4. Reviewing previous lesson and
presenting new lesson
• Observe the pattern and identify the
notes and rests used.
5. Establishing a purpose for the lesson
The teacher will do the following:
1. Play sound clips in different time signatures.
2. Listen to the songs
Magtanim ay Di Biro
Paruparong Bukid
Kalesa
Answer the following questions:
a. Are the songs the same?
No
b. What makes each song different?
(time signature)
c. What is the meter of each song?
(duple, triple, quadruple)
d. What are the different time signatures?
(2/2, ¾, 4/4 )
6. Presenting examples/instances of the
lesson
Time signature tells us how the music is to be counted.
The time signature is written at the beginning of the staff
after the clef and the key signature.
A time signature consists of two numbers; the upper
number and the lower number.
The upper number of the time signature tells us the
number of beats that should be in each measure. The
lower number of the time signature tells us the kind of
note that receives one beat.
7. Discussing new concepts and
practicing new skills #1
1. Different types of time signature.
2. Count the beats in each measure.
8. Discussing new concepts and
practicing new skills #2
1. Mark the beat of the following rhythms.
2. Identify the time signature
9. Developing mastery (lead to formative
assessment 3)
Identify the time signature. Write the
number of beat/s in each note/rest.
10. Finding practical application of
concepts and skills in daily living
• The grouping of 2s, 3s, and 4s may suggest an
action. In 2/4 time signature, we can move
through marching. In ¾ time signature, we can
do waltz. In 4/4 time signature, we can sing a
slow song. What other actions or movements
can you associate with the given time
signatures?
11. Making generalization and
abstractions about the lesson
• Time signature is used to specify how many
beats (pulses) are to be contained in each
measure and which note value is to be given
one beat.
16. Reviewing previous lesson and
presenting new lesson
• Look at the logo below:
• What are the elements of art found in
the logo?
Answer: line, shape, color, and texture
17. Presenting examples/instances of the
lesson
How about in this next logo?
What are the principles of art found in the logo?
What are the contrasting colors?
What is the emphasis?
Answer: Contrast-yellow and
red for the number 7 and
Green and white for the
word eleven and the logo
background. The emphasis is
on the text 7/11.
18. Establishing a purpose for the lesson
- Give examples of text and punctuation marks;
write/draw them on the blackboard.
- Emotions can be expressed using letters and
punctuations. Example: happy ,
sad, angry face, etc.
- Through drawings like
><{{{0> (fish)
- Out of these symbols and letters, you can create
your own design creatively and express what you
feel and what you wanted people to know.
19. Discussing new concepts and practicing new skills #1
Designing an Elements of Art and Principles in
Text-Based Logo
- There are three basic types of logos:
a. Text
b. Symbol
c. and combination logos.
- The type of logo that will work best for your
purpose depends on a number of
considerations, such as the size, the type of your
product, the uniqueness of the name of the
business, and a variety of other factors.
20. Discussing new concepts and practicing new skills #2
A text logo (also sometimes called a logotype or word
mark) is a logo largely made up of the text of the
company's name. This type of logo can have some graphic
elements—lines, boxes, borders—that interact with,
surround, or even form the letters. (source:www.elf-
design.com/article-Logo-Types.html) When designing a
logo, carefully consider the merits of text-only, whether a
pictorial symbol is likely to add value. Words clearly
denote meaning, as they require hardly little mental
interpretation, even compared to iconic symbols. Stand
alone text naturally fills all the space it occupies. Also,
remember fonts are designed with visually consistent
weight and contrast, meaning much of the work to make
your design visually consistent has already been done for
you. (Source:
http://webdesignfromscratch.com/basics/text-based-
logos/)
21. Developing mastery (lead to formative assessment 3)
Art Activity Materials: laptop/desktop,
tablet/cellphone Let pupils create their own logo
using their nickname, tell them to consider the
elements of art and principles of design of art in
making their logo.
26. Performance of Physical Fitness
Tests (selected health-related and
skill-related components)
27. • Reviewing previous lesson and
presenting new lesson.
The teacher will review the learners
about fitness using the Socratic
Method.
(See Doc. How to Use the Socratic
Method in the Classroom)
28. • Establishing a purpose for the
lesson.
Read the words
Physical Fitness Test
- Think of words that they can
associate to Physical Fitness Test.
- Write the responses on the board
through Semantic Web.
- Based on your responses, what do
you mean of Physical Fitness Test.
29. • Presenting examples/instances of the
lesson.
Discuss the indicators of fitness
It is argued that measures of physical fitness
are indicators of positive health and such
measures are identified under their discrete
headings of agility, flexibility, power, speed and
reaction time, strength, cardiovascular capacity,
body composition and posture.
Fitness Concept Guide
30. • Discussing new concepts and
practicing new skills #1.
A. The teacher will ask students to get
and read the Physical Fitness Test
guides.
B. The teacher will record the target
heart rate of the learners. (PE6Q1_D3-
8_AS08THR)
C. Execute the stretching exercise.
D. The teacher will assign leaders
31. • Developing mastery (lead to
formative assessment 3).
answer Written Quiz.
(PE6Q1_D2_AS05WQ)
32. • Finding practical application of
concepts and skills in daily living.
give examples of activities for each
component of health and skill-
related fitness.
Ask learners to answer Fitness
Participation Survey (PE6Q1_D3-
4_AS14FPS)
33. • Making generalization and
abstractions about the lesson.
What are the indicators of fitness?
38. Discussing new concepts and
practicing new skills #1
Activity: 1 (Annex 3) (20 mins)
The teacher will group the class into six (6)
Each group will present good health habits in a two-minute
demonstration or role playing activity. Use role card if necessary
(Annex 4).
Group 1 – Issues and Concerns – Proper Nutrition
Group 2 – Issues and Concerns – Proper Hygiene
Group 3 – Issues and Concerns – Regular Physical Activity
Group 4 – Issues and Concerns – Enough Rest and Sleep
Group 5 - Issues and Concern – Good posture
Group 6 - Issues and Concern -- Oral Care
The teacher must ensure participation among learners and feedback
must be given after each presentation
40. Making generalization and
abstractions about the lesson
- What are the different self-management
skills that should be practiced and
maintained in order to develop a healthy
lifestyle?
- What are the benefits of practicing good
self-management skills?
