Output in Workshop 1 (Formation Goal and Transfer Goal) & 2 (Writing Enduring Understanding & Essential Question)

Subject : MUSIC

Grade Level : 1

Writers : Arce, Bryan B.

Yusi, Angelou S.

Curriculum Map

Content Content Performance Formation Transfer Performance Enduring Essential Learning Assessment Activities
Standards Standards Standards Goal Task Understanding Question Competencies
(MUSIC)
1st Quarter
RHYTHM The learners The learners The learners The The MAPEH The What is the 1. identifies the Summative Group
demonstrate responds are able to learners teacher understanding Distinction difference between Examination Discussion
1. Distinction basic appropriately to understand will be able wants to and the used of between sound and silence
Between Sound understanding the pulse of the the to instilled perform the simple rhythmic Sound and accurately
and Silence of sound, sounds heard and distinction of self- learners one patterns to Silence? 2. relates images to
2. Steady Beats silence and performs with Sound and discipline of the simple demonstrate sound and silence
3. Simple rhythm accuracy the Silence to rhythmic the rhythm of What are within a rhythmic
Rhythmic rhythmic patterns understand patterns that the sound the pattern
Patterns the basic of was examples 3. performs echo
4. Ostinato sound, discussed in of Simple clapping
silence and the class. He Rhythmic 4. maintains a steady
rhythm divided the Patterns? beat when chanting,
class into 3 walking, tapping,
groups then clapping, and playing
each group musical instruments
composed of 5. claps, taps, chants,
5 members, walks and plays
then he gave musical instruments
5 minutes to with accurate
 practice the rhythm in response
performance to sound
then he * in groupings of 2s
graded them * in groupings of 3s
based on * in groupings of 4s
their 6. creates simple
performance ostinato patterns in
. groupings of 2s, 3s,
and 4s through body
movements
7. performs simple
ostinato patterns on
other sound sources
including body parts
8. plays simple
ostinato patterns on
classroom
instruments
8.1 sticks, drums,
triangles, nails,
coconut shells,
bamboo, empty
boxes, etc.

(MUSIC)
nd
2 Quarter
MELODY The learners The learners The learners The 1. identifies the pitch
demonstrate respond are able to learners of a tone as high or
1. Pitch basic accurately to high understand will apply low
2. Simple understanding and low tones the self- 2. matches the
Melodic of pitch and through body difference of discipline correct pitch of
Patterns simple melodic movements, pitch and to tones with other
patterns singing, and simple understand sound sources
playing other melodic what is 3. sings simple
 sources of sounds pattern. pitch and melodic patterns
simple 3.1 (so –mi, mi –so,
melodic mi – re –do)
patterns. 4. matches the
melody of a song
with the correct
pitch vocally
4.1 greeting songs
4.2 counting songs
4.3 action songs
5. sings in pitch
5.1 rote singing
5.2 greeting songs
5.3 counting songs
5.4 echo singing
The learners
FORM The learners The learners will know the The 6. identifies with
demonstrate responds with different learners body movements the
1. Musical Lines basic precision to musical lines, are able to 6.1 beginnings
2. Beginnings understanding changes in the understand 6.2 endings
and endings in of the concepts musical lines with beginning what is 6.3 repeats of a
Music of musical lines, body movements and ending musical recorded music
3. Repeats in beginnings and in music and lines, the example
Music endings in repeats in beginning 7. identifies similar
music, and music. and ending or dissimilar musical
repeats in music in music lines with the use of:
and 7.1 body movements
repeats in 7.2 geometric shapes
music. or objects
8. relates basic
concepts of musical
forms to geometric
shapes to indicate
understanding of:
 8.1 same patterns
8.2 different patterns
9. chooses the exact
geometric shapes
the correspond to
musical form
(MUSIC)
3rd Quarter
TIMBRE The learners The learners 1. identifies the
demonstrates distinguishes source of sounds
1. Quality of understanding accurately the 1.1 wind, wave,
Sound in Music of the basic different sources swaying of the trees,
2. Distinction concepts of of sounds heard animal sounds,
Between timbre and be able to sounds produced by
Speaking and produce a variety machine,
Singing of timbres transportation,
through body
movements
2. responds
appropriately to
differences in sounds
heard through body
movement
3. replicates the
sounds heard from
different sources
4. uses voice and
other sources of
sound to produce a
variety of timbres
 DYNAMICS The learners The learners 5. demonstrates
demonstrates creatively dynamic changes
1. Volume of understanding interprets with with movements
Sound in Music of the basic body movements 6. uses the terms
2. Distinction concepts of the dynamic loud and sof to
Between dynamics levels to enhance identify volume
Loudness and poetry, chants, changes
Softness in drama, and 7. relates the
Music musical stories concepts of
dynamics to the
movements of
animals
7.1 elephant walk –
loud
7.2 tiny steps of a
mouse – soft
8. interprets with
body movements the
dynamics of a song
8.1 small movement-
soft
8.2 big movement-
loud
9. applies the
concepts of dynamic
levels to enhance
poetry, chants,
drama, and musical
stories
9.1 small movement-
soft
9.2 big movement-
loud
 (MUSIC)
4th Quarter
TEMPO The learners The learners 1. mimics animals
demonstrates performs with movements
1. Speed of understanding accuracy varied 1.1 horse- fast
Sound in Music of the basic tempo through 1.2 carabao- slow
2. Distinction concepts of movements or 2. demonstrates the
Between tempo dance steps to basic concepts of
Fastness and enhance poetry, tempo through
Slowness in chants, drama, movements
Music and musical 3. responds to varied
stories tempo with
movements or dance
steps
3.1 slow movement
with slow music
3.2 fast movement
with fast music
4. relates tempo
changes to
movements
5. uses varied tempo
to enhance poetry,
chants, drama, and
musical stories

TEXTURE The learners The learners sings 6. identify sounds

demonstrates songs to involve alone, sounds
1. Distinction understanding oneself and together
Between of the basic experience the 7. demonstrates
Thinness and concepts of concept of awareness of texture
Thickness in texture texture by using visual
Music images
2. Single 8. distinguishes
Melodic Line or accurately between
Simultaneous single musical line
Occurrence of and multiple musical
Multiple lines which occur
Melodic Lines simultaneously in a
given song
9. demonstrates the
concept of texture
by singing two-part
round
9.1 Are You Sleeping,
Brother John?
9.2 Row, Row, Row
Your Boat