MAPEH 2- 52-MI-00071-1_The_21st_Century_Mapeh_in_Action_2_TRM.pdf

The 21st Century Mapeh in Action Grade 2 TRM

Rossana Vellejo-Lappay,Gernalyn Vellejo-Lappay,Gernalyn Andres-Solano,Zenaida H. Brioso,Maria Fatima BriosoJacalne, Gerardo C. Lacia,Eliseo P. Buhain,Reynaldo C. Ramos Jr.,Narcissa Valencia – Lim,Charlene Fadrigon –Otazu,Raquel Andres- Viray; Aileen C. dela Cruz Authors Ferdilyn C. Lacia Coordinator

Philippine Copyright 2016 by Rex Book Store, Inc. RBS MAPEH Series The 21st Century MAPEH in Acon 2 ISBN 978-971-23-774 978-971-23-7749-5 9-5 Classificaton : Teacher’s Resource Material (52-MI-00071-1) Published, copyrighted 2016, and distributed by Rex Book Store, Inc. (RBSI) with main offi o ffice at 856 Nicanor Nican or Reyes Sr. St., Sampa loc, Manila/Tel. Man ila/Tel. Nos.: 735-1364, 736-0567 RBSI Branches: Branches : LUZON •MORAYTA: 856 N. Reyes Sr. St., Sampaloc, Manila / Tel. Nos.: 736-0169, 733-6746; Telefax: 736-4191 •RECTO: 2161-65 Freedom Building, C.M. MAKATI: Unit Recto Avenue, Sampaloc, Manila / Tel. Nos.: 522-4521, 522-4305, 522-4107, 733-8637 • RECTO (La Consolacion): Mendiola, Manila • MAKATI: UG-2, Star Centrum Bldg., Sen. Gil Puyat Ave., Maka City / Tel. No.: 818-5363; Telefax: 893-3744 •ROCKWELL: 1st Floor, Ateneo Professional School, Rockwell Center Center,, Bel-Air, Maka City / Tel. No.: 7 29-2015 •CUBAO: Unit 10 UGF, Doña Consolacion Bldg., Gen. Santos Ave., Araneta Center, Cubao, Quezon City /Telefax: 911-1070 •ORTIGAS: G/F East Tower, Philippine Stock Exchange Center, Exchange Road, Orgas Center, Pasig City / Tel. No.: (02) 650-4347 •CAVITE: Block 4, Lot 20 Don Gregorio Heights 2, Zone 1-A Aguinaldo Highway, Dasmariñas, Cavite / Telefax: (046) 416-1824 •CAVITE (Tanza): (Display Area) Block 5, Lot 6, City View 4 and 5, Brgy. Tanauan, Tanza, Cavite •NAGA: 1-1A Geronimo Bldg., Barlin St., Sta. Cruz, Naga City, Camarines Sur/Telefax: (054) 811-6878 •LEGAZPI: Unit 6, 3rd Floor, A. Bichara Silverscreen, Legazpi City, Albay / Telefax: (052) 4802244 •CALAPAN: Brgy. Salong, Naonal Highway, Calapan City, Oriental Mindoro / Telefax: (043) 288-1650 •BATANES: L. Lopez St., Kayvalugan, Basco, Batanes •TUGUEGARAO: 10 Arellano Ext., Brgy. Ugac Sur, Tuguegarao, Cagayan / Telefax: (078) 844-8072 •CABANATUAN: •CABANATUAN: Fontelera Building, 1271 Del Pilar Ext., Sangitan East, Cabanatuan City, Nueva Ecija / Tel. No.: (044) 464-2151; Telefax: (044) 600-5684 •URDANETA: Zone 6, Pinmaludpod, Urdaneta City, Pangasinan / Telefax: (075) 568-3975 •ANGELES: Unit H, JMS Bldg., MacArthur Highway, Brgy. Salapungan, Angeles City, Pampanga/Telefax: Pampanga/Telefax: (045) 887-5371 • BAGUIO: Rex Hall Student Residences, Upper Gen. Luna cor. cor. A. Bonifacio St., Baguio City, Benguet / Tel. No.: (074) 422-0574

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CONTENTS Publisher’s Note .................. ..................................... ..................................... .................................... ..................................... ..................................... .................................... ..................... ... vii Preface ............................................................................................................................................. xi Salient Featur Features es ............ ........................ ....................... ...................... ...................... ...................... ...................... ...................... ....................... ....................... ..................... .......... xiii

Music Curriculum Curriculu m Map ............. .......................... .......................... .......................... .......................... .......................... .......................... .......................... .......................... ................... ...... FIRST QUARTER:

2

Exploring Rhythm

Lesson 1: Steady Beats .................. ..................................... ..................................... .................................... ..................................... ..................................... ............................... ............. 12 SECOND QUARTER: Exploring Melody and Musical Form

Lessons 2–3: Melody and Musical Form................ Form.................................. ..................................... ..................................... .................................... .................... 21 THIRD QUARTER:

Exploring Timbre Timbre and Dynamics

Lessons 4–5: Timbre and Dynamics ..................... .......................................... ......................................... .................................... ................ 34 FOURTH QUARTER: Explori Exploring ng Tempo Tempo and Texture Texture

Lessons 6–7: Tempo and Texture.................. Texture .................................... .................................... ..................................... ..................................... ............................... ............. 44

Arts Curriculum Curriculu m Map Map ........... ...................... ...................... ...................... ...................... ...................... ...................... ....................... ....................... ...................... ...................... ............. 54 FIRST QUARTER:

Exploring Drawing

Lesson 1: Let Us Learn to Draw................... Draw..................................... .................................... ..................................... ..................................... .................................. ................ 62 SECOND QUARTER:

Exploring Painting

Lesson 2: Let Us Learn to Paint ........................................................................................................... 72

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THIRD QUARTER:

Exploring Printmaking

Lesson 3: Appreciating Printmaking .............................................................................................. 83

FOURTH QUARTER:

Exploring Sculpture and 3D Crafts

Lesson 4: Appreciating Sculpture and 3D Crafts ................... ..................................... .................................... ................................. ............... 90

Physical Education F

Curriculum Map ............ ....................... ...................... ...................... ...................... ...................... ...................... ...................... ....................... ....................... ...................... ........... 100 FIRST QUARTER:

Exploring Body Shapes and Body Actions

Lesson 1: Body Shapes Shapes and Body Actions Actions ................................................... .................................................................... ................................. ............... 109

SECOND QUARTER:

Exploring Locations, Personal Space, General Space, Directions, Levels, and Pathways

Lesson 2: Locations, Personal Personal Space, General Space, Directions, and Levels Levels . ............. ............119 119 THIRD QUARTER:

Exploring Movement in Relation to Time, Force, and Flow ..................................................................

Lesson 3: Movement in Relation to Time, Force, Force, and Flow Flow ........................ ......................................... ........................... ......... 128

FOURTH QUARTER:

Exploring Movement Activities Relating to Person, Objects, Music, and Environmen Environmentt

Lesson 4: Movement Activities Relating to Person, Objects, Objec ts, Music, and Environment .............. .................. ..................................... ..................................... .................................... ..................................... .................................... ................. 138

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Health Education Curriculum Map ........................................................................................................................... 148 FIRST QUARTER:

Exploring Nutrition

Lesson 1: Nutrition .................................................................................................................................. 157 SEC OND QUARTER: Exploring Personal Health

Lesson 2: Personal Health ................................................................................................................... 166 THIRD QUARTER:

Exploring Family Health

Lesson 3: Family Health......................................................................................................................... 179

FOURTH QUARTER: Exploring Injury Prevention, Safety, and First Aid

Lesson 4: Injury Prevention, Safety, and First Aid .................................................................... 190 Appendix ................... .................................................................................................................................. 204

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PUBLISHER’S NOTE As the trusted partner in education, Rex Book Store has developed the Seamless Series to assure that both educators and learners fully reap the benefits of the K to 12 Curriculum through seamless assessment and instruction and technology-aided supplements. Standards-based Assessment In 2014, Rex initiated the holistic transformation of its materials by “unpacking the standards.” Afterwards, it developed the Teachers’ Resource Material (TRM), which is enriched with a Curriculum Map and Instructional Plans, containing the unpacked curriculum standards and competencies and additional lessons to cover the gaps found in the curriculum. Now, Rex continues this transformation by establishing Standards-based Assessment as the core of its materials. The Philippine K to 12 Curriculum, being a standards-based curriculum, needs Standards-based Assessment to be truly effective. The standards-based method depends on how the assessment is incorporated in the instruction. Assessments must provide information about students’ thinking (Stiggins, as cited by Eggen, 2010). Thus, the design of Rex’s materials focuses on incorporating assessment in all areas of instruction: diagnostic, formative, and summative. Standards-based Assessment, as defined by the US Education Commission, is “an approach that compares students’ performances to the standards, rather than comparing them with other students.” In this method, the assessment is linked to the curriculum and the instruction. The teacher seeks and interprets evidence for use by learners. He/She also decides where the learners are in their learning, where they need to go and how best to get there (Assessment Reform Group, 2002). Therefore, assessment is primarily seen as a way to improve instruction, making it formative in nature. As part of the new design, there are new elements to support the goal of a well-rounded assessment program: 1.

Objectives – Setting objectives is the process of establishing a direction to guide learning (Pintrich and Schunk, 2002), which is essential to the teaching and learning process. Hence, the purpose of this book element is to align the Department of Education’s (DepEd) competencies to the objectives in the lesson, to improve communication between the teacher and the students, to help in choosing instructional and learning activities and to provide a means of clarifying the purpose of evaluation.

2.

Traffic Light – The purpose of this book element is to journey with the student as he/ she learns. This assures both the teacher and the student that no particular topic will be left without truly understanding it. This is also the formative assessment part of the book. Formative assessment has two main purposes: (1) to provide information to the teacher on the current level of his/her student’s achievement and (2) to inform the teacher of the future steps in the classroom that he/she needs to take to ensure that his/her students will make progress toward desired outcomes (Heritage, 2011). If the students do not fully grasp the topic at hand, then there are remedial activities in the TRM to provide them with learning support, activities that tailored according to their abilities and needs. These activities intend to help students master the learning method through incremental success, thus boosting their confidence and enhancing the effectiveness of their learning.

3.

Student’s Self-assessment – Making students responsible for their own learning is the focus of this book element, since, according Dylan William, “only learners can create learning.”Here, students evaluate their own performance in relation to an identified criteria or standard. Several researches have highlighted the benefits of this type of evaluation: vii

a.

“The most powerful promise of self-assessment is that it can raise students’ academic performance by teaching them self-regulatory processes, allowing them to compare their own work with socially defined goals and revise accordingly” (Andrade, 2010; Black and William, 1998; Ramdass and Zimmerman, 2008).

b.

“Using models, answers, or teacher feedback to guide self-assessment judgments also generally improve performance” (Hewitt, 2001).

c.

“Self-evaluation combined with teacher evaluation produced better quality projects” (Olina and Sullivan, 2002).

All these researches point to the essential elements of students self-assessment: a clear guide to the tasks involved, feedback from teachers and peers, and the inclusion of further formative activities. In fact, Ross (2006) suggested the following techniques in using student’s self-assessment in classroom assessments: (1) student’s need to be involved in the process of establishing criteria for evaluating work outcomes; (2) student’s need to be taught how to apply those criteria; (3) feedback from others is needed; and (4) students’ need to be taught how to use other assessment data, such as test scores or graded work. KPUP-clustered Summative Test According to Erwin and Knight (1995), “if all other elements of the course point in one direction and the assessment arrangements in another, then the assessment arrangements are likely to have the greatest influence on the understood curriculum.” Because it recognizes the value of having a well-defined assessment system, the DepEd has articulated its philosophy on assessment through DepEd order No. 73, s. 2012. This order seeks to ensure that teachers teach to the standards. It also guides teachers in assessing and rating learning outcomes by following the four levels of assessment: a.

Knowledge – the substantive content of the curriculum;

b. Process – skills or cognitive operations that the students perform on facts and information; c.

Understanding – enduring big ideas, principles, and generalization inherent to the discipline; and

d.

Performance/Product – real-life application of understanding.

These four levels of assessment aim to help teachers determine students’ level of achievement with respect to the learning standards. As a response to this directive from the DepEd, Rex Book Store has incorporated KPUP features in its materials. For instance, the work texts and TRMs of SY 2013–2014 titles contain exercises that are based on Bloom’s levels of assessment in developing higher order thinking skills. While these exercises are not yet clustered, they possess the characteristics of KPUP. For SY 2014–2015, the Rex Pointers presented ready-made KPUP in clustered form. Also, they contained helpful advice in crafting effective assessment questions. Finally, for this SY 2015–2016, TRMs have been provided with KPUP-clustered summative tests per unit. These tests provide teachers with ready-made questions that pertain to the four levels of assessments. Technology Enhancement CD (TEC) Rex Book Store believes that to teach 21st century learners effectively, teachers need to be equipped with the appropriate 21st century tools. With this in mind, Rex Book Store continues with the Technology Enhancement CD (TEC)—a teaching companion that provides teachers with a repertoire of instructional materials (IMs) that they can use to prepare effective lessons. This product is designed to supplement the TRM. viii

In the TEC, teachers will find IMs, such as multimedia presentations, ready-to-print worksheets, and audio files. Also included are related articles from Rex Crown Journals and links to educational websites. The IMs found in the TEC have also been assigned to particular parts in the lesson plans of the TRM as prompted by the following icons. These are based on the researches and the bookClassroom Instruction that Works: Research-based Strategies for Increasing Student’s Achievement of Robert J. Marzano, Debra Pickering, and Jane E. Pollock of the Association of Supervision and Curriculum Development (ASCD) on the four planning questions for instruction. According to their findings, certain instructional strategies have been precisely identified as effective in improving student‘s learning, and they have been framed within four planning questions to guide teachers on when to use these strategies appropriately. These planning questions have been translated into the four key stages in lesson development, particularly the: Learning Objectives – This icon basically addresses what students will learn in the lesson. The instructional materials indicated here provide the objectives for desired learning outcomes. Learning Evidences – This icon provides exercises and feedback strategies to help the teacher determine the students’ prior knowledge. By knowing the student’s’ current level of understanding, the teacher can provide instruction better attuned to the students’ learning dispositions. Acquisition Strategies – This icon gives the teacher strategies that will help students acquire learning and unlock meaning. Examples of these strategies include: •

cues, questions, and advanced organizers;

•

non-linguistic representation;

•

summarizing and note-taking;

•

cooperative learning; and

•

reinforcing effort.

Practice Strategies – This icon presents strategies that help students practice, review, and apply their learning. By analyzing new learning, such as through identifying similarities and differences with other concepts, and, by applying it through generating and testing hypothesis, students are better able to retain learning and transfer it to unique situations (Marzano, 2001). Hence, when an icon appears in a particular section of the lesson plan, it signals the teacher that there are additional IMs available in the TEC that the teacher can use as optional enrichment activities. Rex Book Store hopes that through the efficient use of the TRM, with its Seamless K to 12 features and the Technology Enhancement supplements, teachers may gain the full benefits of the Enhanced K to 12 Program. Because with Rex Book Store, you’re booked for success.

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PREFACE The 21st Century MAPEH in Action is a series of Music, Arts, Physical Education, and Health Education books for Basic Education (Grades 1–10) students in the Philippines. This set of instructional materials is based on the philosophy, objectives, and list of learning competencies of the K to 12 Basic Education Program outlined by the Department of Education (DepEd). This Teacher’s Resource Material (TRM) accompanies the worktext, which is based on the design of the K to 12 curricula. In addition, this TRM is strongly anchored on the combined sound conceptual frameworks of Differentiated Instruction and Differentiated Assessments. The worktext is divided into the four content areas: Music, Arts, Physical Education, and Health Education. The first section is all about Music. It includes the elements of music: melody, harmony, rhythm, dynamics, tempo, forms, and styles from all continents and historical periods. The concepts are presented based on the spiral, integrative, and multicultural approaches in music. Many activities in this book are designed for students to have active involvement in the various creative musical processes. The second section discusses Arts, and its various forms and elements. The approach is student-centered. The hands-on differentiated activities are geared toward developing the students’ creativity and self-expression. Students are given opportunities to create various art forms using locally available materials. The third section includes a thorough discussion of concepts in Physical Education and a comprehensive presentation of physical fitness activities. The Physical Education curriculum under the K to 12 Basic Education Program has five learning strands which includes body management, movement skills, games and sports, rhythms and dance, and physical fitness. Many activities in this book are aimed at training students to have an active lifestyle for lifelong fitness and wellness. The last section covers an in-depth discussion of Health Education and related health practices aimed to enlighten young people about the importance of appropriate health practices. The DepEd’s K to 12 Health Education program focuses on the physical, mental, emotional, social, moral, and spiritual dimensions of holistic health. The concepts discussed in this book and the activities are expected to enable the learners to acquire essential knowledge, attitudes, and skills necessary to promote good nutrition, and prevent and control diseases and substance misuse and abuse. The spiral approach in presenting the concepts will help students to develop health knowledge and skills for them to achieve, sustain, and promote lifelong wellness. The details in using the book are found in this Teacher’s Resource Material. The following are your guides in handling each section of the worktext.

On Your Mark This includes the lesson objectives, which are based on the learning competencies of the K to 12 MAPEH curriculum.

Get Set •

This part is the springboard for students to become motivated in participating in the lesson.

•

This could also serve as your pre-assessment activity.

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Go and Learn •

This presents basic information and skills through explicit instruction or Q-and-A (question-and-answer) format.

•

This part includes the theories and concepts that go with each lesson.

•

This part includes graphic organizers and written outlines.

•

This part of the book includes interesting, fitting, and worthwhile information or quotation related to the topic placed in a box labeled as FYI, Trivia, or Did you know that....

•

It is also in this portion when some sub-elements like “Stop for a while...” and “Art Awareness” are placed in strategic points to guide students in their studies of a specific topic.

Did You Get It? Make sure that students participate in this activity. You can use the results in understanding your students’ needs better. The students’ answers will also help you in designing review activities or additional activities.

Music Workshop/Art Workshop/ Fitness for Life/Health Hub •

This is where hands-on activities and differentiated activities are presented.

•

These hands-on activities will provide students with opportunities to experience learning meaningfully by doing. The group activities will teach students to improve their interpersonal skills as they work in harmony with others to achieve the DepEd content and performance standards.

•

The students will create a product or performance as an assessment or activity that is authentic as possible.

Self-assessment This is not a graded activity because this is just part of your formative assessment. See to it that all students participate in this activity. Results will help you in understanding your students’ needs better and will help you in determining the effectiveness of the strategies and activities used in class. With this carefully designed combination of concepts and hands-on activities in each quarter, the authors are optimistic that you will make good use of this series as you strive to make a difference in the lives of your young learners. Our hope and prayers are with you for the wise use of the worktext and Teacher’s Resource Material in your successful teaching of MAPEH.

The Series Coordinator and Authors

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SALIENT FEATURES The series, The 21st Century MAPEH in Action, is based on the DepEd’s strong leaning to teach life skills, in addition to academic skills, through the MAPEH subject. Core Products •

The 21st Century MAPEH in Action is a series of Music, Arts, Physical Education, and Health Education books for the basic education (Grades 1–10) students in the Philippines. This set of instructional materials is based on the philosophy, objectives, and list of learning competencies of the K to 12 Basic Education Program outlined by the Department of Education (DepEd). Based on the design of the K to 12 curricula, which has the spiral progression of processes, concepts, and skills, this series is strongly anchored on the combined sound conceptual frameworks of Differentiated Instruction and Differentiated Assessments. It is divided into four content areas: Music, Arts, Physical Education, and Health Education.

•

The first section is about Music. It includes the elements of music: melody, harmony, rhythm, dynamics, tempo, forms, and styles from all continents and historical periods. The concepts are presented based on the spiral, integrative, and multicultural approaches in music education. Many activities in this book are designed for students to have active involvement in the various creative musical processes.

•

The second section discusses Arts and its various forms and elements. The approach is student-centered. The hands-on differentiated activities are geared towards developing the students’ creativity and selfexpression. The students are given opportunities to create various art forms using locally available materials.

•

The third section includes a thorough discussion of concepts in Physical Education and a comprehensive presentation of physical fitness activities. Many activities in this book are aimed at training the students to have an active lifestyle for lifelong fitness and wellness.

•

The last section covers an in-depth discussion of Health Education and its related health practices aimed to enlighten young people about the importance of appropriate health practices. The concepts discussed in this book and the activities are expected to enable the learners to acquire essential knowledge, attitudes, and skills necessary to promote good nutrition, prevent and control diseases, and substance misuse and abuse. Each lesson is designed based on the following sound educational theories and tools: Description KPUP Tracker (KnowledgeProcess-Understanding- Product/ Performance)

Learner’s Benefits Learners are provided with activities that cover the four levels of assessment as proposed by DepEd.

Where is this Found in the Series TRM – Teacher’s guide to correction

This DepEd designed assessment tool is best facilitated by the authors’ labeling of activities to guide teachers in executing the KPUP. Formative Assessment – a quality assurance tool to track learners’ progress in the attainment of DepEd K to 12 Standards

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Given in the process of teaching (formative) to assess progress, analyze, and feedback the outcomes positively and constructively.

Develops personal responsibility and accountability in their learning

Standards-based to ensure that teachers will teach based on the K to 12 standards and learners are guided to meet or exceed the standards.

Promotes self-reflection and personal accountability for one’s learning

Activities that develop learners’ ability to reflect and build strategic thinking about their learnings and how to become successful in their learnings. (Self-assessment) Activities provide more accurate feedback as learners are sometimes in a better position than teachers to judge their contributions. (Peer Assessment) Measures the learner’s achievement at the end of a quarter. (Summative Assessment) Differentiated Activities Differentiation is teaching according to learners’ needs and learning profile.

TRM – Discussion portion includes a guide for teachers on how to use these tools in class.

Improves learners’ strategic ability

Helps learners to develop insight into their own performance and realize that mistakes are part of the process of learning

Worktext – Did You Get It? and Selfassessment portion TRM and Activity Portion TRM (KPUP Summative Test)

Develops interpersonal intelligence as it encourages listening and giving constructive comments Learns to recognize their own working style and preferences, and to appreciate the same of others Determines their learnings in comparison with the K to 12 Content and Performance Standards

Learners’ individuality, specific interest, and intelligences are greatly considered in the design of each lesson.

TRM and Activity Portion

Guides the learners to understand the concepts by means of interesting pictures, graphs, and charts

Worktext

Provides reading materials that are prepared with due consideration of their readability level

Key elements of the worktext

The goals of a differentiated classroom are to maximize learner’s growth and to promote individual success. Visual Organizers –

supports ease in the understanding and readability of each lesson

–

provides a basis for profiling learners on the basis of learning styles: KWL charts, brainstorming, word web, picture web, knowledge rating chart, and a lot more.

Readability-tested Discussion Part The major discussion parts of the lessons are tested using the Fry Graph and Raygor Graph Readability tools to ensure appropriate grade-level readability.

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Hands-on Activities These hands-on activities will provide learners opportunities to experience learning by doing; thus, providing them with a meaningful learning experience. The group activities will teach learners to work in harmony with others to achieve common goals and objectives.

Creates a product or performance as an assessment or activity that is authentic (real world if possible) and meets the DepEd K to 12 performance standards.

Worktext – Music Workshop/Art Workshop/Fitness for Life/ Health Hub

Augmented Products •

Evidence of Assessment – Rubrics and scoring guides are provided to help teachers, students, and peers assess performance and output.

•

Rex Interactive Materials (TEC) Technology-enhanced CD – downloadable and ready-to-print activity worksheets and audio recordings of MAPEH activities that are available in CD format and through the Rex Interactive websites. They are recommended in the Teacher’s Resource Materials for learners to explore as a supplementary reference for research and learning.

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1

M u s i c

CURRICULUM MAP

Key Stage Standards: The learner demonstrates understanding of fundamental processes through performing, creating, and responding, aimed toward the development of appreciation of music and art, and acquisition of basic knowledge and skills. Grade Level Standards: The learner demonstrates understanding of the basic and fundamental processes in music through performing, creating, listening and observing, and responding. First Quarter – Exploring Rhythm

Number of Days: 10 days

Content Standards

2

Performance Standards

The learner demonstrates basic understanding of sound, silence, and rhythmic patterns and develops musical awareness while performing the fundamental processes in music. Lesson Number and Title

Key Understandings/ Key Questions

Lesson 1:

KUs:

•

Steady Beats

Rhythm as part of our everyday lives makes life interesting.

Sound and Silence

•

Steady Beats

•

Simple Rhythmic Patterns

The ability to demonstrate the skill of keeping a steady beat develops a foundation for further understanding of music literacy.

Skills/21st Century Skills

Knowledge

•

The learner responds appropriately to the pulse of sounds heard and performs with accuracy the rhythmic patterns in expressing oneself.

Skills: •

•

Ostinato •

Distinguish aurally and visually between sound and silence Relate visual images to sound and silence within a rhythmic pattern Replicate a simple series of rhythmic sounds (examples: echo clapping)

Points of Integration (Subject/Values) Mathematics – Skip counting by 2s, 3s, 5s, and 10s Physical Education – Body movement and dancing

Assessment Strategies/ DI Activities Hand Clapping Individual performance of rhythmic pattern Echoing rhythmic patterns with steady beats Creating rhythmic patterns Quiz

Resources The 21st Century MAPEH in Action 2 Worktext Technology Enhancement CD Materials PPT: Steady Beats

Rhythmic patterns can be found in music and exposure to music enhances our lives. KQs: What is the role of rhythm in our lives?

•

Maintain a steady beat when chanting, walking, tapping, clapping, and playing musical instruments

•

Clap the written stick notation to show steady beats Divide the stick notations into measures of 2s, 3s, and 4s to show rhythmic patterns Create simple ostinato patterns in measures of 2s, 3s, and 4s with body movements Write stick notation on the board to represent the sound heard Play simple ostinato patterns on classroom instruments: sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.

•

Why does one need to develop the skill of keeping a steady beat? •

3

•

•

21st Century Skills: •

Demonstrate imagination and creativity in performing music

Clapping of simple rhythmic patterns

4

•

Create new and worthwhile ideas as applied to Music

•

Improvise and compose rhythmic patterns to satisfy curiosity and imagination

•

Access and analyze information through reading music notation

Second Quarter – Exploring Melody and Musical Form


Content Standards •

The learner demonstrates basic understanding of pitch and simple melodic pattern.

•

The learner performs with accuracy of pitch, the simple melodic patterns through body movements, singing, or playing musical instruments.

•

The learner demonstrates understanding of the basic concepts of musical form.

•

The learner performs a song chosen from among the previously learned songs that shows the basic concepts of musical lines, beginnings, endings, and repeats through body movements.

Lesson Number and Title

5




Knowledge

Lessons 2-3:

KUs:

Melody

Skills:

Melody and Musical Form

The melody expresses the main idea of a musical composition.

•

Melody

•

•

Pitch

•

Simple Melodic Patterns

Knowing the correct pitch helps improve one’s musical performance. Creating melodic patterns enables a person to express his/her thoughts and feelings. Musical lines, when put together, tell a story or say a thought about the song. The completeness of the different parts of a musical composition makes it pleasing to the ears of the listeners.

•

Musical Form •

Form

•

Musical Lines

•

Beginnings and Endings

•

Repeats

•

Identify the pitch of tones as high, low, higher, or lower Respond to ranges of pitch through body movements, singing, and playing sources of sounds Demonstrate high and low pitches through singing or playing musical instruments

•

Sing songs with accurate pitch

•

Echo simple melodic patterns through singing or humming

•

Demonstrate the melodic contour with movement

Points of Integration (Subject/Values) Values Education – Development of decisionmaking skills by analyzing the given information Reading and Language – telling stories and identifying par ts of the story

Assessment Strategies/ DI Activities One-sentence Summary Oral Questioning/ Choral Response

Resources The 21st Century MAPEH in Action 2 Worktext

Writing melodic pattern on the staff

Technology Enhancement CD Materials

Oral Recitation (pitch singing)

PPT: Melody, Harmony

Writing melodic pattern on the staff

PPT: Musical Forms

Think-Pair-Share/ Turn to Your Partner

RTP: Activity Sheet on Melody

Quiz

KQs:

•

What is the role of melody in a musical composition? What is the importance of knowing the appropriate pitch of a song?

•

How does melodic pattern help in communication?

•

What do musical lines tell us?

•

What is the importance of the different parts of a musical piece?

Demonstrate the melodic contour through the body staff, writing the melodic line “on the air,”line notation Relate visual imagery to melodic patterns Identify the beginning and ending of a song Demonstrate the beginning and ending of a song with movements, vocal sounds, or instrumental sounds

•

Identify musical lines as similar and dissimilar with movements and with the use of geometric shapes and objects

•

Demonstrate repeated musical lines with movements

•

Recognize repetitions within a song

•

Create melodic introduction and ending of songs

•

Create rhythmic introduction and ending of songs

6

21st Century Skills: • Demonstrate imagination and creativity in performing music • Create new and worthwhile ideas as applied to Music • Demonstrate ability to work effectively and respectfully with other members of a group • Assume shared responsibility for collaborative work and value the individual contributions made by each group member

7

Third Quarter – Exploring Timbre and Dynamics


Content Standards


The learner demonstrates understanding of the basic concepts of timbre and dynamics.

Lesson Number and Title Lessons 4–5: 8

Timbre and Dynamics


•

The learner determines accurately the sources of sounds heard; produces sounds using voice, body, and objects; and is able to sing in accurate pitch.

•

The learner applies creatively changes in dynamics to enhance rhymes, chants, drama, and musical s tories.


Knowledge

KU: Learning the quality and volume of sounds helps in developing individual musical intelligence and skills.

•

Timbre or Sound Quality

•

Speaking Voice

Skills: • Identify the source of sounds (e.g. winds, waves, etc.)

•

Singing Voice

•

KQ: How do quality and volume of sounds help in developing individual musical intelligence and skills?

•

Musical Instruments

•

•

Replicate the different sources of sounds with body movements Identify the common musical instruments by their sounds and image Recognize the difference between speaking and singing voice

•

Sing songs with accurate pitch and pleasing vocal quality

•

Produce sounds using voice, body, and objects to enhance a given story

Points of Integration (Subject/ Values) Computer Education – Skills and knowledge in downloading and researching music on the Internet English – Interpreting the dynamics using syllables Physical Education – Creating different movements

Assessment Strategies/ DI Activities Hand Signal Oral Questioning Quiz Performing soft and loud sound Observation Think-PairShare/ Turn to Your Partner

Resources

The 21st Century MAPEH in Action 2 Worktext Technology Enhancement CD Materials PPT: Five Elements PPT: Dynamics RTP: Activity Sheet on Dynamics

•

Sing a given song with appropriate dynamics

21st Century Skills: • Exhibit one’s learning and innovation skills and creativity in timbre and dynamics •

Show one’s collaboration and interpersonal skills in the musical activities

•

Enhance individual critical thinking in the presented guide questions

•

Demonstrate initiative and self-direction in singing and playing the musical instruments

•

Show collaboration and interpersonal skills in singing, listening, and playing musical instruments

9

Fourth Quarter – Exploring Tempo and Texture


Content Standards


The learner demonstrates understanding of the basic concepts of tempo and texture.

Lesson Number and Title Lessons 6–7: Tempo and Texture 1 0

Key Understandings/ Key Questions KU: Knowing speed of sound and distinction of thinness and thickness in music helps in enhancing one’s musical skill and creativity. KQ: How do speed of sound and distinction of thinness and thickness in music help in enhancing one’s musical skills and creativity?

Knowledge

•

Tempo

•

Fastness Versus Slowness

•

The learner uses varied tempo to enhance rhymes, chants, drama, and musical stories.

•

The learner distinguishes accurately between a single musical line and multiple musical lines which occur simultaneously in a given song. Skills/21st Century Skills

Skills: • Identify mimics and animal movements (horse – fast, carabao – moderate, turtle – slow) • Respond to the accurate tempo of a song as guided by the hand signal of the teacher • Demonstrate changes in tempo with movements • Respond to variations in tempo with dance steps • Distinguish slow, slower, fast, and faster in recorded music with voice or with instrument • Use the terms fast, faster, slow, and slower to identify variation in tempo • Replicate slow, slower, fast, and faster with voice or with instruments • Identify musical texture with recorded music

Points of Integration (Subject/ Values) Computer Education – Skills and knowledge in downloading and researching music on the Internet Physical Education – Creating movements

Assessment Strategies/ DI Activities

Resources

Picture Identification

The 21st Century MAPEH in Action 2 Worktext

Think-PairShare Activity


KWL Chart 3-2-1 Exit Cards

PPT: Tempo PPT: Five Elements RTP: Activity Sheet on Texture

•

1 1

Show awareness of texture by relating visual images to recorded or performed music

21st Century Skills: • Develop one’s creativity in musical form • Enhance learning and creativity in the musical instruments • Show flexibility and adaptability in the musical instruments • Show individual’s critical thinking and creativity in musical harmony • Demonstrate one’s initiative and self-direction in the musical activities • Show appreciation in singing examples of songs in different tempo and musical textures • Enhance critical thinking in creating body movements in different tempos • Demonstrate learning and innovation skills in the relationship of tempo and musical textures

FIRST QUARTER Exploring Rhythm Summary: In this quarter, the pupils will learn about rhythm. Through the different activities provided, the pupils will be able to demonstrate basic understanding of sound, silence, and rhythm. The hands-on activities will enable the pupils to respond appropriately to the pulse of sounds heard and be able to perform with accuracy the rhythmic patterns. Formative assessments are provided to see to it that gaps in teaching and learning will be addressed. These various types of formative assessment strategies will also be used to check for the pupils’ understanding. Grade Level Standards: The learner demonstrates understanding of the basic and fundamental processes in music through performing, creating, listening and observing, and responding. Pre-assessment: KWL chart To determine the pupils’ knowledge on rhythm, have them complete a KWL chart. Results of this activity will help you plan or organize the topics of your lesson. Formative Assessments: •

Web or Concept Map

•

Observation

•

Quiz

•

Hand Clapping

•

Misconception Check

•

Choral Response

•

Think-Pair-Share/Oral Questioning

•

Projects

•

Differentiated Activities Based on Multiple Intelligences

•

Echoing Rhythm Patterns

•

Creating Rhythm Patterns

•

Playing Instruments with Others in a Group

Lesson 1 – Steady Beats


Knowledge:

Resources:

•

Sound and Silence

•

Steady Beats

The 21st Century MAPEH in Acon 2 Worktext

•

Simple Rhythmic Patterns

•

Ostinato

Technology Enhancement CD Materials PPT: Steady Beats

12

Skills: •

Distinguish aurally and visually between sound and silence

•

Relate visual images to sound and silence within a rhythmic pattern

•

Replicate a simple series of rhythmic sounds (examples: echo clapping)

•

Maintain a steady beat when chanting, walking, tapping, clapping, and playing musical instruments

•

Clap the written stick notation to show steady beats

•

Divide the stick notations into measures of 2s, 3s, and 4s to show rhythmic patterns

•

Create simple ostinato patterns in measures of 2s, 3s, and 4s with body movements

•

Write stick notation on the board to represent the sound heard

•

Play simple ostinato patterns on classroom instruments: sticks, drums, triangles, nails, coconut shells, bamboo, empty boxes, etc.



•


•

Improvise and compose rhythmic patterns to satisfy curiosity and imagination

•

Access and analyze information through reading music notation

Introduction/ Preparatory Activities: In all lessons under this quarter, you may use any of these strategies in opening class discussions. 1.

The Get Set part of the worktext may be used to introduce the topic for the quarter.

2.

Motive questions are provided in the daily plan to serve as introductory activity.

3.

Games and other activities are also provided as springboard in some topics.

4.

Present the Key Understandings and Key Questions and emphasize these as the targets for the particular topic discussed.

Body/Developmental: Days 1–2

Sound and Silence 1.

Start the session with a song the pupils learned in Grade 1 or any song that all the pupils know.

2.

Using the same song, conduct a game. Say: “When you see me put 13

Key Understanding:

Rhythm as part of our everyday lives makes life interesng.

my index finger on my lips (sign for silence), you continue singing the song but without a sound. When I remove my index finger from my lips, sing the song aloud.” 3.

Do this with other songs to help the pupils realize the concept of “sound and silence.” Pupils should hear a sound while singing songs aloud and silence when they are not producing a sound but still singing.

4.

Introduce the word “beat.” Use the Get Set part of the lesson from the worktext to explain about beat.

5.

For the pupils to better understand about beat, let the pupils sing the song “Twinkle, Twinkle Little Star” or any short song familiar to the pupils and let them tap their hand on their lap in a regular interval. Do this several times until the pupils get the pulse of the song. Explain to the pupils that this is the beat of the song.

6.

Key Queson:

What is the role of rhythm in our life?

Formave Assessment: Hand Clapping

Check the pupils’ understanding by letting them clap with the beat of a song. Formave Assessment: Individual performance of rhythmic paern

Days 3–4

Rest 7.

Review “sound and silence” using the song B-I-N-G-O.

8.

Introduce the term “rest.”

9.

Let the pupils perform the rhythmic patterns from the Go and Learn part of the worktext.

10. Provide more rhythmic patterns with rest. 11. Let the pupils sing the rhythmic patterns by group. Then call the pupils at random to demonstrate the rhythmic patterns. This is also a way of checking the pupils’ understanding. Key Understanding:

Day 5

Steady Beats 12. Start the class by singing the song “Incy, Wincy Spider.” Let the pupils clap their hands to the beat of the song.

The ability to demonstrate the skill of keeping a steady beat develops a foundaon for further understanding of music literacy. Key Queson:

Why does one need to develop the skill of keeping steady beat? Formave Assessment:

Echoing rhythmic paerns with steady beats

13. Divide the class into two groups. One group will sing the song while clapping their hands on the heart marks. The other group claps along to make the sound of a steady beat. (spider marks)

14

Point of Integraon: Mathemacs – Skip counng by 2s, 3s, 5s, and 10s

14. Explain to the pupils that the rhythm is the same as the words with a sound for each syllable, while the beat is the clapping at regular interval or the pulse of the song; that the clapping at regular interval illustrate steady beat. 15. Let the pupils skip count by 2s, 3s, 5s, and 10s. Explain that when they skip count, the numbers they recite are with regular intervals and illustrate steady beats.

PPT: Steady Beats

16. Check the pupils’ understanding by letting them demonstrate steady beat using another song. Day 6

Simple Rhythmic Patterns 17. Conduct a game. Divide the class into three groups. Let each group create a rhythm. Give them a minute to master their rhythm. Once they mastered their rhythm, tell them that whatever you say, they should respond using the rhythmic pattern they’ve just created when you point to their group. The group with correct or consistent response will earn a point for every round. 18. Let the pupils sing the song “Little Peter Rabbit.” Let the pupils clap with the rhythm of the song and let them identify the part of the song, which has a long (strong) sound and short (weak) sound. 19. Explain to the pupils strong and weak sounds. Point out in the song the strong and weak sounds. 20. Give other examples of songs and let them identify the strong and weak sounds. Let them clap for the strong sound and tap the desk, table, or chair for the weak sound. This is to check the pupils’ understanding of the lesson.

Key Understanding: Rhythmic paerns can be found in music and exposure to music enhances our lives. Key Queson:

Why do we need to be exposed to music and understand rhythmic paerns? Formave Assessments:

Creang rhythmic paerns Echoing rhythmic paerns

Days 7–8

Ostinato 21. Let the pupils listen to short melodic or rhythmic phrase that is repeated by a voice or instrument in a musical piece. 22. Ask: “What did you hear?” Expect the pupils to say, “We heard the same sound all throughout.” 23. Introduce the term “ostinato.” 24. Sing songs to illustrate or demonstrate ostinato. 25. Let the pupils think of a song, which has a short melodic phrase that is repeated. 26. Check the pupils’ understanding by letting them raise a hand in response to your question on the level of their understanding.

Formave Assessments: Quiz

Clapping of simple rhythmic paerns Point of Integraon: Physical Educaon – Body movement and dancing

Day 9

27. As part of the formative assessment, let the pupils do the activities in the Music Workshop of the worktext. Day 10 Conclusion/Evaluation

1.

Formave Assessments:

Hand Clapping Echoing rhythmic paerns Creang rhythmic paerns

Assist the pupils in doing the self-assessment activity that helps them become aware of their understanding of the concepts 15

discussed. This activity serves as part of your formative assessment so you can make important instructional decisions that will meet the needs of your learners. 2.

Have the pupils do the Summative Assessment. TEACHER’S GUIDE AND KEY TO CORRECTION

Activity 1: Music, Sound and Silence The pupils should be able to put a check mark on the notes and a cross mark on the rest. Activity 2: Human Notes The pupils should be able to echo the rhythmic pattern that you will clap. Activity 3: Rhythmic Syllables for Stick Notation Answer Key: 1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

Activity 4: I Hear a Sound The pupils should be able to identify the long and short tones properly; should maintain a steady beat as they chant; and tap, clap, or play available musical instruments in the classroom. SUMMATIVE ASSESSMENT 1.

Paper-and-pencil Test

2.

Performance-based Assessment

16

Formave Assessment:

Self-assessment

First Quarter Test Part 1 Multiple Choice: Choose the correct answer that best fits the given description. Write the letter only on the blank. _____ 1. No sound is heard in the musical piece. a.

Silence

b. Sleep

c. Sound

_____ 2. These are regular pounding of sounds to mark a specific time. a. Irregular beats

b.

Scattered beats

c.

Steady beats

_____ 3. This is a short melodic or rhythmic phrase that is repeated. a. Ostinato _____ 4.

b.

Sound

c.

Steady beats

This shows a pattern written in 2s. a.

b.

c.

_____ 5. The object that matches with the sound “tick, tock” a.

_____ 6.

b.

c.

Musical symbol that means silence a.

_____ 7.

b.

c.

Sound with has no steady beat a.

_____ 8.

clocks ticking

b.

alarm sounding

c.

horse running and walking

This shows a pattern written in 4s. a.

b.

c.

_____ 9. The signs that tell you to repeat whatever are between them. a.

b.

c.

_____ 10. This shows an ostinato pattern. a.

b.

c.

Answer Key: 1. 2. 3. 4. 5.

a c a a a

6. 7. 8. 9. 10.

b c a b c

17

Part 2 Draw the rhythmic pattern that corresponds to the given image pattern. Write a stick ( sound and rest ( ) for the silence.

) for the

1.

2.

3.

4.

5.

Answer Key: 1.

2.

3.

4.

5.

Part 3 In small groups, create movements that represent a steady beat to one of the following songs: •

Row, Row, Row Your Boat

•

Mary Had a Little Lamb

•

Three Blind Mice

Your movements will be presented to the class and assessed using the following rubric: Criterion Understanding of Concept

Level 4 The group represented a steady beat within their movements in a creative fashion.

Level 3 An understanding of a steady beat was represented in their creative movements.

Level 2

Level 1

Simple movements The movements represented a did not clearly steady beat. represent a steady beat.

Part 4 Performance-based Assessment This could be given near the beginning or middle of the quarter. Perform the following: Goal

To demonstrate steady beats by clapping, patting, or by tapping their bodies To demonstrate ostinato pattern with the song “Twinkle, Twinkle Little Star”

18

Role

Musician, composer

Audience

Grade 2 pupils and teacher

Situation

The whole class demonstrates the steady beat by tapping/clapping/ patting while speaking a known chant with a strong steady beat. (Example: “The bag, the bag, the bag is in my lap.”) A pupil may be asked to demonstrate the ostinato pattern or this can be done in 2s or 3s.

Product/ Performance

The demonstration of steady beats by clapping, patting, or tapping the body. The demonstration of the ostinato pattern using the song “Twinkle, Twinkle Little Star”

Standards

Observe the pupils’ ability to keep a steady beat noting whether they demonstrate a steady beat •

All of the time (11–15 points)

•

Some of the time (6–10 points)

•

Not consistently yet (1–5 points)

Observe the pupils’ ability to produce ostinato pattern noting whether they demonstrate an ostinato •

All of the time (11–15 points)

•

Some of the time (6–10 points)

•

Not consistently yet (1–5 points)

19

SECOND QUARTER Exploring Melody and Musical Form Summary: In this quarter, the pupils will learn about melodic patterns and musical form. Through the different activities provided, the pupils will be able to identify the pitch of tones. They should be able to demonstrate pitch and melodic patterns through body movements, singing, and playing musical instruments. Activities are also provided to strengthen their understanding of the basic concepts of musical form. With their understanding of these concepts, they will be able to perform a song and show the basic concepts through body movements, vocal sounds, and instrumental sounds. Formative assessments are provided to see to it that gaps in teaching and learning will be addressed. These various types of formative assessment strategies will also be used to check for the pupils’ understanding. Grade Level Standards: The learner demonstrates understanding of the basic and fundamental processes in music through performing, creating, listening and observing, and responding. Pre-assessment: Before introducing the concept, the readiness of the pupils may be assessed using a survey of what they know about melodic patterns and musical forms. This may be done through a pre-test or just a raise of hands when asked about these topics. Formative Assessments: 1.

Web or Concept Map

2.

Observation

3.

Quiz

4.

Hand Clapping

5.


6.

Projects

7.

Differentiated Activities Based on Multiple Intelligences

20

Lessons 2–3 – Melody and Musical Form Number of Days: 10 days

Knowledge: Melody

Resources:

•

Melody

•

Pitch


•

Simple Melodic Patterns

Technology Enhancement CD Materials PPT: Melody, Harmony

Musical Form •

Form

•

Musical Lines

•

Beginnings and Endings

•

Repeats

PPT: Musical Forms

RTP: Acvity Sheet on Melody

Skills: •

Identify the pitch of tones as high, low, higher, or lower

•

Respond to ranges of pitch through body movements, singing, and playing sources of sounds

•

Demonstrate high and low pitches through singing or playing musical instruments

•

Sing songs with accurate pitch

•

Echo simple melodic patterns through singing or humming

•

Demonstrate the melodic contour with movement

•

Demonstrate the melodic contour through the body staff, writing the melodic line “on the air,” line notation

•

Relate visual imagery to melodic patterns

•

Identify the beginning and ending of a song

•

Demonstrate the beginning and ending of a song with movements, vocal sounds, or instrumental sounds

•

Identify musical lines as similar and dissimilar with movements and with the use of geometric shapes and objects

•

Demonstrate repeated musical lines with movements

•

Recognize repetitions within a song

•

Create melodic introduction and ending of songs

•

Create rhythmic introduction and ending of songs



•


•

Demonstrate ability to work effectively and respectfully with other members of a group

21

•

Assume shared responsibility for collaborative work and value the individual contributions made by each group member

Introduction/Preparatory Activities: In all lessons under this quarter, you may use any of these strategies in opening class discussions. 1.

You may use the motive question provided in the daily plan to serve as an introductory activity.

2.

Games and other activities are also provided as springboard in some topics.

3.

Present the Key Understandings and Key Questions.

4.

Outputs of the pupils from the previous activity may also be presented in class to serve as a motivation and springboard to the lesson (depending on the lesson).


Melody 1.

Let the class sing the song “The More We Get Together.”

2.

Make the pupils notice the part of the song with a high tone or pitch and the part which has a low tone or pitch.

3.

Ask the pupils to just recite the lyrics of the song. Ask: “Is it pleasing to hear?”

4.

Explain that a song should have varied tones. It can be high or low.

5.

Introduce the term “melody.” Tell something about this musical term.

6.

Sing other songs and make the pupils realize that what is pleasing to hear is the melody or varied tunes of the song.

7.

Ask the pupils to give examples of things or animals which produce a higher/lower sound. For additional activity, let the pupils draw things and animals that produce higher/lower sounds.

8.

Check the pupils’ understanding by letting the pupils state one sentence about what they have learned.

Key Understanding:

The melody expresses the main idea of a musical composion.

Key Queson: What is the role of melody in a musical compositon?

Formave Assessment: One-sentence Summary

Day 3

9.

Review high and low sounds by singing the song “The More We Get Together.”

10. Divide the class into five. Conduct a game, “Name That Tune.” In this activity, you may hum or play the beginning of a song. Each group of pupils will have to guess the title of a song. The group who can give the answer first will earn a point. In case the answer is wrong, it will be a minus to the group’s score. 11. After the activity, ask the pupils: “Why were you able to guess the title of the song?” Expect answers like “We heard the tune,” or “We know the melody.”

22

PPT: Melody, Harmony

Point of Integraon:

Values Educaon – Development of decisionmaking skills by analyzing the given informaon

12. Explain further what is melody and what it is composed of. 13. Let the pupils sing the notes going up the stairs/scale after hearing you sing it.

Formave Assessment: Oral Quesoning/Choral Response

14. Let the pupils sing the notes using hand signals (Kodaly Method) to emphasize that the melody of a song may go up or move down. 15. Check the pupils’ understanding by oral questioning or choral response.

Days 4 –5

Pitch 16. Let the class sing the song “Eency, Weency Spider.” Lead the class with varying pitch. Start with a low pitch, then repeat the song with a high pitch, then repeat again with a higher pitch. Make sure that the pupils notice the varying pitch. 17. Introduce the term “pitch.” Explain using their experience in singing the “Eency, Weency Spider” at varying pitch. 18. Show the pupils how pitches are arranged in music. Introduce the staff and the notes. 19. Put the first note on the staff. Ask the pupils to put the next notes guiding them to follow the interval. 20. Let them sing the notes on the staff. 21. Let the pupils choose a song to sing. Read the notes on the staff with the correct pitch. As you sing each note, let the pupils sing the song using that pitch. For example: When you sing lower “do,” the pupils should start the song in that pitch; when you sing “mi,” the pupils will start the song in that pitch. Do the process to help the pupils realize that the notes on the staff have different pitch. Ask: “What symbols are used to give the pitch of a song?” Expect the answer: “Notes on the staff.”

Key Understanding: Knowing the correct pitch helps improve one’s musical performance.

Key Queson:

What is the importance of knowing the appropriate pitch of a song?


Oral Recitaon (pitch singing)

22. For the additional activity, let the pupils draw the notes on the staff to show varying pitch (going up and down). 23. Check the pupils’ understanding by letting the pupils recite the pitch of each note on the staff. Day 6

Melodic Patterns 24. Play the melody bells in the class (if available). If not, just assign eight pupils to sing the tunes of the eight notes. Check the pupils’ pitch before letting them sing the note aloud. Let them sing the notes successively to complete the tunes of the eight notes from lower “do” to higher “do.”

23

Key Understanding: Creang melodic paerns enables a person to express his/her thoughts and feelings.

25. Assign other pupils to do the same process. 26. With the different sets of pupils assigned with notes to recite, make them a human organ. Let the pupils form a circle. Use a stick to point to a pupil. The pupil should recite his/her assigned note. Do this to create a simple melodic pattern. After the activity, discuss with the pupils about melodic pattern. Melodic patterns may be going up, going down or stay on the line/space.

Key Queson:

How does melodic paern help in communicaon?


Oral Quesoning Wring melodic paern on the staff

27. Let the pupils do Activity 1 in the Music Workshop of the worktext. After singing and acting out the song in the activity, ask the pupils: “In what part of the song did you move up? Move down? Do left and right movements?” Emphasize that these are the different types of melodic patterns. 28. Check the pupils’ understanding by oral questioning. You may also ask the pupils to write a melodic pattern on a staff. Day 7

RTP: Acvity Sheet on Melody

Form 29. Let the pupils sing the song “Hickory Dickory Dock.” 30. Prepare in advance the house structure illustrated in the worktext. Use this to introduce the term “musical form.” 31. Do another activity to develop the concept about musical form. Show the pupils a picture of a tree but cut into several parts. Ask: “Do you recognize this object based on its cut parts?” They did paste together the parts. Ask: “Do you recognize now the parts? Say: “We were able to recognize it as a tree because it has the form of a tree and the tree has different parts.” Say: “Just like the picture of a tree, we are able to recognize it as a tree because the parts are put together. This is just like a musical composition. You cannot identify the parts unless the parts are put together.” 32. Explain further how musical form is formed. Say: “Form is made up of tones, rhythm, and other parts of music that are arranged well.”

hps://www.youtube.com/ watch?v=t0U-1Rcq-Qg PPT: Musical Forms

Formave Assessment: Think-Pair-Share/Turn to Your Partner

33. Present the PPT: Musical Forms from the TEC. 34. Check the pupils’ understanding using the activity Think-Pair-Share. In this activity, let the pupils work in pairs to study a song’s musical form. Day 8

Musical Lines

Key Understanding:

35. Let the pupils sing the song “Music Class” from the worktext. Sing it to the tune of “Twinkle, Twinkle Little Star.” 36. Let the pupils recite the first line of the song. Ask: “Do you understand what the song wants to say?” Let them recite the second line then 24

Musical lines, when put together, tell a story or say a thought about the song.

ask the same question; the third line and ask the same question; the fourth, fifth, and sixth lines. Ask again the question after the sixth line: “Did you understand what the song wants to tell us?” 37. Use other songs to explain musical lines. 38. Let the pupils give their observation on the length of the musical lines and how it is sang. Use guide questions so that pupils will be able to realize the differences of musical lines. 39. Check the pupils’ understanding by letting the pupils tell what the song wants to tell by reading the musical lines.

Key Queson:

What do musical lines tell us?

Formave Assessment: Quiz

Day 9

Beginnings, Endings, and Repeats

Key Understanding:

40. Start the session by singing the song “Hickory Dickory Dock.”

The completeness of the different parts of a musical composion makes it pleasing to the ears of listeners.

41. Tell the pupils that you are going to tell stories. Prepare three to five sentence stories. When you tell the stories, skip a part—it may be the beginning or end. Exaggerate so that the pupils will be able to realize that a part of the story is missing. Tell another story in which a part is repeated several times. Wait for the pupils to react. 42. Ask: “What is wrong with my stories? (Wait for the pupils to answer that the stories are incomplete.) Is it okay listening to stories that are incomplete?” 43. Explain that just like stories, music also has parts. It has a beginning and end. If a part is missing, the song is not pleasing to the ears. Explain that there are also parts that are repeating. 44. For the pupils to fully understand the topic, sing the song “This Is the Way I Brush My Teeth” but this time with actions:

Key Queson:

What is the importance of the different parts of a musical piece?

Point of Integraon: Reading and Language – Telling stories and idenfying parts of the story

Beginning part – wave both hands upward Formave Assessments:

Repeats – roll both arms Endings – bend and wave both hands downward 45. You may also replace the movements with vocal sounds and instrumental sounds: Beginning: La la la la… Repeats: Boom boom boom… Other Lines: Chak chak chak chak… Endings: Loo loo loo loo… 46. Check the pupils’ understanding by letting them answer Activity 2 in the Music Workshop portion of the worktext. Day 10

47. Let the pupils do Activities 3 and 4 in the Music Workshop portion of the worktext.

25

Choral response Oral quesoning Quiz

Conclusion/Evaluation 48. Assist the pupils in doing the self-assessment activity. This will serve as a feedback to you and the pupils of their understanding of the lesson. 49. This activity serves as part of the formative assessment so you can make important instructional decisions that will meet the needs of your learners. 50. Have the pupils answer the Summative Test.

26


Self-assessment

TEACHER’S GUIDE AND KEY TO CORRECTION Lesson 2 Activity 1: Melodic Contour The pupils should be able to act out the song using different movements. Activity 2: High and Low Pitch The pupils should be able to sing the song “Study Time” and show how melodic contour or shape of the notes move. Activity 3: Melodic Line The pupils should be able to pretend drawing on the air the melodic line of the song “Study Time.” Activity 4: Body Staff The pupils should be able to pretend that they are the notes of the song “Study Time.” They should act like the “body staff” as they sing to the beat of the song. Activity 5: Line Notation The pupils should be able to draw the note heads with the stems to show the pitches of each line of the song “Study Time.” Activity 6: Melodic Patterns The pupils should be able to sing the song “Happy All the Time” and do the actions used in the song. The pupils should be able to demonstrate how the melodic patterns of the song move “in the air.” Activity 7: Echo Singing The pupils should be able to sing the syllables with the correct pitch and rhythm.

Lesson 3 Activity 1: Beginning and Ending Lines Answers depend on the song played by the teacher. Activity 2: Similar and Dissimilar Lines B.

1.

4.

2.

5.

3.

6.

27

Activity 3: Beginning, Repeat, Ending 1.

4.

2.

5.

3.

6.

Activity 4: Introduction and Ending This will depend on the pupils melodic or rhythmic pattern.

SUMMATIVE ASSESSMENT 1.


2.

Performance-based Assessment Second Quarter Test

Part 1 I.

Read each item carefully. Choose the best answer then write the letter only on the blank. _____ 1. This is a group of pitches that tells an idea or a thought. a. Dynamics b. Form c. Melody _____ 2. This tells how high or low a tone is. a. Form b. Pitch c. Rhythm _____ 3. These are symbols that show specific pitches. a. Time signature b. Notes c. Staff _____ 4. This is composed of five lines and four spaces where notes are placed. a. G clef b. Rest c. Staff _____ 5. This note has the highest pitch. a. Fa b. La c. Re _____ 6. These are notes that are put together to create a pleasing tune. a. Melodic pattern

28

b. Musical pattern c. Notes pattern _____ 7. The so-fa syllables that match this notation.

a. Do Re Fa Do b. Re Mi So Re c. Do Re Mi Do _____ 8. This shows that a song has a beginning line and ending line. a. Musical Form b. Musical Line c. Melody _____ 9. Musical lines may be repeated. a. True b. False c. Maybe _____ 10. The lines of a song tell a story. a. True b. False c. Maybe II.

Write H if the second note is higher than the first note. Write L if the second note is lower than the first note.

1.

2.

3.

Answer Key: I.

II.

1.

c

6.

a

2.

b

7.

b

3.

b

8.

a

4.

c

9.

a

5.

b

10.

a

1.

H

2.

L

3.

H

4.

L

5.

H

29

4.

5.

Part 2 I.

Draw a whole note on the indicated line or space. Locate and circle the highest note you drew on the staff.

Space 3 II.

Line 1

Line 5

Space 2

Line 4

Draw at least three notes in each measure to show the indicated melodic contour.

1.

3.

2.

4.

5.

Answer Key: I.

II. 1.

2.

3.

4.

5.

Part 3 Sing or hum the song.

1.

2.

What can you say about the movement of the notes? Is it going up, going down, or stay on the line? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ While singing the song, in what part is your voice the highest?

_______________________________________________________________________________

30

3.

While singing the song, in what part is your voice the lowest?

_______________________________________________________________________________

4.

Circle the beginning line and box the ending line in the song.

5.

Are there repeated lines? _________________________________________________________ Copy the repeated lines, if any.

_______________________________________________________________________________ _______________________________________________________________________________

6.

If you are a composer, will you write repeated lines too? Why?

_______________________________________________________________________________ _______________________________________________________________________________

7.

Does the song tell a story? _________________________________________________________

8.

What does the song tell you?

_______________________________________________________________________________ _______________________________________________________________________________

Answer Key: 1.

The song moves up, moves down, and stays on the line. The movement of the song is going up, going down, and stay on the line.

2.

Twinkle

3.

are

4.

5.

Twinkle, twinkle little star, how I wonder what you are Twinkle, twinkle little star, how I wonder what you are

6.

Answers vary. This will depend on the pupil’s thoughts.

7.

Yes

8.

It tells about stars twinkling in the sky.


To sing a song with the appropriate pitch, correct melody, and distinguish the form of the song

Role

Singer or composer

Audience

Grade 2 pupils and teachers

Situation

You will sing a song (any song learned during the quarter). The song selection will be through draw lots. After singing, identify the form of the song by telling the beginning, ending, or repeating part/s.

Product Performance

Song rendition

31

Standard

Criterion Description

3

2

1

The pupil is able to perform with perfect pitch and correct melody; demonstrates mastery in identifying the beginning, ending, and repeating lines of a song.

The pupil is able to perform with correct pitch and knows the melody of the song; is able to identify the beginning, ending, and repeating lines of a song.

The pupil is able to perform but with incorrect pitch and melody; is hardly able to identify the beginning, ending, and repeating lines of a song.

32

THIRD QUARTER Exploring Timbre Timbre and Dynamics D ynamics Summary: In this quarter, the pupils will engage in activities that will raise their level of awareness in other elements of music, which are the timbre and dynamics. Through timbre, the pupils will identify its meaning by distinguishing the different qualities of sound through speaking, singing, and listening to the musical musical instruments. Dynamics will also be distinguished by listening to the volume of sounds. Through activities, the pupils will enhance their creativity and musical skills in differentiating the quality and volume of sounds by speaking, singing, listening, and playing the musical instruments. A quality performance in music will develop the pupils’ hidden talent and skills and help them to be fully active and pursue others to be inspired with them. As an application, the pupils will be able to do the different body movements by hearing the sound and be able to sing a song while following the dynamic symbols in each musical line. Grade Level Standards: The lea learne rnerr dem demons onstra trates tes und underst erstand anding ing of the basi basicc and fund fundame amenta ntall processes in music through performing, creating, listening and observing, and responding. Pre-assessment: Before introducing the concept, the readiness of the pupils may be assessed using a survey sur vey of what they know about musical form, timbre, and dynamics. The survey may be done through hand raising when asked what they know or through a written test. Formative Assessments: •

Web or Concept Map

•

Observation

•

Hand Signals

•

Quiz

•

Oral Questioning

•

Choral Response

•

Think-Pair-Share/Oral Think-PairShare/Oral Questioning

•

Projects

•

Differentiated Differentiat ed Activities Based on Multiple Intelligences

33

Lessons 4–5 – Timbre and Dynamics Number of Days: 10 days

Knowledge:

Resources:

• Timbre or Sound Quality


• Speaking Voice


• Singing Voice • Musical Instruments

PPT: Five Elements

Skills:

PPT: Dynamics

•

Identify the source of sounds (e.g. winds, waves, etc.)

•

Replicate the different sources of sounds with body moveme movements nts

RTP: Acvity Sheet on Dynamics

•

Identify the common musical instruments by their sounds and image

•

Recognize the difference between speaking and singing

•

Sing songs with accurate pitch and pleasing vocal quality

•

Produce sounds using voice, body, and objects to enhance a given story

•

Sing a given song with appropriate dynamics


Exhibit one’s learning and innovation skills and creativity in timbre and dynamics

•

Show one’s collaboration and interpersonal skills in the musical activities

•

Enhance individual critical thinking in the presented guide questions

•

Demonstrate initiative and self-direction in singing and playing the musical instruments

•

Show collaboration and interpersonal skills in singing, listening, and playing the musical instruments

Introduction/Preparatory Introduction/Pr eparatory Activities: Day 1

1.

Ask the pupils to take a deep breath.

Pre-assessment:

2.

Next, let them say the word “voice” for as long as they can. Let Let the air go out slowly.

Individual Response (Differenaon (Differen aon by readiness)

3.

Using your your hand, hand, feel feel your your throat throat vibrating vibrating as the air comes out.

4.

Call on a volunteer volunteer to to do the activity titled, “Pick Me, Me, Answer Me and Show Me.” Let him/her choose one question. a.

Based on the activity a while ago, what have you done?

b.

Where does your voice come from?

c.

What is common common in this activity that should be given an emphasis? 34

Body/Developmental: Day 2

Timbre or Sound Quality 5.

Have the pupils execute the tiered activity. Choose only one among the level.

Formave Assessment: Tiered Acvity

Level 1: Read the notes: do, re, mi, fa, sol, la, ti, do with a normal speaking voice.

Level 2: Sing the notes with the teacher’s teacher’s help, help, first going up the scale and then going down the scale.

Level 3: Describe the sound you made when you just read the notes. Then, describe the sound you made when you sang the notes. What is the difference difference??

6.

Objecves: A video of “Big Cook Lile Cook” Musical Elements – Timbre is available in the Technology Enhancement CD

Through an open open discussion, let the pupils define define the the meaning meaning of timbre.

Days 3–4

Key Understanding:

Speaking and Singing Voice 7.

Play different sounds from a recording recording or from from the the keyboard keyboard sound effects in the music classroom.

8.

Let the pupils do the Think-Pair-Sh Think-Pair-Share are activity. Think

9.

An Acvity on Learning

The following are the questions that you need to answer. You will be given ample time to think about the answers. •

How can you relate the activity on voice production to music?

•

What can you say about the difference between speaking voice and singing voice?

Pair

Look for a partner, then compare and share your ideas of the result.

Share

Share with the class about the activity.

Ask the pupils to give the difference difference between the speaking speaking voice voice and singing voice based on Activity 2 of Think-Pair-Share. Think-Pair-Share.

35

Learning the quality and volume of sounds help in developing individual musical intelligence and skills. Key Queson:

How do quality and volume of sounds help in developing individual musical intelligence and skills? Formave Assessment:

Think-Pair-Share

An acvity on Acquision Strategy: Slideshow presentaon of Five Elements is available in the Technology Enhancement CD

Days 5–6

10. Let the pupils listen to different different vocal vocal sounds. Instruct them to to put a check mark on the appropriate diagram for each number. 11. Ask the pupils to identify if the vocal vocal sound is a speaking or a singing voice. 12. For further enhancement of of sound differentiation, let let the pupils hear the different sources of sounds that you will play from a CD or a recording. 13. Let the pupils do different body movements movements as they hear each sound. 14. Let the pupils pupils listen to a recording recording of different different musical instruments that you prepared. 15. Ask the pupils to identify the instruments instruments that they will hear. hear. The pictures of the instruments are provided as a guide. 16. Ask the pupils to list down the musical musical instruments that that they heard. Days 7–8

Volume of Sound 17. Post the picture on the board and let the pupils answer the question, “How “How do you think these musical instruments sound?” 18. Let the pupils write the correct word word that will describe the the kind of sound that each instrument instrument makes. Choose from from these words: soft, softer, loud, and louder. 19. Let the pupils pupils write the word word on the space below each picture. picture. 20. Through an open open discussion, let the the pupils define the meaning of dynamics based on the activity. 21. Let the pupils sing the song “Kumbayah” (Come By Here Lord), a popular spiritual song. Sing each line with the proper dynamics and expression. 22. As an extension, for the second time, let let the pupils sing “Kumbayah. “Kumbayah.” 23. Let them create their own movements to show soft, softer, loud, and louder sounds. Here are some suggested movements: movements: a.

Soft – wave both hands slowly in front of your chest

b.

Softer – wave hands inward inward as you are are embracing embracing “The Lord”

c.

Loud – move both hands sideward

d.

Louder – move move both hands hands as if making a very very big circle in front front of you

Days 9–10

Loudness and Softness in Music 24. Let the pupils sing this famous Christmas song, “Angels “Angels We We Have Heard on High.” 25. Ask the pupils to sing and follow follow the dynamics for for each line. line.

36

An acvity on Acquision strategy: Slideshow presentaon of Dynamics is available in the Technology Enhancement CD Points of Integraon:

Computer Educaon – Skills and knowledge in downloading and researching music on the Internet English – Interpreng the dynamics using syllables Physical Educaon – Creang different different movements

An acvity on Pracce Strategy: Acvity Sheet on Dynamics is available in the Technology Enhancement CD

26. Through an open discussion, share with the pupils thoughts and ideas about the difference between loudness and softness. 27. As an extension, imitate the movements and sounds of these animals. Conclusion/Evaluation (Optional Activity) With Stoplight as a signal card, let the pupils do the activity to assess their level of understanding in rhythm and meter. Red: means “Stop! I’m mislaid.” Yellow: means “Wait! I’m puzzled.” Green: means “Go! I’m on my way.” 1.

I can distinguish the grouping of beats through meters.

Self-assessment:

2.

I can relate the notes and rests through clapping.

Stoplight

3.

I can now interpret the notes and rests through clapping.

37

TEACHER’S GUIDE AND KEY TO CORRECTION Lesson 5: Activity 1: Different Sound Sources The pupils will hear different sources of sounds that will be played from a CD or a recording. The pupils should be able to do different body movements as they hear each sound. Answer Key: Answers may vary, but look for the pupils who imitated the best. Activity 2: Musical Instruments The pupils will listen to the different sounds made by musical instruments in the classroom or from a recorded CD. The pupils should be able to identify their names. You may play them with your guidance. Answer Key: 1.

Violin

2.

Clarinet

3.

Trumpet

4.

Cello

5.

Keyboard

Activity 3: Singing with Actions The pupils should learn to sing the song “Oh What a Beautiful Mornin” with the teacher and/or a CD recording. This is from the Broadway musical entitled “Oklahoma.” Have the pupils sing it properly and nicely. After learning the song, the pupils may add actions later while singing. (There is a Filipino version of this, “O Kay Ganda ng Umaga.”) Activity 4: Short Story for Kids with Sound Effects Read to the pupils the story “Tie Your Shoe”. On the second time, the pupils will read the story with you while making sounds using their voice, body, and other objects in the classroom to give more life to the story. They should be a good listener and creative. Activity 5: Short Story for Kids with Sound Effects Sing this Filipino folk song “The Beep-Beep, Boop-Boop, Jug-a-Lug Car.” On the second time, read the story with the teacher while making sounds using your voice, body, and other objects in the classroom to give more life to the story. Answers may vary, but scores will be based on the performance of the pupils.

38



2.

Performance-based Assessment Third Quarter Test

Part 1 I.

Identification: Identify the instruments below. Choose your answer inside the box then write your answer below the instrument.

Ukulele Electric Guitar Keyboard

Xylophone Clarinet Trumpet

Piano Double bass Snare drum

Recorder Guitar

Triangle Drums

Maracas Violin

2. 3.

4.

1.

6. 5.

9.

8.

7.

10. 11.

12.

13.

14.

39

15.

Answer Key: 1.

Snare Drum

2.

Piano

3.

Ukelele

4.

Triangle

5.

Xylophone

6.

Recorder

7.

Electric Guitar

8.

Maracas

9.

Keyboard

10. Trumpet 11. Violin 12. Drums 13. Guitar 14. Double Bass 15. Clarinet Part 2 Have the pupils undergo this process so you can assess their development of dynamics. A.

Identify if the sound is soft, medium, or loud. 1.

Tiny steps of a mouse

2.

Walking dog

3.

Walking elephant

4.

Flying bird

5.

Walking kitten

6.

Running lion

7.

Walking goat

8.

Walking goose

9.

Running chick

10. Galloping horse B.

After identifying the dynamics of different sound of the animals, imitate each movements.

Answer Key: A. 1.

Soft

2.

Medium

3.

Loud

4.

Soft

5.

Soft

6.

Loud

7.

Medium

40

8.

Medium

9.

Soft

10. Loud B.

The best pupil who will be able to imitate the movements of these animals will get the highest score.

Part 3 Ask the pupils to show their understanding of timbre and dynamics by answering one question in each of the boxes below. You may design your own procedure so the pupils can give their answers in either written or oral expressions. 1.

Explain What are the examples of dynamic symbols?

2.

Interpret What does quality of sound mean? How do piano and forte relate to dynamics?

3.

Application How does voice production apply in singing?

4.

Perspective How is voice production different from the volume of sound?

5.

Empathy What it would be like to walk in the shoes of those who sing out of tune?

6.

Self-knowledge What do I do not know yet about timbre and dynamics?

Part 4 Performance-based Assessment This could be given near the beginning or middle of the quarter. Perform the following:

Goal

To sing the song “O Kay Ganda ng Buhay” applying the different dynamic symbols and musical instruments of your own choice as accompaniment to be presented to your MAPEH teacher Choose one of the roles:

Role

•

One of the conductors/conductresses who will lead your group presentation

•

One of the singers who will be singing the “O Kay Ganda ng Buhay”

•

One of the instrumentalists in your group

•

A photographer of the group as part of your documentation

Audience

MAPEH teacher and classmates

Situation

The group is given the task to present a chorale group presentation.


Encouraging everyone to showcase the talent of the pupils in singing and playing the musical instruments

41

Rubric for the Instructional Seminar/Workshop A. Presentation B.

Timing and Coordination

C.

Choreography

D. Musicality Standards

E.

Tonality

F.

Prepared and Cooperation

G.

Rhythmic Coordination

Advanced (26–30% and above) – All criteria are evident. Approaching Proficiency (16–20%) – Letters A, D, E, F, and G are evident. Proficient (21–25%) – Letters A, B, C, D, E, and G are evident. Developing (11–15%) – Letters C, D , E, and G are evident. Beginning (6–10% and below) – Only letters C, D, and E are evident.

42

FOURTH QUARTER Exploring Tempo and Texture

Summary: After learning the importance of timbre and dynamics in the previous lesson, the pupils are now ready to study the next elements of music, which are tempo and texture. The pupils will identify the tempo through mimicking animal movements and responding to the accurate tempo of a song. The pupils will also identify texture through listening to the recorded music such as melodic line without accompaniment and distinguish texture between thickness and thinness of sound. Through musical activities, the pupils will enhance their creativity and musical skills, flexibility in singing and listening using different tempo and musical texture. As an application, the pupils will be able to demonstrate the correct tempo markings, respond to variations of tempo in singing and body movements. The pupils will be able to create between single musical line and multiple musical lines in singing. The pupils will be able to encourage and inspire their creativity not only in singing but also in playing musical instruments. Grade Level Standards: The learner demonstrates understanding of the basic and fundamental processes in music through performing, creating, listening and observing, and responding. Pre-assessment: Assess the readiness of the pupils to tackle the topics of tempo and texture by simply asking them to raise their hands as you ask the following questions: 1.

Who knows a lot of things about tempo and texture?

2.

Who knows a few things about tempo and texture?

3.

Who doesn’t know anything about tempo and texture?

Get the names of those who raise their hands on the first question because they can be potential group leaders. Formative Assessments: •

Self-reflection

•

Observation

•

Group Simulation – Think-Pair-Share

•

Differentiated Based on Multiple Intelligences

•

Quiz

•

Oral Questioning

•

Web or Concept map

43

•

Hand Signals

•

Choral Response

•

Project

Lessons 6–7 – Tempo and Texture No. of Days – 10 days

Knowledge: •

Tempo

•

Fastness Versus Slowness

Resources: The 21st Century MAPEH in Acon 2 Worktext


Skills: •

Identify mimics and animal movements (horse – fast, carabao – moderate, turtle – slow)

PPT: Tempo

•

Respond to the accurate tempo of a song as guided by the hand signal of the teacher

RTP: Acvity Sheet on Texture

•

Demonstrate changes in tempo with movements

•

Respond to variations in tempo with dance steps

•

Distinguish slow, slower, fast, and faster in recorded music with voice or with instruments

•

Use the terms fast, faster, slow, and slower to identify variations in tempo

•

Replicate slow, slower, fast, and faster with voice or with instruments

•

Identify musical texture with recorded music

•

Show awareness of texture by relating visual images to recorded or performed music


Develop one’s creativity in musical form

•

Enhance learning and creativity in the musical instruments

•

Show flexibility and adaptability in the musical instruments

•

Show individual, critical thinking and creativity in musical harmony

•

Demonstrate one’s initiative and self-direction in the musical activities

•

Show appreciation in singing examples of songs in different tempo and musical textures

•

Enhance critical thinking in creating body movements in different tempos

•

Demonstrate learning and innovation skills in the relationship of tempo and musical textures

44

PPT: Five Elements

Introduction/Preparatory Activities: Day 1

1.

Picture Identification: Ask the pupils how fast or slow do the animals in the picture move?

2.

Ask the pupils to draw a line to connect the animal to the way it moves. This is found in the Get Set section.

3.

As an extension, instruct the pupils to imitate the way animals move. Let them pretend that they are a turtle, a cow, and a leopard.

4.

Call a volunteer to act out in front of the class.

5.

Instruct them to use slow and fast movements while ‘pretending’ to be the animals. Tell them to do their best in mimicking.

Body/Developmental:


Picture Idenficaon

An Acvity on Learning Objecves: A video of Mr. Greg’s Musical Madness – Tempo is available in the Technology Enhancement CD

Day 2

Tempo 1.

Ask the pupils to give the definition of tempo based on the previous activity.

2.

Through an open discussion, explain the examples of tempo markings.

3.

As an extension, let the pupils listen to the following songs that you will sing or play.

4.

Ask the pupils to identify if the song has a slow, moderate, or fast tempo.

5.

Instruct the pupils to put a check mark on the correct tempo for each number found in the Go and Learn.

Key Understanding:

Knowing speed of sound and disncon of thinness and thickness in music helps in enhancing one’s musical skill and creavity. Key Queson:

How do speed of sound and disncon of thinness and thickness in music help in enhancing one’s musical skills and creavity?

Days 3–4

Fastness and Slowness 6.

7.

Listening Activity: Let the pupils listen to examples of music in slow and fast tempo. (You may play/sing the “Twinkle, Twinkle Little Star” in fast and slow tempo as suggested music.) Let the pupils do the Think-Pair-Share activity.

Think

The following are the quesons that you need to answer. You will be given ample me to think about the answers.

An acvity on Acquision Strategy: Slideshow presentaon of Tempo is available in the Technology Enhancement CD

•

What can you say about the music?


•

Do they have the same speed?

Think-Pair-Share Acvity

Pair

Look for a partner, then compare and share your ideas for the result.

Share

Share with the class about the acvity.

45

8.

Ask the pupils to differentiate slowness and fastness of tempo base on the Think-Pair-Share activity.

9.

Through an open discussion, explain the difference between the fastness and slowness of musical tempo.

Points of Integraon:

10. As an extension, let the pupils sing the song “Six Little Ducks” with changes in tempo.

Computer Educaon – Skills and knowledge in downloading and researching music on the Internet

11. Instruct them to follow the tempo markings in every line. Sing it in a slow tempo first. Then, for the second time, sing it with a fast tempo while doing the actions.

Physical Educaon – Creang movements

Days 5–6

Texture 12. Using the Picture Identification found in the Get Set section, ask the pupils the following questions: a.

What do you see?

b.

How are they different from each other?

13. Let the pupils connect the activity to the lesson. 14. Have the pupils give the meaning of texture based on the activity. 15. As an extension, let them listen to a song, “It’s a Small World,” sang by a children’s choir with piano accompaniment. 16. Ask them the following questions: a.

How did it sound?

b.

How do you feel after listening to a choir sing?

c.

Would you like to be a part of a choir?

Days 7–8

Single Melodic Line or Multiple Melodic Lines 17. Let the pupils sing this song to the tune of “Row, Row, Row Your Boat.” 18. Give them these instructions: First Time: As a single melodic line Second Time: As a round song Dance, play, sing along Let’s all be alert Now it’s time to gather now Form a big circle (Repeat) 19. Ask them the following questions: a.

How did you sound when you sang it for the first time?

b.

What did you observe when you sang it the second time as a round song?

46

20. Through an open discussion, let the pupils give their insights about the single melodic line and multiple melodic lines based on the activity. Days 9-10

An acvity on Acquision strategy:

Thinness and Thickness in Music 21. Let them listen to examples of songs in solo, duet, and choir. 22. Ask them the following questions: a.

What can you say about the music?

b.

How will you differentiate each song?

Slideshow presentaon of Five Elements is available in the Technology Enhancement CD

23. Through an open discussion, let them differentiate the distinction between thinness and thickness in music based on the activity. 24. As an extension, let them listen to a CD or a recording of the music examples that you will play on a CD player or laptop. 25. Let the pupils identify if the music has thin or thick texture.

A pracce strategy: Acvity Sheet on Texture is available in Technology Enhancement CD

Conclusion/Evaluation

Self-assessment:

Use the 3-2-1 Prompt to assess the pupils’ understanding in a scale (major and minor scale).

3-2-1 Chart

47

TEACHER’S GUIDE AND KEY TO CORRECTION Lesson 6 Activity 1: Moving Like Animals Have the pupils look at the following pictures of animals. Ask them to pretend that they are these animals and they will move the way these animals move. The pupils should be able to act out/move like these animals in front of the class. They may also produce the sounds these animals make as they move about. Answers may vary, but the highest score will be given to the most accurate performance. Activity 2: Let Us Follow the Tempo Have the pupils sing this song titled “Tempo Marks” to the tune of “Three Blind Mice.” The pupils should move to the tempo as they sing the song with you (slow – small steps; slower – s maller steps; fast – big steps; faster – faster and bigger steps). The best group or pupil who will sing and do the movements very well will be the winner. 3 – Create single melodic line using tempo markings 2 – Differentiate single melodic line and multiple melodic lines 1 – Give one example of song in multiple melodic lines with tempo markings

Activity 3: Sing, Play, and Dance Have the pupils sing the song “Sitsiritsit” with the CD and CD player. The pupils should think of dance steps that they can make for the song. Then, they should sing the song in different tempos with the movements they made. Other pupils may use maracas, tambourines, egg shakers, and rhythm sticks to accompany the song. The best group or pupil who will sing and do the movements very well will be the winner. Activity 4: Musical Story About Tempo 1. 2. 3.

Answers vary. The pupils may express their own impression of the story. Answers vary. Answers vary.

Lesson 7 Activity 1: Let’s Sing, Move, and Play Have the pupils sing this action song to the tune of “Are You Sleeping?”. First, the pupils will sing it as a single melodic line with actions. Then, for the second time, they sing it as a round song. Other pupils will be playing some rhythm instruments that are available in class. The pupils should tr y their best to sound nicely together. The first two lines are underlined to signal the next group to sing after these two lines have been sung by the first group.

48

Activity 2: Is It Thin or Thick? 1.

thin

2.

thin

3.

thin

4.

thick

5.

thick

6.

thick

7.

thick

8.

thick

9.

thick

10. thick Activity 3: Round and Round We Go Teach a new round song titled “Music Alone Shall Live.” Ask the pupils to listen very carefully so they can sing it properly. Once they learn to sing the whole song, ask the pupils to sing it next as a round song. Divide the class into two or three groups. Group 1 sings the first line and then continues to sing the whole song. Group 2 starts to sing as soon as Group 1 finishes the first line. Then they continue singing the whole song. Group 3 starts to sing as soon as Group 2 finishes the first line (and so on if there are more groups). Then, they continue singing until they finish the song last. Once the pupils have mastered the song, they may add musical instruments to accompany the song. Sing it again. The best group or pupil who will sing and do the movements very well will be the winner.



2.

Performance-based Assessment Fourth Quarter Test

Part 1 I.

Identify if the music that is being described is a thick or thin texture. 1.

A girl singing alone

__________________________

2.

A boy singing alone

__________________________

3.

A boy and a girl singing together __________________________

4.

Two boys singing together

_________________________

with a guitar player 5.

A band

__________________________

6.

A kulintang player, a gong player, __________________________ a drum, and another gong player

7.

A church choir

_________________________

8.

A piano, guitar, flute, violin,

_________________________

and saxophone players

49

9.

A wind and brass band

10. An orchestra II.

__________________________ __________________________

Identify what is being asked. Choose your answer on the table. Tempo

Texture

Thick texture

Thin texture

11. Melodies may be a single voice or instrument, a single melody with accompaniment, and two or more voices sung or played together. ___________________________ 12. Sounds may be fast or slow in speed or the speed in music. __________________ 13. Playing solo or a capella is an example of what kind of texture? __________________ 14. A band, a choir, or an orchestra is an example of what kind of texture? _________________ Answer Key: I.

1.

Thin

2.

Thin

3.

Thick

4.

Thick

5.

Thick

6.

Thin

7.

Thick

8.

Thick

9.

Thick

10. Thick II. 11. Texture 12. Tempo 13. Thick texture 14. Thin texture Part 2 Have the pupils undergo this process so you can assess their development of texture and tempo. Ask them to apply the tempo markings that they think is appropriate in the song “Music Alone Shall Live.” Ask them to write the tempo markings above the musical line.

50

Answer Key: Answers may vary as long as the tempo markings that are used are correct. Part 3 Have them write their own musical composition to show their understanding of tempo and texture. __________________________ (Title of Song)

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________


To perform a musical story about tempo to be presented to your MAPEH teacher Choose one of the roles:

Role

•

You were one of the instrumentalists who will make the sound effects needed.

•

You will be the three characters, Mr. Tempo, Mr. Slowy, and Mr. Fasty.

•

You will be one of the storytellers among the group.

•

You will be the photographer of the group as part of your documentation.

Audience


Situation

The group is given the task to present a musical story about tempo presentation.


Encouraging everyone to showcase the talent of the pupils in singing, speaking, and playing the musical instruments

51

Rubric for the Instructional Seminar/Workshop A. Presentation B.

Timing and coordination

C.

Voice quality

D. Tonality Standards

E.

Mastery

Advanced (26–30% and above) – All criteria are evident. Proficient (21–25%) – Letters A, B, C, D, E, and G are evident. Approaching Proficiency (16–20%) – Letters A, D, E, F, and G are evident. Developing (11–15%) – Letters C, D , E, and G are evident. Beginning (6–10% and below) – Letters C, D, and E are evident.

52

A R T S

CURRICULUM MAP

Key Stage Standards: The learner demonstrates understanding of fundamental processes through performing, creating, and responding, aimed towards the development of appreciation of art, and acquisition of basic k nowledge and skills. Grade Level Standards: The learner demonstrates basic and fundamental processes in art, through performing, creating, listening and observing, and responding. First Quarter – Exploring Drawing


Content Standards

5 4


The learner demonstrates understanding on lines, shapes, and colors as elements of art; and variety, proportion, and contrast as principles of art through drawings. Lesson Number and Title


Lesson 1: Let Us Learn to Draw

KUs: Through drawing, ideas and emotions are communicated as visual expression. An understanding of the elements and principles of art facilitates the creative process and artistic production.


Knowledge •

•

Elements of Art: Lines, and Shapes Principles of Design: Variety, and Proportion of Body Parts and Different Contrasting Colors

The learner creates a composition/design by translating one’s imagination or ideas that others can see and appreciate.

Skills: •

•

Identify and appreciate the different styles of Filipino artists when they create portraits and still life (different lines and colors) Compose the different fruits or plants to show overlapping of shapes

Points of Integration (Subject/Values)


Language – Oral communication skills, development of vocabulary skills

Visuals

Reading – Comprehension of sentences and paragraphs

Quiz

Science – Shapes of plants, flowers, and persons

Observation Oral Questioning Hand Signals Student Conference Differentiated Activities

Resources The 21st Century MAPEH in Action 2 Worktext Technology Enhancement CD Materials Video on Drawing PPT: Elements of Art

KQs:

and the contrast of colors and shapes in a colored drawing

Why is drawing important? Why should one study the elements and principles of art?

5 5

•

Draw from an actual still-life arrangement portraits of persons to capture their likeness and character

•

Draw a portrait of two or more persons— his/her friends, his/ her family, showing the differences in the shape of their facial features (shape of eyes, nose, lips, head, and texture of the hair)

21st Century Skills: • Be open and responsive to new and diverse perspectives about drawing • Articulate thoughts and ideas about drawing clearly and effectively through speaking, writing, and drawing • Demonstrate ability to work effectively with diverse teams

Values Education – Respect for differences of shapes of plants and animals

Second Quarter – Exploring Painting


Content Standards


The learner demonstrates understanding of using two or more kinds of lines, colors, and shapes through repetition and contrast to create rhythm. Lesson Number and Title

5 6


Lesson 2:

KUs:

Let Us Learn to Paint

Through painting, ideas and emotions are communicated as visual expression. Understanding the elements and principles of painting provides the tools for visual expression.


Knowledge •

•

Elements of Art: Colors, Shapes, Textures

Why is it important to know the elements and principles of painting?



Skills:

Language:

Oral Questioning

•

Language – Oral communication skills, development of vocabulary skills

Quiz

Principles of Design: Repetition Contrast, Rhythm •

KQs: How are ideas and emotions expressed through painting?

The learner creates a composition or design of a tricycle or jeepney that shows unity and variety of lines, shapes, and colors.

•

Describe the unique shapes, colors, textures, and design of the skin coverings of different fishes and sea creatures or of wild forest animals from images Point out the contrasts in the colors, shapes, and textures between two or more animals Draw with the use of pencil or crayon the sea or forest animals in their habitat showing their unique shapes and features

Reading – Comprehension of sentences and paragraphs Science – Shapes of sea animals and forest animals Values Education – Respect for differences of shapes of plants and animals

Hand Signals


Misconception Check


Choral Response

PPT: Basic Painting

Observation

RTP: Activity Sheet on Painting

Student Conference

•

5 7

Paint the illustration of animals to show variety of colors and textures in their skin • Create designs by using two or more kinds of lines, colors, and shapes by repeating or contrasting them to show rhythm • Draw the outline of a tricycle or jeepney on a big paper, and paint the design with lines and shapes that show repetition, contrast, and rhythm 21st Century Skills: •

•

•

Demonstrate ability to work effectively with diverse teams Articulate thoughts and ideas clearly about painting effectively through speaking, writing, and drawing Be open and responsive to new and diverse perspectives

Third Quarter – Exploring Printmaking


Content Standards


The learner demonstrates understanding of shapes, textures, colors and repetition of motif, contrast of motif, and color from nature, and found objects.

• • •


5 8


Lesson 3:

KUs:

Appreciating Printmaking

Through printmaking, ideas and emotions are communicated as visual expression. Understanding the elements and principles of printmaking provides the tools for visual expression.


Knowledge

•

•

Elements of Art: Shapes, Textures, Colors Principles of Design: Repetition and Contrast

•

•

KQs: How does printmaking as a visual expression convey ideas and emotions? Why is it important to know the elements and principles of printmaking?

The learner creates prints from natural and man-made objects that can be repeated or alternated in shape or color. The learner creates prints with repeating, alternating, or contrasting color, or size, or texture. The learner shows skills in making a clear print from natural and manmade objects.

•

Points of Integration (Subject/ Values)

Identify natural and man-made objects with repeated or alternated shapes, colors, and materials that can be used in printmaking

Language –

Create a consistent pattern by making two or three prints that are repeated or alternated in shape or color


Create a print on paper or cloth showing repeated motif using man-made objects with flat surface


Oral communication skills, development of vocabulary skills


Resources

Oral Questioning


Quiz Hand Signals


Misconception Check

PPT: Introduction to Printmaking

Choral Response

Video: Silkscreen Printing

•

Carve a shape or letter on an eraser or camote which can be painted and printed several times

•

Create a print on paper or cloth using cutout designs • Create prints for a card and make several copies or editions of the print so that cards can be exchanged with other persons 21st Century Skills: • 5 9

•

•

Articulate thoughts and ideas about printmaking clearly and effectively through speaking, writing, and drawing Demonstrate ability to work effectively with diverse teams Be open and responsive to new and diverse perspectives

Values Education – Respect for differences of shapes of plants and animals Language – Oral communication skills

Fourth Quarter – Exploring S culpture and 3D Crafts


Content Standards


The learner demonstrates understanding of shapes, texture, proportion, and balance through sculpture and three- dimensional crafts.

Lesson Number and Title Lesson 4: Appreciating Sculpture and 3D Crafts 6 0

Key Understandings/ Key Questions KUs: Through 3D craft and sculptures, ideas and emotions are communicated as visual expression. Understanding the elements and principles of 3D craft and sculpture provides the tools for visual expression.


Knowledge

•

•

Elements of Art: Shapes, Textures Principles of Design: Proportion, Balance

Skills: •

•

KQ: Why is it important to know the elements and principles of sculpture?

The learner creates a three-dimensional free-standing, balanced figure using different materials (found materials, recycled, local, or manufactured).

Identify the artistry of different local craftsmen in creating 3D crafts Construct a native kite from bamboo sticks, Japanese paper, glue, string, and fly the kite to test its design (proportion and balance)

•

Create an imaginary robot or creature using different sizes of boxes, coils, wires, bottle caps, and other found materials

•

Mold an animal shape on wire, bamboo armature, or framework showing the animal in action

Points of Integration (Subject/ Values) Language – Oral communication skills, development of vocabulary skills Reading – Comprehension of sentences and paragraphs Values Education – Respect for individual talents

Assessment Strategies/ DI Activities Observation Quiz Hand Signals Think-PairShare/Oral Questioning Projects Choral Response

Resources

The 21st Century MAPEH in Action 2 Worktext Technology Enhancement CD Materials PPT: Sculpture RTP: Activity Sheet on Sculpture

•

Create a clay human figure that is balanced and can stand on its own

21st Century Skills:

6 1

•

Articulate thoughts and ideas clearly and effectively about sculpture and 3D art through speaking, writing, and drawing

•

Demonstrate ability to work effectively with diverse teams

•

Be open and responsive to new and diverse perspectives

FIRST QUARTER Exploring Drawing Summary: The topics in this quarter revolve around drawing. A continuation of the pupils’ training on drawing in the first grade, the pupils will be exposed to activities so they can identify and appreciate the different styles of Filipino artists when they create portraits and still life. They will listen to lectures and participate in various formative assessments so they can point out the contrast between shapes and colors of different fruits or plants and flowers in one’s work and in the work of others and compose the different fruits or plants to show overlapping of shapes and the contrast of colors and shapes in his/her colored drawing. Their hands-on art activities include making drawing from an actual still life arrangement, drawing a portrait of two or more persons, and a drawing that shows motion or action in the drawing of human bodies. Grade Level Standards: The learner demonstrates basic and fundamental processes in art through performing, creating, listening and observing, and responding. Pre-assessment: KWL chart Have the pupils draw five squares or rectangles, five triangles, and five circles on their drawing notebook or any clean sheet of paper. Results of this activity will give information on who are to be given more guidance in their drawing activity. Formative Assessments: •

Visuals

•

Observation

•

Oral Questioning

•

Quiz

•

Hand Signals

•

Differentiated Activities

Lesson 1: Let Us Learn to Draw No. of Days –10 days

Knowledge:

Resources:

•

Elements of Art: Lines, and Shapes

•

Principles of Design: Variety, and Proportion of Body Parts and Different Contrasting Colors

Skills: •

The 21st Century MAPEH in Acon 2 Worktext

Technology Enhancement CD Materials Video on Drawing

Identify and appreciate the different styles of Filipino artists when they create portraits and still life (different lines and colors)

62

PPT: Elements of Art

•

Compose the different fruits or plants to show overlapping of shapes and the contrast of colors and shapes in a colored drawing

•

Draw from an actual still-life arrangement, portraits of persons to capture their likeness and character

•

Draw a portrait of two or more persons—his/her friends, his/ her family, showing the differences in the shape of their facial features (shape of eyes, nose, lips, head, and texture of the hair)


Be open and responsive to new and diverse perspectives about drawing

•

Articulate thoughts and ideas about drawing clearly and effectively through speaking, writing, and drawing

•


Introduction/ Preparatory Activities:


Day 1

Visuals

1.

Start the class by asking the pupils to look carefully at the drawings.

2.

Have the pupils determine how the emotions are expressed in the said drawings.

3.

Pictures could serve as your springboard for class discussion. This also serves as a technique to check for understanding.


Language – Oral communicaons

Body/Developmental:


Day 2

Appreciating Drawing 1.

Using the acquired information on the initial activity, ask the pupils to define what drawing is.

2.

Make a brief discussion on the different kinds of drawings, namely: group and family drawing as well as still-life drawing.

3.

To check the pupils’ understanding of your lecture, ask the pupils questions from time to time. In response to your question cue, ask the pupils to respond orally at the same time. The response could be either to answer a question or to repeat something the teacher has said.

4.

Have the pupils answer Activity 2: Differentiated Activities in the Art Workshop section.

5.

Walk around the classroom and observe the pupils as they work. You may also have a one-on-one conversation with the pupils to check their level of understanding.

63

Key Understanding:

Through drawing, ideas and emoons are communicated as visual expression.

Key Queson:

Why is drawing important?

Days 3 – 4

Elements of Art – Lines


6.

Make a lecture on the different elements of art starting with the importance of lines and on how these are used in art.


7.

Show the examples written on the book. Give your own examples as well.

Values Educaon – Respect for differences of shapes of plants and animals

8.

Discuss what shape is. Ask the pupils to give examples of natural shapes.


9.

Have the pupils answer Activity 1: Let Us Draw Shapes in the Art Workshop section.

10. Walk around the classroom and observe the pupils as they work. You may also have a one-on-one conversation with the pupils to check their level of understanding.

Choral Response Oral Quesoning

Key Understanding:

11. Have a quick review on the lesson about shapes.

An understanding of the elements and principles of art facilitates the creave process and arsc producon.

12. Have the pupils answer Activity 3: Let Us Draw an Eggplant in the Art Workshop section.

Key Queson:

Day 5

Elements of Art – Shapes

13. Have the pupils present their drawings in class and have them accomplish Activity 5: Drawing Exhibit in the Ar t Workshop section.

Why should one study the elements and principles of art?

Days 6–7

Principles of Design 14. Make a lecture on the principles of design starting with the concept of variety. Discuss the meaning of variety. Ask the pupils to give examples. 15. To check on the pupils’ understanding of your lecture, ask the pupils questions from time to time. In response to your question cue, ask the pupils to respond orally at the same time. The response could be either to answer a question or to repeat something you have said.

An acvity on Acquision Evidences is available in the Technology Enhancement CD PPT: Elements of Art

Day 8

Proportions of the Body 16. Discuss the different proportions of the body. Relate the importance of knowing such proportions in making a realistic drawing of a human body. 17. Ask the pupils to display a designated hand signal to indicate their understanding of the important topics in the lesson. This is almost the same with the Did You Get It? portion of the worktext.

An acvity on Learning Evidences is available in the Technology Enhancement CD Video on drawing for children

Conclusion/Evaluation Days 9–10

Formave Assessments: Observaon

Contrasting Colors 18. Make a brief lecture about the different contrasting colors. Ask the pupils to give examples.

64

Student Conference

19. Have the pupils answer Activity 7: Color Contrast in the Art Workshop section. 20. Give a quiz about the lesson. Quizzes assess the pupils for factual information, discrete skills, and concepts. You may make use of various quiz types like multiple choice, true/false, matching type, and short answer as long as there is just a single best answer.

65


Hand Signals Formave Assessment: Quiz

Conclusion/Evaluation Have the pupils do the Summative Assessment at the end of this lesson. Note: It is highly recommended that self-assessment activity be made a part of your teaching repertoire. With the pupils doing this regularly, they will, in spite of their young age, be made aware of their development and be trained to be responsible for their own learning. To be able to appreciate more the art lessons discussed in this quarter, you may use the enhanced CD companion for this book. There is a video presentation about art which can be played on a personal computer. Follow the instructions indicated on the enhanced CD.

TEACHER’S GUIDE AND KEY TO CORRECTION Matching Type: Write the letter of the correct answer on the blank provided before each number. ___

1. It is done when you make a drawing of two or more persons.

a. still-life drawing

___ 2. It is a drawing of fruits, flowers, vases, plants, and animals.

b. shapes

___

3. It refers to circles, rectangles, squares, and triangles.

c. complementary colors

___

4. It is also considered as organic shapes.

d. natural shapes

___

5. These are colors that are opposite to each other.

e. group or family drawing

Answer Key: 1.

e

2.

a

3.

b

4.

d

5.

c

Activity 1 – Let us Draw Shapes! This is an application part of the pupils’ knowledge on shape as an element of arts. Encourage them to show their creativity in coming up with their own drawing. Activity 2 – Differentiated Activities Make sure you are familiar with your pupils’ readiness to learn, learning profiles, and interests. Differentiation is teaching according to the pupils’ needs. Thus, encourage them to make use of their individual strengths in deciding which task to do in this activity. You may use some of the rubrics found in the Appendix or you may prepare your own rubric that has been decided by the class. Drawing Activities – Activities 3, 4, 6 Activity 3: Let Us Draw an Elephant! Have the pupils copy the drawing per box to be able to draw either an elephant or a parrot.

66

Activity 4: Copy Me! Let the pupils do one or two of the sea or forest animals in this activity. Activity 5: Drawing Exhibit This activity gives the pupils an opportunity to develop their interpersonal intelligence, as they have to work with their classmates in order to come up with an exhibit. Activity 6: Let’s Draw Motion! Direct them to copy the stick drawings that show motion or action. In all these three drawing activities, guide the pupils as they make straight and curve lines and the combination of both. See to it that the pupils copy the animals in simple drawing of straight and curve lines. Rate their works according to proportion and clean execution of lines. Activity 7: Color Contrast Give a review on the color wheel. Using the color wheel, have the pupils write down the colors in the paintings shown in the worktext that show contrast. Activity 8: The Philippine Flag Give a rectangular piece of paper. Then show a picture of the Philippine national flag. Ask them to copy and color the flag of our country.



2.

Performance-based Assessment First Quarter Test

Part 1 I.

Write the word on the blank to complete the sentence.

1.

There is _________ when an artist uses different types of lines and colors.

2.

_____________ is the art of making images on a surface like paper by using pencil, pen, or crayon.

67

II.

3.

____________ refer to circles, rectangles, squares, and triangles.

4.

A __________ painting is a drawing of fruits, flowers, vases, plants, and animals. It is not like an ordinary drawing; it is carefully planned.

5.

____________ colors are the opposite colors in the color wheel.

Color the frame red if it is a group or family drawing and color the frame green if it is a still-life drawing.

6.

7.

8.

9.

10.

III. List the types of lines used in the drawing. Write your answer on the space provided.

11. ______________________________

68

12. ____________________________

13. ____________________________

14. ____________________________

15. ____________________________

IV. Color House B with the colors that complement the house in House A.

69

Part 2 The process of drawing is shown in Activity 3 or Activity 4 in the Art Workshop section. For your assessment of process or skills, have the pupils use any one of these as you monitor the pupils’ development of visual and spatial skills. Rubrics are found in the Appendix. Part 3 Ask the pupils to show their understanding of drawing by answering one question in each of the boxes below. You may design your own procedure so your pupils can give their answers in either written or oral expressions. 1.

Explain What are the key concepts/ideas of drawing fruits, plants, or faces of people? What are the common misconceptions about drawing fruits, plants, or faces of people?

2.

Interpret How does drawing of fruits, plants, or faces of people relate to me? How will I interpret an artist’s drawing of fruits, plants, or faces of people?

3.

Application How and where can we use this knowledge/process about drawing fruits, plants, or faces of people? How does drawing fruits, plants, or faces of people apply in a larger world?

4. Perspective What are the different points of view about drawing fruits, plants, or faces of people? What are the limits of my knowledge on drawing fruits, plants, or faces of people? 5.

Empathy What would it be like to walk in the shoes of an illustrator? What do I need to experience if I am to understand drawing of fruits, plants, or faces of people?

6.

Self-knowledge What are the limits of my knowledge on drawing fruits, plants, or faces of people? What are my ‘blind spots’ about drawing fruits, plants, or faces of people?

Part 4 Product/Performance-based Assessment Goal

To perform a culminating activity showcasing skills and knowledge in drawing Show the beauty of the fruits in your community by means of the following: •

Draw different fruits that you have seen in the public markets, supermarkets, or fruits that are grown in your community. You may use cardboard, cartolina, or illustration boards.

•

Bring a picture of the different fruits in your community and tell your classmates the shapes and colors that make the fruits beautiful.

70

Role

Choose one of the roles: •

A member of the group who will draw the fruits.

•

A member of the group who will color the fruits.

•

A member of the group who will report in class why the group chose the shapes and colors in their drawings.

Audience


Situation

Acting in the role of young artists in the community, the pupils will show to their parents, teachers, and classmates how they see the beauty of their community in terms of the shapes and colors of the fruits in their community.


•

Drawing

•

Oral report

Standards

Criteria: A.

Relevance of content

B.

Effective application of the elements of arts

C.

Attractiveness and organization

D. Quality of work E.

Preparedness and cooperation

Advanced (26–30% and above) – All criteria are evident. Proficient (21–25%) – Letters A, B, C, and D are evident. Approaching Proficiency (16–20%) – Letters A, B, and C are evident. Developing (11–15%) – Letters A and B are evident. Beginning (6–10% and below) – Only letter A is evident.

71

SECOND QUARTER Exploring Painting Summary: This quarter is designed to enhance the pupils’ understanding of painting. Lectures and hands-on activities are prepared so that pupils can describe the lines, shapes, and textures seen in skin coverings of animals in the community using visual art words and actions and describe the unique shapes, colors, texture, and design of the skin coverings of different fishes and sea creatures or of wild forest animals from images. The pupils will also be guided so they will control the use of the painting tools and materials to paint the different lines, shapes, and colors in his/her work or in a group work. Formative assessments are also designed so that pupils will be able to draw with the use of pencil or crayon the sea or forest animals in their habitat showing their unique shapes and features, paint the illustration of animals to show variety of colors and textures in their skin, create designs by using two or more kinds of lines, colors, and shapes by repeating or contrasting them to show rhythm, and draw the outline of a tricycle or jeepney on a big paper and paint the design with lines and shapes that show repetition, contrast, and rhythm. Grade Level Standards: The learner demonstrates basic and fundamental processes in art through performing, creating, listening and observing, and responding. Pre-assessment: Have the pupils draw two squares or rectangles, two triangles, and two circles on their drawing notebook or any clean sheet of paper. Then ask them to color their drawings. Results of this activity will give information on who are to be given more guidance in their painting activity. Formative Assessments: •

Web or Concept Map

•

Observation

•

Oral Questioning

•

Quiz

•

Hand Signals

•

Misconception Check

Lesson 2: Let Us Learn to Paint No. of Days – 10 days

Knowledge:

Resources:

•

Elements of Art: Colors, Shapes, Textures

•

Principles of Design: Repetition Contrast, Rhythm

72


Skills: Describe the unique shapes, colors, textures, and design of the skin coverings of different fishes and sea creatures or of wild forest animals from images


•

Point out the contrasts in the colors, shapes, and textures between two or more animals

RTP: Acvity Sheet on Painng

•

Draw with the use of pencil or crayon the sea or forest animals in their habitat showing their unique shapes and features

•

Paint the illustration of animals to show variety of colors and textures in their skin

•

Create designs by using two or more kinds of lines, colors, and shapes by repeating or contrasting them to show rhythm

•

Draw the outline of a tricycle or jeepney on a big paper, and paint the design with lines and shapes that show repetition, contrast, and rhythm

•

PPT: Basic Painng



•

Articulate thoughts and ideas clearly about painting effectively through speaking, writing, and drawing

•


Introduction/ Preparatory Activities: Day 1


1.

Start the lesson by telling the pupils that they will study painting. Other topics that are included are art elements—colors, shapes, textures and art principles—repetition, contrast, rhythm.

2.

Gauge the class by directing the pupils’ attention to the pictures found on the Get Set part of the lesson. Ask the pupils the questions in relation therein.

3.

Present the Key Understandings and Key Questions for this topic.

4.

Give the pupils ample time and opportunity to share their personal experiences in class. Have them relate their experiences to the lesson at hand.

Language – Oral communicaon skills, development of vocabulary skills Reading – Comprehension of sentences and paragraphs Science – Shapes of sea animals and forest animals

Body/Developmental:


Days 2-3

Formave Assessment: Visuals

Two-dimensional Art 5.

Discuss what is a two-dimensional art. Show examples.

6.

Ask the pupils to give examples.

7.

Make a brief discussion on ways on how to review a painting.

8.

Present a sample picture of a painting and have the pupils give their reviews and share it to the class.

9.

To check the pupils’ understanding of your lecture, ask them questions from time to time. In response to your question cue, ask

73

Key Understanding:

Through painng, ideas and emoons are communicated as visual expression.

the pupils to respond orally at the same time. The response could be either to answer a question or to repeat something you have said. Day 4

Key Queson:

How are ideas and emoons expressed through painng? Key Understanding:

Objects That Artists Paint 10. In this part of the lesson, make a brief discussion about what other objects do artists paint.

Understanding the elements and principles of painng provides the tools for visual expression.

11. Ask the pupils to identify other objects that they see on paintings.

Key Queson:

12. You may use a Think-Pair-Share activity to provide the pupils with the opportunity to carefully think, formulate, and talk about important topics in the lesson. This can also be done when you give direction to pupils. Have the pupils give individual response, and then turn to a partner to share their answers. Call on several random pairs to share their answers with the class.

Why is it important to know the elements and principles of painng?

Day 5


Elements of Art – Colors

Think-Pair-Share/Turn to Your Partner

Differenated Instrucon based on learning profiles

13. Discuss the different elements of art starting with the different colors and reviewing the same. 14. Present to the class a color wheel. Let the pupils identify the different colors in class. 15. Have the pupils answer Activity 1 in the Arts Workshop of the lesson. 16. Have the pupils answer Activity 2 in the Arts Workshop of the lesson.

An acvity on Acquision Evidences is available in the Technology Enhancement CD PPT: Basic Painng

17. Have the pupils answer Activity 4 in the Arts Workshop of the lesson. 18. Walk around the classroom and observe the pupils as they work. You may also have a one-on-one conversation with the pupils to check their level of understanding. An acvity on Pracce Strategies is available in the Technology Enhancement CD

Day 6

Elements of Art – Shapes 19. Give a lesson on the different shapes. Discuss the difference between natural and geometric shapes. 20. Present different kinds of shapes. Let the pupils identify the shapes in class. 21. Have the pupils answer Activity 5 in the Arts Workshop of the lesson. 22. You may also give a quiz at this point of your lesson, just like the one shown below. Fill in the blanks: Write the correct answer on the space provided. 1.

__________ is done when an artist applies a pigment (coloring substance, often a mineral) on a surface.

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RTP: Acvity Sheet on Painng Formave Assessments: Observaon

Student Conference Formave Assessment:

Quiz

2.

___________ is a property of light. When light goes out, it goes with it.

3.

__________ can be generally grouped as rough and smooth.

4.

When artists arrange opposite elements like small or large shapes, light and dark colors, smooth and rough, they are applying the principle of ___________.

5.

When there is a repetition of lines, shapes, and colors, there is _________ in an artwork.

Answer Key: 1.

Painting

2.

Color

3.

Textures

4.

Contrast

5.

Rhythm Points of Integraon:

Day 7

Science – Shapes of sea animals and forest animals

Elements of Art – Texture 23. Discuss to the class what is texture. Identify the different kinds of textures. Have the pupils give examples on each kind.


24. Ask the pupils to display a designated hand signal to indicate their understanding of the important topics in the lesson. This is almost the same with the Did You Get It? section of the worktext. Have the pupils do activities 3 and 6 in the Art Workshop of the lesson.


Day 8

Student Conference

Principles of Design – Repetition 25. Give a brief discussion on the different principles of design starting with the repetition in art. 26. Explain how repetition in art can be a good way in conveying a message to the viewer. 27. Present the pupils with statements that have the common misconceptions about principles of design. Ask them whether they agree or disagree with the statements. Let them explain the reasons for their agreement or disagreement. Days 9–10

Principles of Design – Contrast and Rhythm 28. Discuss what contrast is in art. Show examples. 29. Let the pupils give examples. 30. Have the pupils answer Activity 7 in the Arts Workshop of the worktext.

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Misconcepon Check Formave Assessments: Observaon

TEACHER’S GUIDE AND KEY TO CORRECTION

Activity 1: What a Colorful World! Have the pupils list down the names of colors of each picture. Activity 2: Color My World with Secondary Colors! Have the pupils color the objects with their natural colors. Activity 3: Touch It! Have the pupils describe the shapes, colors, and textures of the skin coverings of the different fishes and sea creatures or of wild forest animals that are shown in the pictures. Activity 4: Describe Them! Have the pupils write words that show the contrasts in the colors, shapes, and textures between two or more animals. Let them choose two from the given animals. Activity 5: Pair Work With a partner, have them describe the lines, shapes, and textures of the animals that they see in their community. This activity is an example of peer assessment. Peer assessment is encouraged because it helps learners to develop insight into their own per formance by assessing the work of others. It also uses external evaluation to provide a model for internal self-assessment of a pupil’s own learning (metacognition), encouraging deep, rather than sur face, learning. More importantly, it reduces the amount of teacher assessment but improves the quality of classroom instruction. Drawing and Coloring Activities Activity 6: Can You Draw? Have the pupils draw forest animals and color them showing their texture. Activity 7: Draw and Color Your Jeepney ! Have the pupils color the jeep using primary colors and must be arranged in a balanced pattern. Suggestions: 1.

Like the previous coloring and drawing activities, see to it that coloring does not extend outside the outline of the subject of the drawing.

2.

Drawing different shapes by the pupils could be rated just like the evaluation of their mastery of skills in writing the alphabet. Straight lines and curve lines should be firm.

3.

Remind them of the importance of constant practice in drawing lines and shapes.



2.

Performance-based Assessment

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Second Quarter Test Part 1 I.

Solve the crossword puzzle. 1. 2.

4.

3.

5.

6.

8. 7.

9.

10.

Across: 2 – generally grouped as rough and smooth 3 – is an element of art 5 – when an artist applies a pigment or coloring substance 7 – when there is a repetition of lines, shapes, and colors 8 – is a principle in art when the artist arranges opposite elements 9 – shapes of fruits, vegetables, animals, and fishes Down: 1 – shapes like circle, square, triangle, and rectangle 4 – when an artist uses repeated lines, shapes, and colors 6 – the opposite color of red in the color wheel 10 – is classified as a warm color II.

Write the principle of art used in the picture if it shows contrast, rhythm, and repetition.

11. _________________________________

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12. __________________________________

13. _________________________________

14. ________________________

15. ___________________________ III. Color the smiley red if the texture of the image is spotted, blue if the texture is furry, and green if it is slimy or shiny.

16.

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17.

18.

19.

20.

Answer Key: I.

1.

Geometric

2.

Texture

3.

Color

4.

Repetition

5.

Painting

6.

Green

7.

Rhythm

8.

Contrast

9.

Natural

10. Red II.

11. Contrast 12. Rhythm 13. Contrast 14. Repetition 15. Rhythm

III. 16. Red 17. Green 18. Blue 19. Red or Blue 20. Blue

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Part 2 Activity 7 in the Art Workshop could be used to assess the pupils’ skills about painting. Rubrics for the activities are found in the Appendix. Part 3 Ask the pupils to show their understanding of printing by answering the questions below. You may design your own procedure so the pupils can give their answers in either written or oral expression.

1.

Explain What are the key concepts/ideas of painting sea creatures or other types of animals? What are the common misconceptions about painting sea creatures or other types of animals?

2.

Interpret How does painting sea creatures or other types of animals relate to me? Why should I study painting of sea creatures or other types of animals?

3.

Application How and where can we use this knowledge/process about painting sea creatures or other types of animals? How does knowledge of painting sea creatures or other types of animals apply in a larger world?

4. Perspective What are the different points of view about painting sea creatures or other types of animals? What are the limits of my knowledge on painting sea creatures or other types of animals? 5.

Empathy What do paintings of animals try to make us feel or see? What do I need to experience if I am to understand paintings of sea creatures or animals?

6.

Self-knowledge What are the limits of my knowledge about the paintings of sea creatures or animals? What are my ‘blind spots’ about the paintings of sea creatures or animals?

80


To perform a culminating activity showcasing skills and knowledge in painting Show the beauty of the fishes or sea creatures and animals in your community by means of the following:

Role

•

Make a painting of the different fishes or sea creatures and animals that you have seen in your community. You may use cardboard, cartolina, or illustration boards.

•

Bring a painting of the different fishes or sea creatures and animals in your community and tell your classmates the shapes, colors, and textures that make the fishes or sea creatures and animals beautiful.


A member of the group who will draw the fishes or sea creatures and animals.

•

A member of the group who will color the fishes or sea creatures and animals.

•

A member of the group who will report in class why the group chooses the shapes and colors of their drawings.

Audience


Situation

Acting in the role of young artists in the community, the pupils will show to their parents, teachers, and classmates how they see the beauty of their community in terms of the shapes and colors of the fishes or sea creatures and animals in their community.


•

Painting

•

Oral report

Standards

Criteria: A.


B.

Pictures/Images

C.




Advanced (26–30% and above) – All criteria are evident. Proficient (21–25%) – Letters A, B, C, and D are evident. Approaching Proficiency (16–20%) – Letters A, B, and C are evident. Developing (11–15%) – Letters A and B are evident. Beginning (6–10% and below) – Only letter A is evident.

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THIRD QUARTER Exploring Printmaking Summary: The pupils in this quarter will study printmaking. So as to enhance the pupils’ understanding of printmaking they will be given various classroom formative assessments so they will understand the element of art and principles of design behind printmaking. The teachers will expose the pupils to various activities so they can describe the lines, shapes, and textures seen in various objects in the community and describe the unique shapes, colors, textures, and design of these objects. The pupils will be trained to point out the contrasts in the colors, shapes, and textures between two or more objects. Some of their formative assessments also include making prints of different objects in the community–both natural and man-made Grade Level Standards: The learner demonstrates basic and fundamental processes in art through performing, creating, listening and observing, and responding. Pre-assessment: Before starting this quarter, pre-assess the pupils’ knowledge on printing to find out what the pupils know and do not know about printmaking using banana stalks and found materials. A simple way of doing this is to ask survey questions. Ask them to raise their hands if they know the following questions. 1.

Who knows a lot of things about printmaking using banana stalks and found materials?

2.

Who knows a few things about printmaking using banana stalks and found materials?

3.

Who doesn’t know anything about printmaking using banana stalks and found materials?

Get the names of those who raise their hands on the first question because they can be potential group leaders. Formative Assessments: •

Oral Questioning

•

Quiz

•

Hand Signals

•

Misconception Check

•

Choral Response

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Lesson 3: Appreciating Printmaking No. of Days – 10 days

Knowledge: •

Elements of Design: Shapes, Colors, Textures

•

Principles of Art: Repetition and Contrast

Identify natural and man-made objects with repeated or alternated shapes, colors, and materials that can be used in printmaking

•

Create a consistent pattern by making two or three prints that are repeated or alternated in shape or color

•

Create a print on paper or cloth showing repeated motif using man-made objects with flat surface

•

Carve a shape or letter on an eraser or camote which can be painted and printed several times

•

Create a print on paper or cloth using cutout designs

•

Create prints for a card and make several copies or editions of the print so that cards can be exchanged with other persons


Articulate thoughts and ideas about printmaking clearly and effectively through speaking, writing, and drawing

•


•


Introduction/ Preparatory Activities: Day 1

1.

Show pupils outputs of printmaking as an introductory activity.

2.

Direct the pupils’ attention to the picture in the Get Set part of the lesson and let them do the indicated task.

3.

Present the Key Understanding and Key Questions for this topic.

Body/Developmental: Day 2

1.

Tell the pupils that in this lesson they will study the different kinds of prints. Other topics to be included are art elements—shapes, textures, and colors and art principles—repetition of motif, contrast of motif, and color.

2.

Recall the pupils’ knowledge on printmaking. Ask the pupils to write down words related to printmaking on the diagram provided under Get Set.

3.

Have the pupils answer the following questions: a.


Technology Enhancement CD

Skills: •

Resources:

What do you know about printmaking based from your studies last year?

83

Materials PPT: Introducon to Printmaking Video: Silkscreen Prinng

b.

Can you write words related to printmaking?

4.

Discuss the answer of the pupils in class.

5.

Have the pupils answer Activity 4 of the Art Workshop of the lesson.

6.

Walk around the classroom and observe the pupils as they work. You may also have a one-on-one conversation with the pupils to check their level of understanding.

Days 3-4

Elements of Art – Shapes


Language – Oral communicaon skills Reading – comprehension of sentences and paragraphs

Key Understanding:

7.

Make a short discussion on the elements of art starting with shapes.

8.

You may also introduce another Key Understanding and Key Question of this lesson.

9.

Explain the difference between exact shapes and organic shapes. Give examples on each kind.

10. Have the pupils give examples. 11. Ask the pupils to display a designated hand signal to indicate their understanding of the important topics in the lesson. This is almost the same with the Did You Get It? portion of the worktext.

Through printmaking, ideas and emoons are communicated as visual expression. Key Queson:

How does printmaking as a visual expression convey ideas and emoons?

12. Have the pupils answer Activity 3 of the Art Workshop of the lesson. Day 5

Elements of Art – Textures 13. Explain to the class what texture is and how do textures vary. 14. Have the pupils give examples of different textures. 15. To check the pupils’ understanding of the lecture, ask the pupils questions from time to time. In response to your question cue, ask them to respond orally at the same time. The response could be either to answer a question or to repeat something you have said.

An acvity on Learning Objecves is available in the Technology Enhancement CD hps://www.khanacademy. org/partner-content/ MoMA/momaprintmaking/v/momaprintmaking-01

Day 6

Elements of Art – Colors 16. Make a short lesson about colors. Explain to the class how colors are divided into primary and secondary colors. 17. You may present a color wheel and have the pupils point out which colors belong to each group. 18. Present the pupils with statements that have the common misconceptions about colors. Ask them whether they agree or disagree with the statements. Let them explain the reasons for their agreement or disagreement.

Key Understanding: Understanding the elements and principles of printmaking provides the tools for visual expression. Key Queson:

Why is it important to know the elements and principles of printmaking?

Days 7–8

Principles of Design – Repetition


19. Present a brief lesson on principles of design starting with the concept of repetition.

Hand Signals

84

20. Discuss what repetition is and give examples. 21. Have the pupils answer Activity 1 of the Arts Workshop. 22. Have the pupils answer Activity 2 of the Arts Workshop.


Days 9–10

Principles of Design – Contrast 23. Discuss what is contrast. Explain how contrast helps in directing a viewer’s attention to a particular point of interest. 24. Give a quiz on the lesson just like the one shown below. Quizzes assess pupils for factual information, discrete skills, and concepts. You may make use of various quiz types like multiple choice, true/ false, matching type, and short answer as long as there is just a single best answer. Fill in the blanks: Write the correct answer on the space provided. 1.

__________ are circle, square, triangle, oval, or rectangle.

2.

__________ are the shapes of fruits, vegetables, animals, and fishes.

3.

__________ refer to the quality of the surface of an art object. It could be smooth or rough.

4.

__________ is the mixture or combination of primary and secondary colors.

5.

When a line, color, or shape is used to form a pattern, then an artist uses _________.

Answer Key: 1.

Exact shapes

2.

Organic shapes or natural shapes

3.

Textures

4.

Tertiary color

5.

Repetition

An acvity on Acquision Evidences is available in the Technology Enhancement CD hp://www.funartlessons. com/ hps://www.pinterest. com/jmato/printmakingprojects-art-class/ PPT: Introducon to Printmaking


Misconcepon Check


Quiz

Conclusion/Evaluation Have the pupils do the Summative Assessment at the end of this lesson.

85

TEACHER’S GUIDE AND KEY TO CORRECTION Activity 1: Patterns of Shapes and Colors Have the pupils study the patterns. Let them describe how repetition is shown in terms of shapes and colors. Activity 2: Print Study This is an opportunity for pupils to analyze prints in terms of the principles of design, which are repetition and emphasis. Activity 3: Block Printing It is highly advised that pupils use a plastic knife in making various shapes of the potatoes or banana stalks. Activity 4: Bug Print Guide the pupils so that they will not play with the coloring materials.



2.


Part 1 I.

Enumeration: List down what is asked for. List five exact shapes. 1.

______________ 3. _________________

2.

______________ 4. _________________

5. ________________

List the primary colors. 6.

______________ 7. _________________

8. ________________

List the secondary colors. 9.

______________ 10. ________________

11. _______________

List five tertiary colors. 12. _____________

13. ________________

15. _____________

16. ________________

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14. _______________

II.

Write the type of design principle used in the following art pieces if it showsrepetition of motif or contrast of motif.

17.

________________________

18.

______________________

19.

_________________________

20.

______________________

Answer Key: I.

(In any order) 1. Square 2. Triangle 3. Circle 4. Rectangle 5. Oval (In any order) 6. Red 7. Yellow 8. Blue (In any order) 9. Orange 10. Violet/Purple 11. Green (In any order) 12. Yellow green 13. Yellow orange 14. Red violet 15. Blue violet 16. Blue green

II.

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17. 18. 19. 20.

Repetition Contrast Contrast Repetition

Part 2 Activities 3 and 4 in the Art Workshop could be used as a way of assessing the pupils’ development of skills in printing. Rubrics for these activities are found in the Appendix. Part 3 Ask the pupils to show their understanding of printmaking by answering one question in each of the boxes below. You may design your own procedure so the pupils can give their answers in either written or oral expressions. 1.

Explain What are the key concepts/ideas of printmaking using natural or found materials? What are the common misconceptions about printmaking using natural or found materials?

2.

Interpret How does printmaking using natural or found materials relate to me? What is the importance of printmaking using natural or found materials?

3.

Application How and where can we use this knowledge/process about printmaking using natural or found materials? How does printmaking using natural or found materials apply in a larger world?

4.

Perspective What are the different points of view about printmaking using natural or found materials? What are the limits of my knowledge on printmaking using natural or found materials?

5.

Empathy What would it be like to walk in the shoes of a printmaker? What do I need to experience if I have to understand printmaking?

6.

Self-knowledge What are the limits of my knowledge about printmaking using natural or found materials? What are my ‘blind spots’ about printmaking using natural or found materials?


To perform a culminating activity showcasing skills and knowledge in printmaking using natural or found materials

Role

An artist who will make different types of prints

Audience


Situation

Acting in the role of young artists in the community, the pupils will show to their parents, teachers, and classmates how they see the beauty of their community by means of printmaking.

88


Standards

•

Carving of a shape or letter on an eraser or camote which can be painted and printed several times

•

A print on paper or cloth using cutout designs

•

Prints of shapes on cards that can be replicated

Criteria: A.


B.


C.




Advanced (26–30% and above) – All criteria are evident. Proficient (21–25%) – Four of the criteria are evident. Approaching Proficiency (16–20%) – Three of the criteria are evident. Developing (11–15%) – Two of the criteria are evident. Beginning (6–10% and below) – One of the criteria is evident.

89

FOURTH QUARTER Exploring Sculpture and 3D Crafts

Summary: This final quarter in Arts for the second grader is all about the art elements, principles, and processes behind sculpture and 3D craft. The pupils will be given various classroom activities so they will be able to cite examples of three-dimensional crafts found in the locality giving emphasis on their shapes, textures, proportion, and balance. They will be taught to learn the steps on making a papier mache with focus on proportion and balance. They will also construct a native kite from bamboo sticks, Japanese paper, glue, string; and fly the kite to test its design (proportion and balance). They will be guided so they can create an imaginary robot or creature using different sizes of boxes, coils, wires, bottle caps and other found materials; mold an animal shape on wire or bamboo armature or framework; and create a clay human figure that is balanced and can stand on its own. Grade Level Standards: Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music toward self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. Pre-assessment: You may give the pupils bond paper or colored papers. Demonstrate the making of a cap, a paper boat, or a paper plane. Guide them as they fold the papers to create a 3D art project. Observe carefully each pupil so you know who are to be guided in order to develop more visual and spatial skills. Formative Assessments: •

Observation

•

Quiz

•

Hand Signals

•


•

Projects

Lesson 4: Appreciating Sculpture and 3D Crafts

No. of Days – 10 days Resource:

Knowledge:


•

Elements of Art: Shapes, Textures

•

Principles of Design: Proportion, Balance

90

Skills: •

Identify the artistry of different local craftsmen in creating 3D crafts

•

Construct a native kite from bamboo sticks, Japanese paper, glue, string, and fly the kite to test its design (proportion and balance)

•

Create an imaginary robot or creature using different sizes of boxes, coils, wires, bottle caps, and other found materials

•


•

Create a clay human figure that is balanced and can stand on its own

Technology Enhancement CD Materials PPT: Sculpture RTP: Acvity Sheet on Sculpture


Articulate thoughts and ideas clearly and effectively about sculpture and 3D art through speaking, writing, and drawing

•


•


Introduction/ Preparatory Activities:


Day 1

1.

2.

Visuals

Tell the pupils that in this lesson, they will be studying sculptures and 3D crafts. Other topics to be included are art elements that comprise of shapes and textures and art principles focusing on proportion and balance. Recall the pupils’ knowledge about sculptures. Direct the pupils’ attention to the picture found on the lesson under Get Set.

3.

Pictures could serve as your springboard for class discussion. This also serves as a technique to check for understanding.

4.

Let the pupils answer the following questions: a.

How does it look like?

b.

Is the sculpture balanced?

c.

Is it proportioned?

d.

What materials are used by the sculptor in your town?

e.

Can you write some words about sculpture?

5.

Have the pupils write their answers on a piece of paper.

6.

Discuss the answer of the pupils in class.


Language – Oral communicaon skills, development of vocabulary skills Reading – Comprehension of sentences and paragraphs Values Educaon – Respect for individual talents

Body/Developmental: Key Understanding:

Days 2–3

How Sculptors Make Their Work of Art 7.

Have a brief discussion about sculpture. Explain to the class on how do sculptors make their work of art.

8.

You may introduce and explain the Key Understanding and Key Question at this point of the lesson.

9.

Show examples of the different famous sculptures around the world.

91

Through 3D cra and sculptures, ideas and emoons are communicated as visual expression. Key Queson:

Why is it important to know the elements and principles of sculpture?

10. Have the pupils raise their comments on each picture and have them share it with the class. 11. Have the pupils accomplish Activity 4 of the Arts Workshop section. Day 4

Shapes and Forms 12. Give a short lecture about shapes and forms. 13. Explain what geometric shapes are and show examples.

An acvity on Learning Objecves is available in the Technology Enhancement CD PPT: Sculpture

14. Have the pupils observe their surroundings and point out the different shapes that they see. 15. Ask the pupils the importance of the different shapes and forms around them. Day 5

3D Crafts

An acvity on Pracce Strategies is available in the Technology Enhancement CD RTP: Acvity Sheet on Sculpture

16. Give a brief discussion on 3D crafts. 17. Explain what 3D crafts mean and show examples. 18. Have the pupils give their own examples as well.

Formave Assessments: Projects

19. You may at this point have the pupils do one of these activities: 3, and 4 in the Arts Workshop section. You may have your own class schedule in doing and checking these activities. Day 6

Elements of Art – Shapes 20. Present a brief lesson on the elements of art starting with the concept of shapes. 21. You may explain another Key Understanding and Key Question of this lesson. 22. Explain how artists make use of shapes in creating different sculptures and other 3D crafts. 23. Show some pictures of sculptures and 3D crafts and have the pupils identify the different shapes that they see. 24. Have the pupils answer Activity 2 in the Arts Workshop section.

Key Understanding:

Understanding the elements and principles of 3D cra and sculpture provides the tools for visual expression. Key Queson:

Why is it important to know the elements and principles of sculpture?

25. Walk around the classroom and observe the pupils as they work. You may also have a one-on-one conversation with the pupils to check their level of understanding. Day 7 Formave Assessments:

Elements of Art – Textures 26. Discuss what texture is and how textures vary. 27. Explain how textures in sculptures are made and how the smoothness and roughness of a material affect the overall appearance of a sculpture.

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28. To check the pupils’ understanding of the lecture, ask the pupils questions from time to time. In response to the question cue, ask them to respond orally at the same time. The response could be either to answer a question or to repeat something you have said. Day 8

Principles of Design – Proportion 29. Make a brief discussion on the principles of design starting with proportions 30. Explain the importance of proportion in a sculpture and on 3D crafts. 31. Show examples of a well-proportioned sculpture and/or 3D craft. 32. Have the pupils identify a well-proportioned sculpture and/or 3D craft.

Formave Assessment: Hand Signals

33. Ask the pupils to display a designated hand signal to indicate their understanding of the important topics in the lesson. This is almost the same with the Did You Get It? portion of the worktext. Days 9–10

Principles of Design – Balance 34. Explain what balance is. 35. Discuss the difference between symmetrical and asymmetrical balance. Show examples on each kind. 36. Have the pupils answer Activity 1 of the Arts Workshop section. 37. You may give a quiz at this point in the lesson. Fill in the blanks: Write the correct answers on the space provided in each number. 1.

__________ is not like painting because it has depth. You can touch it and feel the smoothness of the clay or the rough texture of some stones.

2.

__________ in sculpture can be created depending on the materials used by an artist. Wood, metals, and other materials would make a sculpture smooth or rough.

3.

___________ is the size relationship of parts to a whole.

4.

When there is a matching of the left and right sides of a sculpture or a three-dimensional form then there is ______________.

5.

If the two sides of a sculpture or a three-dimensional form are not the same then there is ______________.

Answer Key: 1.

Sculpture

2.

Textures

93

Formave Assessment: Quiz

3.

Proportion

4.

Symmetrical balance

5.

Asymmetrical balance


94

TEACHER’S GUIDE AND KEY TO CORRECTION Activity 1: Balance and Proportion The pupils may find all 3D crafts in the pictures balanced and proportioned. Some may argue that the concept of balance is not clearly shown in the ‘bottle’ sample (third picture, first row). Consider their answers as long as they can support their ideas. Activity 2: Zoo Model This activity will enhance each pupil’s imagination. Encourage them to be creative. Cleanliness and balance are some of the criteria of this activity. Activity 3: Let Us Make a Kite! This activity could either be a group or an individual activity. Remind the pupils to ask a mature member of their family to do the boring of holes, cutting and slicing of sticks, and the fastening of bamboo sticks. Guide them as they form their kite. If possible, show them a sample of a finished kite. This kite should be stable and balanced. This can be attained when a string is attached in the triangular base at the center of the kite. Neither the left side part nor the right side par t of the kite should bounce up if the string is properly attached. Add a paper tail to act as a counterweight in order to get the needed balance. Activity 4: Appreciating Filipino Sculpture This activity provides pupils an opportunity to develop their analytical and higher-order thinking skills. Insights gained will help them develop their aesthetic sense.



2.


Part 1 I.

Read each sentence. Color the box beside the number if the statement describes about sculpture. If not, put an (✘) mark inside the box. 1.

Sculpture shares an idea or expresses a feeling of the sculptor.

2.

Sculptures have thickness.

3.

Sculptors use different materials like clay, wood, or stone.

4.

Sculptures have depths.

5.

Sculptures have no textures.

6.

Sculptors can make their objects by modeling a soft material such as clay or wax.

7.

Sculptors can make their objects by carving hard materials.

8.

Sculptures have life.

9.

Patience and love of work are needed in making Sculpture.

10. Everybody can be a good sculptor.

95

II.

Classify the sculptures by connecting them to the appropriate box.

11.

12.

13.

14.

Symmetrical Asymmetrical Balance 16.

15.

17.

18.

19.

Answer Key: I.

II.

1.

Colored

2.

Colored

3.

Colored

4.

Colored

5.

✘

6.

Colored

7.

Colored

8.

✘

9.

Colored

10.

✘

11. Symmetrical 12. Asymmetrical 13. Symmetrical 14. Asymmetrical 15. Symmetrical

96

20.

16. Asymmetrical 17. Asymmetrical 18. Symmetrical 19. Asymmetrical 20. Symmetrical

Part 2 The process of creating a 3D craft is shown in Activity 2 or Activity 3 in the Art Workshop section. For the assessment of process or skills, have the pupils use any one of these as you monitor the pupils’ development of visual and spatial skills. Rubrics are found in the Appendix. Part 3 Ask the pupils to show their understanding of sculpture and 3D craft by answering one question in each of the boxes below. You may design your own procedure so the pupils can give their answers in either written or oral expressions. 1.

Explain What are the key concepts/ideas of sculpture and 3D craft like kites and boats, papier mache, and clay figures? What are the common misconceptions about sculpture and 3D craft like kites and boats, papier mache, and clay figures?

2.

Interpret How do sculpture and 3D craft like kites and boats, papier mache, and clay figures relate to me? Why should I study sculpture and 3D craft like kites and boats, papier mache, and clay figures?

3.

Application How and where can we use this knowledge/process about sculpture and 3D craft like kites and boats, papier mache, and clay figures? How do sculpture and 3D craft like kites and boats, papier mache, and clay figures apply in a larger world?

4.

Perspective What are the different points of view about sculpture and 3D craft like kites and boats, papier mache, and clay figures? What are the limits of my knowledge on sculpture and 3D craft like kites and boats, papier mache, and clay figures?

5. Empathy What do sculpture and 3D craft like kites and boats, papier mache, and clay figures tr ying to make us feel or see? What do I need to experience if I have to understand sculpture and 3D craft like kites and boats, papier mache, and clay figures?

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6.

Self-knowledge What are the limits of my knowledge about sculpture and 3D craft like kites and boats, papier mache, and clay figures? What are my ‘blind spots’ about sculpture and 3D craft like kites and boats, papier mache, and clay figures?

Part 4 Product/Performance-based Assessment

Goal

To perform a culminating activity showcasing your skills and knowledge in sculpture or 3D craft like kites and boats, papier mache, and clay figures

Role


A robot designer

•

A kite designer

•

A craftsman who makes papier mache or animal toys

Audience


Situation

Acting in the role of young toy designers in the community, the pupils will show to their parents, teachers, and classmates how they can be creative in making their own toy.

Product/Performance

•

Native kite

•

Papier mache

•

Imaginary robot or creature using different sizes of boxes, coils, wires, bottle caps, and other found materials

•


Criteria: A.


B.


C.


D. Quality of work E. Standards


Advanced (26–30% and above) – All criteria are evident. Proficient (21–25%) – Four of the criteria are evident. Approaching Proficiency (16–20%) – Three of the criteria are evident. Developing (11–15%) – Two of the criteria are evident. Beginning (6–10% and below) – One of the criteria is evident.

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E P d h u y c s a i t c i a o n l

CURRICULUM MAP

Key Stage Standards: At the end of Grade 2, pupils should be able to demonstrate understanding of movement concepts and skills in preparation for active participation in various physical activities. Grade Level Standards: The learner demonstrates understanding of body awareness, space awareness, qualities of effort, and movement relationships through participation in enjoyable physical activities. First Quar ter – Explor ing B ody Sha pe s a nd B ody Ac tion


Content Standards

1 0 0


The learner demonstrates understanding of body shapes and body actions in preparation for various movement activities.


Key Understanding/ Key Question

Lesson 1:

KU:

Body Shapes and Body Actions

Body shapes and actions help in improving one’s physical skills. KQ: How do body shapes and actions help in improving one’s physical skills?


Knowledge •

•

Fundamental movements (locomotor, stability and manipulative movements) Body shapes (stretched, curled, wide and twisted)

The learner performs body shapes and actions properly.

Skills: • •

Create body shapes and actions Engage in fun and enjoyable physical activities

•

Demonstrate movement skills in response to sound and music

•

Exhibit correct body posture



Music – Singing an action song

Community Singing

Respect will develop in this activity when the pupils will execute the rules of the game.

Lecture

Self-confidence will develop in this lesson where one can stand in front of the class.

Video Presentations

Discussion Quick Respond Survey Interest

Skills Enhancement

Resources The 21st Century MAPEH in Action 2 Worktext Technology Enhancement CD Materials PPT and Video: Locomotor and Nonlocomotor Movements

•

•

1 0 1

Body actions (walking, standing, sitting)

•

Assess body posture


Show one’s collaboration and interpersonal skills in locomotor, stability and manipulative movement skills

•

Exhibit one’s learning and innovation skills and creativity in body shapes and body actions

•

Work appropriately and productively with others in enjoyable physical activities

•

Enhance individual critical thinking in assessing one’s body posture

Proper Body Positive

Second Quarter – Exploring Locations, Personal Space, General Space, Directions, Levels, and Pathways Content Standards


The learner demonstrates understanding of locations, directions, levels, and pathways.

The learner performs movements accurately involving locations, directions, levels, and pathways.

Lesson Number and Title Lesson 2:

1 0 2


Locations, Personal Space, General Space, Directions, and Levels

Key Understanding/ Key Question KU:

•

Understanding movements in different levels increases one’s own physical ability. KQ: How do understanding movements in direction increases one’s own physical ability?


Knowledge

•

•

•

•

Directions: Forward, Backward, Lateral and Sideward

Skills:

Levels: Low, Medium, and High

•

Pathways: Straight, Zigzag, Curved, and Pathways Combination

•

Locations: Underhand, In Front, Overhand Space: Personal and General Space

•

Move in personal and general space, direction, level, and pathway Engage in fun and enjoyable physical activities Observe correct posture and body mechanics while performing movement activities


Work appropriately and productively with others while exploring the various activities in different directions, personal and general space



Camaraderie will develop in this activity when the pupils participate actively.

Oral Questioning

Sportsmanship will develop in this activity when the pupils accept one’s losing and winning in the game.

Lecture

Quick Respond Discussion Video Presentation Movement Explorations Self-assessment Skills Enhancement Teacher-Pupil Demonstration Review

Resources The 21st Century MAPEH in Action 2 Worktext Technology Enhancement CD Materials Video: Move Left! (Direction Song for Kids)

1 0 3

•

Demonstrate ability to work effectively with different group activities

•

Articulate thoughts, ideas, and instructions in the handkerchief catch, Pepsi-7-Up play, and in animal movement activities

Third Quarter – Exploring Movement in Re lation to Time, Force, Force, and Flow


Content Standards

Per formance Standards

The learner demonstrates understanding of movement in relation to time, force, and flow. Lesson Number and Title

1 0 4

Key Understanding/ Key Question

Lesson 3:

KU:

Movement in Relation to Time, Force, and Flow

Engaging in physical activity helps pupils in maintaining good health. KQ:


Knowledge

•

•

How does engaging in physical activity help in maintaining good health? •

•

Time: Slow, Slower, Slowest/Fast, Faster, Fastest

Skills:

Force: Light, Lighter, Lightest/ Strong, Stronger, Strongest

•

Flow: Free Flow and Bound Flow

The learner performs movement movement accurately involving involving time, force, force, and flow.

•

•

•

Folk Dance: Rabong •

Move at slow, slower, slowest/fast, faster, and fastest pace Move using light, lighter, lightest/strong, stronger, strongest force with smoothness Engage in fun and enjoyable physical activities Demonstrate movement skills in response to sound and music Exhibit correct body posture and body mechanics while performing movements



Discussion


Video Presentation


Teacher-Pupil Teacher-Pupil Demonstration

Video: Stomp and Clap – Brain Breaks Children’s Song

History – Understanding history and origin of the dance

Lecture

Art – Designing and using of props and costume Music – Dancing while the music plays enhances one’s musical ability

Resources

Movement Explorations Quick Respond Oral Questioning Dance Interpretation Learning Log Dance Skills Enhancement


1 0 5

•

Show one’s collaboration and interpersonal skills in the animotion

•

Exhibit one’ one’ss learning and innovation skills and creativity of the different roles in the performance task

•

Work appropriately and productively with others in the performance task

Fourth Quarter – Exploring Movement Activities Relating to Person, Objects, Music, and Environment


Content Standards

Per formance Standards

The learner demonstrates demonstrates understanding of movements movements relating to person, objects, music, and environment correctly. Lesson Number and Title

1 0 6


Lesson 4:

KU:

Movement Activities Relating to Person, Objects, Music, and Environment

Understanding of movement related to person, objects, and music helps in enhancing the pupil’s movement skills.

•

KQ: How does understanding of movement related to person, objects, and music helps in enhancing the pupil’s movement skill?


Knowledge

•

•

Movement in relation to person (individual, pair, group) Objects (ribbon, hoop, balls, and any available indigenous/ improvised materials) Sound, environment (folk dance)

The learner performs movement movement activities involving person, object, object, music and environment correctly.

Skills: •

•

•

•

Move individually, with a partner, and with a group Move with ribbon, hoop, ball, and any available/improvised material Demonstrate movement skills in response to sound or music Engage in fun and enjoyable physical activities


Exhibit one’ one’ss learning and innovation skills and creativity in rhythmic gymnastics using hoops, balls, ribbons, or any improvised material

Points of Integration (Subject/ Values) Music – Using music as an accompaniment for the routine will enhance one’s musical ability – Use of music as an accompaniment for the folk dance movements – Dancing while the music plays enhances one’s musical ability Nationalism will be demonstrated by dancing and appreciating the Alitaptap folk dance.

Assessment Strategies/ DI Activities Discussion/ Teacher-Pupil Teacher-Pupil Demonstration Video Presentation Movement Explorations Learning Log Review Oral Questioning Dance Interpretation Selfassessment Dance Skills Enhancement

Resources

The 21st Century MAPEH in Action 2 Worktext Technology Enhancement CD Materials PDF and Video: Kids in Motion

1 0 7

•

Show one’s collaboration and interpersonal skills in the examples of movements in relation to person

•


1 0 8

FIRST QUARTER Exploring Body Shapes and Body Actions Summary: In this lesson, the pupils will be able to understand the different body shapes and actions through movement explorations. The focus of the lesson is to demonstrate the body shapes and actions through action songs and some movement activities and explorations. They will be doing these activities individually, in pairs, and groups where they will show their fun and enjoyable moments while engaging in these different activities. Assessing and maintaining correct body posture is also one of the aims in this lesson while performing these body shapes and actions and some movement skills. As part of this lesson, the pupils will be provided some formative assessments to identify their learning and understanding in the lesson in this quarter. These formative assessments include the following: Think-Pair-Share, peer assessment, and discussions. Grade Level Standards: The learner demonstrates understanding of body awareness, space awareness, qualities of efforts, and movement relationships through participation in enjoyable physical activities. Pre-assessment: KWL chart Use a pre-assessment activity, Quick Respond, to identify the pupils’ knowledge on body shapes and actions. Ask the pupils to give examples of body actions. Then ask the class to do the action song found in the Get Set portion of the worktext. Formative Assessments: •

Community Singing

•

Lecture And Discussions

•

Quick Respond And Survey Interest

•

Video Presentations

•

Skills Enhancement

Lesson 1: Body Shapes and Body Actions

Resources:

Knowledge: • •

No. of Days –10 days

Fundamental movements (locomotor, stability and manipulative movements) Body shapes (stretched, curled, wide and twisted)


Technology Enhancement CD Materials PPT and Video: Locomotor and Nonlocomotor Movements

109

Skills: •

Create body shapes and actions

•

Engage in fun and enjoyable physical activities

•


•

Exhibit correct body posture

•

Assess body posture


Show one’s collaboration and interpersonal skills in locomotor, stability and manipulative movement skills

•

Exhibit one’s learning and innovation skills and creativity in body shapes and body actions

•

Work appropriately and productively with others in enjoyable physical activities

•

Enhance individual critical thinking in assessing one’s body posture


1.

2.

Ask the class to do the action song found in the Get Set portion of the worktext. This activity will help identify the pupils’ prior background in understanding body shapes and actions.

Subject Integraon:

Music – Singing an acon song

Gather all the pupils’ answer in the pre-assessment activity, then bridge the discussion from the first topic of the lesson.

Body/Developmental Activities: Days 2–3

Fundamental Movements and Locomotor and Stability as Movement Skills 1.

2.

After doing the action song and answering the arrow questions, ask the pupils to do the Activity 2: It’s Your Move found in the Fitness for Life portion of the worktext to reinforce the discussions. Introduce the movement and fundamental movements. Use the visual aids in the Go and Learn portion of the worktext and present in the class the slideshow presentation and videos for locomotor and nonlocomotor movements found in the Technology Enhancement CD.

3.

Discuss and demonstrate with the pupils the locomotor skills — walking, running, galloping, and leaping; stability skills like twisting, stretching, airborne jumping, straight sideward rolling, and sideward rolling.

4.

Skills/Movement Enhancement: Let the pupils execute some of the locomotor and stability skills.

110

Formave Assessments: Community Singing

Discussion Video Presentaons Key Queson:

How do body shapes and acons help in improving one’s physical skills?

5.

Guide the pupils in Activity 1: Motion Madness found in the Fitness for Life portion of the worktext.

Days 4–5

Manipulative Skills as a Movement Skill 6.

As a review, ask the pupils to give some of the skills discussed and executed in the previous lesson.

7.

In a survey interest, ask the pupils about their favorite game or sport. What sport equipment they use in playing the game or sport?

8.

Introduce that manipulative skills are basic movements while controlling an object just like the game or sports they have mentioned.

9.

Give a lecture about the manipulative skills and some of the examples of manipulative movement skills. Use the visual aids in the Go and Learn portion of the worktext.

An acvity on Acquision Strategies is available in the Technology Enhancement CD PPT: Locomotor and Nonlocomotor

An acvity on Learning Objecves is available in the Technology Enhancement CD Video: Locomotor and Nonlocomotor Movements

10. Skills/Movement Enhancement: Let the pupils execute some of the manipulative movement skills like dribbling the ball and kicking the ball.

Just Dance Kids – Beauful Life

11. Guide the pupils in Activity 1: On Stage or Charade found in the Fitness for Life portion of the worktext.


Days 6–7

Survey Interest

Different Body Shapes: Curled, Stretched, Wide, and Twisted 12. Explain that the body can move and can create different body shapes while moving. 13. Discuss and demonstrate some of the body shapes. 14. Use the pictures found in the Go and Learn portion of the worktext as visual aids to reinforce the discussion on the pupil’s body movements. 15. Use the Activity 2: Play with Mickey and the Chaser Cat found in the Fitness for Life portion of the worktext to reinforce and enhance the movement skills of the pupils. 16. Asks the pupils to do the Activity 3: Puddle Jump Transport found in the Fitness for Life portion of the worktext to help them observe and assess with their classmates or partners. 17. Guide the pupils to do the follow-up activity in Activity 4: Peer Assessment for the Puddle Jump Observation found in the Fitness for Life of the worktext. Day 8

Body Stillness 18. Introduce gymnastics in a form of play and discuss that some of the stunts where the body can develop balance using the feet. 19. Use the visual aids in the Go and Learn portion of the worktext to reinforce the discussion.

111

Quick Respond

Discussion Values Integraon:

Respect will develop in this acvity when the pupils will execute the rules of the game. Formave Assessment: Lecture Key Understanding:

Body shapes and acons help in improving one’s physical skills.

Formave Assessment: Discussion

20. Explain and give the instruction in doing the Chinese Get Up and Wheelbarrow dual stunts to show bodily momentary stillness aside from using both feet. Lead the pupils in giving careful instructions and observe safety while doing the activities to avoid untoward incidents.

Formave Assessment: Skills Enhancement

21. Skills/Movement Enhancement: Let the pupils engage in fun and enjoyable physical activities like performing the Chinese Get Up and Wheelbarrow. Observe safety while doing the activities to avoid untoward incidents. Days 9–10

Values Integraon:

22. Pick one pupil to come in front of the class and ask him/her to walk. Call another pupil and ask her/him to sit in front of the class.

Self-confidence will develop in this lesson where one can stand in front of the class.

23. In a quick respond, ask the pupils what they have observed while their classmates were walking and sitting in front.


Correct Body Posture: Proper Posture in Sitting and Standing

24. Introduce and discuss the importance of having a proper body posture.

Oral Quesoning

25. Explain and demonstrate the proper postures in standing and sitting.

Survey Interest

26. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the discussion.


27. Use the Activity 1: Walk, Walk, Walk in the Line found in the Fitness for Life portion of the worktext.

Peer Assessment

28. Make a follow-up activity in Activity 2: Peer Assessment for the Proper Posture in Walking found in the Fitness for Life portion of the worktext.

Key Queson:

29. As a formative assessment, ask the pupils to do the Did You Get It? activity of the worktext. 30. Have the pupils do the differentiated activities in Activity 3 found in the Fitness for Life portion of the worktext.

Quick Respond

Lecture

How body shapes and acons help in improving one’s physical skills?

Formave Assessment: Self-assessment

Conclusion/Evaluation 1.

2.

After doing the activities, ask them to do the self-assessment activity in the worktext. This will serve as a formative assessment for the pupils’ understanding about the lessons in this quarter. Guide the pupils in doing the Performance Task and Summative Assessment. Use the RTP in the Technology Enhancement CD for the First Quarter Test.

112

A Summave Test is available in the Technology Enhancement CD RTP: First Quarter Test

TEACHER’S GUIDE AND KEY TO CORRECTION

Demonstrating Movement Skills in Response to Sound and Music Activity 1: Motion Madness 1.

It is a suggested activity to reinforce the lesson about body shapes and actions.

2.

Look for any available music downloads in the Internet.

3.

The pupils will sing and do the action song “Hokey, Pokey”. Then, let them identify the different body actions or movements.

Demonstrating Body Shapes and Actions and Engaging in Fun and Enjoyable Physical Activities Activity 1: On Stage or Charade It is a suggested activity where you can assess the pupils’ understanding about body shapes and actions. This can also be used as motivation part of the lesson. Use the Fitness for Life portion of the worktext for the complete instructions of the activity. Activity 2: Play with Mickey and the Chaser Cat 1.

It is a suggested activity for skills enhancement in locomotor and nonlocomotor movements to describe and show the body shapes and actions. Use the Fitness for Life portion of the worktext for the complete instructions of the activity.

2.

Make sure that the pupils had their meals two hours before the activity or they had only a light meal to avoid any untoward incident.

3.

Make sure to follow the instructions properly found in the Fitness for Life portion of the worktext.

Activity 3: Puddle Jump Transport 1.

It is a suggested activity for skills enhancement in locomotor movements to describe and show the body the different examples of directions. Use the Fitness for Life portion of the worktext for the complete instructions of the activity.

2.

Make sure that the pupils had their meals two hours before the activity or they had only a light meal to avoid any untoward incident.

3.


Activity 4: Peer Assessment for the Puddle Jump Observation 1.

It is a follow-up activity to Activity 3: Puddle Jump Transport. Help the pupils assess their classmate’s performance in the given skills.

2.

Use the Fitness for Life portion of the worktext for the complete instructions of the activity and the template where the pupils will answer this activity.

Assessing Body Postures Activity 1: Walk, Walk, Walk in the Line 1.

It is a suggested activity for skills enhancement in walking movements to describe and show the proper body postures in walking. Use the Fitness for Life portion of the worktext for the complete instructions of the activity.

113

2.

Before doing the activity, make a review on the proper body postures in walking and inform the pupils that they will be assessed by their classmates after the activity.

3.

Ask them to look for a partner. One will be the performer and the other will be the observer. One of them will answer the peer assessment for the proper posture in walking.

4.


Activity 2: Peer Assessment for the Proper Posture in Walking 1.

It is a follow-up activity to Activity 1: Walk, Walk, Walk in the Line. Help the pupils assess their classmate’s performance in the proper posture in walking.

2.




2.


Part 1 I.

Matching Type: Match column A with column B by connecting a line.

1.

a.

Airborne Jumping

2.

b.

Twisted

3.

c.

Curled

114

II.

4.

d.

Stretched

5.

e.

Wide

Identification: Identify the following movement skills. Color the box red if it is a Manipulative Skill, blue if it is a Locomotor Movement, and green if it is a Stability Skill. 1.

6. Galloping

2.

11. Twisting

7.

Airborne jumping

3.

12.

Running

8.

Kicking a ball

4.

Sideward rolling

Leaping

Walking

14.

Catching a ball

10.

Shooting

Stretching

13.

9.

5.

Dribbling a ball

Sliding

15.

Jumping over a balance beam

115

Holding a hoop

Answer Key: I.

II.

1.

C

2.

D

3.

B

4.

E

5.

A

1.

Blue

6.

Green

11.

Red

2.

Green

7.

Blue

12.

Green

3.

Red

8.

Green

13.

Blue

4.

Blue

9.

Red

14.

Red

5.

Red

10.

Red

15.

Red

Part 2 I.

Arrange the following procedures in demonstrating body stillness using the body part aside from using the feet as a base support. Number it from 1–5, (1 as the first, 2 as the second, 3 for third, 4 for fourth, and 5 as the last thing to do). A. Wheelbarrow _____ You should lie down facing the floor. _____ Carefully maintain your balance without falling to show your momentary stillness. _____ Let your partner hold the lower part of your legs and he or she should stand in between your legs. _____ Slowly let your partner lift up your legs. _____ Look for a partner who will hold you for the wheelbarrow activity. B.

Chinese Get Up _____ Sit down in back to back position. _____ Look for a partner with the same height as you are. _____ Stand up carefully without falling to show your momentary stillness. _____ Hook each other’s arm in a long sitting position.

II.

Read the following statement and put a check (ü) if the statement is correct and put an (✘) if the statement is incorrect. A.

Proper Posture in Standing ____ 1. Stand short with your feet apart. ____ 2. Look straight ahead and lift your chest up.

116

____ 3. Maintain your weight in one of your legs. ____ 4. Stomach in to maintain a comfortable position in your back. ____ 5. Keep your knees relaxed. B.

Proper Posture in Sitting ____ 1. Keep your head straight down. ____ 2. Keep your shoulders and back relaxed. ____ 3. Sit with your legs slightly lower than your knees. ____ 4. Keep your feet flat on the floor.

C.

Movement Skills ____1. Controlling objects like dribbling, passing, and shooting ball will develop manipulative skills. ____2. Movement is an act of changing body movement in one place only. ____3. Fundamental movement is a basic movement that you use in your everyday life. ____4. Playing some games cannot help you improve your physical skills. ____ 5. You can do different movement activities in body shapes and actions.

Answer Key: I.

II.

A.

Wheelbarrow: 2, 5, 3, 4, 1

B.

Chinese Get Up: 2, 1, 4, 3

A.

1.



2.



3.



4.



5.



1.



2.



3.



4.



1.



2.



3.



4.



5.



B.

C.

117

Part 3 Guide the pupils in answering these questions orally. 1.

Explain What are the examples of body shapes? What are the examples of body actions?

2.

Interpret How are body shapes similar with body actions? How do body shapes and actions relate to me?

3.

Application How and where can we use our knowledge in body shapes and body actions?

4.

Perspective What are the limits of my body shapes and actions?

5.

Empathy What do I need to experience if I have to understand body shapes and actions?

6.

Self-knowledge Do I know my body shapes and actions?

Part 4 This could be given near the beginning or middle of the quarter.

Performance-based Assessment Goal

Role

To perform a culminating activity showcasing their talent in •

Catwalk in a fashion show (girls)

•

Basketball exhibitions (boys)

•

Models

•

NBA basketball players

Audience

PE teacher and classmates

Situation

•

It is in a mall show where they will act as models who will walk in a catwalk. They will show the proper standing position and walking posture.

•

It is in a half-time game in a NBA Season game.

•

The girls should walk in a catwalk where they will show the proper standing position and walking posture.

•

The boys will act as NBA players and they will show an exhibition in shooting skills, giving them one minute and count how many goals in baskets they have shot.

Product/Performance

Standards

Rubrics are found in the Appendix.

118

SECOND QUARTER Exploring Locations, Personal Space, General Space, Directions, Levels, and Pathways Summary: In this lesson, the pupils will be able to have a deeper understanding on movement activities involving locations, personal and general space, directions, levels, and pathways. The lesson focuses on the accurate demonstration and performance of movements, which will be done individually, in pairs, or in groups. The prepared movement activities are not only for the learning process but it gives fun and enjoyment for the pupils while learning. Assessing and maintaining correct body posture is also one of the aims of this lesson while performing body movements. As part of this lesson, pupils will be provided some formative assessments to identify their learning and understanding of the lesson in this quarter. These formative assessments include the following: quick respond, self-assessment, and discussions. Grade Level Standards: The learner demonstrates understanding of body awareness, space awareness, qualities of efforts, and movement relationships through participation in enjoyable physical activities. Pre-assessment: A picture analysis will be used to assess the pupils’ prior background in the next lesson. If most of the pupils can identify the pictures in relation to directions and pathways found in the Get Set portion of the worktext, the teacher can now proceed to the lesson. Formative Assessments: • • • • •

Oral Questioning/Quick Respond Discussion/Lecture Video Presentation Movement Explorations Self-assessment

Lesson 2: Locations, Personal Space, General Space, Directions, and Levels No. of Days – 10 days

Knowledge:

Resources:

•

Directions: Forward, Backward, Lateral and Sideward

•

Levels: Low, Medium, and High

•

Pathways: Straight, Zigzag, Curved, and Pathways Combination

•

Locations: Underhand, In Front, Overhand

•

Space: Personal and General Space


Technology Enhancement CD Materials Video: Move Le! (Direcon Song for Kids)

119

Skills: •

Move in personal and general space, direction, level, and pathway

•


•

Observe correct posture and body mechanics while performing movement activities


Work appropriately and productively with others while exploring the various activities in different directions, personal and general space

•

Demonstrate ability to work effectively with different group activities

•

Articulate thoughts, ideas, and instructions in the handkerchief catch, Pepsi-7-Up play, and in animal movement activities


1.

Begin with the pre-assessment activity found in the Get Set portion of the worktext. This activity will help you identify the pupils’ prior background in understanding the directions.

2.

Gather all the pupils’ answer in the pre-assessment activity, and then bridge the discussion from the first topic of the lesson.


Moving in Different Directions Forward, Backward, and Lateral Sideward


1.

After answering the pre-assessment activity, introduce that the body can move in different directions.

2.

In a Quick Respond, ask the pupils again the directions that they identify in the pre-assessment activity.

3.

Discuss and demonstrate with the pupils the different directions; forward, backward, and lateral sideward. Use the video in the Technology Enhancement CD to reinforce the discussion.

4.

5.

Skills/Movement Enhancement: Let the pupils move in the directions like running, jumping, walking, rolling the ball forward, and kicking the ball forward; moving backward in karate, back pedaling and backward throwing; and moving in lateral sideward like carioca right or left and sideward step to the right or left. Guide the pupils in Activity 1: Circuit Activity found in the Fitness for Life portion of the worktext.

120

Oral Quesoning/Quick Respond

An Acvity Learning on Objecves is available in the Technology Enhancement CD Video: Move Le! Direcon Song for Kids

Key Queson:

How do understanding movements in direcon increases one’s own physical ability?

Days 4–5

Moving in Different Levels 6.

As a review, ask a volunteer from the pupils to show a one direction movement that has been discussed in the previous lesson.

7.

Give a lecture about the different levels used for physical activity movement. Use the pictures as visual aids in the Go and Learn portion of the worktext.

8.

As a guide, utilize the PDF: FMS Balance in the Technology Enhancement CD as a reference and also to reinforce a lesson.

9.

Levels: Skills/Movement Enhancement: Let the pupils execute some of the low levels – curled, forward, backward, sideward and straight sideward rolling; medium – standing position knees slightly bent, arch back with one leg extended, wheelbarrow and crab walk; high – leaping, balance beam jumping, cartwheel, standing high jump, and airborne turning.

10. Always remember to observe safety while doing the activities to avoid untoward incidents. 11. Guide the pupils in Activity 2: Handkerchief Catch found in the Fitness for Life portion of the worktext. Days 6–7

Moving in Different Pathways 12. Explain that the body can move in different pathways like straight, curved, and zigzag pathways. 13. Discuss and demonstrate the different actions in different pathways. 14. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the discussion and pupil’s body movement

Formave Assessments: Video presentaon

Discussion Key Understanding: Understanding movements in different levels increase one’s own physical ability.

An acvity on Acquision Strategies is available in the Technology Enhancement CD PDF: FMS Balance hp://www.nicurriculum. org.uk/docs/foundaon_ stage/areas_of_learning/ physical_development/ FMS_Balance.pdf


Discussion Teacher-Pupil Demonstraon Values Integraon: Camaraderie will develop in this acvity when the pupils parcipate acvely.

15. Pathways: Skills/Movement Enhancement: Let the pupils execute the movements in different pathways.


16. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the discussion and pupil’s body movement and skills enhancement.

Review Lecture Discussion Movement Exploraons

17. Use the Activity 3: Hopscotch found in the Fitness for Life portion of the worktext to reinforce and enhance the movement skills of the pupils. Day 8

Moving in Different Locations 18. As a review, ask a volunteer from the pupils to show one kind of pathway movement that has been discussed in the previous lesson. 19. Give a lecture about the different locations used for physical activity movement: behind, underhand throwing, passing the ball in front, and overhand throwing. 20. Use the pictures as visual aids in the Go and Learn portion of the worktext.

121

Oral Quesoning Quick Respond

21. Pathways: Pathways: Skills/Movement Enhancement: Enhancement: Let the pupils execute the movement in different locations. 22. Use the pictures as visual aids in the Go and Learn Learn portion of the worktext to reinforce the pupil’s movement activity. 23. Remember that that always observe safety safety while doing the the activities to avoid untoward incidents. 24. Use the Activity 4: Pepsi-7-Up Pepsi-7-Up Play found in the Fitness Fitness for Life of the worktext to reinforce the pupil’s movement activity. Days 9–10

Moving in Personal and General Space 25. Ask the pupils to to stand up, up, twist their trunks to to the right then then to the left, and bend their trunks forward. Let them do this in their most comfortable way. 26. In a Quick Respond, ask ask the pupils: “What did you do? At what place did you move?” 27. Introduce and differentiat differentiate e personal from general space. space.

Formave Assessments: Review

Lecture Discussion Teacher-Pupil Demonstraon Formave Assessment:

Oral Quesoning

28. Explain and demonstrate demonstrate some of the movements movements done in personal space. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the discussion. 29. Discuss and demonstrate general general space. Use the pictures pictures as your visual aids found in the Go and Learn portion of the worktext to reinforce the discussion. 30. Use the Activity 6: Lion in the Forest (Animal Movement) Movement) found in the Fitness for Life portion of the worktext.

Values Integraon: Sportsmanship will develop in this acvity when the pupils accept one’s losing and winning in the game.


After doing the activities, activities, ask them to to do the Self-assessment Self-assessment activity of the worktext. This will serve as a formative assessment for the pupils’ understanding about the lessons in second quarter.

2.

Guide the pupils in doing the Performance Ta Task sk and Summative Test. T est. You You can use the RTP R TP in the Technology Technology Enhancement CD for the Second Quarter Test.


A Summave Test is available in the Technology Enhancement CD RTP: Second Quarter Test

122

TEACHER’S GUIDE AND KEY TO CORRECTION Describing Movements in Directions, Levels, Pathways, Locations, and Space Activity 1: Circuit Activity 1.

It is a suggested suggested activity for skills enhancement in applying all the concepts about about movements movements in directions, levels, pathways, pathways, and space. Use the Fitness for Life portion por tion of the worktext for the complete instructions of the activity.

2.

Make sure that the pupils had their their meals two hours before the activity to avoid any any untoward untoward incident. A light meal is also advisable.

3.

Make sure to follow follow the instructions found in the Fitness for Life portion of the worktext properly. properly.

Activity 2: Handkerchief Catch 1.

It is a suggested activity to reinforce the lessons in directions, space and locomotor skills.

2.

Make sure that the pupils had their their meals two hours before the activity to avoid any any untoward untoward incidents. A light meal is also advisable.

3.


Activity 3: Hopscotch 1.

It is a suggested suggested activity to reinforce the lessons lessons in directions, pathways pathways,, and space.

2.


3.


Activity 4: Pepsi-7-Up Play 1.

It is a suggested suggested activity to reinforce the lesson lesson in personal and general general space. space.

2.


3.


Suggested Criteria for the Movement Explorations •

Exhibits a variety of applied skills

10%

•

Applies movement concepts as to space, directions, and locations

10%

•

Responds appropriat appropriately ely to different cues

10%

•

Active participation

10%

•

Exhibits enthusiasm throughout the activity

10% 50%

123

Activity 5: Lion in the Forest 1.

It is a suggested activity to reinforce the lessons in personal and general general space, levels, pathways, directions, and locations.

2.

Make sure that the pupils had their their meals two hours before the the activity to avoid any any untoward untoward incidents. A light meal is also advisable.

3.

Make sure to follow follow the instructions found in the Fitness for for Life portion of the worktext properly. properly.

Suggested Criteria for Animal Movement •

Exhibits a variety of transport skills

10%

•

Applies movement concepts as to levels,

10%

pathways, pathwa ys, directions, and locations •

Responds appropriat appropriately ely to different cues

10%

•

Active participation

10%

•

Exhibits enthusiasm throughout the activity

10% 50%

Activity 6: Differenti Differentiated ated Activities Activities 1.

Guide the students in doing the differentia differentiated ted activity.

2.

Follow Follo w the instructions given given in the Fitness Fitness for Life of of the worktext.


Paper-and-pencil Paper-and-p encil Test

2.


Part 1 I.

Identification: Identify the following moveme movement nt skills. Color the star red if it is direction direction,, blue if it is pathway pathway,, and green if it is location location..

✩ ✩ ✩ ✩ ✩

1.

Straight

2.

Overhand

3.

Lateral Sideward

4.

Curved

✩ ✩ ✩ ✩

5.

Sideward

✩

124

6.

Backward

7.

Zigzag

8.

Backpedal

9.

Behind

10.

Underhand

II.

Put a check () if the movement is in general space and put an (✘) if the moveme movement nt is in personal space.

1. _____

2. ______

3. ______

5. ______

6. ______

7. ______

9. ______

4. ______

8. ______

10. ______

Answer Key: I.

II.

1.

Blue

6.

Red

2.

Green

7.

Blue

3.

Red

8.

Red

4.

Blue

9.

Green

5.

Red

10.

Green

1.

✘

6.



2.



7.

✘

3.



8.



4.

✘

9.

✘

5.

✘

10.

✘

Part 2 Make a sample activity that will help to develop your physical abilities. Use the sample physical activities; make sure that you can apply the different examples of pathways like straight, curved, zigzag, or a combination of the three pathways. Make use of a diagram. A. Walking B.

Carioca

C.

Running

D. Sprinting

125

126

Part 3 Answer the given sets of questions inside the box. 1.

Explain What are the examples of different directions for physical activity movement? What are the examples of different levels used in physical activity movement?

2.

Interpret How is pathway similar to directions?

3.

Application How and where can we use our knowledge in movement in space?

4. Perspective How is personal space different from general space? 5.

Empathy What do I need to experience if I am to understand movements in space?

6.

Self-knowledge What do I know about space, pathways, levels, and locations?

Part 4 This could be given near the beginning or middle of the quarter. Performance-based Assessment Goal

Role

To perform a sample Summer Sports Clinic in basketball where you will act as the following: •

Coaches/Trainers in basketball

•

Registered participants or pupils in the Summer Sports Clinic

•

Registration committee

•

Coaches/Trainers in basketball

•

Registered participants or pupils in the Summer Sports Clinic

•

Registration committee

Audience


Situation

It is during vacation where the Grade 2 pupils will enroll in a summer sports clinic in basketball to learn the different drills in the game.


Coaches and trainers should have different drills in basketball where they will apply the concepts of movements in relation to directions, pathways, and locations.

Standards

Rubrics are found in the Appendix.

127

THIRD QUARTER Exploring Movement in Relation to Time, Force, and Flow Summary: In this lesson, the pupils will be able to have a deeper understanding on movement activities in relation to time, force, and flow. The lesson is to demonstrate and perform movements accurately in relation to the three with the prepared movement activities and explorations. They will be doing these activities individually, in pairs, and in groups where they will show their fun and enjoyable moments while engaging in these different activities. The lesson focuses on the accurate demonstration and performance of movements with the prepared movement activities and explorations. Pupils will do these activities individually, in pairs, or in groups. It will be a fun and enjoyable learning process for the learners while doing these activities. As part of this lesson, pupils will be provided some formative assessments to identify their learning and understanding in the lesson in this quarter. These formative assessments include the following: quick respond, peer assessment, and discussions. Grade Level Standards: The learner demonstrates understanding of body awareness, space awareness, qualities of efforts, and movement relationship through participation in enjoyable physical activities. Pre-assessment: An animotion identification will be used to assess the pupil’s prior background in understanding the movement in relation to time and flow by means of the activity in the Get Set portion of the worktext. Formative Assessments: •

Lecture/Discussion

•

Video Presentation

•

Teacher-Pupils Demonstration

•

Movement Explorations

•

Quick Respond/Oral Questioning

•

Dance Interpretation

•

Learning Log

•

Differentiated Activities Based On Multiple Intelligences

Lesson 3: Movement in Relation to Time, Force, and Flow

No. of Days – 11 days Resources:

Knowledge: •

Time: Slow, Slower, Slowest/Fast, Faster, Fastest

128


•

Force: Light, Lighter, Lightest/Strong, Stronger, Strongest

•

Flow: Free Flow And Bound Flow

•

Folk Dance: Rabong

Technology Enhancement Materials Video: Stomp and Clap – Brain Breaks Children’s Song

Skills: •

Move at slow, slower, slowest/ fast, faster, and fastest pace

•

Move using light, lighter, lightest/strong, stronger, strongest force with smoothness

•


•


•

Exhibit correct body posture and body mechanics while performing movements


Show one’s collaboration and interpersonal skills in the animotion

•

Exhibit one’s learning and innovation skills and creativity of the different roles in the performance task

•



1.

Begin with the pre-assessment activity found in the Get Set portion of the worktext. This activity will help you identify the pupil’s prior background in understanding the movement in relation to time and flow.

2.


Body/Developmental: Moving in Relation to Time Days 2–3

Slow, Slower, and Slowest/Fast, Faster, and Fastest 1.

After answering the pre-assessment activity, introduce that movements of the body is related to time.

2.

Discuss and explain the relation of time in movements like slow, slower, and slowest; fast, faster, and fastest.

3.

Demonstrate with the pupils the different examples of movements in relation to time: leaping (slow), walking (slower), and marching (slowest); jogging (fast), running (faster), and sprinting (fastest).

4.

5.

Skills/Movement Enhancement: Let the pupils move in relation to time; use the pictures found in the Go and Learn portion of the worktext to reinforce the pupils’ body movements and skills enhancement. Guide the pupils in Activity 3: Loco-Motion (Time) found in the Fitness for Life portion of the worktext.

129

Key Queson:

How does engaging in physical acvity help in maintaining good health?

Formave Assessments: Discussion

Teacher-Pupil Demonstraon

Formave Assessment: Movement Exploraons

Moving in Relation to Force Days 4–5

Key Understanding:

Light, Lighter, and Lightest/Strong, Stronger, and Strongest

Engaging in physical acvity helps pupils in maintaining good health.

6.

As a review, ask a volunteer from the pupils to show one movement in relation to force that has been discussed in the previous lesson.

7.

Give a lecture about the different movements in relation to force like ball bouncing (light), ball passing (lighter), and ball rolling (lightest); dribbling (strong), kicking (stronger), and punting (strongest).

8.

9.

Use the pictures as visual aids in the Go and Learn portion of the worktext. As a supplement, use the Technology Enhancement CD for video presentation. Levels: Skills/Movement Enhancement: Let the pupils execute some of the movements in relation to force; ball bouncing (light), ball passing (lighter), and ball rolling (lightest); dribbling (strong), kicking (stronger), and punting (strongest).

10. Use Activity 4: Let’s Play the Ball (Force) to reinforce and assess the pupils’ understanding and skills in relation to force.

An acvity Learning on Objecves is available in the Technology Enhancement CD Video: Stomp and Clap – Brain Breaks Children’s Song

Formave Assessments: Lecture/Movement Exploraons

Moving in Relation to Flow Days 6–7

Moving in Free and Bound Flow 11. Explain that the body can move and the action of movement can be controlled. 12. Discuss and demonstrate the different actions in free and bound flow. 13. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the discussion and the pupil’s body movement. 14. Flow: Skills/Movement Enhancement: Let the pupils execute the movements in free flow and bound flow.

Formave Assessments: Lecture/Discussion/ Demonstraon

15. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the discussion and pupil’s body movement and skills enhancement. Days 8–9 Rabong: Folk Dance History, Basic Dance Steps, and Hand Positions

16. To introduce the folk dance, have the pupils answer the given questions. a.

Are you good in dancing?

b.

What was the first dance that you performed?

c.

Do you know a folk dance in the Ilocos region?

130

Formave Assessment: Movement Exploraons

17. Give a lecture about the history, origin, and dance properties of Rabong. 18. Explain and demonstrate the basic dance steps and basic hand positions of the Rabong folk dance. Use the visual aids in the Go and Learn portion of the worktext. 19. Use the pictures as visual aids in the Go and Learn portion of the worktext to reinforce the pupil’s movement activity. 20. Use the Activity 5: Basic Dance Steps in Rabong found in the Fitness for Life of the worktext to reinforce the pupil’s dance activity. Days 10–11

Points of Integraon: History – Understanding history and origin of the dance

Art – Designing and using of props and costume Music – Dancing while the music plays enhances one’s musical ability

Formave Assessments: Lecture/Discussion

Rabong Dance Figures

21. Review the basic hand positions to the pupils kumintang and arms in reverse T-position and the basic dance steps: touch and change step. 22. In a Quick Respond, ask the pupils, “Can you do it now in a comfortable manner? Are you ready to execute the dance figures of the Rabong using these basic dance steps together with the basic hand positions?”

Dance Skills Enhancement

Formave Assessment: Quick Respond

23. Interpret and demonstrate Figures 1–3 of the Rabong folk dance. 24. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the activity. 25. Use Activity 7: Learning Log, found in the Fitness for Life of the worktext.

Formave Assessment: Dance Interpretaon


2.

After doing the activities, ask them to do the Self-assessment activity of the worktext. This will serve as a formative assessment for the pupil’s understanding about the lessons in third quar ter. Guide the pupils in doing the Performance Task and Summative Test. Use the RTP in the Technology Enhancement CD for the Third Quarter Test.

Formave Assessments: Learning Log

Self-assessment

A Summave Test is available in the Technology Enhancement CD RTP: Third Quarter Test

131

TEACHER’S GUIDE AND KEY TO CORRECTION Moving at Slow, Fast, Light, Strong, and Smooth Flow of Movement Activity 1: Animotion (Get Set Portion) 1.

Horse

4.

Cat

2.

Worm

5.

Butterfly

3.

Hippopotamus

Activity 2: Ani-motion Observation 1.

It is a suggested activity for the Get Set portion of the worktext to show the pupil’s prior knowledge about the topic.

2.

Make sure to follow the instructions properly, found in the Fitness for Life portion of the worktext in Activity 1.

3.

After doing Activity 1, answer the questions inside the graphic organizer.

Activity 3: Loco-motion (Time) 1.

It is a suggested activity to reinforce the lessons in moving at slow, fast, light, and strong.

2.

Make sure that the pupils had their meals two hours before the activity to avoid any untoward incidents. A light meal is also advisable.

3.

Make sure to follow the instructions found in the Fitness for Life portion of the worktext properly.

Activity 4: Let’s Play the Ball 1.

It is a suggested activity to reinforce the lessons in moving at light, lighter, lightest, strong, stronger, and strongest.

2.


3.


4.

Ask the pupils to answer the question with a partner inside the graphic organizer.

Activity 5: Basic Dance Steps in Rabong 1.

It is a suggested activity to reinforce the lesson in the folk dance Rabong.

2.


Activity 6: Basic Hand Position in Rabong 1.

It is a suggested activity to reinforce your lesson in the folk dance Rabong.

2.


Activity 7: Learning Log in the Folk Dance Rabong 1.

It is an assessment activity to assess the pupil’s understanding in folk dance Rabong.

2.

Follow the instructions found in the Fitness for Life portion of the worktext properly.

Activity 8: Differentiated Activity 1.

Guide the pupils in doing the differentiated activities.

2.

Follow the instructions given in the Fitness for Life portion of the worktext.

132


Paper-and-pencil Paper-and-p encil Test

2.


Part 1 I. Identification: Try to identify the moveme movement nt of of each each animal. animal. Underline the correct answers.

II.

1.

Quickly

(turtle, snail, horse)

2.

Light Force

(hippopotamus, kitten, carabao)

3.

Strong Force

(rabbit, mouse, elephant)

4.

Free Flow

(butterfly, fish in aquarium, caterpillar in cocoon)

5.

Slow

(cheetah, horse, snail)

6.

Bound Flow

(butterfly, snake, dragonfly)

7.

Strong Force

(rat, tiger tiger,, hippopotamus)

8.

Free Flow

(fly, snail, crocodile)

Completion: Identify the following pictures which shows movement. movement. Write the the missing letter on on the blank to complete the relation of movement into time and force.

9.

(Leaping) S__OW

12. (Jogging (Jogging)) FAS__

15. (B (Bal alll Bo Bou unc ncin ing) g) LI LIG_ G__T _T

10. (Walking) SLOWE SLOWE__ __

13. (Running) __ASTER

16.. (Ba 16 Balll Pass ssin ing g) __ __IG IGH HTE TER R

133

11. (Marching) __LOWEST

14. (Sprint (Sprinting ing ) FASTE__T

17. (B (Ba all Rol olli ling ng)) LI LIGH GHT TE_ E__T _T

18. (Dribbling)__TRONG

19. (K ick ick ing ing) ST RO _ _ _G GER

20. (Punting) STRONGE__T

III. True or False: False: Read the following following statement. statement. Color Color the happy face (J) with a blue crayon if the statement is true and red if the statement is not true. J

1.

Movement does not only mean slow or fast.

J

2.

Free flow means unstoppable.

J

3.

Floor and balance routine in gymnastics are examples examples of bound flow for it requires a pause in the routine.

J

4.

Rabong folk The Rabong The folk dance originated in the province of Pampanga.

J

5.

Rabong folk The Rabong folk dance means “bamboo shoot.”

J

6.

Rabong is The folk dance dance Rabong is only for old people.

J

7.

rabong is The lyrics of the music describe how delicious the rabong is and how it is important in the Ilocano’s most popular dishes like dinengdeng, pinakbet , and adobo.

J

8.

Rabong folk The basic hand positions in the Rabong folk dance are kumintang and T-position. T-position.

J

9.

Rabong folk The Rabong The folk dance has four figures.

J

Rabong folk 10. The counting in the Rabong folk dance into beats in a measure can be 1, 2 or 1 and 2 to a measure.

Answer Key: I.

II.

1.

Horse

5.

Snail

2.

Kitten

6.

Snake

3.

Elephant

7.

Hippopotamus

4.

Butterfly

8.

Fly

9.

L

15.

H

10. R

16.

L

11. S

17.

S

12. T

18.

S

13. F

19.

N

14. S

20.

S

III. 1.

Blue

6.

Red

2.

Blue

7.

Blue

3.

Blue

8.

Red

4.

Red

9.

Blue

5.

Blue

10.

Blue

134

Part 2 IV.. IV

Rabong from Arrange the following dance steps in Rabong from 1–3. Write your answer on the space provided

Figure 1: Sing the _______ verse (1) (1) ____ (2) Repeat (a) and (b).................................................. ...................................................................................................... .................................................................................... ................................ 4 M ____ (3) Starting with your R foot, take take three steps forward meeting your your partner at the center center (arms (arms down at your sides) sides) .................................................................. ..................................................................................................................... .............................................................. ........... 1, 2, 1 Tap your L foot in front with your R foot at the back (R arm in reverse “T” position doing a Tap kumintang, your L hand on your waist ) count 2 .............................................................................. .............................................................................. 2 M ____ (4) Repeat (a), (a), starting with your L foot and moving backward backward to places. (Reverse (Reverse position of the arms)) ............................................................................................ arms ................................................................................................................................................ .................................................................. .............. 2 M Figure 2: Sing the _______ verse (5) ____ (6) Repeat (a) and (b) (b) .................................................. ...................................................................................................... .................................................................................... ................................ 4 M ____ (7) Touch step in front front R and L, (Girl holding skirt, boy’s hand on waist )........................................ 2 M ____ (8) Change step step sideward, sideward, R and L (Kumintang (Kumintang R and L hand alternately, free hand on your waist ) .......................................................... .............................................................................................................. .................................................................................................... ................................................ 2 M Figure 3: Sing the _______ verse (9) ____ (10) Finish facing partner ................................................... ....................................................................................................... ........................................................................... ....................... 2 M ____ (11) Repeat Figure 1, partners facing audience. Figure 4: Sing the _______ verse (12) ____ (13) Repeat Repeat (a), moving backward backward to places places in (a) ............................................... ............................................................................... ................................ 4 M ____ (14) Repeat figure 2 (b) .............................................. .................................................................................................. .................................................................................... ................................ 2 M ____ (15) Starting with R foot, take take two change change steps forward forward to meet at center. center. (Kumintang (Kumintang R and L hand alternately, free hand on your waist ) ......................................................... ......................................................................................... ................................ 2 M

Answer Key: 1.

First

6.

3

11.

1

2.

3

7.

2

12.

Fourth

3.

1

8.

1

13.

3

4.

2

9.

Third

14.

2

5.

Second

2

15.

1

10.

135

Part 3 Answer the given sets of questions inside ins ide the box. 1.

Explain What are the examples of movements related to force?

2.

Interpret Rabong folk What is the meaning of Rabong folk dance?

3.

Application How are bound flow and free flow shown in your favorite games?

4.

Perspective What do I do not know about bound flow?

5.

Empathy What do I need to experience if I have to understand the movements in relation to flow?

6.

Self-knowledge What do I know about time, force, force, and flow?


To T o perform a Philippine folk dance titled titled as Rabong

Role

•

Dance performers

•

Technical committee for sounds and music

•

Documentation committee ( taking of pictures during the presentation)

Audience


Situation

Wika, where the pupils will be given a It is the celebration of the Buwan ng Wika, chance to show their talents in dancing.

Product

Rabong wearing Pupils will perform the Ilocano folk dance named as Rabong their costumes while the other will act as technical and documentation committees committe es of the dance presentation.

Standards

Rubric for Rabong Folk Dance A.

Mastery of Dance

B.

Performance Performan ce Level

C.


D. Creativity/Originality of Props and Costumes E.

Continuity of Movement Movement/Performance /Performance

Advanced (90% and above) – All criteria are evident. Proficient (85–89%) – Letters A, B, D, and E are evident. Approaching Proficiency (16–20%) (16–20%) – Letters A, D, and E are evident. Developing (80–84%) (80–84%) – Letters C and E are evident. Beginning (75–79%) – Only letter D is evident.

136

FOURTH QUARTER Exploring Movement Activities Relating to Person, Objects, Music, and Environment Summary: In this lesson, the pupils will be able to understand movement activities in relation to person, objects, and music. The focus of the lesson is to demonstrate movement skills in response to sound and music while using different objects like hoops, ribbons, and balls. The pupils will engage in various fun and enjoyable activities found in the Fitness for Life of the worktext. They will do these activities individually, in pairs, or in groups. This will be a fun learning process. Assessing and maintaining correct body posture is also one of the aims in this lesson while performing these body movements and skills. Pupils will be provided with formative assessments to identify their learning and understanding of the lesson in this quarter. These formative assessments include the following: Learning Log, peer/selfassessment, and discussions. Grade Level Standards: The learner demonstrates understanding of body awareness, space awareness, qualities of efforts, and movement relationships through participation in enjoyable physical activities. Pre-assessment: A picture identification will be used to assess the pupil’s prior background if they can identify the relation of each pictures in understanding movement activities relating to person, objects, music, and environment by means of the activity in the Get Set portion of the worktext. Start with the new lesson if most of the pupils have identified the given pictures. Formative Assessments: •

Discussion/Teacher-Pupil Demonstration

•

Video Presentation

•

Movement Explorations

•

Learning Log

•

Review

•

Oral Questioning

•

Dance Interpretation

•

Self-assessment

137

Lesson 4: Movement Activities Relating to Person, Objects, Music, and Environment

No. of Days – 10 days Resources:

Knowledge: •

Movement in relation to person (individual, pair, group)

•

Objects (ribbon, hoop, balls, and any available indigenous/ improvised materials)

•


Technology Enhancement CD Material PDF and Video: Kids in Moon

Sound, environment (folk dance)

Skills: •

Move individually, with a partner, and with a group

•

Move with ribbon, hoop, ball, and any available/improvised material

•

Demonstrate movement skills in response to sound or music

•



Exhibit one’s learning and innovation skills and creativity in rhythmic gymnastics using the hoops, balls, ribbons, or any improvised material

•

Show one’s collaboration and interpersonal skills in the examples of movements in relation to person

•


Day 1

Introduction/Preparatory Activities: 1.

Begin with the pre-assessment activity found in the Get Set portion of the worktext. This activity will help you identify the pupil’s prior background in understanding movement activities relating to person, objects, music, and environment.

2.


Body/Developmental:

Key Understanding: Understanding of movement related to person, objects, and music helps in enhancing the pupil’s movement skills.

Movement Activities Related to Person Days 2–3

Lead, Follow, Chase, Flee, and Dodge 1.

After answering the pre-assessment activity, introduce the movement activities that are related to person.

2.

Discuss and explain the different examples of movements related to person.

3.

Demonstrate in class the different examples of movements related to person like dodging, following, and leading.

138

Formave Assessment: Discussion/Teacher-Pupil Demonstraon

4.

Skills/Movement Enhancement: Let the pupils move in different examples of movements related to person: dodging, following, and leading.

5.

Use the pictures found in the Go and Learn portion of the worktext to reinforce the pupil’s body movements and skills enhancement. Use the PDF and video titled Kids in Motion found in the Technology Enhancement CD as a supplement in the lesson.

6.

Guide the pupils in Activity 1: Follow the Leader (Lead and Follow) found in the Fitness for Life portion of the worktext.

7.

Use Activity 2: Shadow Tag (Chase and Flee) found in the Fitness for Life portion of the worktext. Observe safety while doing the activities to avoid untoward incidence.

8.

An enhancement activity in relation to person with the use of an object should be given by using the Activity 3: Modified Dodge Ball, found in the Fitness for Life portion of the worktext.

9.

Lead the pupils in giving careful instructions and observe safety while doing the activities to avoid untoward incidences.

10. Guide the pupils in doing the lead-up game in Activity 4: Monkey in the Middle (Dodge) found in the Fitness for Life portion of the worktext. Observe safety while doing the activities to avoid untoward incidences. 11. A follow-up activity should be given to assess the pupils’ understanding in the previous activity given. Let the pupils answer Activity 5: Learning Log Q and A, found in the Fitness for Life portion of the worktext. Day 4

Movement Activities Related to Objects: Ribbons 12. Use the pictures as visual aids from the Go and Learn portion of the worktext, and then ask if the pupils can identify the pictures given. 13. Give a lecture about the descriptions of ribbons and different movements of ribbons, which can be performed with musical accompaniment. 14. Demonstrate and explain with the pupils the movements of ribbons. 15. Ribbons: Skills/Movement Enhancement: Let the pupils practice creating waves and circles with the ribbon. Day 5

Movement Activities Related to Objects: Hoops and Balls 16. Have a review about the movements of ribbons. 17. Give a lecture about the different movements of hoops and balls, which can be performed with musical accompaniment. 18. Use the pictures as visual aids in the Go and Learn portion of the worktext. 19. Demonstrate and explain with the pupils the movements of hoops and balls.

139

An acvity on Acquision Strategies is available in the Technology Enhancement CD PDF: Kids in Moon

An acvity on Learning Objecves is available in the Technology Enhancement CD Video: Kids in Moon Key Queson:

How does understanding of movement related to person, objects, and music helps in enhancing the pupil’s movement skill?

Formave Assessment: Movement Exploraons Formave Assessment: Learning Log

Formave Assessments: Lecture Discussion Teacher-Pupil Demonstraon Formave Assessment: Movement Exploraons

Subject Integraon: Music – Using music as an accompaniment for the roune will enhance one’s musical ability.

Formave Assessments: Lecture Discussion Teacher-Pupil Demonstraon

20. Hoops and Balls: Skills/Movement Enhancement: Let the pupils execute the balls and hoops in his or her front, side, up and down movement of the two objects.

Formave Assessment: Dance Skills Enhancement

Days 6–7 Alitaptap – Folk Dance History, Basic Dance Steps, and Hand Positions

21. As a review, ask the pupil to do the kumintang and arms in reverse T-position. 22. Give a lecture about the history, origin, and dance properties of Alitaptap.

Formave Assessment: Lecture Discussion Teacher-Pupil Demonstraon Formave Assessment:

23. Explain and demonstrate the basic dance steps and basic hand positions of Alitaptap folk dance.

Oral Quesoning

24. Use the visual aids in the Go and Learn portion of the worktext to reinforce the pupil’s movement activity.

Points of Integraon: Music – Use of music as an accompaniment for the folk dance movements

25. Use Activity 1: Basic Dance Steps in Alitaptap found in the Fitness for Life of the worktext to reinforce the pupil’s dance activity. 26. Use the follow-up activity, Activity 2: Basic Hand Positions in Alitaptap, found in the Fitness for Life of the worktext to reinforce the pupil’s dance activity. Days 8–10 Alitaptap Dance Figures

27. Review the pupils to do the basic hand positions: kumintang, arms in lateral position and arms in fourth position; the basic dance steps: waltz step, close step, brush step, three-step turn, and do-sido. 28. In a Quick Respond, ask the pupils: “Can you do it now in a comfortable manner? Are you ready to execute the dance figures of the Rabong using these basic dance steps together with the basic hand positions?”

Naonalism will be demonstrated by dancing and appreciang the Alitaptap folk dance.

Formave Assessments: Lecture Discussion Teacher-Pupil Demonstraon

Formave Assessment: Quick Respond/ Oral Quesoning

29. Interpret and demonstrate Figures 1–3 in Alitaptap folk dance. 30. Use the pictures as visual aids found in the Go and Learn portion of the worktext to reinforce the activity. 31. Use Activity 3: Learning Log, found in the Fitness for Life of the worktext.

Subject Integraon:

Music – Dancing while the music plays enhances one’s musical ability



After doing the activities, ask them to do the Self-assessment activity of the worktext. This will serve as a formative assessment for the pupils’ understanding about the lessons in fourth quarter.

2.

Guide the pupils in doing the Performance Task and Summative Test. Use the RTP in the Technology Enhancement CD for the Fourth Quarter Test.

A Summave Test is available in the Technology Enhancement CD RTP: Fourth Quarter Test

140

TEACHER’S GUIDE AND KEY TO CORRECTION Movement Activities Related to Person Get Set Portion Activity: Picture Identification 1.

It is a suggested activity for the Get Set portion of the worktext to show the pupil’s prior knowledge about the topic.

2.

Picture A – A boy holding a hoop moving from a half-kneeling position to a full knees bend

3.

Picture B – A girl moving her feet and clapping her hands to the rhythm of the music

4.

Picture C – A boy trying to move quickly to avoid another player

Activity 1: Follow the Leader 1.

It is a suggested activity to reinforce the lessons in movement activities related to person.

2.


3.


Activity 2: Shadow Tag 1.


2.


3.


Activity 3: Modified Dodge Ball 1.


2.


3.


Activity 4: Monkey in the Middle (Dodge) 1.


2.


3.


Activity 5: Learning Log Q and A 1.

It is an assessment activity to assess the pupil’s performance in Activity 4: Monkey in the Middle (Dodge).

2.


Demonstrate Movement Skills in Response to Sound or Music Activity 1: Basic Dance Steps in Alitaptap 1.

It is a suggested activity to reinforce the lesson in the folk dance Alitaptap.

2.


141

Activity 2: Basic Hand Positions in Alitaptap 1.

It is a suggested activity to reinforce the lesson in the folk dance Alitaptap.

2.


Activity 3: Learning Log 1.

It is an assessment activity to assess the pupil’s understanding in the folk dance Alitaptap.

2.


Activity 4: Differentiated Activity 1.

It is a performance task activity for the whole quarter. Guide the pupils in doing this activity.

2.




2.


Part 1 I.

Identification: Identify the following pictures. Choose your answer in the box below. Write only the letter in the box. a.

Following

f.

Ribbon circles upward

b.

Leading

g.

Ribbon and step leap

c.

Ribbon creating waves

h.

Ball moving in forward roll

d.

Moving on the toes in front of the body

i.

Kneeling position with one leg extended

e.

Swinging of hoop upward

j.

Ribbon creating waves from the side

1. ______

2. ______

142

3. ______

4. ______

6. ______ 5. ______

7. ______

8. ______

10. ______

9. ______

143

II.

Matching Type: Match column A with column B. A

B

_____

1. Girls wear a Balintawak in folk dance.

a.

Step, close, step (1, 2, 3)

_____

2. The province where the folk dance Alitaptap originated.

b.

Do-si-do

_____

3. The folk dance consists of two part music.

c.

Step, close-step (1, 2)

_____

4. This is a nocturnal winged insect that produces light on dark nights.

d.

Step, brush (1, 2)

_____

5. Alitaptap folk dance is 1, 2, 3 to a measure.

e.

Batangas

_____

6. Partner’s stand opposite to each other six feet apart.

f.

Music A & B

_____

7. Partners or opposites facing each other, move forward, pass each at hers R (L), move backward turning around, and pass each other’s L (R) to original places.

g.

Costume

_____

8. Close step

h.

Formation

_____

9. Brush step

i.

Firefly

_____ 10. Waltz step

j.

Counting

Answer Key: I.

II.

1.

h

6.

j

2.

f

7.

b

3.

g

8.

i

4.

e

9.

d

5.

a

10.

c

1.

g

6.

h

2.

e

7.

b

3.

f

8.

c

4.

i

9.

d

5.

j

10.

a

Part 2 III. Arrange the following dance figures. _______

(1) Partners face each other Music A

_______

(2) Repeat (a) and (b) three more times, starting L, R, L........................................................... 2 M

_______

(3) Stand in place and kumintang R (1M) and L (1M), free hand on waist ......................... 2 M

_______

(4) Waltz sideward R and L. (Girl holds skirt, boy’s places hands on waist )........................... 2 M

144

Figure 2: ___________ (5) Music B _______

(6) Repeat all (a–d) ............................................................................................................................... 2 M

_______

(7) Execute a three-step turn right in place. Hands as in (b) ................................................. 2 M

_______

(8) Repeat (a), moving backward.................................................................................................... 2 M

_______

(9) Point R foot obliquely forward right (1 M), point R foot across the L in front (1M). (Girl holds skirt, boy hands on waist ) ......................................................................................... 1 M

_______ (10) Starting with the R foot, take two waltz steps forward (Arms in lateral position moving sideward right and left, fingers fluttering) ................................................................................ 2 M _______ (11) Partners face each other. Music A _______ (12) Do-si-do starting with R foot, take two waltz steps forward passing by each other’s R shoulder and two waltz steps backward passing by each other’s L shoulder. (Girl holds skirt, boy’s hands on waist ) ........................................................................................................... 4 M _______ (13) Repeat (a), sideward left. (Reverse arm position) ................................................................. 2 M _______ (14) Repeat all (a–c)................................................................................................................................ 8 M _______ (15) Take two close steps sideward right. ( Arms in lateral position sideward right, kumintang with both hands for every measure) .......................................................................................... 2 M Answer Key: III. 1.

Figure 1

6.

5

11. Figure 3

2.

3

7.

4

12. 3

3.

2

8.

3

13. 2

4.

1

9.

2

14. 4

5.

Partners face each other.

10.

1

15. 1

Part 3 Answer the given sets of questions inside the box. 1.

Explain What are the examples of movements related to person?

2.

Interpret What is the meaning of the Alitaptap folk dance? How is Alitaptap like with the Rabong folk dance?

3.

Application How and where can we use our knowledge in movements related to person?

4.

Perspective How is Alitaptap different from the Rabong folk dance?

5.

Empathy How do you feel towards ‘special’ people who cannot dance?

6.

Self-knowledge What do I do not know about the Alitaptap folk dance?

145


To perform a folk dance titled as Alitaptap

Role

•

Dance performers

•

Technical committee for sounds and music

•

Documentation committee – taking of pictures during the presentation

Audience


Situation

It is in observance of Arts Month, where the pupils will be given a chance to show their talents in dancing, especially in folk dance.


The pupils will perform a folk dance originated in Batangas named as Alitaptap wearing their costumes while the others will act as technical and documentation committees of the dance presentation.

Standards

Rubric for Alitaptap Folk Dance A.

Mastery of Dance

B.

Performance Level

C.


D. Creativity/Originality of Props and Costumes E.

Continuity of Movement/Performance

Advanced (90% and above) – All criteria are evident. Proficient (85–89%) – Letters A, B, D, and E are evident. Approaching Proficiency (16–20%) – Letters A, D, and E are evident. Developing (80–84%) – Letters C and E are evident. Beginning (75–79%) – Only letter D is evident.

146

E d H u e c a a l t t i h o n

CURRICULUM MAP Key Stage Standards: At the end of Grade Two, the learners should be able to demonstrate an understanding and observance of healthy habits and practices in achieving wellness. Grade Level Standards: The learner demonstrates an understanding of personal health, family health, the prevention and control of diseases and disorders as well as injury prevention, safety and first aid, whi ch are factors that facilitate the development of healthy habits and practices. First Quarter – Exploring Nutrition


Content Standards


The learner understands the importance of eating a balanced diet.

1 4 8

Lesson Number and Title Lesson 1: Nutrition

Key Understanding/ Key Question KU: Knowledge about nutrition informs decision making related to personal wellness. KQ: How does knowledge about nutrition inform decision making related to personal wellness?

– Provides energy (Carbohydrates and fats)

•

demonstrates good decision-making skills in choosing food to eat to have a balanced diet.

•

consistently practices good health habits and hygiene for the sense organs.


Knowledge • Healthful food and the body

The learner…

Skills: •

•

– Promotes growth and body- • building (Proteins)

Discuss the importance of eating a balanced meal Discuss the important functions of food Describe what constitutes a balanced diet



Resources

Music – Singing of songs to understand a concept

Hand Signals

Science – Go, grow, glow foods

Technology Student Conference Enhancement CD Materials Graphic Organizer

Arts – Coloring activity English – Describing and telling one’s choice

Pick Me Up Oral Questioning

Web or Concept Map Sharing Observation


PPT: Nutrient Basics RTP: Activity Sheet on Nutrition

– Regulates body functions (Vitamins and minerals)

•

• Guide in eating balanced diet

•

– Food Pyramid for Filipino children (7–12 years old) – Food Plate for Filipino children (7–12 years old)

1 4 9

Consider Food Pyramid and Food Plate in making food choices Display good decision-making skills in choosing the right kinds of food to eat

21st Century Skills: • Obtain, interpret, and understand basic information on healthful food and the body • Articulate effectively thoughts and ideas about Food Plate for Filipino children using oral, written, and nonverbal communication skills in a variety of forms and contexts • Demonstrate the ability to work effectively and respectfully with their classmates

Second Quarter – Exploring Personal Health Content Standards


The learner demonstrates understanding of the proper ways of taking care of the sense organs.

The learner consistently practices good health habits and hygiene for the sense organs.


1 5 0



Lesson 2:

KUs:

Personal Health

Caring for our sense organs will help us avoid health conditions such as lice infestation, scabies, sore eyes, and impacted earwax.

Health habits and hygiene: •

Regular brushing, flossing, and going to the dentist will help us take good care of our mouth and teeth.

•

Skills: •

Care of the eyes, ears, nose – Lice Infestation – Scabies – Sore eyes – Excessive or hardened ear wax (Impacted cerumen)

Practicing health habits and hygiene will help us take care of our sense organs. Caring for our mouth and teeth will help us prevent tooth problems and gum diseases.


Knowledge

Care for the mouth/teeth – Brushing your teeth – Going to the dentist

•

•

Describe ways of caring for the eyes, ears, nose, hair, and skin in order to avoid common childhood health conditions Describe ways of caring for the mouth/ teeth Display selfmanagement skills in caring for the sense organ




Music – Use of songs to introduce a concept

Choral Reading

Science – Concept of sense organs

Hand Signals

English – Knowledge and skills in summarizing concepts and ideas

One-Sentence Summary


Exit Card

TEC Resources:

3-2-1

Personal Hygiene

Summary Frames

PDF: Promoting Health and Wellness

Arts – Use of artistic techniques in expressing concepts

Oral Questioning

Short Quiz Observation Consultation Four Corners Lecture/Discussion Monitoring Record Collage Visual Aids

KQs: Why do we need to care for our sense organs? How do we take care of our sense organs? Why do we need to care for our mouth and teeth? How do we take care of our mouth and teeth?

1 5 1

21st Century Skills: • Obtain, interpret, and understand basic information on personal health and use such information in ways that enhance health habits and hygiene • Articulate effectively thoughts and ideas about personal health using oral, written, and nonverbal communication skills in a variety of forms and contexts • Demonstrate the ability to work effectively and respectfully with their classmates

Hands-on Activity Sticky Notes Board Activity Differentiated Activity – Role play

Third Quarter – Exploring Family Health


Content Standards •

The learner demonstrates understanding of healthy family habits and practices.

•

The learner demonstrates an understanding of managing one’s feelings and respecting differences

Lesson Number and Title Lesson 3: Family Health 1 5 2


Key Understandings/ Key Questions KU: Understanding safety practices at home assists in making good choices about healthy living. KQ: How do safety practices at home assist in making good choices about healthy living?

- Sharing responsibilities in keeping the house clean - Preparing and eating healthful food together - Exercising regularly as a family - Doing recreational activities together • Positive expressions of feelings

The learner consistently adopts healthy family habits and practices.

•

The learner demonstrates positive expression of feelings toward family members and ways of coping with negative feelings.


Knowledge

• Healthy family habits and practices

•

Skills: • Describe healthful habits of the family •

Demonstrate good family healthful habits and practices

•

Explain the benefits of healthy expressions of feelings

•

•

Express positive feelings in appropriate ways Demonstrate positive ways of expressing negative feelings such as anger, fear, or disappointment



Resources


MAPS (musicaction-playsing)

English – communication skills

Picture analysis


Brainstorming

Video on Family Health

Arts – Use of artistic techniques in expressing concepts, scrapbookmaking

Journal Entry/ Scrapbook

RTP: Activity Sheet on Family Health

Enriching Through Singing Role-playing Visual Assessment



1 5 3

•

Obtain, interpret, and understand basic information on healthful family habits and practices and use such information in ways that enhance health habits and hygiene

•

Articulate effectively thoughts and ideas about healthful family habits and practices using oral, written, and nonverbal communication skills in a variety of forms and contexts

•

Demonstrate the ability to work effectively and respectfully with their classmates

Fourth Quarter – Exploring Injury Prevention, Safety, and First Aid


Content Standards


The learner demonstrates understanding of rules to ensure safety at home and in school. Lesson Number and Title Lesson 4: Injury Prevention, Safety, and First Aid 1 5 4

Key Understanding/ Key Question KU: Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. KQ: How can one reduce the risk of injury to oneself and others?


Knowledge

• Road safety - Road safety practices as pedestrians - Road safety as passengers - Road hazards and accident prevention • Community safety - Hazards in the community - Safety guidelines

The learner demonstrates consistency in following safety rules at home and in school.

Skills: • Discuss one’s right and responsibilities for safety •

•

•

•

Identify hazardous household products that are harmful if ingested or inhaled, and if touched especially electrical appliances Recognize warning labels that identify harmful things and substances Explain rules for the safe use of household chemicals Follow rules for home safety

Points of Integration (Subject/ Values) Music – Use of songs to introduce a concept Values Education – Development of decisionmaking skills and problemsolving skills


Resources

MAPS (Music– Act-Play-Sing)


KWL (Know, Want to Know, Learned)


Choral Reading Picture Analysis Hand Signals Role Playing Problem Solving Learning Log Say Something 3-Minute Pause Quick Write

Video on First Aid PPT: First Aid

•

Identify safe and unsafe practices and conditions in the school


Obtain, interpret, and understand basic information on rules to ensure safety at home and in school in ways that enhance health habits and hygiene

•

Establish and monitor personal and family health goals

•

Articulate effectively thoughts and ideas about rules to ensure safety at home and in school using oral, written, and nonverbal communication skills in a variety of forms and contexts

•


1 5 5

Open-ended Statements 3-2-1 Pair Work

1 5 6

FIRST QUARTER Exploring Nutrition Summary: The lessons in this quarter will help the pupils understand the importance of eating food that makes their body healthy. The lectures and class activities will help pupils to understand the importance of the right food that promotes growth and development, provides energy, and regulates body functions. Different formative assessments like web or concept map, hand signals, and pupils’ conference will support to check the pupils’ awareness on the concepts of healthful food, Food Pyramid, and Food Plate in making food choices. Grade Level Standards: The learner demonstrates an understanding of personal health, family health, the prevention and control of diseases and disorders as well as injury prevention, safety and first aid, which are factors that facilitate the development of healthful habits and practices. Pre-assessment: KWL chart Pre-assess the pupils’ knowledge on the types of food. Show them pictures that are posted in the classroom. Find out if they have understood their first grade lesson on healthful food. Do a relay game where three pupils will be assigned to stand in front of the class. Each of them will hold a paper, which has the “Go, Grow, and Glow” food groups. As you name the types of food, let the pupils form a line at the back of each pupil who has the right food group label. Any one of these activities could be done so you can determine the extent of the review on nutrition. Formative Assessments: •

Hand Signals

•

Pick Me Up

•

Oral Questioning

•

Student Conference

•

Graphic Organizer

•

Web or Concept Map

Lesson 1: Nutrition

No. of Days – 10 days Resources: The 21st Century MAPEH in Acon 2 Worktext

Knowledge: •

Healthful food and the body -

Provides energy (Carbohydrates and fats)

-

Promotes growth and body-building (Proteins)

157

Technology Enhancement CD Materials PPT: Nutrient Basics

•

Regulates body functions (Vitamins and minerals)

Guide in eating balanced diet -

Food Pyramid for Filipino children (7–12 years old)

-

Food Plate for Filipino children (7–12 years old)

RTP: Acvity Sheet on Nutrion

Skills: •

Discuss the importance of eating a balanced meal

•

Discuss the important functions of food

•

Describe what constitutes a balanced diet

•

Consider Food Pyramid and Food Plate in making food choices

•

Display good decision-making skills in choosing the right kinds of food to eat


Obtain, interpret, and understand basic information on healthful food and the body

•

Articulate effectively thoughts and ideas about Food Plate for Filipino children using oral, written, and nonverbal communication skills in a variety of forms and contexts

•



To start the lesson, have the pupils sing the song “Food That Make you Strong” to the tune of “ Bahay Kubo.” This is found in the Get Set section of the worktext.

2.

Ask the pupils: “What do you eat every day for breakfast? Lunch? Dinner? Snacks?”

3.

The pupils may have varied replies. Relate their answers on today’s lesson.

4.

Present the Key Understanding and key question to guide you for the day/quarter activities.

Body/Developmental:


Music – Singing of songs to understand a concept

Key Understanding:

Day 1

Introduction 1.

Ask the pupils if the food they eat are nutritious.

2.

Discuss the rights of a child to nutrition.

3.

Direct the pupils’ attention to the “Did you know that…” part of the worktext wherein the right of a child to nutrition globally recognized is discussed.

4.

To check the pupils’ understanding of the lecture, ask the pupils questions from time to time. In response to the question cue, ask the pupils to respond orally at the same time. The response could

Knowledge about nutrion informs decision making related to personal wellness. Key Queson:

158

How does knowledge about nutrion inform decision making related to personal wellness? Formave Assessment: Oral Quesoning

be either to answer a question or to repeat something you have said. Days 2–3

Balanced Meal

An acvity on Acquision Evidences is available in the Technology Enhancement CD PPT: Nutrient Basics

1.

Discuss what a balanced meal is.

2.

Explain to the class the importance of eating a balanced meal.

3.

Check the pupils’ understanding. Do a hand signal for the question: Can you label a nutritious food? a.

Thumbs up means “Yes, I can!”

b.

Thumb to the side means “I’m not sure. Maybe.”

c.

Thumbs down means “I’m lost. I have questions.”

4.

For the pupils whose hand signals show a little understanding, present a graphic organizer. For the pupils whose hand signals show understanding, make them a peer tutor.

5.

Explain to the class the importance of eating a balanced meal.

Formave Assessment: Hand Signal

Point of Integraon: Science – Go, grow, glow foods

Days 4–5

Go, Grow, Glow 6.

Play the game Pick Me Up. Lay on the floor pictures/names of foods. Get one food that is nutritious then post it on the board.

7.

Group the food into Go, Grow, and Glow.

8.

Discuss each food group.

An acvity on Pracce Strategies is available in the Technology Enhancement CD

9.

Have the pupils answer Activity 1: I Know the Food Group found in the Health Hub section.

RTP: Acvity Sheet on Family Health

10. Have the pupils answer Activity 2: Go? Grow? Glow? found in the Health Hub section. 11. Walk around the classroom and observe the pupils as they work. Have a one-on-one conversation with the pupils to check their level of understanding. 12. Encourage them to share their work in front of the class.


Pick Me Up (Game)

Days 6–7


Food Pyramid for Filipino Children

Student Conference

13. Present to the class the Food Pyramid for Filipino children (7–12 years old).


14. Ask the pupils if their meals every day follow the said food guide.

Arts – Coloring acvity

15. Call three to five pupils and have them share what they eat every meal. Relate their answers on the concept taught about eating a balanced diet.

Formave Assessments: Oral Quesoning

16. Have the pupils answer Activity 3: What I Know About Filipino Food in the Health Hub section. 17. Walk around the classroom and observe the pupils as they work. Have a one-on-one conversation with the pupils to check their level of understanding.

159

Sharing

18. Encourage them to share their work in front of the class. Formave Assessment:

Days 8–10

Observaon

Eating Plan for Healthful Living 19. Discuss what a healthy plate looks like in the Go and Learn section.


20. Have the pupils answer Activity 4: This Is My Plate in the Health Hub section.

English – Describing and telling one’s choice

21. Have the pupils accomplish Activity 5: Helping Mother Plan a Lunch Menu in the Health Hub section. 22. Have the pupils answer Activity 6: My Lunchbox in the Health Hub section. 23. Walk around the classroom and observe the pupils as they work. Have a one-on-one conversation with the pupils to check their level of understanding. Conclusion/Evaluation Have the pupils do the Summative Assessment at the end of this lesson. Note: It is highly recommended that the self-assessment activity be made a part of your teaching repertoire. With the pupils doing this regularly, they will, in spite of their young age, be made aware of their development and be trained to be responsible for their own learning. To be able to appreciate more the health lessons discussed in this quarter, use the enhanced CD companion for this book. There is a video presentation about health which can be played on a personal computer. Follow the instructions indicated on the enhanced CD.

160

TEACHER’S GUIDE AND KEY TO CORRECTION Activity 1: I Know the Food Group Have the pupils cross out the food that do not belong in the food group. Answer Key: 1.

1st and 2nd pictures

4.

1st and 4th pictures

2.

1st and 6th pictures

5.

5th and 6th pictures

3.

2nd and 4th pictures

Activity 2: Go? Grow? Glow? After checking the pupils’ answers, discuss the importance of eating a variety of food in each group. Answer Key: Go – bread, pastries, rice Grow – chicken, meat, fish, eggs, cheese, milk Glow – fruits (apple, grapes), vegetables (broccoli, carrot) Activity 3: What I Know About Filipino Food This activity gives the pupils to reflect and assess how well they know about Filipino food. Activity 4: This Is My Plate Remind the pupils to draw what they want in their meals and what would be healthful for them. Activity 5: Helping Mother Plan a Lunch Menu This activity gives the pupils opportunity to apply their knowledge of Food Plate for Filipino children. Activity 6: Food Groups in My Lunchbox This activity should train the pupils to help in deciding their packed lunch.



2.


Part 1 I.

Choose the best answer. Write the letter on the space provided. _____ 1.

_____2.

What type of food gives you energy? a.

Go food

b.

Grow food

c.

Glow food

Which is not a grow food? a.

chicken

b.

nuts

c.

apple

161

_____ 3.

_____ 4.

_____ 5.

_____ 6.

_____7.

_____8.

_____9.

_____10.

II.

What type of food are body-building food? a.

Go food

b.

Grow food

c.

Glow food

What type of food helps you to have healthy skin, shiny hair, and bright eyes? a.

Go food

b.

Grow food

c.

Glow food

Which is not good for your body? a.

water

b.

soda

c.

milk

What makes your bones strong? a.

milk

b.

soft drink

c.

water

Which contain vitamins and minerals that keep you grow healthy? a.

sweets

b.

fruits and vegetables

c.

chips

Which food gives you healthy skin? a.

orange

b.

egg

c.

ice

Which set of food is a balanced meal? a.

bread, milk, banana

b.

rice, fish, meat

c.

rice, vegetables, fruits

Which set of food is healthy? a.

rice, hotdog, soda

b.

rice, vegetables, water

c.

rice, instant noodles, tea

Group the food into Go, Grow, and Glow. Write your answer in the table provided. squash

chicken

nuts

apple

meat

bread

milk

watermelon

rice

tomato

cheese

fish

cereals

grapes

squid

162

Go Foods

Grow Foods

Glow Foods

Answer Key: I.

II.

1.

A

6.

A

2.

C

7.

B

3.

B

8.

A

4.

C

9.

A

5.

B

10.

B

Go Foods – bread, rice, cereals Grow Foods – chicken, nuts, meat, fish, milk, cheese, squid Glow Foods – squash, apple, watermelon, grapes

Part 2 The process of choosing healthful food appropriate for Filipino children is shown in Activity 3 or Activity 4 in the Health Hub section. For the assessment of process or skills, have the pupils use any one of these activities. Be able to monitor the pupils’ growth as they go through the process of understanding the concept of healthful food. Rubrics are found in the Appendix.

Part 3 Spaghe

Rice

Rice

French fries

Fried chicken

Vegetables

Apple pie

Banana

Fish

So drink

Water

Water

Given the sets of food above: 1.

Choose the set of food that you like most.

2.

Why do you like them?

3.

What do they give to your body?

4.

Do you think you will grow healthy when you eat those type of food?

163


To perform a culminating activity showcasing your skills and knowledge on nutrition for Filipino children

Role

You are a chef, a nutritionist, a teacher, an artist, an illustrator, or a graphic designer.

Audience

Grade 2 pupils and MAPEH teacher

Situation

Many pupils eat food that are offered in fast food chains. They do not think about the health benefits of the food that they are eating. You need to teach them by means of showing a poster that has a balanced meal or sing them a rap song that conveys clear ideas of a balanced meal.


•

A poster that shows a set of a balanced meal

•

A rap that conveys clear ideas of a balanced meal

Standards

Criteria: A.

Relevance of Content

B.

Organization

C.

Attractiveness in Visuals or Rhythm

D. Quality of Work E.

Cooperation

Advanced (26–30% and above) – All criteria are evident. Proficient (21–25%) – Letters A, B, C, D, and E are evident. Approaching Proficiency (16–20%) – Letters A, D, and E are evident. Developing (11–15%) – Letters C, D , and E are evident. Beginning (6–10% and below) – Letters C, D, and E are evident.

164

SECOND QUARTER Exploring Personal Health Summary: This quarter will help the pupils understand the nature of medical conditions concerning the sense organs: lice infestation, scabies, sore eyes, excessive or hardened earwax, and tooth and gum problems. Through the use of varied teaching strategies such as lecture/discussion, use of visual aids, and hands-on activity, the pupils will learn the causes, the treatments, and the prevention of these medical conditions. They will also learn self-management skills in caring for the sense organs. Activities during discussion will engage the pupils to participate actively. Formative assessments such as hand signals, asking questions, choral response, giving summaries and newspaper headlines, observation of pupils while working on activities, pupil consultations, and differentiated activities will be carried out to check the pupils’ understanding of the lessons and ensure that competency standards are met. Lastly, a summative assessment in KPUP format will be used to test if the pupils achieved the goals for this quarter. Grade Level Standards: The learner demonstrates an understanding of personal health, family health, the prevention and control of diseases and disorders as well as injury prevention, safety and first aid, which are factors that facilitate the development of healthful habits and practices. Pre-assessment: The following pre-assessment activity is a class effort. Use this activity to gauge the pupils’ prior knowledge of the important points of this quarter’s lessons. 1.

Write each of the following phrases on sticky notes. Use one sticky note per item. Fold the notes to conceal the written phrases. Stick the notes on one side of the board. Share comb or hairbrush with friends Come to school even if you have sore eyes See a doctor when experiencing eye irritations Scratch the skin if there are rashes Take a bath daily Try to clean ears when painful Go to the dentist at least twice a year Wash hands regularly Rub the eyes when itchy Go to sleep even without brushing your teeth Brush and floss teeth at least twice a day Borrow clothes from a friend

165

2.

Divide the board into two sections. Write “Do’s” on the left side and “Dont’s” on the right side. Explain to the class that these words represent the things that they should and should not do when caring for their personal health.

3.

Call on pupils who would like to participate in the activity. Each pupil will pick one sticky note, will open it, and read the phrase aloud. The class will then do a choral response of where the sticky note should belong in the section on the board. They will respond “Do” or “Don’t.” The pupil holding the note will then stick it under the appropriate answer. Guide each pupil in doing the task.

4.

If there are pupils who disagree with the class’ answers, ask them their reasons. This might show misconceptions they have on the topics. Guide these pupils in correcting their misconceptions.

Formative Assessments: •

Choral Reading

•

Oral Questioning

•

Hand Signals

•

One-Sentence Summary

•

Exit Card

•

3-2-1

•

Summary Frames

•

Short Quiz

•

Observations

•

Consultations

•

Four Corners

Lesson 2: Personal Health No. of Days – 10 days

Knowledge:

Resources:

Health Habits and Hygiene


•

•

Care for the Eyes, Ears, and Nose –

Lice Infestation


–

Scabies

TEC Resources:

–

Sore Eyes

Personal Hygiene

–

Excessive or Hardened Earwax (Impacted Cerumen)

PDF: Promong Health and Wellness

Care for the Mouth and Teeth –

Brushing Your Teeth

–

Going to the Dentist

166

Skills: •

Describe ways of caring for the eyes, ears, nose, hair, and skin in order to avoid common childhood health conditions

•

Describe ways of caring for the mouth/teeth

•

Display self-management skills in caring for the sense organs


Video: Personal Hygiene

Obtain, interpret, and understand basic information on personal health and use such information in ways that enhance healthful habits and hygiene

•


•

Articulate effectively thoughts and ideas about personal health using oral, written, and nonverbal communication skills in a variety of forms and contexts

•

An acvity on Learning Objecves is available on the Technology Enhancement CD


Music – Use of songs to introduce a concept Science – Concept of sense organs Key Understandings:



Write on the board the words “SENSE ORGANS.”

2.

Ask the pupils what they know about sense organs.

3.

Ask them about the five senses: sense of sight, sense of smell, sense of hearing, sense of taste, and sense of touch.

4.

Have them give the corresponding part of the body responsible for these senses.

5.

Give the activity found in the Get Set part of the worktext. The pupils will sing “Head, Shoulders, Knees, and Toes” to the tune of “London Bridge” while touching the parts of the body mentioned in the song.

Body/Developmental:

•

Caring for our sense organs will help us avoid health condions such as lice infestaon, scabies, sore eyes, and impacted earwax.

•

Praccing health habits and hygiene will help us take care of our sense organs.

Key Quesons: •

Why do we need to care for our sense organs?

•

How do we take care of our sense organs?

Day 1

Introduction – Lice Infestation 1. 2.

To start the lesson, have the pupils sing the song “Head, Shoulders, Knees, and Toes” to the tune of “London Bridge.”


Present the Key Questions:

Oral Quesoning

a.

Why do we need to care for our sense organs?

b.

How do we take care of our sense organs?

3.

Discuss to the class the importance of keeping a healthful habit and good hygiene.

4.

Ask the pupils if they had already seen head lice. Ask them to describe what head lice look like.

5.

Have some pupils recount how it feels to have head lice and how they get rid of them.

167

Choral Reading

6.

Give the lecture on lice infestation, treatment, and prevention.

7.

Have the pupils do a choral reading of important points from the worktext like ways to prevent head lice infestation.

8.

Ask questions from time to time to make sure the pupils understand the topic.

9.

Have the pupils start Activity 3: My Personal Hygiene Record of the Health Hub. It is a week-long monitoring activity that they need to accomplish daily. Formave Assessments: Hand Signals

Day 2

Consultaon

Scabies 10. Ask the pupils if they are familiar with scabies. Let them relate what they know about this disease. 11. Ask them if they had experienced having scabies or if they know someone who had scabies. 12. Discuss scabies, its prevention and treatment. 13. Check the pupils’ understanding of the lesson by doing hand signals. 14. The pupils will signal thumbs up if they understand the lesson, a thumbs down if they do not understand the lesson, or a thumb to the side if they still have questions about the lesson. Apply interventions for those who have questions and those who do not understand the lesson. Do a one-on-one consultation with these pupils. 15. Give the pupils time to do Activity 1: Health Product of the Health Hub. 16. For their homework, ask the pupils to find and bring pictures of health products that are used in maintaining personal health and hygiene. They can get pictures from magazines or the Internet with the help of their guardians or parents. Day 3


English – Knowledge and skills in summarizing concepts and ideas Arts – Use of arsc techniques in expressing concepts

Sore Eyes 17. Bring a pair of sunglasses in class. 18. Relate to the class that it is a common joke or misconception that if someone is wearing sunglasses, he or she has sore eyes. 19. Ask the pupils why they think people with sore eyes wear sunglasses. 20. Give a lecture on sore eyes. Discuss its treatment and prevention. 21. Call on pupils to give a one-sentence summary about the discussion. 22. Divide the class in groups. Have the pupils bring out the pictures of health products. As a group, they will make a collage out of the pictures they brought. After which, they will describe their work in class.

168

Formave Assessment: One-sentence Summary

Day 4


Excessive or Hardened Earwax (Impacted Cerumen)

Exit Card

23. Pin a poster of an ear showing its parts.

3-2-1

24. Using a clear tape or a masking tape, put pieces of crumpled paper in the ear canal. 25. Ask the pupils what those crumpled paper found in the ear canal represent. 26. After they have answered correctly, ask them how they clean their ears. 27. Give a lecture on excessive or hardened earwax, its treatment and prevention. Ask questions from time-to-time to make sure that the pupils are following the discussion. 28. To check the pupils’ understanding of the lesson discussed, provide them with index cards that will serve as their exit card. Write on the board the following: a.

3 things you found out

b.

2 interesting things about the topic

c.

1 question you still have

29. Give instructions to the pupils to write on their index cards the things being asked on the board. They will submit their index cards as they leave the classroom. Day 5

Care for the Mouth and Teeth

Key Understandings:

30. Show pictures of children with missing tooth or teeth and pictures of gingivitis or gum disease.

•

Caring for our mouth and teeth will help us prevent tooth problems and gum diseases.

•

Regular brushing, flossing, and going to the denst will help us take good care of our mouth and teeth.

31. Ask the pupils why they think these conditions happened. 32. Present the Key Questions: a.

Why do we need to care for our mouth and teeth?

b.

How do we take care of our mouth and teeth?

33. Proceed to discuss the lesson on caring for the mouth and teeth. 34. Show a poster of a tooth and its parts. Explain how tooth loss and gingivitis happen. 35. Have the pupils do the Summary Frame activity to check their understanding of the lesson. Write on the board the following: _______________ happens because _______________.

Key Quesons:

•

Why do we need to care for our mouth and teeth?

•

How do we take care of our mouth and teeth?

36. Ask them to complete the statement shown on the board by giving cause and effect relationship. 37. Tell the pupils to prepare for a short quiz on the next meeting. Ask them also to bring their toothbrush and toothpaste in class.

169

Formave Assessment: Summary Frames

Day 6 Formave Assessments: Short Quiz

Proper Ways of Brushing Teeth 38. Give Activity 2 and Activity 4 of the Health Hub as a short quiz to test the knowledge learned by the pupils from the start of the quarter.

Observaon

39. Discuss the answers to the short quiz.

An acvity on Acquision Strategies is available on the Technology Enhancement CD.

40. Give a lecture on the proper ways of brushing the teeth. Ask the pupils if they follow these in brushing their teeth. 41. Have the pupils do a hands-on activity on proper brushing using their personal toothbrush and toothpaste. Divide the class in groups and have the groups take turn in doing the activity.

PDF: Promong Health and Wellness

42. Observe the pupils as they perform the task. Check if they follow the proper way of brushing the teeth. 43. Take this chance to have the pupils demonstrate handwashing. Observe them as they wash their hands and note if they are aware of the proper and effective way of handwashing. Demonstrate and teach the pupils the proper handwashing techniques. Day 7

Formave Assessment: Four Corners

Going to the Dentist 44. Write on the board the question: When was the last time you went to the dentist? 45. Give the pupils sticky notes. Have them write their answer on the sticky note and pin them on the board next to the question. 46. Go over the sticky notes and read their answers. 47. Ask the pupils the procedures done by their dentist on their last visit. 48. Discuss the importance of going to the dentist at least twice a year. 49. Show a dental floss and explain what it is for and how it is used. 50. To check the pupils’ understanding of the lessons, have them perform the Four Corners activity. Assign the four corners of the room with the following statements: “I’ve got it,” “I know a lot,” “I know a little bit,” and “Not a clue.” Ask the pupils to move to the corner of the room that represents their knowledge of the lesson discussed. Apply interventions to the pupils who went to the “I know a little bit” and “Not a clue” corners. Conduct a one-on-one consultation with these pupils.

Self-assessment

Days 8–10

Activities

Differenated Acvity

51. Have the pupils finish and submit the monitoring activity of their personal hygiene that was tasked on the first day of the lesson. 52. Ask the pupils to do Activity 5: What’s the Treatment? of the Health Hub.

170

53. Have them perform any of the activities found in Activity 6: Differentiated Activities of the Health Hub. The pupils will work in pairs and will take turns to be the doctor and the patient. They will choose which among the list of doctors they would like to portray. Give the pupils time to prepare for their presentation.


Have the pupils do the self-assessment activity at the end of this lesson. They will color the happy face to show that they meet the goals of this lesson and the sad face if not.

2.

Have them answer the Summative Assessment: •

Differentiated activity – role playing

171

TEACHER’S GUIDE AND KEY TO CORRECTION Activity 1: Health Products This activity will test the pupils’ knowledge of products used in maintaining hygiene and personal health. Answer Key: 1.

Deodorant

2.

Lotion

3.

Bath soap

4.

Cotton buds

5.

Toothbrush

Activity 2: I Know This activity is given as part of a short quiz to test the pupils’ understanding of the discussed lessons. Answer Key: 1.

Head

2.

Red

3.

One or both eyes

4.

Avoid touching

5.

Teeth

Activity 3: My Personal Hygiene Record In this activity, the pupils will keep a daily record of their health habits regarding personal hygiene. This activity will help them remember to perform the tasks described daily. Check if the pupils have completed the record and if they have been truthful with their answers. Check if they have answered the questions given at the end of the record. Activity 4: Name the Illness This activity is given as part of a short quiz to test the pupils’ understanding of the discussed lessons. Answer Key: 1.

C

2.

D

3.

A

4.

E

5.

B

172

Activity 5: What’s the Treatment This activity will test the pupils’ knowledge of the lessons. Answer Key: Sore eyes

Contact your eye doctor.

Tooth loss

Brush your teeth regularly.

Scabies

Keep your body and your surroundings clean to keep away the mites.

Hardened earwax

Contact your ear doctor.

Head lice

Avoid sharing combs and brushes with other children.

Activity 6: Differentiated Activities Explain the activity to the pupils so they can understand that they should work with a partner and that they can choose one from the given roles. The pair will take turns acting as the patient and as the doctor. Their performance will be evaluated using the following rubric: Rubric for Role Playing Criteria Understanding of the topic

Presentation

Beginning (1 point)

Proficient (3 points)

Fairly Advanced (4 points)

Information is mostly accurate but lacking.

Information is mostly accurate and complete.

Information is accurate and complete.

Fair understanding of the topic.

Good understanding of the topic.

Indicates a clear understanding of the topic.

Developing (2 points)

Advanced (5 points)

Information presented is inaccurate and incomplete.

Information is somewhat accurate and lacking.

Presentation is off-topic.

Poor understanding of the topic.

Unclear delivery of lines.

Dialogues are diffi cult to hear.

Dialogues are clear.

Dialogues are clear.

Dialogues are loud and clear.

Some movements are present.

Uses body language.

Uses body language.

Engages audience.

Actors show some confidence.

Appropriate use of body language.

Lacks body language. Audience is bored. Lacks information.

Engages audience inadvertently. Some information is present.

Presents some information.

Engages audience consistently. Presents sufficient information.

173

Actors are confident. Entertaining; engages audience consistently. Presents complete information.



2.


Part 1 I.

Identification: Identify which body part or sense organ uses the following hygienic products. Eyes

Ears

Mouth

Hair

Nose

Ears

Skin

Teeth

Head

1.

2.

3.

4.

5.

Using the same choices of body parts/sense organs, identify what part is affected by these diseases or conditions: __________ 6.

Hardened cerumen

__________ 7.

Scabies

__________ 8.

Cavities

__________ 9.

Lice infestation

__________ 10.

Sore eyes

174

II.

Matching Type: Match the treatment and prevention with the corresponding type of disease it addresses. Write the letter of the correct answer on the space provided. Items in column B can be used more than once. A

B

_____ 1. Brushing and flossing regularly.

a. Cavities

_____ 2. Keeping surroundings clean to prevent mites.

b. Sore eyes

_____ 3. Using medicated shampoo as prescribed by the doctor.

c. Lice infestation

_____ 4. Consulting an eye doctor.

d. Scabies

_____ 5. Avoiding sharing combs, hairbrushes, and clothes.

e. Impacted cerumen

_____ 6. Consulting a dermatologist if you have itchy rashes. _____ 7. Consulting a dentist at least twice a year. _____ 8. Avoiding touching the eyes when you have not washed your hands. _____ 9. Taking a bath regularly to keep earwax at a healthy level. _____ 10. Eating a lot of fruits and vegetables and drinking water instead of soda. Answer Key: I.

1. 2. 3. 4. 5.

Skin Skin Hair Hair Teeth/Mouth

6. 7. 8. 9. 10.

Ears Skin Teeth Head Eyes

II.

1. 2. 3. 4. 5.

A D C B C

6. 7. 8. 9. 10.

D A B E A

Part 2 Complete the chart of medical conditions using the following phrases. Write the corresponding letter of your answer. a.

consult an eye doctor

b.

lice infestation

c.

effect of allergies, infection, or too much sun exposure

d.

skin infested with tiny mites

e.

avoid touching your eyes when you have not washed your hands

f.

brush and floss teeth regularly

g.

excessive production of earwax that is not cleared regularly

h.

use of medicated shampoo

i.

clean your surroundings to keep away from mites

j.

cavities

175

Medical Condition

Cause

Treatment

Prevention

________________

personal contact or sharing of hats, ________________ combs, and clothing

Avoid sharing hats, combs, and clothing

Scabies

________________

Consult a dermatologist

________________

Sore eyes

________________

________________

________________

Impacted cerumen or earwax ________________

Consult a doctor

Bathe regularly to keep earwax at healthy levels

________________

Consult a dentist

________________

Caused by plaques

Answer Key: Medical Condition

Cause

Treatment

Prevention

B

personal contact or sharing of hats, combs, and clothing

H

Avoid sharing hats, combs, and clothing

Scabies

D

Consult a dermatologist

I

Sore eyes

C

A

E

Impacted cerumen or G earwax

Consult a doctor

Bathe regularly to keep earwax at healthy levels

J

Consult a dentist

F

Caused by plaques

Part 3 Have the pupils show their understanding of the lessons by answering one question from each of the boxes below. You may decide if the pupils will answer in written or oral form. 1.

Explain What might happen if lice infestation is not treated? What might happen if cavities are not treated and prevented?

2.

Interpret Why does taking care of your sense organs important? How does taking care of your sense organs relate to you?

3. Application How can you use the knowledge you learned in this quarter? How and where can you use the knowledge and skills you learned from this quarter?

176

4. Perspective What do you think are other people’s reaction to lice infestation and scabies? How do you think people treat others with sore eyes? 5.

Empathy What would it be like to suffer from these medical conditions (lice infestation, scabies, sore eyes, impacted cerumen, and tooth cavities)? How might a friend who has one of these medical conditions feel about you offering help?

6.

Self-knowledge How will you rate your personal hygiene based on what you have learned? (5 as the highest and 1 as the lowest) Based on your current personal health habits and hygiene, do you think you are protected from getting these medical conditions? Explain your answer.


To make a brochure or leaflet that will contain information about lice infestation, scabies, sore eyes, impacted cerumen, and tooth and gum problems

Role

Pupils will be health workers for a day.

Audience

Teachers and classmates

Situation

The pupils, taking the role of health workers, volunteer to make informational materials that will increase awareness of the public regarding medical condition involving the sense organs.


Brochures or leaflets

Standards

The following criteria will be used in evaluating the pupils’ products: 1.

2.

Content a.

Completeness of data

b.

Accuracy of information

c.

Effectiveness

Overall presentation a.

Format and organization

b.

Creativity

Refer to the Appendix for the complete rubrics for brochures and leaflets.

177

THIRD QUARTER Exploring Family Health Summary: The family is the single most important institution in the society where each one of us belongs. It is most important that the family is of its utmost health to be happy and efficient. This quarter concentrates on the enhanced understanding of the health of the family. Healthy habits and practices of the family, as well as their positive expression of feelings will be studied in this quarter. The pupils will learn the responsibilities of each family member in making and keeping their house a clean and comfortable place to dwell. The pupils will know the right kinds of food for a hearty and healthful meal for the family to share and eat together, and to become physically fit, the pupils will be aware of the physical activities or exercises that the family might do together to achieve fitness and health. Not only physically healthy but more so emotionally balanced and intelligent. The pupils will learn to develop the ability to understand and manage emotions and behavior. Grade Level Standards: The learner demonstrates an understanding of personal health, family health, the prevention and control of diseases and disorders as well as injury prevention, safety and first aid, which are factors that facilitate the development of healthful habits and practices. Pre-assessment: Prompt the pupils to list down the following to know the extent of the discussion of the topics in class: 1.

Five health habits and practices of their family

2.

Five responsibilities as a member of the family in maintaining their family healthy

3.

Five physical activities that they do with their family as a form of exercise

4.

Five things that make their family happy in doing together

Formative Assessments: •

One-minute paper

•

MAPS (Music-Action-Play-Sing)

•

Picture Analysis

•

Brainstorming

•

Journal Entry/Scrapbook

•

Enriching Through Singing

•

Role Playing

•

Visual Assessment

178

Lesson 3: Family Health No. of Days – 10 days

Knowledge: •

•

Resources:

Healthful family habits and practices -

Sharing responsibilities in keeping the house clean

-

Preparing and eating healthful food together

-

Exercising regularly as a family

-

Doing recreational activities together


Technology Enhancement CD Materials Video on Family Health RTP: Acvity Sheet on Family Health

Positive expressions of feelings

Skills: •

Describe healthful habits of the family

•

Demonstrate good family health habits and practices

•

Explain the benefits of healthy expressions of feelings

•

Express positive feelings in appropriate ways

•

Demonstrate positive ways of expressing negative feelings such as anger, fear, or disappointment


Obtain, interpret, and understand basic information on healthful family habits and practices and use such information in ways that enhance health habits and hygiene

•

Articulate effectively thoughts and ideas about healthful family habits and practices using oral, written, and nonverbal communication skills in a variety of forms and contexts

•

Demonstrate the ability to work effectively and respectfully with classmates


Start the day by greeting and asking the class (but don’t call on pupils to reply but instead let them think of their response). a.

At home, what did you do yesterday in helping to make your house clean?

b.

Do you take part in your household chores? What is your responsibility?

2.

Ask the pupils to bring out paper and pen and in one minute, write down their answers. Repeat the questions to help them remember.

3.

Collect the papers and randomly call pupils to discuss their answers. Point of Integraon:

Body/Developmental:


Day 1

Introduction 1.

Introduce to the class the song in the worktext “My Feelings,” sung to the tune of “London Bridge Is Falling Down.”

179

2.

Sing the song with the class.

3.

Divide the class into groups of five. Ask them to create an action or dance steps while singing the song “My Feelings” to the tune of “London Bridge Is Falling Down.”

Key Understanding:

Understanding safety pracces at home assists in making good choices about healthy living.

4.

Call on each group to perform in class what they have composed.

5.

After each performance, ask the pupils to clap 1 for a good job and 2 claps for very good.

6.

Begin a discussion by asking the following questions:

Key Queson:

a.

What does the song tell about?

b.

What are the feelings mentioned in the song?

c.

Do you keep your feelings to yourself or do you share it with others?

How do safety pracces at home assist in making good choices about healthy living?

7.

Have the pupils answer Activity 5: How I Feel Today? in the Health Hub section.


MAPS (Music-Act-Play-Sing) Enriching Through Singing

Day 2

Keeping the House Clean 8.

9.

Show to the class the pictures of the following: a.

a happy family

b.

a messy living room

c.

a clean and orderly bedroom

d.

a family working together in the house

An Acvity on Learning Objecve is available on the Technology Enhancement CD Introducon to Family Health.

Ask the pupils the following questions:

hp://www.slideshare.net

a.

For you, what is a happy family? When is a family happy?

/kishooami/family-health-

b.

What is your role in the family’s household chores?

15497915?next_ slideshow=1

c.

Are you responsible in performing your task at home?

d.

How can you help your family become happy and healthy?

10. On the Go and Learn part, talk about some of the household chores that a Grade 2 pupil can do that is shown in the picture. 11. Lead the pupils to think about what else they can and able to do to help their family particularly in keeping their home clean. 12. Randomly call pupils to recite what’s on their mind.


MAPS (Music-Act-Play-Sing) Hand Signals


Picture Analysis

Day 3

Brainstorming

Household Chores That a Grade 2 Pupil Can Do

Journal Entry/Scrapbook

13. Direct the pupils’ attention to the graphic organizer provided for in this section. 14. Begin the study of the day by asking the following questions to start a discussion. a.

How many of these chores have you done?

b.

How do you help in keeping your house clean?

180


Visual Assessment

Day 4


Preparing and Eating Food 15. Explain to the class that eating family meals together is a good practice in keeping the family strong and intact.

Journal Entry

16. Let the pupils share their family meal practices at home. 17. Reminder to class: “Tonight before you go to bed, record your dominant feelings of the day in your “My Journal of Feelings.”” Day 5


Family Activities

Art – Use of arsc techniques in expressing concepts, scrapbook making

18. Give a brief discussion on the activities that a family might do together. 19. Cite some examples such as exercising regularly and other recreational activities. 20. Let the pupils share their personal experiences by asking this question: “Do you have a regular schedule for physical activity in your family?”


Journal Entry

Day 6

Proper Ways to Express Feelings


21. Begin the day with a greeting and let the class stand up and sing the song “My Feelings” with the action they created on the Get Set part of the lesson. Have them repeat singing the song twice. 22. Have the pupils look at the different facial expressions that can be found in the worktext. 23. On a bond paper, draw the facial expression that pupils have chosen and label what feeling it expresses too.

Visual Assessment


English Language – communicaon skills

24. Ask them, “Have you experienced any of these feelings? Why? When?” 25. Include the drawing in the journal/scrapbook. 26. After the drawing and discussion, ask the pupils to bring out their pad papers and pens and be ready for a quiz. 27. Have the pupils exchange papers and ask them to write “corrected by:” and their names. Start calling pupils randomly for the answers then begin checking the papers. 28. Reminder to class: “Tonight before you go to bed, record your dominant feelings of the day in your “My Journal of Feelings.”” Day 7 Formave Assessment:

Group Activity 29. Group the class into five. Let the group assign among them a leader of the group. 30. Call on the leaders of the group and have them pick a number from a box (which you should prepare beforehand).

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Journal Entry

31. There are five numbers to pick. These are the five ways to express feelings, which each group should role-play. a.

Know and label your emotion

b.

Manage and soothe your feelings

c.

Recognize emotion of others

d.

Direct the body to express feelings positively

e.

Manage relationship with others

32. The feeling to portray here is “anger.” 33. Give the groups 10 minutes to prepare for the role playing of the number they picked. Let them be guided by the table with examples in their worktext. Give suggestions and advise if they need help. 34. Have each group present their role playing in class once they are ready. 35. After each presentation, conduct a discussion about the topic. 36. Reminder to class: “Tonight before you go to bed, record your dominant feelings of the day in your “My Journal of Feelings.”” Day 8


Activity

Journal Entry

37. For review and assessment of the topic, have the class get their worktext and check the table in Did You Get It?

Quiz

38. On the same part of the worktext, have the pupils do Activity 1: Members of My Family of Health Hub. 39. After they have finished Activity 1, ask the following questions: a.

How many are you in the family?

b.

Are you the eldest/youngest?

c.

Aside from your immediate family, who else live with you in the house?

d.

Do you have anyone living with you in the house that is not related to you? Who is she/he?

e.

Do you have pets at home? Do you consider them part of your family?

40. Get ready to do Activity 2: My Family of Health Hub. Let them bring out their bond paper and draw the diagram. Have them complete the diagram with their family picture. Have them make this artistically. This will be included in the scrapbook, too. 41. Homework: At home, have the pupils do the Activities 3 and 4 in Health Hub of their worktext. Be ready for a discussion about it in class. 42. Reminder to class: “Tonight before you go to bed, record your dominant feelings of the day in your “My Journal of Feelings.””

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Day 9 Formave Assessment:

Activity 43. This time, ask the class if they have been recording their dominant feelings every night to assess if they did not forget to do so. Then begin asking questions about their homework. Call pupils in random and those who raise their hands.

Quiz/Quick Response Journal Entry

44. Have the pupils answer the following questions: a.

Among the list of your favorite family activities, what do you like the most? Why?

b.

When does your family do this? Do you remember the last time you had a family activity?

c.

In your own opinion, what do you think is the best activity for the family to improve bonding and build up strong family ties? Why do you think so?

45. In the order of their sitting arrangement, call the pupils one by one to recite their answers in their homework in Activity 4 of Health Hub. 46. On a piece of paper, ask the pupils to write very quickly their answer to these questions: a.

Why is it important for us to express our feelings?

b.

What do you think will happen if others do not know how we feel?

c.

Is it healthy to keep feelings within yourself? Why or why not?

47. Collect the papers, but after checking, return it to the pupils so they can include this in their journal/scrapbook. 48. Reminder to class: “Tonight before you go to bed, record your dominant feelings of the day in your “My Journal of Feelings.”” 49. Let them bring their journal to class tomorrow for discussion and submission. 50. Bring all their works to be included in their scrapbook. Day 10

51. At the beginning of the day, have the pupils bring out their Journal of Feelings. 52. Ask the pupils to go over their Journal of Feelings. Then on a piece of paper, write the answers to the questions in Activity 5: How Do I Feel Today? of Health Hub considering what they logged in their journal. 53. Have them compile every work they have done from drawings, pictures, poems, quizzes, thoughts, and any other accomplishments into a scrapbook. Include the Journal of Feelings. Finish the scrapbook/journal by making it presentable. 54. Collect the journal/scrapbook at the end of the class period.

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Sentence Compleon

55. Have the pupils state their understanding on the lesson learned through completion of the following statements. a.

I learned that…

b.

It is important for a family to be…

c.

Expressing one’s feelings is…

d.

I am now aware of…


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TEACHER’S GUIDE AND KEY TO CORRECTION Activity 1: Family Members Have the pupils circle the names of the family members found in the letterbox. sister

brother

aunt

niece

nephew

uncle

father

mother

son

daughter

husband

wife

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Activity 2: My Family Have the pupils draw pictures of their family in the windows of the house. Activity 3: The Things We Love to Do Have the pupils list down their favorite family activities. Activity 4: My Feelings Have the pupils complete the given sentences to express their feelings. Activity 5: How Do I Feel Today Guide the pupils to record their dominant feelings in one week. Let them put a check under each emoticon that represents their feelings. Activity 6: Body Language This activity helps the pupils to be more aware of the amount of control pupils can do over their body regardless of their feelings. Finally, let them write a sentence about their actions as a form of reflection.



2.


Part 1 I.

Multiple Choice: Circle the letter of the correct answer. 1.

What is your responsibility as a member of the family? a.

Share in the household chores

b.

Play all the time

c.

Eat breakfast

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2.

3.

4.

5.

II.

To help the family at home, a Grade Two pupil can: a.

Clear the table after meal

b.

Wash the car

c.

Paint the yard

We have a saying that “The family that prays together, ____________.” a.

eats together

b.

stays together

c.

walks together

What kind of activity can you do together as a family? a.

exercise

b.

brush your teeth

c.

take a bath

What is emotional intelligence? a.

ability to bear pain

b.

ability to understand and manage emotion and behavior

c.

ability to determine good and bad feelings

Complete the following sentences. 1.

When I feel sad, I _____________________.

2.

I smile when I am ____________________.

3.

You didn’t ask permission to use my pen! You wouldn’t like me when I’m _________.

4.

Please don’t switch off the lights. I’m ____________ of the dark.

5.

I am so ________________ with your gift! I’m not expecting it.

III. True or False. Write T if the statement is true and write F if the statement is false. ________1. A Grade Two pupil can be part of the family’s household chores. ________2. You can laugh out loud when you are lonely. ________3. Swimming is a recreation that a family can do together. ________4. Cooking can only be done by the mother alone. ________5. The father can sometimes prepare the meal for the family. ________6. Emotional intelligence is the ability to manage emotion. ________7. Healthful family habits promote good health of the family. ________8. The family has to work as a team to remain strong, happy, and healthy. ________9. A Filipino family does not share in the household chores. ________10. The best way to soothe your feelings is to keep it in yourself. Answer Key: I.

1.

a

2.

a

3.

b

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II.

III.

4.

a

5.

b

1.

cry

2.

happy

3.

angry

4.

afraid

5.

surprised

1.

T

2.

F

3.

T

4.

F

5.

T

6.

T

7.

T

8.

T

9.

F

10. F Part 2 The process of learning positive expression of feelings is shown in Activities 4, 5, and 6 in the Health Hub section. For the assessment of process or skills, have the pupils use any one of these activities. Be able to monitor the pupils’ growth as they go through the process of understanding the concept of positive expression of feelings. Rubrics are found i n the Appendix. Part 3 Ask the pupils to show their understanding of healthful habits and practices of the family, as well as their positive expression of feelings by answering the question in each of the boxes below. Design your own procedure so the pupils can give their answers in either written or oral expressions. 1.

Explain What are the key concepts/ideas of healthful habits and practices of the family, as well as their positive expression of feelings?

2.

Interpret Why should I study healthful habits and practices of the family, as well as their positive expression of feelings?

3.

Application How and where can we use this knowledge/process about healthful habits and practices of the family, as well as their positive expression of feelings?

4.

Perspective What are the limits of my knowledge on healthy habits and practices of the family, as well as their positive expression of feelings?

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5.

Empathy What do I need to experience if I am to understand healthy habits and practices of the family, as well as their positive expression of feelings?

6.

Self-knowledge What are the limits of my knowledge about healthy habits and practices of the family, as well as their positive expression of feelings?


To perform a culminating activity showcasing skills and knowledge on healthful habits and practices of the family, as well as their positive expression of feelings

Role

The pupils will be health workers for a day who will make a brochure or leaflet that will contain information about healthful habits and practices of the family, as well as their positive expression of feelings.

Audience


Situation

The pupils, taking the role of health worker volunteers, make informational materials that will increase awareness of the public healthful habits and practices of the family, as well as their positive expression of feelings.


Leaflets or brochures

Standards


2.

Content a.


b.


c.

Effectiveness



b.

Creativity

Refer to the Appendix for the complete rubrics for brochures and leaflets.

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FOURTH QUARTER Exploring Injury Prevention, Safety, and First Aid Summary: This quarter focuses on the prevention of injury, safety, and first aid. This is designed specifically for learners not only to be informed on ways to prevent injury but more importantly to inculcate awareness and practice safeness by always keeping in mind rules on how to be free from injury, hurt, or danger. The quarter discusses about the road safety rules and practices as passenger and as pedestrian, and also some hazards or accidents on the road and how to prevent them. Moreover, hazards in the community were also presented to establish interest and awareness of the safety guidelines in the community. For the teacher, ample teaching strategies and formative assessments were geared toward a more interesting learning to widen the pupils’ knowledge and understanding on the prevention of injury, safety guidelines, and the first important things to do when risks happen. Through the study, the pupils will develop enthusiasm and ability to act positively before, during, or even after an emergency situation. Grade Level Standards: The learner demonstrates an understanding of personal health, family health, the prevention and control of diseases and disorders as well as injury prevention, safety and first aid, which are factors that facilitate the development of healthful habits and practices. Pre-assessment: Pre-assess the pupils through picture presentation and analysis. Ask them to state what they know and what they want to know about injury prevention, safety, and cure. 1. Do you know what an injury is? 2. Draw or bring to class pictures showing injuries, someone injured, or hazards and be ready to discuss about it. 3. How can you prevent these injuries/hazards? 4. What are the first aids do you know? Formative Assessments: • • • • • • • • •

MAPS (Music-Act-Play-Sing) KWL (Know/Want to Know/Learned) Choral Reading Picture Analysis Hand Signals Role Playing Problem Solving Learning Log Say Something

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Lesson 4: Injury Prevention, Safety, and First Aid No. of Days – 10 days Resources:

Knowledge: •

•


Road safety -

Road safety practices as pedestrian

-

Road safety practices as passenger

-

Road hazards and accident prevention

Technology Enhancement CD Materials Video on First Aid PPT: First Aid

Community safety -

Hazards in the community

-

Safety guidelines

Skills: •

Discuss one’s rights and responsibilities for safety

•

Identify hazardous household products that are harmful if ingested or inhaled, and if touched especially electrical appliances

•

Recognize warning labels that identify harmful things and substances

•

Explain rules for the safe use of household chemicals

•

Follow rules for home safety

•

Identify safe and unsafe practices and conditions in the school


Obtain, interpret, and understand basic information on rules to ensure safety at home and in school in ways that enhance health habits and hygiene

•


•

Articulate effectively thoughts and ideas about rules to ensure safety at home and in school using oral, written, and nonverbal communication skills in a variety of forms and contexts

•


Introduction/Preparatory Activities: Point of Integraon:

1.

Start the day by driving enthusiasm to learn through class singing. Lead the singing of the song “Community Safety First” to the tune of “Skip to My Lou.” If possible, it’s better if there’s a music provided for them to follow the tune.

2.

Have the pupils group themselves into five and motivate them to study and learn the song “Community Safety First” to the tune of “Skip to My Lou.”


Make the groups of five create action or dance steps while singing the song “Community Safety First” to the tune of “Skip to My Lou.” Call on each group to perform in class what they have composed. After each performance, ask the pupils to clap once for a good job and clap twice for very good.

Key Understanding:

3.

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MAPS (Music-Act-Play-Sing)

Being consistently aware of the environment and taking safety precauons can

Body/Developmental:

reduce the risk of injury to oneself and others.

Day 1

1.

Begin a discussion by asking the following questions: a.

What is the message of the song?

b.

How should you behave when you are in the street or anywhere outside your home to prevent any injury?

c.

Are safety rules important? Why?

2.

Introduce the Key Understanding and the Key Question of this lesson.

3.

Homework: Bring or draw at least two pictures of an accident or disaster in the road or in the community. Cut out pictures from old newspapers or magazines. Be ready to talk about it in class.

Key Queson:

How can one reduce the risk of injury to oneself and others?

Day 2

4.

Group the pupils into four. Assign a leader on each group and another one who will do the writing. On a piece of cartolina, have them make a KWL chart (Know, Want to Know, Learned). Show a sample of the chart on the board.

5.

In the first column K (Know), have the group write what each member knows about the topic. Let the pupils write questions or the things they want to know about the topic in the second column W (Want to Know). The column L (Learned) should be blank.

6.

Guide the pupils in gathering data.

7.

Let the groups post their KWL chart in the bulletin board or at a wall in the classroom.

8.

Call on the leaders of each group one by one to recite their group’s chart results. Discuss about the data gathered and written in the chart. Give clarifications if needed.

9.

Start to lead the class into a discussion by asking them to bring out their picture assignments and get ready to talk about them. Show to class what is required in their homework.

10. Call pupils in random to say something about their picture and ask: a.

What is/may be the cause of the mishap in your picture?

b.

In your own idea, do you think the accident/injury in the picture can be avoided? How?

Day 3

Road Safety 11. Begin the day with a discussion and lecture on road safety by calling pupils randomly asking the following questions: a.

Where do you live?

b.

Do you walk home to or from school?

c.

How about when you are going to the mall, do you take a ride or just walk?

d.

Can you tell me some road safety tips you know?

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Formave Assessment: KWL Chart (Know, Want to Know, Learned)

12. Have the pupils bring out their worktext and let them read “Road Safety” in the Go and Learn part altogether aloud. After each number/answer (road safety practices as pedestrian), give a lecture and examples about it for the pupils to learn and understand the topic better. 13. After the choral reading and lecture, have a class discussion and let the pupils talk about what they have read. They should give comments or share experiences regarding the road safety rules as a pedestrian to attain a concept on the matter. 14. Continue in the next topic “Safety Rules as a Passenger.” Repeat the same activity. Read the rules in chorus. 15. Ask for more examples or instances after every rule read. It can be a positive or negative situation. 16. Inculcate to the pupils the importance of the rules by asking: a.

Why do we need to study and follow rules on road safety?

b.

How important is it for the prevention of injury in our wellness?

17. Homework: Look for pictures (at least three) of anything in the surface of the road or in the community that you think is likely to be dangerous or may cause hazard. In your notebooks, write your answers to the following questions: a.

Why did you think so?

b.

How can you prevent the danger or accident from it?

Discuss your answer in class. Day 4

Road and Community Hazards 18. Let the class bring out their homework. Call in random several pupils to talk about the picture and their answers to the questions. 19. Ask follow-up questions like: a.

How are safety rules related to the danger you presented?

b.

In case of emergency and injury (situation according to the picture presented), what is the first thing that you will do?

c.

Do you know some first aid? What is it? How will you do it?

20. Lecture to class the road and community hazards as discussed in their worktext. Stress to them the things they need to know and do in case of emergency and what they should remember in order to prevent them from hurt and injury. 21. Give the class at least three minutes to keep silent and reflect on what have just been studied and make connections prior to knowledge and experience and seek clarification. 22. On a piece of paper, ask them to complete the following statements. Give suggestions and clarifications if needed. When done, collect the papers and keep for discussion the following day.

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Formave Assessment: Choral Reading

a.

I learned that__________________________.

b.

I became more aware of __________________.

c.

I see that______________________________.

d.

I think ________________________________.

e.

I feel _________________________________.

f.

I empathize with ________________________.


Picture Analysis 3-minute pause

An acvity on Acquision Strategies is available on Technology Enhancement CD

Day 5

Hazards and Preparing for an Emergency 23. Open the class discussion by refreshing what has been studied on road safety practices, road accidents and community hazards, and preparing for an emergency. Cite examples or statements that may be true or false. Ask the pupils to raise thumbs up for true answers and elaborate. Thumbs down for false and explain. Let them wave their right hand if they are not sure and what would they want to know and confirm. These are the following statements: a.

A road hazard is anything you can find in the road, which may be dangerous or may cause accidents.

b.

Sofia has a 4-year-old brother. Every time they go out and ride in their car, Simon, her brother sits with her mother in the front seat beside her father who drives the car.

c.

Before crossing the street, it is best to stop, look, and listen first.

d.

Daniel and his family goes to the province through a bus. He wants to see the fields and the mountains along the way. He doesn’t want to stay seated even if the bus runs very fast.

PPT: First Aid


Hand Signals

Ask: “What basic supplies should be in an emergency kit?” Days 6–7

Home Hazards


24. Begin the day by stressing the importance of the right decisions they made on the given emergency and possible hazardous example situations and give more helpful information about the topic.

Role Playing

25. Introduce the next lesson on Home Hazards by ensuring that the home is the safest and secure place to be, but without proper management or protection from harm, it can also be a place where many accidents occur. Lecture the topic as stated in their worktext. 26. Divide the class into four. Give a situation to each group to roleplay. Let them think on their own to elaborate what might happen next. Be sure to portray what to do in those situations. a.

In the stairs going to the bedroom, a pair of slippers was left a few steps from the floor. It is past bedtime and Chelsea is so sleepy and about to go upstairs to go to bed.

b.

Mother is in a hurry cooking breakfast for Gabe and Bea. The two sit in the dining table and began eating hurriedly, too. They woke up late but they don’t want to be late to school.

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Problem Solving

c.

It is a holiday. The television is on since morning and so on even if no one seems watching.

d.

Father got home early from work. He is not feeling well. He asked Luis to get him a medicine for fever in the medicine cabinet. Luis is only seven years old but can already read.

27. Ask comments from the viewers. a.

Are you in favor of what the group has role-played?

b.

Is there anything you can add or advise to do when you are in those situations?


Values Educaon – Development of decisionmaking skills and problemsolving skills

28. Lead the class to summarize. 29. Homework: Answer the Health Hub Activities 1 and 2 in the worktext. Day 8

A video on Learning Objecve is available in Technology Enhancement CD First Aid Animaon

Activity 30. Begin by checking the pupils’ answers to their homework. Write the answers on the board as the pupils take turns to recite the answers. By this, the class will determine if they answered correctly. 31. For more feedback and assessment, give them time to answer the chart in Did You Get It? Activity 3: I Know the Safety Violations and Activity 4: Matching Type in Health Hub.

Formave Assessments: Learning Log

Quick Write

32. Check and discuss the pupils’ answers after every activity. 33.

Write the following open-ended statements on the board. In 2–10 minutes, have the pupils write and complete the following statements on a piece of paper.


a.

I learned that _____ because____________.

Open-ended Statements

b.

I did not learn ____ because_____________.

3-2-1

c.

The interesting part of the topic is ________.

Say Something/Role Playing

d.

I am confused in _____ because___________.

Pair Work

e.

I should be/need to learn more about _____ because ______________.

53. Give them a quiz. True or False. Write T if the statement is true and write F if the statement is false. ________1. Hazard means danger or accident. ________2. Pedestrian is a traffic guideline. ________3. It is possible to have accidents even at home. ________4. Injury cannot be prevented. ________5. To avoid accidents in the street, do not run. ________6. The proper road crossing procedure is go, listen, and look.

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________7. Natural disasters are not man-made. ________8. The kitchen is safe from hazards. ________9. Wet floors are slippery and dangerous. ________10. Medical and chemical products are fine even without labels. Answer Key: 1.

T

6.

F

2.

F

7.

T

3.

T

8.

F

4.

F

9.

T

5.

T

10. F

Conclusion/Evaluation 34. Have the pupils do the Activity 5: What I Know About Safety at Home and School in Health Hub to reflect and assess what they have learned from the lesson. 35. To ponder more about the topic learned, have the class perform the activities as instructed in Activity 6: Differentiated Activities of Health Hub. This is a pair work that pupils will take turns in playing the role of a community volunteer as stated in the instruction. 36. For a thorough evaluation, have the class do the self-assessment activity at the last part of the lesson in their worktext. 37. After the written answers, call pupils randomly to answer each number orally through a recitation. Be sure to give chance to all the pupils to talk and share their ideas in the discussion. 38. Have the pupils do the Summative Assessment at the end of this lesson.

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TEACHER’S GUIDE AND KEY TO CORRECTION Activity 1: Fire Hazards This activity helps pupils familiarize with words representing the things that they should not play with to avoid fire. G

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Activity 2: I Know It! Have the pupils underline the word that makes each sentence correct. Answer Key: 1.

foot

2.

inside

3.

causes

4.

poor

5.

natural

Activity 3: Road Hazards This activity helps pupils to be more analytical of the safety violations as shown in the pictures. 1.

children playing

2.

girl on her trike

3.

not using the pedestrian line while crossing

4.

throwing garbage anywhere

5.

people walking on the road and not on the path walk

Activity 4: Matching Type Have the pupils match the hazards in column A with their meaning in column B.

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Answer Key: 1.

c

2.

e

3.

b

4.

f

5.

a

Activity 5: What I Know About Safety at Home and School Stress that there are no wrong or right answers. The pupils’ answers should help you gain insight into the individual pupil’s growth and into areas and topics that need to be further discussed in the classroom. Exposing the pupils in self-assessment activities would help them develop lifelong skills of evaluation and analysis. It also suppor ts independent learning. Activity 6: Differentiated Activities Make sure to familiarize the pupils’ readiness to learn, learning profiles, and interests. Differentiation is teaching according to pupils’ needs. Thus, encourage them to make use of their individual strengths in deciding which task to do in this activity. Use some of the rubrics found in the Appendix or prepare a rubric that has been decided by the class.



2.


Part 1 I.

Multiple Choice: Circle the letter of the correct answer. 1.

2.

3.

4.

How can you help yourself prevent injury? a.

Never mind whatever happens

b.

Stick to the rules for safety

c.

Play around

To be safe as a passenger, __________. a.

remain standing while the bus is moving

b.

keep all body parts inside the vehicle

c.

play with the driver while he is driving

What is a pedestrian? a.

a person traveling on foot whether walking or running

b.

a dog walking in the park

c.

a line to follow when crossing the street

When you say road hazard, it means ____________. a.

likely a danger or accident in the road

b. a red light c.

a comfort zone in the street

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5.

6.

7.

Natural hazard a.

tsunami

b.

gun shooting

c.

fire

The basic supplies needed for an emergency kit are water, food, and _________. a.

makeup kit

b.

sewing kit

c.

first-aid kit

The symbol for poison is __________. a. b. c.

8.

To avoid fire, you should not play with _____________. a.

teddy bears and dolls

b. matches and outlets c. 9.

faucets and hose

One of the best ways to make sure that your home is safe is _________. a.

to actively inspect each room for potential hazards

b.

to have a janitor

c.

to seek advise from feng shui expert

10. What are some things in the kitchen that can be a potential danger?

II.

a.

stoves and ovens

b.

fruits and vegetables

c.

tablecloth

Matching Type: Match the symbol with the correct connotation. Write the letter on the blank. 1.________

a.

Fasten your seatbelts

2. _______

b.

Be careful, there’s a dog inside

3._______

c.

No crossing the street

4.________

d.

No running in the street

5._______

e . Wet floor

198

6. _______

f.

Explosive

7. _______

g.

Danger sign

8. ________

h.

Flammable

9._________

i.

Corrosive

10._______

j.

Toxic

Answer Key: I.

II.

1.

b

6.

c

2.

b

7.

c

3.

a

8.

b

4.

a

9.

a

5.

a

10.

a

1.

h

6.

a

2.

f

7.

c

3.

j

8.

b

4.

d

9.

e

5.

i

10.

g

Part 2 Have the pupils complete a graphic organizer just like the one shown below so they go through the process of identifying hazardous areas at home and possible things at home that can cause hazards. Home Hazards Hazardous Areas at Home 1.

Kitchen

Possible Things That Can Cause Hazard Kitchen knife Stove Matches or lighters Other sharp or pointed kitchen utensils

2.

Bathroom

Wet and slippery floor Things that are used with electric power such as water heater, blow drier, curling iron, etc. Poisoning from some personal care items

199

Part 3 Ask the pupils to show their understanding of injury prevention, safety, and first aid by answering one question in each of the box below. Design your own procedure so the pupils can give their answers in either written or oral expressions. 1.

Explain What are the key concepts/ideas of injury prevention, safety, and first aid?

2.

Interpret How does injury prevention, safety, and first aid relate to me?

3.

Application How and where can we use this knowledge/process about injury prevention, safety, and first aid?

4.

Perspective What are the limits of my knowledge on injur y prevention, safety, and first aid?

5.

Empathy What do I need to experience if I have to understand injury prevention, safety, and first aid?

6.

Self-knowledge What are the limits of my knowledge about injury prevention, safety, and first aid?


To perform a culminating activity showcasing skills and knowledge on injury prevention, safety, and first aid

Role

The pupils will be health workers for a day who will make a brochure or leaflet that will contain information about injury prevention, safety, and first aid

Audience


Situation

The pupils, taking the role of health worker volunteers, make informational materials that will increase awareness of the public on injury prevention, safety, and first aid.


Leaflets, brochures, or posters

200

Standards


2.

Content a.


b.


c.

Effectiveness



b.

Creativity

Refer to the Appendix for the complete rubrics for brochures, posters, and leaflets.

201

202

Appendix

203

RUBRICS FOR GRADE 2 ACTIVITIES Knowledge or information acquired by the pupils may be assessed based on relevance and adequacy.

Relevance of data/information acquired Data/Information acquired are completely relevant to the development of understanding Data/Information acquired are to a great extent relevant to the development of understanding Data/Information acquired are to some extent relevant to the development of understanding Data/Information acquired are of very little relevance to the development of understanding

8%

Adequacy on the data/ information to firm up and deepen understanding

7%

8%

Data/Information are completely adequate to firm up and deepen understanding

7%

6–7%

Data/Information are to a great extent adequate to firm up and deepen understanding

5–6%

4–5%

Data/Information are to some extent adequate to firm up and deepen understanding

3–4%

2–3%

Data/Information are very inadequate to firm up and deepen understanding

1–2%

Skill evidences by the pupil’s ability to process and make sense of information and may be assessed based on the following criteria.

Understanding the Content 10%

10 %

Critical Thinking

The pupil understands completely the full content required by the task and can undertake with great deal of competence processes such as:

Strong

The pupil demonstrates deep analytical processing of the information and perform with the great deal of competence process such as the following:

•

Distinguish (whatever is appropriate to the subject) between relevant and irrelevant content; between facts and fiction; between truth and propaganda; between what is important or unimportant; between accurate and inaccurate)

(8–10%)

•

Interpret, translate, convert, or express the information (such as a set of statistics) into another form or format or transform textual presentation into flowchart, diagram, advance organizer, etc.

•

Draw insights; see beyond the data

204

15% Strong (13–15%)

The pupil can barely demonstrate accurate, extensive, and deep understanding of the topic/concept through any of the six facets of understanding—Explanation, Interpretation, Application, Perspective, Empathy, and Self-knowledge or any other indicator of understanding, where connection into a wide range of contexts and use of insights and reflections are evident. The pupil cannot demonstrate accurate, extensive, and deep understanding of the topic/concept through any of the six facets of understanding—Explanation, Interpretation, Application, Perspective, Empathy, and Self-knowledge or any other indicator of understanding, where connection into a wide range of contexts and use of insights and reflections are evident.

Indicators

Weak (11–15%)

Very Weak (6–10%)

30%

The pupil demonstrates very accurate, very extensive, and very deep understanding of the topic/concept through any of the six facets of understanding—Explanation, Interpretation, Application, Perspective, Empathy, and Self-knowledge or any other indicator of understanding, where connection into a wide range of contexts and use of insights and reflections are evident. The pupil demonstrates accurate, extensive, and deep understanding of the topic/concept through any of the six facets of understanding—Explanation, Interpretation, Application, Perspective, Empathy, and Self-knowledge or any other indicator of understanding, where connection into a wide range of contexts and use of insights and reflections are evident. The pupil strives to demonstrate accurate, extensive, and deep understanding of the topic/concept through any of the six facets of understanding—Explanation, Interpretation, Application, Perspective, Empathy, and Self-knowledge or any other indicator of understanding, where connection into a wide range of contexts and use of insights and reflections are evident. The pupil can barely demonstrate accurate, extensive, and deep understanding of the topic/concept through any of the six facets of understanding—Explanation, Interpretation, Application, Perspective, Empathy, and Self-knowledge or any other indicator of understanding, where connection into a wide range of contexts and use of insights and reflections are evident. The pupil cannot demonstrate accurate, extensive, and deep understanding of the topic/concept through any of the six facets of understanding—Explanation, Interpretation, Application, Perspective, Empathy, and Self-knowledge or any other indicator of understanding, where connection into a wide range of contexts and use of insights and reflections are evident.

205

Strong (26–30%)

Moderately Strong (21–25%)

Developing (16–20%)

Weak (11–15%)

Very Weak (6–10%)

Indicators

30%

The pupil (or the team) independently demonstrates the ability to create, add value, and transfer his/her/their understanding to life situation in the forms of products and performances. This means that the product or the performance reflects the following attributes: •

The entire process from planning to execution was carried out by the pupil (or team), with little or no guidance from the teacher.

•

The product and performance is well thought out by the pupil (or team) from planning to execution. Potential problems have been identified and appropriate remediation has been put in place in case problems may arise.

•

There is evidence of value added by the pupil (or team) in the execution of the process.

•

The product or performance is a demonstration of creative application of enduring understanding in a new or novel context or situation.

Strong (26–30%)

The pupil (or the team) demonstrates the ability to create, add value, and transfer his/her/their understanding to life situations in the form of products and performances, but the product and performance can still stand improvement in a number of areas namely: •

The entire process from planning to execution was carried out by the pupils (or the team) with some guidance/coaching from the teacher.

•

The product and performance is fairly well thought out by the pupil (or team) from planning to execution.

•

There is some evidence of value added by the pupils (or team) in the execution of the process. There are attempts to set novelty (for example: formatting, organization, packaging, presentation).

•

The product or performance is a demonstration of creative application of enduring understanding, but the context or situation in which the understanding is applied is a little ordinary or common.

Moderately Strong (21 – 25%)

The pupil (or team) strives to use the understanding or learning creatively in producing the products or performances as manifested in the following: •

The pupil (or team) attempts to do the task entirely on their own but seek the teacher’s help on the major part of the process.

•

The products and performances have some flaws in the design that the pupil (or the team) has addressed with some help from the teacher.

•

There is evidence of value added by the pupil (or team) in execution of the process. There are limited attempts at novelty (for example: formatting, organization, packaging, and presentation).

•

A little application of understanding shown in the product or performance. The context or situation in which the understanding is applied is ordinary or common.

206

Developing (16–20%)

The pupil (or team) shows adequacy in using understanding or learning creatively in producing products or performances. The adequacy is manifested in the following: •

The entire process from planning to execution could not have been carried out by the pupil (or team) from planning to execution. There are marked flaws in the design that the pupil (or team) is not even aware of.

•

There is almost no evidence of value added by the pupils (or team) in the execution of the process or in the use of the understanding or learning.

•

Every aspect (e.g., formatting, organization, packaging, presentation) of the product or performance is just a copy of what has been taught in class.

Weak (11–15%)

The pupil (or team) shows great difficulty in using understanding and learning creatively in producing products and performances. The difficulty is manifested in the following: •

The entire process from planning to execution was poorly carried out by the pupil (or team), even with the teacher’s guidance and coaching.

•

The product or performance is very poorly thought out by the pupil (or team) from planning to execution. There are many obvious flaws in the design that the pupil (or team) has ignored.

•

There is no evidence of value added by the pupil (or team) in the execution of the process. There are no attempts at novelty (for example: in formatting, organization, packaging, presentation).

•

The product or performance does not show creative application of enduring understanding. The context or the situation i n which the understanding is applied is very ordinary or common.

207

Very Weak (6–10%)

Performance Assessments (GRASPS) Rubrics Rubric on Making a Poster Criteria

Advanced (5 points)


Approaching Proficiency (3 points)


Beginning (1 point)

Very clear and effective communicaClear tion of main expression of idea, theme, ideas or viewpoint to audience

Clear and effective communication of main idea, theme, or viewpoint to audience

Not so clear communication of main idea, theme, or point of view

Slightly communicates important information but not a clear theme or overall structure

Communicates information as isolated pieces in a random fashion

Presentation of a point of view

Point of view supported using rich or persuasive detail


Clear point of view

Point of view apparent but unclear at times

Limited evidence of a point of view

Evidence of research

Text and Text and Text and Text and/ symbols symbols symbols show or symbols strongly show clear evidence show some show evidence of of research evidence of evidence of considerable research considerable research research

Little evidence of research in product

The message or purpose Effective is obvious to use of color, the audience symbols and through the graphics use of color and symbols

The message or purpose is quite obvious to the audience through the use of color and symbols

Colors and/ or symbols and graphics support theme of poster

Colors and/ or symbols and graphics not clearly support the theme

Color and/ or symbols and graphics unclear

Text or caption Effective use delivers the of text and/ message or captions with impact

Text or caption delivers the message with slight impact

Text supports Text is clearly the purpose of displayed the poster but does not support theme or message

Text minimally displayed and purpose unclear

Effort and thoughtful preparation clearly shown with elements of innovation in the caption or in the visual components

Limited effort in presentation is shown; visuals and texts do not match each other in quality; limited innovation and appeal to the eye

Overall impact and creativity

The The combination combination of visuals of visuals and text and text makes for an makes for an eye-catching eye-catching design design with with very powerful powerful impact impact

208

Visuals and texts are clear though their connection may not be obvious to the audience; design may show a hint of the unusual or innovative

Total points: _____________ Scale: 25–30 = Advanced

15–20 = Proficient

20–25= Developing

10–15 = Beginning

5–10 = Approaching Proficiency

Rubric on Making a Brochure Advanced (5 points)


Very clear and effective communication of main idea, theme, or viewpoint to audience

Clear and effective communication of main idea, theme, or viewpoint to audience

Point of view Presentasupported tion of Point using rich or of View persuasive detail


Criteria

Content – Accuracy

Attractiveness and Organization

Graphics – Relevance

Attractiveness

Approaching Proficiency


Beginning (1 point)

Not so clear communication of main idea, theme, or point of view

Slightly communicates important information but not a clear theme or overall structure

Communicates information as isolated pieces in a random fashion

Clear point of view

Point of view is apparent but unclear at times

Limited evidence of a point of view

(3 points)

Text and Text and Text and Text and/ symbols symbols symbols show or symbols strongly show clear evidence show some show evidence of of research evidence of evidence of considerable research considerable research research

Little evidence of research in product

The message or purpose is obvious to the audience through the use of color and symbols

The message or purpose is quite obvious to the audience through the use of color and symbols

Colors and/ or symbols and graphics support theme of poster

Colors and/ or symbols and graphics not clearly support the theme

Color and/ or symbols and graphics unclear

Text or caption delivers the message with impact

Text or caption delivers the message with slight impact

Text supports the purpose of the poster

Text is clearly displayed but does not support theme or message

Text minimally displayed and purpose unclear

Total Points: __________ Scale: 20–25 = Advanced 5–10 = Developing

15–20 = Proficient 0–5 = Beginning

209

10–15 = Approaching Proficiency

Rubric on Sketching/Drawing

Criteria

Elements of Drawing

Layout and Proportion

Color Application

Advanced

Proficient

(5 points)

(4 points)

Approaching Proficiency (3 points)

Developing

Beginning

(2 points)

(1 point)

Drawing has excellent amount of detail and shows great attention to detail.

Drawing contains many strong elements of detail but needs further refinement and fine-tuning to have correct amount of detail.

Drawing contains some strong elements of detail but needs further refinement and fine-tuning to have correct amount of detail.

Drawing contains few strong elements of detail but needs further refinement and fine-tuning to have correct amount of detail.

Drawing is lacking detail. Detail included is improvised and looks incomplete.

Layout and proportion are properly sketched. Face looks natural, without distortions.

Majority of the face is properly laid-out, but drawing has a few areas that need further refinement in order for the face to look proportional or natural.

Many of the faces are properly laid-out, but drawing has a few areas that need further refinement in order for the face to look proportional or natural.

Few of the faces are properly laid-out, but drawing has a few areas that need further refinement in order for the face to look proportional or natural.

Elements of face are out of place and/ or out of proportion.

Drawing has strong shading. Shading is well done with defined attention to detail. Object looks realistic and threedimensional.

Drawing is shaded, but needs a few finishing touches in order for drawing to be realistic looking. Drawing still has a twodimensional look.

Drawing is shaded, but needs some finishing touches in order for drawing to be realistic looking. Drawing still has a twodimensional look.

Drawing is partly shaded, but needs a lot of finishing touches in order for the drawing to be realistic looking. Drawing still has a twodimensional look.

Drawing has incomplete look. Shading is not complete, drawing has twodimensional look.

Scale: 12–15 = Advanced 9–12 = Proficient 7–9 = Approaching Proficiency 5–9 = Developing 1–5 = Beginning

210

Rubric for 3D Artwork


Had a complete 3D project and went above and beyond expectation.

Had a complete 3D project. Followed guidelines.

Had a 3D project but some areas needed some fixing.

3D project was not complete.

No 3D was observed.

An excellent composition with an obvious component standing out.

A definite focus on composition was evident, with the main component obvious.

Shows that effort was put into the composition.

Needs to work on it more. It was confusing to see which was the main component of the art.

The main component did not stand out.

Criteria Dimensionality Is the project 3D?

Composition Was the layout effective? Did the main component stand out?

Approaching Proficiency

Advanced (5 points)

Craftsmanship

(3 points)


Beginning (1 point)

The images Have the images were cut very been altered, cut carefully and glued down out neatly, and securely, not securely? being able to see the adhesive.

The images The images were cut neatly were cut and and most most were were taped secure. securely.

The images were cut but have several rough edges and some were secure in the box.

No care was taken when altering and cutting the images.

Execution

Pupil did very well in executing this project.

Pupil did not completely execute the project.

Pupil did no execution with this project.

Was the result of the project carried out completely?

Pupil went beyond execution to carry out this project.

Total points: ______________ Scale: 15–20 = Advanced 12–15 = Proficient 8–12

= Approaching Proficiency

4–8

= Developing

1–4

= Beginning

211

Pupil executed the project.

MAPEH 2- 52-MI-00071-1_The_21st_Century_Mapeh_in_Action_2_TRM.pdf

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