1, pp. 19—20
Materials:
Mp3 and chart of ―Paruparong Bukid and ―Dandansoy
clothes appropriate to the activity 9. Having enough rest and sleep 10. Maintaining good posture Engaging in physical activity
Procedure: Preliminary Activities:
MAPEH Class Song
Page | 18
Page | 115
Review: HEALTH SYLLABUS CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
Lesson Proper: LEARNING COMPETENCY
Presentation: Now we have learned two rhythms –one-sound quarter note and twosound eighth note. Let us show these rhythms through bodily actions.
FIRST QUARTER A. Healthful and less healthful foods 1. Water and milk vs. soft drinks 2. Fruits and vegetables vs. sweets, salty and processed food
The learner… The learner… understands the practices healthful eating importance of good habits daily eating habits and behavior
B. Consequences of eating less healthful food
The 1.
Skill Enhancement
Llearner… distinguishes healthful from less healthful foods
Let us do the actions on p. 19 to show the eighth-note rhythm and the quarter note rhythm. Application: Group Activity:
2. tells the consequences of eating less healthful foods 3. practices good decisionmaking skill in food choices 4. practices good eating habits that can help one become healthy
C. Good eating habits 1. Eat regular meals. 2. Eat a healthful breakfast daily. 3. Chew food thoroughly.
Let us sing the song “Magtanim ay Di Biro”. Clap to show the eighth note rhythm and the quarter note rhythm.
Create your own bodily actions to show the given rhythms on p. 20. Use the following actions: shake, clap, stomp and tap. Group 1: Number 1 Group 2: Number 2 Page 18 Group 3: Number 3 Group 4: Number 4 Evaluation:
CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
Listen to two folksongs and perform this rhythm ostinato.
SECOND QUARTER A. Health habits and hygiene 1. Proper behavior during mealtime. 2. Proper hand washing 3. 2.1 before and after eating 2.2 after using the toilet
The learner…
The learner…
demonstrates understanding of the proper ways of taking care of one’s health
practices good health habits and hygiene daily
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1.
identifies proper behavior during mealtime 2. demonstrates proper hand washing 3. realizes the importance of washing hands
Ostinato:
clap
tap tap
tap
Song Number 1: ―Paruparong Bukid Song Number 2: ―Dandansoy
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LESSON 9
Rhymes for Everyone OBJECTIVE:
Recite rhymes with the quarter note and eighth note rhythm.
Reference:
Smart 1, Pp. 20-23
Materials: Mp3 Of ―Good Manners And ―Polite Expressions Procedure: Preliminary Activities: Review:
MAPEH Class Song
Listen to two folksongs and perform this rhythm ostinato.
Ostinato:
clap
tap tap
tap
Song Number 1: ―Paruparong Bukid‖ Song Number 2: ―Dandansoy‖ Lesson Proper: Presentation: Let us listen to the song “Good Manners”. What will you say if you need something? When someone have done good for you, what will you say? Skill Enhancement Let us sing the song “Good Manners”. Clap to show the quarter– note rhythm and tap to show the eighth note rhythm. Application: Let us sing the song “Polite Expressions”. What polite expressions you have learned from the song?
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Evaluation:
Page No. 216 Smart Moves The answer in these activities may vary depending on the students’ performance
Let us sing again the song “Polite Expressions”. Clap to show the quarter– note rhythm and tap to show the eighth note rhythm. Assignment: Do Smart Activity C, p. 24
Page No. 217 Think Smart 1. 2. 3. 4. 5.
LESSON 10
Silent Beat
Catching T h ro w i n g Striking Jumping Running
Page No. 218 Smart Check The answer in these activities may vary depending on the students’ performance.
Objective:
Demonstrate basic understanding of sound, silence and rhythm.
References:
K to 12 Curriculum Guide for Music and Art, p. 12 SMART 1, pp. 25-29.
Materials:
Mp3 of ―Baa, Baa Black Sheep‖ , ―Peas Porridge Hot‖ , ―Mga Tanawin‖ , ―Magandang Asal‖ , ―I’m a Little Teapot‖
Procedure: Preliminary Activities:
MAPEH Class Song
Checking of Assignment Review: On Smart Activity B, p.23, Identify the two-sound names of each fruit or vegetable. Lesson Proper: Motivation: Look at the picture on p. 25. What animal is shown in the picture? Presentation: Let us sing “Baa, Baa Black Sheep while tapping the steady beat marked by .
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Discussion: Do you hear any sound after the words “wool” and “full”? This is the silent beat. In music, the silent beat is known as rest. The musical symbol for the silent beat is quarter rest “
“ or “Z”.
Generalization: What is rest? Application:
Page No. 203 Think Smart
Read “Baa, Black Sheep” again on page 25 and clap to show the quarternote, the eighth-note, and the quarter-rest rhythms.
Evaluation: Clap to show the quarter note, the eighth note, and quarter rest rhythms in “Peas Porridge Hot”, p. 25. Assignment:
1. 2. 3. 4. 5. Page No. 206 Smart Picture Answer may vary Page No. 207 Smart Moves
Do Smart Activity B, Pp. 28-2
UNIT 2
Unit II Melody
Answer may vary Page No. 208 Think Smart
LESSON 1
High and Low References:
1. Bouncing 2. Dribbling Smart Check Answer may vary
Objective:
Identify high and low positions of objects.
References: Materials:
SMART 1,pp. 31-32 Chart of “MAPEH Class” Chart of line with different direction sas shown in motivation
Page No. 215 Smart Pictures Answer may vary
Procedure: Preliminary Activity:
MAPEH CLASS Song
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Page No. 197 Smart Pictures
Lesson Proper: Motivation:
Answer may vary
Invite the children to look at the line.
Page No. 198 Smart Moves Answer may vary
Point the line from the beginning using your finger. And ask the children to say “ahh� as you point it.
Page No. 199 Think Smart
Presentation: Look at the pictures on page 31. What can you see in the picture? Describe them.
1. 2.
Discussion: Objects around can have different positions. They may be high or low.
3. 4. 5.
Generalization: Look around the room. Point the objects that are in high position. Low position. Application:
Page No. 201 Think Smart
Guide the pupils in doing Smart Activity A., page 32.
Answer may vary
Evaluation: Do Smart Activity B., page 32.
Page No. 202 Smart Moves
Assignment:
Answer may vary
On page 32, color the objects red if they are in a high place. The yellow if they are in a lower place.
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LESSON 2
High and Low References: Objective:
Identifies high and low pitch.
References:
SMART 1, pp. 33 - 35
Page No. 189 Think Smart 1. 2. 3. 4.
Materials: Chart of “MAPEH Class” Chart of line as shown in “review” and “application”
Page No. 192 Smart Picture Answer may vary
Procedure: Preliminary Activities:
Page No. 193 Smart Moves
MAPEH Class
Review: Do this activity for the second time.
The answer in these activities may vary depending on the students’ performance Page No. 194 Smart Moves 2 Answer may vary
Point the line from the beginning using your finger. And ask the children to say “ahh” as you point it.
Page No. 195 Think Smart
Lesson Proper:
Answer may vary
Motivation: Have you been to a zoo or a farm? Look at the pictures on page 33. Each animal makes a unique sound. Imitate the sounds made by the animals in the picture. Do you hear high or low sound?
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Page | 109
Page No. 183 Smart Moves 2 1. 2. 3. 4. 5.
Presentation:
C A E D B
Let us sing the song “Animal Sounds” on page 34. Imitate the sounds of each animal mentioned in the song. Discussion: Animal sounds may be high or low. What animals make high sounds? What animals make low sounds? In music, the highness and lowness of sound is called pitch.
Page No. 184 Smart Check
Generalization:
The answer in these activities may vary depending on the students’ performance
What is pitch?
Application:
Page No. 187 Smart Pictures Answer may vary Page No. 188 Smart Moves 1
Point the line from the beginning using your finger. And ask the children to say “ahh” as you point it. This time, ask them to create high pitch if the direction of the line is ascending. Then low pitch if it is descending. IV. EVALUATION:
Answer may vary
Do “Smart Activities”, page 35.
Page No. 189 Smart Moves 2 Answer may vary
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LESSON 3
Page No. 177 Smart Moves
So - mi
Page No. 178 Think Smart
Objective:
Identify “so – mi” pitch.
References:
SMART 1, pp. 38 - 37
Materials:
chart of “MAPEH Class”, DVD player, MP3 of medley of songs, pictures of places , flash card of group numbers
Procedure: Preliminary Activities:
The answer in these activities may vary depending on the students’ performance
1. 2. 3. 4.
Non-locomotor Non-locomotor Non-locomotor Non-locomotor
Song: MAPEH Class
Page No. 180 Smart Picture
Review:
Answer may vary Page No. 181 Smart Moves 1 Point the line from the beginning using your finger. And ask the children to say “ahh” as you point it. This time, ask them to create high pitch if the direction of the line is ascending. Then low pitch if it is descending.
The answer in this activities may vary depending on the students’ performance
Lesson Proper:
Page No. 182 Smart Moves 2
Motivation: What is your favorite amenity in the playground or park? Why? Who among you have seen a “seesaw”? Describe it. Presentation:
Answer may vary
Let us sing the song “seesaw” while pointing to the words of the song with your fingers.
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Page No. 171 Smart Pictures Answer may vary
Page No. 172 Smart Moves The answer in these activities may vary depending on the students’ performance Page No. 173 Think Smart 1.
Does your finger move up and down? Do you hear high and low sounds? Discussion: The tune in music is also called melody. The high melody may be called so and the low melody is mi.
2.
In a musical ladder, mi mi is on the third step while so is on the fifth.
3. 4
4.
Page No. 176 Smart Pictures Answer may vary
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Generalization:
What is the difference between so and mi?
Page No. 164 Smart Moves
Application: Let us sing “Seesaw” using the so-mi syllables. S stands for so and M stands for mi.
The answer in these activities may vary depending on the students’ performance Page No. 165 Think Smart 1. 2. 3. 4. 5.
Evaluation: Do Smart Activity A, p. 38. Assignment: Do Smart Activity B, p. 38.
LESSON 4
“So-Mi” in Musical Lines and Spaces Objective:
Sing “so-mi” in musical lines and spaces.
References:
SMART 1, pp. 39 - 42
Materials:
Chart of MAPEH class Chart of “good morning” greetings in different dialects and languages Chart of “so-mi” greetings”
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Page No. 167 Smart Moves Answer may vary Page No. 168 Smart Moves The answer in these activities may vary depending on the students’ performance Page No. 169 Think Smart 1. C 2. E 3. A 4. B 5. D
Page | 105
Procedure: Preliminary Activities:
Song: MAPEH Class
Checking of Assignment and Review
2.
Lesson Proper: Motivation: Do you know how to greet “good morning in different languages or dialect? In Visaya? In Bicolano? In Japanese? In Chinese? In French? Music is also a language. We can also do greetings in a musical way.
3. 4. Presentation:
Greet the children with “so-mi” greeting” Ask them to respond in the same way.
5. Discussion:
Discuss page 39.
Generalization:
Page No. 160 Smart Check
Do Smart Activity A., p. 40.
The answer in these activities may vary depending on the students’ performance
Application: Do Smart Activity B, p. 41 Evaluation:
Page No. 163 Smart Pictures
Do Smart Activity D, p. 42. Assignment:
Answer may vary
Do Smart Activity C, p. 42.
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LESSON 5
Page No. 152 Think Smart
“La-So-Mi” Objective: Identify and sing “la-so-mi” References:
SMART 1, pp. 43 – 45
Procedure:
Preliminary Activities: So-Mi Greeting
B S W A Y Z
T E L A R U
U W N Q M R
R X I D Y O
N O W S K T
H P L B T A
F V G S C T
K R H D T E
Page No. 155 Smart Pictures
You may also use other words. Example, “How are you?, God bless you! Checking of Assignment and Review: Lesson Proper: Motivation:
1. 2. 3. 4. 5. 6.
Thigh Heel Knees Legs Ankles toes
Page No. 157 Smart Moves The answer in these activities may vary depending on the students’ performance
Look at the picture. In what direction does the bigger man go? The smaller?
Page No. 159 Think Smart
Presentation: Look at the musical ladder on page 43 What is the new note? Meet the note la.
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1.
Page | 103
Discussion:
Page No. 145 Smart Pictures
In musical ladder, “la” is just above “so” on the sixth step. It is four steps from “mi”. Let us sing “la-so-mi” in lines and spaces. L stands for “la”, S stands for “so”, and M for “mi”.
The answer in these activities may vary depending on the students’ performance Page No. 146 Smart Moves The answer in these activities may vary depending on the students’ performance Page No. 147 Think Smart Answer may vary
Page No. 149 Smart Pictures Generalization:
Answer may vary
Do Smart Activity B, p. 45.
Page No. 151 Smart Moves
Application: Do Smart Activity A, p. 44.
The answer in these activities may vary depending on the students’ performance
Page | 102
Evaluation: Do Smart Activity C, p. 45.
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LESSON 6
Melodies in “so-mi” and “la-so-mi”
Page No. 137 Smart Moves The answer in these activities may vary depending on the students’ performance
Objective:
Sing melodies in “so-mi” and la-so-mi”.
References:
SMART 1, pp. 46 - 48
Page No. 138 Think Smart
Procedure: Preliminary Activities:
So-Mi Greeting
1. Trunk 2. Head 3. Arms 4. Legs
Review: Do Smart Activity A, p. 44. Lesson Proper: Motivation: Game: In a piece of paper, write names of your classmates as many as you can. Presentation: Let us sing the song “Friends”, p. 46 Skill Enhancement: Guide the pupils in singing the songs in “la-so-mi ”in Lesson 6.
Page No. 140 Smart Pictures Head Eyes Ears Nose Mouth Page No. 141 Smart Moves The answer in these activities may vary depending on the students’ performance Page No. 142 Think Smart 1-5 - Answer may vary
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Page | 101
LESSON 7
Do as Home Tone Objective:
Sing the melody “la-so-mi” going to home tone “do”.
References:
SMART 1, pp. 49-51
Procedure:
Page No. 136 Smart Picture
Preliminary Activities:
MAPEH Song So-Mi Greeting
1. Head 2. Ear 3. Neck 4. Elbow 5. Arm 6. Hand 7. Finger 8. Feet 9. Eye 10. Nose 11. Mouth 12. Shoulder 13. chest 14. Waist 15. Leg 16. Knee 17. Toe
Review: Invite the class to sing any one song from the previous lesson then ask them what melodies have they learned from the previous lessons. Lesson Proper: Motivation: Do simple/basic vocal warm-up. What happens to the pitch of the song as the warm-up continues and as it ends? Presentation: Look at this ladder.
Page | 100
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Procedure: Ask the pupils to stand far from one another. Practice locomotor skill using the colored cards. If the teacher holds up a red card the pupils stop or freeze. If the teacher holds up a green card, the pupils will move by running, hopping, jumping, etc. If the teacher holds up a yellow card, the pupils will walk slowly, walk backward, walk in place.
LESSON 5
What is the new note? Meet the note “do”, the home tone of the pitches.
Simple Dodge Ball Game
Discussion: In the musical ladder, “do” is on the first step. It is three steps from “mi”, five steps from “so”, and six steps from “la”
Objective:
Apply beginning sports skills like striking ,catching, and throwing; and Develop one’s alertness and agility.
The first tone is “do” while the third is “mi”. The fifth tone is “so” and “la” is the sixth.
References:
Smart 1, pp. 214 ball
Generalization:
Procedure:
Describe “do”.
Divide your class into two groups. Toss a coin to decide which of the group will be the "It." The group who serves as "It" will again be divided into two. The members of the smaller groups will occupy the opposite sides of an open playing area (half of a basketball court). The members of the other group will now be scattered at the center of the playing area. The "It" will throw the ball and try to strike each member of the group standing in the center until all group members have been hit by the ball. The playing group becomes the "It" once all of its members have been hit by the ball.
Application: Let us sing this melody and find the home tone.
Assignment: Do “Smart Check” on page 217..
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Evaluation:
LESSON 3
Baa, Baa Black Sheep
Group Work: Group the class into four. Ask them to do Smart Activity A, p. 50. Group 1 will do number 1, Group 2- number 3 and so on. Assignment:
Objective:
Do the different non-locomotor and locomotor movements while singing.
References:
Topic: Smart 1, p. 212
Practice singing “Smart Activity B”, p. 51.
UNIT 3
Sound Matter
Procedure: “Baa, baa black sheep” (March in place 4 times.) “Have you any wool?” (Clap 3 times.) “Yes, sir, yes, sir” (Nod two times.) “ Three bags full.” (Raise your three fingers.) “One for my master,” (Turn and bow to the right.) “One for my dame,” ( Turn and bow to the left) “One for the little boy” (Do a half knee bend) “Who lives down the lane.” (Bow forward.) “Baa, baa, black sheep” (March in place 4 times.) “Have you any wool?” (clap 3 times) “Yes, sir, yes, sir” (Make a hand salute two times.) “Three bags full.” (Raise your three fingers.)
LESSON 1 Sound of Nature Objective:
Imitate sounds that could be heard in nature.
Reference:
SMART 1,pp. 53-55
Materials: Chart of “MAPEH Class”, mp3 of the song “Likas Yaman”
LESSON 4
Traffic Lights
Procedure: Preliminary Activity:
Objective:
Be able to follow directions; and Perform different locomotor movements.
References:
Smart 1, p. 213
Materials:
colored cards that signify different movements: red – stop/freeze yellow – slow down green – go or move
Page | 98
Song MAPEH CLASS (Tune: It’s a Small World)
There is just one class we enjoy so much Where our mind think hard and discover a lot Learning Music and Art, having P.E. and Health We enjoy our MAPEH Class Oh its MAPEH after all Oh its MAPEH after all Oh its MAPEH after all We enjoy our MAPEH Class!
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2. “So-Mi” Greeting
Shout "Go” for the pupils to start picking up the paper balls in their group's area one by one. The pupils shall throw each paper ball over to the other group's side as fast as they can.
Lesson Proper:
Shout "Stop” for the pupils to raise their arms in the air and form them into an X. The pupils should drop any paper ball that they might still be holding.
Motivation:
Count all the paper balls that remain in their group's side. The side with the fewest paper balls is declared the cleanest area.
What is your favorite place in the country? Who among you have been to some wonderful scenic places in the Philippines?
LESSON 2
Who among you have been to Boracay? Banaue Rice Terraces? Maria Cristina Falls? Mayon Volcano?
Big Circle Moves
Presentation: Let us sing the song “Likas Yaman”, p. 53 Discussion: According to the song, what can you see in the environment? What do we call to these things that we can see? What do you think is the sound of a sea?
Objective:
Participate in large group activity; and Practice the different locomotor and non-locomotor skills and correctly follow directions.
References:
Smart 1, p. 211
Procedure:
Generalization: Does nature have sound?
Ask the pupils to hold hands with their classmates and form a big circle. Give instructions for the Big Circle. For example, "Big Circle moves clockwise.''
Application: Guide the pupils in doing Smart Activity A, p. 54. Evaluation:
2. Ask the pupils to start moving clockwise until the next command is called out. (example: move counter clockwise, move slow or fast, hop, walk, etc.)
Do Smart Activity B, page 55. Assignment: Continue doing Smart Activity B at home.
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Page | 97
Application:
Guide the pupils in doing “Smart Moves” on page 207.
Evaluation:
Do “Think Smart” on page 208
Assignment:
Do “Smart Check” on page 208.
UNIT 4 GAMES AND RHYTHMIC ACTIVITIES FOR KIDS
LESSON 2 Animal Sound Objective:
Imitate sounds of animals.
Reference:
SMART 1, pp. 56 - 59
Materials: Chart of “MAPEH Class”, SMART 1 Audio CD, player Procedure
LESSON 1
Preliminary Activities:
Song: MAPEH Class “So-Mi”Greeting
Keep it Clean! Objective:
Develop one’s general coordination. Practice throwing skills.
References:
Smart 1, p. 210
Checking of Assignment and Review Lesson Proper: Motivation:
Materials: Crumpled paper for each pupil or any light/soft object, 8 hoops or paper tape
Who among you have pets at home? Who takes care of them? Animals communicate with each other in their own unique ways. Name some animals and imitate their sounds.
Procedure: Group your class into two. Divide the playing area into two and mark the boundary of each group's area using a paper tape.
Presentation:
The pupils shall stand in the area where they belong. An equal number of paper balls are found in each group's area.
Discussion:
Let us sing the songs from pages 56 to 57 about animals. Do Smart Activity A, p. 58 Generalization: Can we imitate sounds of animals?
Page | 96
Page | 37
Review:
Application: Let us do the “Zoo Clap”. Clap your hands three times and create a sound of whatever animal you like. Ready? Go!
What materials can we use to do striking?
Lesson Proper: Motivation: Show a basketball ball.
Evaluation: Do “Smart Activity B”, p. 59 Assignment: Continue doing “Smart Activity B” at home.
LESSON 3 Body Sound
What kind of ball is this? In what sport do we use this?
Objective:
Create body sounds.
References:
SMART 1, pp. 60-61
What skills do we need to develop in playing basketball? Presentation:
Materials: Procedure:
Look at the picture on page 204. What sport is in the picture? Basketball is a very popular sport in our country. Maybe your father loves to watch or even play basketball. You probably enjoy watching this sport too.
Chart of “MAPEH Class”, DVD player, SMART Audio CD
Preliminary Activities:
Song: MAPEH Class “So-Mi” Greeting: Discussion:
In basketball, dribbling is the skill that a player needs to move a ball from one place to another. Generalization:
Checking of Assignment and Review
Look at the picture on page 205. What is the difference between dribbling and bouncing?
Lesson Proper: Motivation: Create sound by snapping your finger while singing any song from the previous lessons.
Page | 38
Page | 95
Presentation:
Presentation:
Sing any song from the previous lesson and ask the children to slap their thighs while singing the song.
Look at the pictures on the upper side of page 200. What skills do you see? Discussion:
Discussion:
You can make your body sound like an instrument. You may use your fingers, hands, thighs, and feet.
The pictures show striking skills. The pictures show the different striking skills in sports. The lower pictures show the materials that we may use in doing the said skill. You may use racket, bat, and paddle to strike a ball in different directions. Generalization:
What sports need striking to win?
Application:
Guide the pupils in doing “Smart Moves”, page 202.
Evaluation:
Do “Think Smart”, page 203.
Assignment:
Do “Smart Pictures”, page 201.
LESSON 5
Dribbling Objective:
Identify and do some dribbling skills.
Reference:
Smart 1, pp. 204-208
Materials:
Crayons, pencil, eraser
Generalization: How can we make body sounds? Application: Let us perform body sounds using rhythms. Evaluation: Do “Smart Activity A”, p. 61
Procedure: Assignment:
Preliminary Activities:
Do Smart activity B, p. 61`.
Checking of Assignment
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LESSON 4
Presentation: Have you watch football? In football most of the movements of a player make use of his legs, particularly the feet. The player uses his feet to kick the ball or pass the ball to his team mates.
Mechanical Sounds and Sounds at Home Objective:
Classify mechanical sounds and sounds at home.
References:
SMART 1, pp. 62-64
If you want to be a good taekwondo player, you need to practice different kicks. Do you want to enjoy the power of your legs? I will show you how. Discussion: Kicking is just one of the different leg motions. Kicking will help you move light objects like a ball using your bag.
Materials: chart of MAPEH class, mp3 of mechanical sounds and sounds at home Procedure: Preliminary Activities:
Song: MAPEH Class “So-MI” Greeting
Generalization:
Give some sports that requires kicking.
Application:
Guide the pupils in doing “Smart Moves” on page 198.
Evaluation:
Do “Think Smart” on page 199.
Assignment:
Do “Smart Pictures” on page 197.
LESSON 4
Striking Checking of Assignment and Review
Objective:
Do some striking skills.
Lesson Proper:
Reference:
Smart 1, pp. 200-203
Motivation:
Materials:
Crayons, pencil, eraser
Play some mp3 sounds of different objects and ask some pupils to guess what object is producing a sound. Presentation:
Procedure: Lesson Proper: Motivation:
Let us sing the song “Sounds at Home”, p. 63 Discussion:
Who among you play baseball? What do you say when the batter failed to hit the ball? (strike 1… strike 2…)
Discuss page 62
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Page | 93
Generalization:
Lesson Proper: Motivation:
How o sounds of objects outside the house differ from those objects found inside the house?
Guide the pupils in doing “Smart Moves 2”, page 194. Application:
Presentation:
Sing again the song “Sounds at Home”. This time create the different sounds properly.
Guide the pupils in doing “Think Smart”, page 195. Discussion: Catching is another arm movement. You use this skill to get a ball or object from the throw. A good example of catching is shown in baseball. Generalization:
In what sports do we need to apply the correct way of catching?
Application:
Guide the pupils in doing “Smart Moves 1”, page 193.
Evaluation:
Do “Think Smart” on page 192.
LESSON 3
Kicking
Evaluation: Do Smart Activity, p. 64.
LESSON 5 Classroom Music Instruments Objective:
Play some musical instruments.
References:
SMART 1, pp. 65-69
Materials: Pictures Of Musical Instruments
Objective:
Identify and do some kicking skills.
References:
Smart 1, pp. 196-199
Procedure: Preliminary Activities:
So-Mi Greeting
Procedure: Lesson Proper: Motivation: Show a picture of “Sepak Takraw” ball. What kind of ball is this? What skill you need to fully develop if you will play this kind of sport?
You may also use other words. Example, “How are you?, God bless you! Motivation: Show some pictures of musical instruments. Who among you can name these musical instruments?
Page | 92
Page | 41
Presentation:
Presentation: Present musical instruments on page 65. Discussion:
Look at the pictures on page 186. What sports is being played in the first picture? Second? Third? What is the similarity of all the pictures? 3. Discussion:
Guide the pupils in doing “Smart Activity A”, pp. 66-67.
Generalization:
Throwing is an arm motion used in many sports like javelin, basketball, and in different games.
Give some examples of musical instruments.
Look at the pictures on page 187. These are the two kinds of throwing. (Discuss each.)
Application: Guide the pupils in doing “Smart Activity B”, p. 68 Generalization:
Evaluation: Do Smart Activity C, pp. 68-69.
UNIT 4 DYNAMICS, TEMPO AND FORM
What is the difference between underhand throw and overhand throw? Application:
Conduct “Smart Moves 2” , page 189.
Evaluation:
Do “Think Smart” on page 190.
Assignment:
Do “Smart Pictures” on page 187.
LESSON 2
LESSON 1
Catching
Loud and Soft Sounds Objective:
Identify loud and soft sounds.
Reference:
SMART 1,pp. 71-73
Materials: Chart of “MAPEH Class”, SMART Audio CD, player
Do “catching” as another movement of the arm.
References:
Smart 1, pp. 191-195
Materials:
Any soft ball, whistle
Procedure:
Procedure: Preliminary Activity:
Objective:
Song MAPEH Class
Page | 42
Page | 91
(Tune: It’s a Small World)
Discussion: You have learned different movements in the previous lesson. You may use these movements in winning games that you and your playmates might play.
There is just one class we enjoy so much Where our mind think hard and discover a lot Learning Music and Art, having P.E. and Health We enjoy our MAPEH Class
Generalization:
Oh its MAPEH after all Oh its MAPEH after all Oh its MAPEH after all We enjoy our MAPEH Class!
What movements have you learned from the previous lessons? Can we use them in our daily lives? Application:
Conduct “Smart Moves 1” on page 181.
Evaluation:
Do “Think Smart” on page 183.
Assignment:
Do “Smart Check” on page 184.
Motivation: Look at the pictures on page 71. What is show in Picture A? Picture B? What is the difference between the two pictures?
UNIT 3 BEGINNING SPORTS SKILLS
Presentation: Where would you like to stay? By the sea or outdoors where there are fireworks?
LESSON 1
Picture A creates quiet and soft mood, while picture B creates a loud and noisy mood.
Throwing Discussion: Objective:
Identify and do the different kinds of throwing.
Reference:
Smart 1, pp. 186-190
When we sing or listen to music, we produce or hear sounds that may be loud or soft. In music, the loudness or softness of tones is called dynamics. Generalization: Application:
Materials: Bean bags, masking tape, balls, or shoes, hoops and containers Procedure:
Guide the pupils in singing the songs, pages 72-73. Evaluation: Do Smart Activity B., page 73
Lesson Proper: Motivation:
What is dynamics?
Assignment: Conduct “Smart Moves 1” on page 188.
Page | 90
Do Smart Activity A, p. 73
Page | 43
LESSON 2
The movement shown on the pictures does not move from one place to another. These are called “non-locomotor skills. These are done while the body remains in one place or in one location.
Fast and Slow Tempos Objective:
Identify fast and slow tempos.
Reference:
SMART 1, pp. 74-76
Materials: Chart of “MAPEH Class”, SMART 1 Audio CD, player Procedure: Preliminary Activities:
Song: MAPEH Class “So-Mi”Greeting
Turn your “Smart Book” to page 175 to see the different nonlocomotor skills. (Discuss each skill.) Generalization:
What is the difference between locomotor and non-locomotor skill?
Application:
Guide the pupils in doing “Smart Picture” on page 176.
Evaluation:
Do “Think Smart” on page 178.
Assignment:
Bring a hoop on the next day.
LESSON 5
Motor Skills Games Checking of Assignment and Review Lesson Proper: Motivation: Look at the pictures on page 74. What are shown in the pictures? How do the persons, objects and animals differ in movements in the picture? Presentation: Let us sing “Ang Dyip ni Mang Juan” slowly. Again, let us sing the song. But this time, let us do it fast.
Objective:
Do some motor skills games.
References:
Smart 1, pp. 179-184
Materials:
Crayons, pencil, eraser
Procedure: Lesson Proper: Motivation:
Conduct “Smart Moves 2” on page 182.
Presentation:
Discussion: In music, tempo describes the speed of the sound. Generalization:
What is tempo?
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Look at the pictures on page 179. What movements can you see in the pictures?
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Application:
Presentation:
Do Smart Activity A., page 75. Do “Smart Activity B”, p. 76
Look at the pictures on page 170. What do you think are the children doing? Are they having fun? Discussion:
LESSON 3
If you answer some of the children are walking, crawling, running, jumping, and hopping you are correct! These movements are called “locomotor movements”. Generalization:
Give some locomotor skills.
Application:
Conduct “Smart Moves” on page 172.
Evaluation:
Do “Think Smart” on page 173.
Assignment: Bring the following materials: Old magazines or newspapers Pair of scissors
LESSON 4
Movement and Imagination Objective:
Perform actions for a song.
References:
SMART 1, pp. 77-78
Materials: Chart of “MAPEH Class”, DVD player, SMART Audio CD Procedure: Preliminary Activities:
Non-locomotor Skills Objective:
Do some non-locomotor skills.
Reference:
Smart 1, pp. 174-178.
Lesson Proper:
Materials:
Crayons, pencil, erase
Motivation:
Procedure:
Why do you listen to music?
Lesson Proper: Motivation:
Song: MAPEH Class “So-Mi” Greeting:
Presentation: Conduct Smart Moves on page 177.
Presentation:
Listen to the song “Yankee Doodle”. How do you listen to the song? Discussion:
Look at the pictures on page 174. What movements are being done on the pictures? Do they move from one place to another? 3. Discussion:
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Discuss page 77. Generalization:
What other things can we do when we are listening to music?
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Application:
Procedure: Let us listen to “Aquarium’ from the Carnival of Animals. Use your imagination and bodily movements to describe the music. You may do swimming motions like a fish.
Lesson Proper: Motivation: Guide the pupils in doing “Smart Pictures” on page 167.
Evaluation: Do “Smart Activity”, p. 78
LESSON 4
Presentation:
Discussion: From the previous lesson, you have learned about personal space and general space. You can enjoy these spaces and learn different movements by identifying the directions illustrated on page 166.
Same and Different Structures Objective:
Identify same and different rhythms.
References:
SMART 1, 79-80
Generalization: What are the different directions of the body when walking or running? Climbing?
Materials: Chart of MAPEH class Procedure: Preliminary Activities:
Look at the pictures on page 166. What movements are being done in the pictures?
Application:
Conduct “Smart Moves” on page 168.
Evaluation:
Do “Think Smart” on page 169.
Song: MAPEH Class “So-MI” Greeting
LESSON 3
Locomotors Skills Objective:
Identify the locomotor skills.
Lesson Proper:
Reference:
Smart 1, pp. 170-173
Motivation:
Materials:
Crayons, CD player, nursery rhyme music, one hoop per child
Look at the shapes on page 79.
Procedure: Lesson Proper:
What are the shapes found on each line? Which lines contain same shapes? Which lines contain different shapes? Page 60
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Motivation: What is your favorite outdoor game? What do you need to do for you to win the game?
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Materials:
Presentation:
Pencil, eraser, crayons
Lines 1 and 3 contain the same shapes. Line 2 has different shapes from lines 1 and 3. If we use letters to label the same and different shapes, we can label lines 1 and 3 as A, and line 2 as B.
Procedure: Lesson Proper: Discussion:
Motivation:
The form or structure of the shapes based on their given arrangement is ABA. In music, you may find its form by looking at its rhythm.
Conduct “Smart Moves” on page 164. Presentation: Look at the pictures on page 162. How many are walking? How many are jumping? How many are running? 3. Discussion: The area around the body is called individual or personal space. Whenever and wherever you move, you are moving in your personal space. When you play inside the gym or in the playing area, you are moving in a general space. When moving in a general space, you should learn to control your body movements to avoid harming yourself and other people. Generalization: space?
What is the difference between personal and general
Application:
Guide the pupils in doing Smart Picture on page 163.
Evaluation:
Do “Think Smart” on page 165.
Generalization: What is form? Application: Let us sing the song “Clap Your Hands” on page 80 and look for the same and different rhythms. Evaluation: Do Smart Activity, p. 80 Page 61
LESSON 2
Directions Objective:
Identify the direction of movements of the body.
Reference:
Smart 1, pp. 138-141
Materials:
Pencil, eraser, crayon
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Conduct Smart Moves on pages 157-158. Presentation: Look at the pictures on page 153. When going to school, you sometimes walk. After school, you probably spend a little time to play with your classmates at the school playground. You run, jump, hop, or even slide! What you do are some fun movements of the legs.
Page No. 4 Smart Activity Discussion:
Did you know that your legs carry your body weight? That is why you have to make your legs stronger. They need exercise every day.
Answer may vary Page No. 6 Smart Activities
Your legs consist of the thigh, knees, lower legs, ankles, feet, toes and heels.
A. The answer in this activities may vary depending on the students’ performance B. Answer may vary Page No. 7 Smart Activities
Generalization:
Give some movements that our legs can do.
Application:
Guide the pupils in doing the activities on page 156.
Evaluation:
Do “Think Smart” on page 159.
Assignment:
Do “Smart Check” on page 160.
UNIT 2
A. Answer may vary B. 1. Hips, feet 2. body, head 3. arms, hand 4. feet, feet
SPACE, DIRECTION, AND MOTOR SKILLS LESSON 1
Space Awareness
Page No. 9 Smart Activities Objective:
Answer may vary
Moves within a large group without bumping into others or falling, while using locomotor skills. References:
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Smart 1, pp. 162-165 Page | 85
Page No. 11 Smart Activity
Lesson Proper: Motivation: Conduct Smart Moves on page 151.
The answer in these activities may vary depending on the students’ performance
Presentation: largest part of your body. It consists of the chest, stomach, waist, hips, abdomen and lower back. It helps the different parts of the body to move and perform their functions. Discussion: There are several movements that your trunk can do. Look at page 150 to know them. Generalization:
Give some movements of our trunks can do.
Application:
Guide the pupils in doing “Smart Picture” on page 149.
Evaluation:
Do “Think Smart” on page 152.
Assignment:
What movements can your legs do? 1. 2. 3. 4.
LESSON 5
My Energetic Legs Objective:
Do some movements of the legs
Reference
Smart 1, pp. 153-160
Materials:
Crayons, pencil, eraser
Procedure:
Page No. 13 Smart Activities A. The answer in this activities may vary depending on the students’ performance B. Answer may vary C. The answer in this activities may vary depending on the students’ performance Page No. 14 Smart Exercises A. 1. Heart 2. Box 3. Sun 4. Star 5. Moon 6. Door 7. Bag 8. Map 9. Socks 10. Bell B. Answer may vary
Lesson Proper: Motivation:
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Page No. 17 Smart Activities
Presentation: Your shoulders, upper and lower arms, elbows, hands and fingers. Your arms are very useful in many activities.
A. The answer in these activities may vary depending on the students’ performance B. Answer may vary
You can do many things with your arms. Know some of them on page 143 of your Smart Book. Discussion:
Page No. 20 Smart Activities A. The answer in this activities may vary depending on the students’ performance B. Answer may vary
Look at the pictures on page 144. These are the different movements of your powerful arms. (Discuss and demonstrate each.) Generalization: Give some movements of our arms can do. Application:
Page No. 23 Smart Activities
Guide the pupils in doing “Smart Pictures” on page 145. Evaluation:
A.
Do “Think Smart” on page 147. V. Assignment: What movements can your trunk do? 1. 2. 3. 4.
Answer may vary B. 1. Heart 2. Box 3. Sun 4. Star 5. Moon 6. Door 7. Bag 8. Map 9. Socks 10. Bell C.
LESSON 4
My Strong Trunk Objective:
Do some movements of the trunk.
Reference:
Smart 1, pp. 148-152
Materials:
Crayons, pencil, eraser
Procedure:
Answer may vary
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Movements of the head are possible because of the neck. Page 139 of your Smart Book shows the movements of your head.
Page No. 17 Smart Activities A. The answer in this activities may vary depending on the students’ performance B. Answer may vary
Generalization: What are the different parts of the head? Application: Guide the pupils in tracing the dotted lines to draw the head on page 140. Ask them to color it.
Page No. 20 Smart Activities A. The answer in this activities may vary depending on the students’ performance B. Answer may vary
Evaluation: Name the different parts of the head on page 140. Assignment: What movements can your arms do?
Page No. 23 Smart Activities A. Answer may vary
LESSON 3
My Powerful Arms Objective:
Do the movements of the arms.
Reference:
Smart 1, pp. 143-147
Materials:
crayons
Procedure: Lesson Proper:
B. 1. a-tis 2. gua-va 3. car-rots 4. o-range 5. egg-plant 6. cab-bage 7. jack-fruit 8. a-pple 9. pet-chay C.
Motivation:
Answer may vary
Conduct Smart Moves on page 146.
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Page No. 26-29 Smart Activities
Generalization: What are the four major parts of our body?
A. The answer in this activities may vary depending on the students’ performance B. Answer may vary Page No. 32 Smart Activities
Application: Guide the pupils in doing Smart Picture on page 136. Evaluation: Do “Think Smart” on page 138. Assignment: Give five parts of your head. 1. 2. 3. 4. 5.
A. The answer in this activities may vary depending on the students’ performance B. Answer may vary
LESSON 2
My Smart Head
Page No. 35 Smart Activities A. 1-5. Answer may vary Page No. 38 Smart Activities
Name the different parts of the head and do some of its movements.
Reference: Material:
Smart 1, pp. 139-142 Pencil, eraser, crayon
Procedure:
A. 1. 2. 3. 4. 5. 6. 7. 8.
Objective:
Lesson Proper:
so,mi mi,mi so so mi,so mi,so so,so mi
Motivation: Conduct Smart Moves on page 141. Presentation: Guide the pupils in doing “Think Smart” on page 142. Discussion: Everyone has a smart head. It contains your brain that makes you smart! A mouth that makes you smile, eat and talk! A pair of eyes that sees wonderful things! A nose that smells odors! Ears that hear everything! And hair that makes you beautiful.
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UNIT 1
BODY AWARENESS LESSON 1
My Body Objective:
Name the different parts of the body.
Reference:
Smart 1, pp. 134-138
Material:
pencil, eraser
Page No. 40-42 Smart Activities A. The answer in this activities may vary depending on the students’ performance B. Answer may vary C. Answer may vary D. The answer in this activities may vary depending on the students’ performance Page No. 44-45 Smart Activities A. The answer in this activities may vary depending on the students’ performance
Procedure: Lesson Proper:
B.
Motivation: Conduct Smart Moves on page 137. Presentation: Action Song: My Toes My Knees My toes, my knees My shoulder, my head (3x) Let’s stomp our feet And clap our hands
1. 2. 3. 4. 5.
S,S,L,L,S,M,S,S, M,L,M,L,L,S,M L,S,L,M,M,S,L,L S,S,M,M,S,S,L,L M,S,M,M,L,L,L,L
C. Answer may vary
What parts of the body are mentioned in the song?
Page No. 50-51 Smart Activities
Your body is unique! It is a gift from God that have to take care. You can take care of your body by eating nutritious food, doing an exercise or playing with your friends, keeping it clean.
A. Answer may vary B. The answer in this activities may vary depending on the students’ performance
Discussion:
Turn the page of your Smart book on page 134. Let us talk about the four major parts of our body. (Discuss the inputs on page 135.)
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Page No. 54-55 Smart Activities
CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
FOURTH QUARTER
A. Answer may vary B. The answer in this activities may vary depending on the students’ performance Page No. 58-59 Smart Activities A. Answer may vary B. The answer in this activities may vary depending on the students’ performance
Movement Relationships (Relationship to a moving or stationary object/person)
The learner . . .
The learner . . .
demonstrates understanding of relationships of movement skills in preparation for participation in physical activities
performs movements in relation to a stationary or moving object/person with coordination.
Page No. 61 Smart Activities A. The answer in this activities may vary depending on the students’ performance B. The answer in this activities may vary depending on the students’ performance Page No. 64 Smart Activities 1. SH 2. SH 3. SH 4. MS 5. SH 6. SH
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22. identifies movement relationships 23. demonstrates relationship of movement 24. performs jumping over a stationary object several times in succession, using forward- and- back and side-to-side movement patterns 25. engages in fun and enjoyable physical activities 26. shows interest in participating in physical activities 27. follows simple instructions and rules 28. enjoys participating in physical activities Suggested Learning Activity action songs singing games simple games chasing and fleeing games mimetics
CONTENT
CONTENT STANDARDS The learner . . .
Qualities of Effort (Slow and fast, heavy and light, free and bound movements)
demonstrates understanding of qualities of effort in preparation for participation in physical activities.
PERFORMANCE STANDARDS THIRD QUARTER The learner . . . performs movements of varying qualities of effort with coordination.
LEARNING COMPETENCY 13.describes the difference between slow and fast, heavy and light, free and bound movements 14. demonstrates contrast between slow and fast speeds while using locomotor skills
15. demonstrates the difference between heavy and light while moving 16. demonstrates the difference between free and bound 17. demonstrates the difference between free and bound 18. engages in fun and enjoyable physical activities 19. enumerates the characteristics of a good team player 20. differentiates sharing from cooperating demonstrates the characteristics of sharing and cooperating in physical activities Suggested Learning Activity action songs singing games simple games chasing and fleeing games mimetics
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Page No. 66-69 Smart Activities A. Answer may vary 1-3 - Answer may vary B. The answer in these activities may vary depending on the students’ performance C. Answer may vary Page No. 73 Smart Activities A. The answer in these activities may vary depending on the students’ performance B. Answer may vary Page No. 75-76 Smart Activities A. Answer may vary B. Answer may vary Page No. 78 Smart Activities 1. The answer in this activities may vary depending on the students’ performance Page No. 80 Smart Activity 1. A 2. A 3. B Page | 55
4. C CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
SECOND QUARTER The learner . . .
The learner . . . 7. identifies locomotor skills
Space Awareness (Moving in different directions at spatial levels)
demonstrates understanding of space awareness in preparation for participation in physical activities.
performs movement skills in a given space with coordination.
8. demonstrates moving within a group without bumping or falling using locomotors skills 9. executes locomotor skills while moving in different directions at different spatial levels 10. engages in fun and enjoyable physical activities with coordination 11. illustrates/demonstrate acceptable responses to challenges, successes, and failures during participation in motor fitness activities
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Art Education Syllabus CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
CONTENT
FIRST QUARTER
Body Awareness (Different body parts and their movements)
The learner . . .
The learner . . .
demonstrates understanding awareness of body parts in preparation for participation in physical activities.
performs with coordination enjoyable movements on body awareness.
CONTENT STANDARDS
LEARNING COMPETENCY
FIRST QUARTER
The learner . . . 1. describes the different parts of the body and their movements through enjoyable physical activities 2. creates shapes by using different body parts 3. shows balance on one, two, three, four and five body parts 4. exhibits transfer of weight 5. recognizes the importance of participating in fun and enjoyable physical activities 6. engages in fun and enjoyable physical activities with coordination.
PERFORMANCE STANDARDS
I.
Elements: 1. Lines 2. Shapes 3. Color 4. Texture
II. Principles: 5. Balance 6. Proportion 7. variety
The learner…
The learner…
The learner
demonstrates understanding of lines, shapes, colors and texture, and principles of balance, proportion and variety through drawing
creates a portrait of himself and his family which shows the elements and principles of art by drawing
1. tells that ART is all around and is created by different people
III. Process: 6. DRAWING 6.1 portraits 6.2 family portraits 6.3 persons 6.4 school, furniture 6.5 animals/ plants
2. distinguishes and identifies the different kinds of drawings: 2.1 portraits 2.2 family portraits 2.3 school ground 2.4 on-the-spot 2.5 drawings of home/school surroundings 3. observes and sees the details in a person’s face/body, in a view, to be able to show its shape and texture 4. identifies different lines, shapes, texture used by artists in drawing 5. uses different drawing tools or materials pencil, crayons, piece of charcoal, a stick on different papers, sinamay, leaves, tree bark, and other local materials to create his drawing
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CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY 6. creates a drawing to express one’s ideas about oneself, one’s family , home and school 7. shares stories related to their drawing 8. draws different animals (pets) showing different shapes and textures 9. creates a view-finder to help him/her select a particular view to draw 10. draws different kinds of plants showing a variety of shapes, lines and color
CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
SECOND QUARTER I.
Element s: 1. Colors 1.1 natural colors 1.2 primary colors 1.3 second ary colors
The learner…
The learner
The learner
demonstrates understanding of colors and shapes, and the principles of harmony, rhythm and balance through painting
creates a harmonious design of natural and man-made objects to express ideas using colors and shapes, and harmony
identifies colors, both in natural and man-made objects, seen in the surrounding expresses that colors have names, can be grouped as primary, secondary and tertiary paints a design based on the Philippine jeepney or fiesta décor and shapes using primary colors arranged in balanced pattern
2. Shapes 2.1 geometric shapes 2.2 organic shapes II. Principles: 3. Harmony
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4. rhythm 5. balance
Exercise 3 Answer may vary Exercise 4 Answer may vary Exercise 5 Answer may vary Exercise 6 Answer may vary Page No. 116-124 Smart Exercises Exercise 1 Answer may vary Exercise 2 Answer may vary Exercise 3 Answer may vary Exercise 4 Answer may vary Exercise 5 Answer may vary Exercise 6 Answer may vary Exercise 7 Answer may vary Page No. 126-130 Smart Exercises
III. Process: 6. PAINTING Creating colors from natural 11. draws a design out of repeated abstract and geometric shapes like in a parol and paints it in primary and secondary colors 12. uses his creativity to create paints from nature and found materials, and brushes from twigs, cloth and other materials 13. creates a design inspired by Philippine flowers or objects found in school 14. paints a home/school landscape or design choosing specific colors to create a certain feeling or mood 15. appreciates and talks about the landscape he painted and the landscapes of others
CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
SECOND QUARTER I.
Elements: 1. Shape 2. Texture
II. Principles: 3. Prints can be 3.1 Repeated 3.2 Alternated 3.3 emphasized
Exercise 1 Answer may vary Exercise 2 Answer may vary Exercise 3 Answer may vary
The learner‌
The learner
The learner
demonstrates understanding of shapes and texture and prints that can be repeated, alternated and emphasized through printmaking
creates prints that show repetition, alternation and emphasis using objects from nature and found objects at home and in school
1. distinguishes between a print and a drawing or painting
III. Process: 4. PRINTMAKING 4.1 This process allows the pupil to copy the image from nature and environment
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2. identifies the shape and texture of prints made from objects found in nature and man-made objects 3. identifies artistically designed prints in his artworks and in the artworks of others
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4. creates a print by applying dyes on his finger or palm or any part of the body and pressing it to the paper, cloth, wall, etc. to create impression 5. creates a print by rubbing pencil or crayon on paper placed on top of a textured objects from nature and found objects
5. Kinds of prints: 5.1 Nature print 5.2 Object prints 5.3 Stencil prints
7. shares experiences in experimenting different art materials 8. school/district exhibit and culminating activity in celebration of the National Arts Month (February) CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY
FOURTH QUARTER I.
Elements: 1. shape (3-dimension it has height, depth and width) 2. texture - feel of the surface
II. Principles: 3. Proportion - parts are of the proper size and weight so that the sculpture is balanced. 4. Emphasis is created by using unusual decorative materials that are big, or colorful, or unusual.
The learner‌
The learner
The learner
demonstrates understanding of texture and 3-D shapes, and principle of proportion and emphasis through 3-D works and sculpture
creates a useful 3Dimensional object/sculpture using found objects and recycled materials
1. distinguishes between 2dimensional and 3dimensional artwork and states the difference
III. Process: 5. 3 Dimension works and sculpture
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2. identifies the different materials that can be used in creating a 3dimensional object: 2.1 clay or wood (human or animal figure) 2.2 bamboo (furniture, bahay kubo) 2.3 softwood (trumpo) 2.4 paper, cardboard, (masks) 2.5 found material (parol, sarangola)
Exercise 3 Answer may vary Exercise 4 Answer may vary Exercise 5 Answer may vary Exercise 6 Answer may vary Exercise 7 Answer may vary Exercise 8 Answer may vary Exercise 9 1. Circle 2. Square 3. Triangle Page No. 107-113 Smart Exercises Exercise 1 Answer may vary Exercise 2 1. Square 2. Triangle 3. Hexagon 4. Rectangle -
Horizontal and Vertical Lines Horizontal and Diagonal Lines Horizontal and Several Diagonal Lines Horizontal and Vertical Lines
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4. appreciates the creativity of local and indigenous craftsmen and women who created artistic and useful things out of recycled materials like the parol, maskara, local toys, masks CONTENT
CONTENT STANDARDS
PERFORMANCE STANDARDS
LEARNING COMPETENCY 6. constructs a mask out of cardboard, glue, found materials, bilao, paper plate, string, seeds and other found materials for a celebration like the Maskara Festival of Bacolod
Page No. 85 -89 Smart Exercises Exercise 1 Answer may vary
7. utilizes masks in simple role play or skit 8. creates mobiles out of recyclable materials such as cardboards, papers, baskets, leaves, strings and other found materials
Exercise 2 Answer may vary Exercise 3 Answer may vary
9. creates human figures out of clay, flour-salt mixture, or paper-mache using different techniques
Exercise 4 Answer may vary Exercise 5 Answer may vary Page No. 93-101 Smart Exercises Exercise 1 Answer may vary Exercise 2 Answer may vary
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UNIT 1 LINES
Evaluation: Match the color in column A to its meaning on column B. Column A
LESSON 1
Column B
1.
A. Hope
What is Line? Objective:
Draw different kinds of line.
Reference: Material:
Smart 1, pp. 83-89
2.
B. Jealousy
Crayons, pencil, eraser Procedure:
3.
C. Peace
Lesson Proper: Motivation: Look around the classroom. Point the different lines you see in the room.
4. D. Majesty
Presentation: Look at the picture on page 87. What do you see in the picture? Are there lines? Describe the lines.
E. Courage
5.
Discussion: A line from it. Describe the movement as you draw a line. Describe the movements you are describing. (straight: vertical, horizontal, diagonal; curved: concave, convex, spiral) Generalization:
Key to Correction: 1. C
2. A
3. D
Assignment:
Define line
Do Smart Exercise 2 on page 127.
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4. B 5. E
Application: Guide the pupils in doing the activity in page 84. Evaluation: Do Smart Exercises 1, page 85. Assignment: Do Smart Exercises 2, page 86.
UNIT 2 Shapes Presentation:
LESSON 2
Do you know the meaning of colors of our national flag?
What is a shape? Objective:
Trace and name different kinds of shape.
Reference: Material
Smart 1, pp. 91-101 Crayons, pencil, eraser
Discussion: Colors have meanings. Most colors are associated with different things and are used as symbols. Colors can excite, depress, calm, and create a feeling of warmth or coolness. Look at the meaning of colors on page 125. (Say something about the colors and their meanings.) Generalization:
Guide the pupils in doing Smart Exercise 1, page 126.
Application:
Guide the pupils in doing Smart Exercise 3 on pages 128-130
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Procedure: Preliminary Activities: Checking of Assignment Review: On the board, draw different kinds of line.
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Lesson Proper:
Generalization: What are the primary colors?
Motivation: Look around the classroom. Point the different shapes you see in the classroom.
Application: Guide the pupils in doing Smart Exercise 1 on page 116. Evaluation:
Presentation:
Do Smart Exercise 2 on page 117. Look at the picture on page 87. What do you see in the picture? Are there shapes? Describe the shapes.
Assignment: Do Smart Exercise 3 on page 120
Discussion:
LESSON 5
A shape is formed when lines are combined to enclose a space.
Colors Have Meanings
Draw a line on the board and make a shape from it. Describe the kinds of line used. What shape did we form? Discuss the kinds of shape on page 91. Guide the pupils in doing the activity on page 92. Generalization: Application:
What is a shape?
Objective:
Identify color meanings
Reference:
Smart 1, pp. 125-130
Materials:
Crayons, color papers in different colors, paste, pair of scissors
Procedure:
Guide the pupils in doing Smart Exercises 1-8, pp. 93-100
Preliminary Activities: Checking of Assignment
Evaluation: Do Smart Exercises 9, p. 101
Review: What are the primary colors?
Assignment: Answer the question: What happen when lines meet and joint?
Lesson Proper: Motivation: Identify the country represented by the following flags.
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Colors give big impact in our eyesight. What do you feel when you see a colorful classroom?
UNIT 3 Combining Lines and Shapes LESSON 3
Combining Lines and Shapes to Form Objects Presentation: Filipinos even in the old times were lovers and users of different beautiful and dazzling colors. They use beautiful and colorful clothes made up of abaca, piĂąa and other natural fibers. Until now, we are still fond of using beautiful clothes and things with colors we love. Discussion:
Objective:
Combine lines and shape to form objects
Reference:
Smart 1, pp. 103-113
Material: Crayons, pencil, eraser Procedure: Preliminary Activities:
Objects reflect light that the eyes see as color. It gives life to our surroundings. It enables us to identify and distinguish objects. The primary colors are yellow, red, and blue.
Review:
What is a shape?
Lesson Proper: Motivation: Look around you. Draw in the box as many shapes as you can find.
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Presentation:
UNIT 4
Many everyday common objects we see and use are of various shapes. To be able to describe each, we must learn to identify its shape.
Colors
Look inside the pencil case on page 105. You use these items every day in school. Name each object and its shape on page 106.
LESSON 4
Discussion:
Primary Colors
Let us check your assignment. Share your answer to the class. When lines meet and are joined, they form a shape. On page 103, using your pencil, trace the different types of straight lines that are used to create each shape. Name and color the shape. Curved lines can be combined to form different shapes. Name the shapes on page 104. Color them.
Objective:
Identify the primary colors.
Reference:
Smart 1, pp. 115-124
Material:
Crayons, pencil, eraser
Procedure:
Generalization: How can we form or draw objects?
Preliminary Activities: Checking of Assignment
Application: Guide the pupils in doing Smart Exercises 1 on page 107. Evaluation:
Review:
How can we draw an object?
Lesson Proper: Do Exercise 3, pp. 109-110
Motivation:
Assignment:
What do you see in the picture? What makes it easy for you to see it?
Do Exercise 4, p. 111.
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