MAPEH-DBOW.pdf

REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
MELCs
Definitive Budget of Work
(DBOW)
MAPEH
DNCR-F-CLM-059/RO/10252021

Learning Area: MAPEH - Music Grade Level: 1
QUARTER 1
Content Standard: demonstrates basic understanding of sound, silence and rhythm
Performance Standard: responds appropriately to the pulse of the sounds heard and performs with accuracy the rhythmic patterns
# MELC Number of days taught Remarks
1 Day 1: identifies the difference between sound and
silence accurately MUIRH-la-1
1 Day Have some prepared materials for the
learner to identify the different sounds
Relates images to sound and silence within a
rhythmic pattern
2 Day 1: Relates images to sound and silence within a
rhythmic pattern MUIRH-lb-2
2 Day Perform the rhythmic pattern with the
prepared videos and music
3 Day 2: Performs echo clapping
MU1RH-lc-3
Let the learners perform echo clapping by
having them grouped together
4 Maintains steady beat and accurate rhythm through
tapping chanting, walking, and playing musical
instruments MUIRH—lc-4
3 Days
Day 1: maintains a steady beat when chanting,
walking, tapping, clapping, and playing musical
instruments
Play two or more musical instruments and
let the learners show the beats by tapping
Day 2: claps, taps, chants, walks and plays musical
instruments with accurate rhythm in response to sound
o in groupings of 2s
A rubric must be presented before the
learners present by group
5 Day 3 claps, taps, chants, walks, and plays musical
instruments with accurate rhythm in response to
sound
Creates simple ostinato patterns in groupings of 2s,
3s, and 4s through body movement
6 Day 1: Creates simple ostinato patterns in groupings
of 2s through body movements MU1RH-Id-e-6
2 Days Present a simple ostinato pattern. Let the
learners join by moving their bodies
7 Day 2: creates simple ostinato patterns in groupings
of 3s, through body movements
Performs simple ostinato patterns in groupings of 4s
through body movements
MU1RH-Ih-8

8 Performs simple ostinato patterns in groupings of 4s
through body movements
MU1RH-Ih-8
1 Day Present a rubric on the learner’s
presentation of their ostinato pattern in
grouping of 4
9 creates simple ostinato patterns in groupings of 2s,
3s, and 4s through body movements MU1RH-Id-e-6
1 Day
10 o plays simple ostinato patterns on classroom
instruments sticks, drums, triangles,
nails, coconut shells, bamboo, empty boxes, etc.
MUIRH-I-8
1 day
Day 10
QUARTER 2
Content Standard:
- demonstrates basic understanding of pitch and simple melodic patterns
- demonstrates basic understanding of the concepts of musical lines, beginnings and endings in music, and repeats in music
Performance Standard: responds accurately to high and low tones through body movements, singing, and playing other sources of
sounds responds accurately to high and low tones through body movements, singing, and playing other sources of sounds
- responds with precision to changes in musical lines with body movements
# MELC Number of
days taught
Remarks
Identifies the pitch of a tone as high or low
MUIME-lla-1
1 Day 1: identifies the pitch of a tone as high or low
MUIME-lla-1
2 Day Let the learners listen to one recorded song for
them to identify the high and low
2 Day 2: matches the correct pitch of tones with other
sound sources MU1ME-IIb-2
3 Sings simple melodic patterns (so –mi, mi –so, mi – re -do)
MUIME-llb-3
1 Day Prepare a simple song with the class then show the
simple melodic patterns. Have the learners sing
with you
4 Sings the melody of a song with the correct pitch e.g.
role singing, counting songs, echo singing
MUIME-llb-5
2 Day
5 Day 1: matches the melody of a song with the correct
pitch vocally, greeting songs, counting songs, action
songs MU1ME-IIc-4
Group the class into three. Each group will be
assigned to perform a song -role singing, counting
song, echo song. After each performance, guide
the learners for them to get the correct pitch.
6 Day 2: sings in pitch rote singing, greeting songs, counting
songs, echo singing MU1ME-IIc-5

7 Identifies similar or dissimilar musical lines
MU1FO -IIe -2
1 Day Sing together the song: Twinkle, twinkle little star.
Discuss similar and dissimilar musical lines in the
song: Mary Had a Little Lamb
8 identifies with body movements the beginnings, endings,
repeats of a recorded music example
MU1FO-IId-1
1 Day Identify if each line is the beginning or ending part
of the Song. Example : Leron Leron Sinta song-
Humanap ng Iba.
Show the different musical symbols to show the
beginning, ending and repeated parts.
8 identifies the beginning, ending, and repeated parts of a
recorded music sample MU1FO-IId-1
1 Day
9 relates basic concepts of musical forms to geometric
shapes to indicate understanding of:
o same patterns
o different patterns MU1FO-IIf-3
1 Day Sing together the song: Twinkle , Twinkle, Litle Star.
Let the learner identify the similar and dissimilar
lines by moving their bodies. Have two or more
examples
10 Performs songs with the knowledge when to start, stop,
repeat, or end the song. MU1FO -IIf -3
1 Day
Day 10:
QUARTER 3
Content Standard: demonstrates understanding of the basic concepts of timbre
- demonstrates understanding of the basic concepts of dynamics
Performance Standard: distinguishes accurately the different sources of sounds heard and be able to produce a variety of timbres
- creatively interprets with body movements the dynamic levels to enhance poetry, chants, drama, and musical stories
# MELC Number of
days taught
Remarks
Relates the source of sounds wind, wave, swaying of the
trees, animal sounds, sounds produced by machines,
transportation, through body movements
MU1TB-IIIa-1
2 DAYS
1 Day 1:
identifies the source of sounds
o wind, wave,
o swaying of the trees,
o animal sounds,
o sounds produced by machines,
o transportation, through body movements
MU1TB-IIIa-1

2 Day 2: responds appropriately to differences in sounds
heard through body movement MU1TB-IIIa-2
Produces sounds with different timbre using a variety of
local materials
3 Day 1: replicates the sounds heard from different sources
MU1TB-IIIb-3
2 DAYS Let the learner listens to different sounds in a
recorded music. Let them do what they heard
5 Day 2: uses voice and other sources of sound to produce
a variety of timbres MU1TB-IIIb-4
Group the class into three. Each group will be
assigned to use their voices and use the
Identifies volume changes from sound samples using the
terms loud and soft MU1DY -IIIc -2
6 Day 1: demonstrates dynamic changes with movements
MU1DY-IIIc-1
2 DAYS Show them short video showing dynamic
changing with movements
7 Day 2: uses the terms loud and soft to identify volume
changes MU1DY-IIIc-2
8 relates the concepts of dynamics to the movements of
animals e.g., big animals/movement = loud; small
animals/movement = soft MU1DY-IIId-3
1 DAY Review dynamics and how it works.
Show video of animals’ movement with sounds
9 applies the concept of dynamic levels to enhance poetry,
chants MU1DY -IIIg - h -4
1 Day Give example of chants, songs that demonstrate
dynamic level of sounds
10 applies the concept of dynamic levels to enhance drama
or musical stories MU1DY -IIIg - h -5
1 Day Give example of drama or musical stories that
demonstrate dynamic level of sounds
Day 10
QUARTER 4
Content Standard: -demonstrates understanding of the basic concepts of tempo
- demonstrates understanding of the basic concepts of texture
Performance Standard:
performs with accuracy varied tempi through movements or dance steps to enhance poetry, chants, drama, and musical stories
- sings songs to involve oneself and experience the concept of texture
# MELC Number of
days taught
Remarks
Demonstrates the basic concepts of tempo through
movements (fast or slow)
1 Day 1 : mimics animal movements 1.1 horse – fast 1.2
carabao – slow
MU1TP-IVa-1
2 Days Let pupils watch how animals move.
Give activity like showing to their parents how they
mimic different animal movements

2 Day 2 : demonstrates the basic concepts of tempo
through movements MU1TP-IVa-2
Give examples of movements with different Tempo
like running, clapping, skipping
3 Uses body movements or dance steps to respond to
varied tempo - slow movement with slow music - fast
movement with fast music MU1TP -IVb -3
1 Day
4 responds to varied tempo with movements or dance
steps 3.1 slow movement with slow music 3.2 fast
movement with fast music MU1TP-IVb-3
1 Day
5 uses varied tempo to enhance poetry, chants, drama,
and musical stories MU1TP-IVc-5
1 Day
Demonstrates awareness of texture by identifying sounds
that are solo or with other sounds
6 Day 1: identify sounds alone, sounds together 2 Days Show pictures of different objects w/ different
textures.
Ask help from parents to provide simple materials
w/ different textures and let their children touch
and hold
7 Day 2: demonstrates awareness of texture by using visual
images
MU1TX-IVe-2
8 distinguishes accurately between single musical line and
multiple musical lines which occur simultaneously in a
given song MU1TX-IVf-3
1 Day Present a song in scale w/ single and multiple lines
Listen to music
9 sings two -part round songs e.g. Are You Sleeping, Brother
John?
1 Day Feel the texture of music by listening
10 sings two -part round songs e.g. Row, Row, Row Your Boat 1 Day
Day 10

Learning Area: MAPEH - Arts Grade Level: 1
QUARTER 1
Content Standard: The learner…
demonstrates understanding of lines, shapes, colors and texture, and principles of balance, proportion, and variety through drawing
demonstrates understanding of lines, shapes, colors and texture, and principles of balance, proportion, and variety through drawing
Performance Standard: The learner…
creates a portrait of himself and his family which shows the elements and principles of art by drawing
-creates a portrait of himself and his family which shows the elements and principles of art by drawing
ARTS
1 Day 1and 2- explains that ART is all around and is
created by different people A1EL-Ia
Day 1-elements of arts
Day 2-Principles of Arts
2
2 Day 3 and 4 - identifies different lines, shapes, texture
used by artists in drawing A1EL-Ic
2
3 Day 5- uses different drawing tools or materials -
pencil and crayons, to create his drawing about
oneself, one’s family, home, and school, as a
means of self-expression A1EL-Id
Day 6-
uses different drawing tools or materials -
-piece of charcoal, and stick-on different papers, to
create his drawing about oneself, one’s family, home,
and school, as a means of self-expression
Day 7
uses different drawing tools or materials -
-sinamay, leaves, tree bark, and other local materials
to create his drawing about oneself, one’s family,
home, and school, as a means of self-expression
3
4 Day 8, 9 and 10 draws different kinds of plants showing
a variety of shapes, lines, and color A1PR-If
3 Prior to teaching this competency provide
arts activity
- draws different kinds of plants using
shapes lines and color
(Day 10) Culminating Activity Exhibit
Day 10

QUARTER 2
Content Standard: The learner…demonstrates understanding of colors and shapes, and the principles of harmony, rhythm and
balance through painting demonstrates understanding of colors and shapes and the principles of harmony, rhythm, and balance
through painting
Performance Standard: The learner creates a harmonious design of natural and man-made objects to express ideas using
colors and shapes, and harmony
1 Day 1 : identifies colors as primary both in natural and
man-made objects,
seen in the surrounding A1EL-IIa
Day 2-: identifies colors as secondary, and tertiary,
both in natural and man-made objects,
seen in the surrounding
2
2 Day 3,4 and 5: creates a design inspired by Philippine
flowers, jeepneys, Filipino fiesta decors, parol, or
objects, and other geometric shapes found in nature
and in school using primary
-and secondary colors
A1PR-IIg
Day 3- Art History and Art Production
Day 4- Art Appreciation and Art Criticism
Day 5-Display of output/sharing
3
3 Day 6 ,7 and 8: paints a home/school landscape or
design choosing specific colors to create a certain
feeling or mood A1PR-Ie-1
Day 8-Display of output/sharing
3
4 Day 9 and 10: talks about the landscape he painted
and the landscapes of others A1PR-Ie-2
2
(Day10-Exhibit /sharing one’s output and experiences) 10

QUARTER 3
Content Standard: demonstrates understanding of shapes and texture and prints that can be repeated, alternated, and emphasized
through printmaking
- demonstrates understanding of shapes and texture and prints that can be repeated, alternated, and emphasized through
printmaking
Performance Standard: creates prints that show repetition, alternation and emphasis using objects from nature and found objects at
home and in school
- creates prints that show repetition, alternation and emphasis using objects from nature and found objects at home and in school
# MELC Number of
days taught
Remarks
1 Day 1: differentiates between a print and a drawing or Painting
A1EL-IIIa
1
2 Day 2 : describes the shape and texture of prints made from objects
found in nature and man-made objects and from the artistically
designed prints in his artworks and in the artworks of others A1EL-IIIb
1
3 Day 3 and 4- creates a print by applying dyes on his finger or palm or
any part of the body and pressing it to the paper, cloth, wall, etc. to
create impression A1EL-IIId
2
4 Day 5 and 6: creates a print by rubbing pencil or crayon on paper
placed on top of a textured objects from nature and found objects
A1PL-IIIe
Day 6- Art appreciation and Criticism
2
5 Day 7 and 8: stencil a design (in recycled paper, plastic, cardboard,
leaves, and other materials) and prints on paper, cloth, sinamay, bark,
or a wall A1PR-IIIf
2
6 Day 9: narrates experiences in experimenting
different art materials A1PR-IIIg
1
7 Day 10: participates in school/district exhibit and culminating activity
in celebration of the National Arts Month (February) A1PR-IIIh
1 Participates in school/district exhibit and
culminating activity in celebration of the
National Arts Month (February)
Day 10

QUARTER 4
Content Standard: The learner…demonstrates understanding of texture and 3-D shapes, and principle of proportion and emphasis
through 3-D works and sculpture demonstrates understanding of texture and 3-D shapes, and principle of proportion and emphasis
through 3-D works and sculpture
Performance Standard: The learner creates a useful 3-Dimensional object/sculpture using found objects and recycled materials
-creates a useful 3-Dimensional object/sculpture using found objects and recycled materials
1 Day 1: differentiates between 2-dimensional and 3-
dimensional artwork and states the difference
A1EL-IVa
1
2 -identifies the different materials that can be
used in creating a 3-dimensional object:
Day 2: 2.1 clay or wood (human or animal figure)
A1EL-IVb
Day 3: 2.2 bamboo (furniture, bahay kubo) A1EL-IVb
Day 4: 2.3 softwood (trumpo) A1EL-IVb
2.4 paper, cardboard, (masks)
2.5 found material (parol, sarangola)
3
3 Day 5 and 6: creates 3D objects that are well
proportioned, balanced and show emphasis in
design, like any of the following: a pencil holder, bowl,
container, using recycled materials like plastic bottles,
etc. A1PR-IVe
2
4 Day 7,8,9 and 10:
Day 7&8- creates masks,
Day-9&10- creates human figures out of recyclable
materials such as cardboards, papers, baskets, leaves,
strings, clay, cardboard, glue, found
materials, bilao, paper plate, strings, seeds, flour, salt
mixture, or paper-mache, and other found
materials
4
Day 10

Learning Area: MAPEH – Physical Education Grade Level: 1
QUARTER 1
Content Standard: The learner demonstrates understanding awareness of body parts in preparation for participation in physical
activities.
Performance Standard: The learner performs with coordination enjoyable movements on body awareness.
1 Creates shapes by using different body parts. (PE1BM-Ic-d-2)
Engages in fun and enjoyable physical activities with coordination (PE1PF-Ia-h-2)
3Days
(This MELC will be
taught in 3 days for it
covers subtopics on
creating body shapes)
Prior to teaching
this
competency,
give inputs and
exercises first on:
Shapes
Day 1: Identifies the different body parts that one can use to create shape.
Day 2: Creates shapes using 2 or more body parts.
Day 3: Develops a shape-guessing game.
Identify the shapes created using body parts while doing action songs.
2 Shows balance on one, two, three, four and five body parts. (PE1BM-Ie-f-3)
3 Days
(This MELC will be
covers subtopics on
skills showing balance)
Day 4: Identifies the body parts that are used to keep our body balanced.
Day 5: Shows and maintains balance while bearing weight on single and multiple
body parts.
• both hands and 1foot on the floor.
• both feet and 1 hand on the floor.
• with only foot on the floor and both arms extended sideward.
Day 6: Modifies indoor games showing balance on one or more body parts.
(mimetics)
3 Exhibits transfer of weight. (PE1BM-Ig-h-4)
4 Days
(This MELC will be
covers subtopics
transferring weight.)
Day 7: Introduces skills with weight transfer and arm-leg opposition.
Day 8: Performs movements that show transfer of weight.
Day9-10: Produces home-based games showing players transfer weight.
Suggested activities:
• chasing and fleeing game
• simple games
4 Engages in fun and enjoyable physical activities with coordination (PE1PF-Ia-h-2)
This competency is already embedded in other LCs

QUARTER 2
Content Standard: The learner demonstrates understanding of space awareness in preparation for participation in physical activities
Performance Standard: The learner performs movement skills in a given space with coordination
1 Moves within a group without bumping or falling using locomotors skills (PE1BM-
IIc-e-6)
Engages in fun and enjoyable physical activities with coordination (PE1PF-IIa-h-2)
5 Days
(This MELC will be
covers subtopics on
differentiating and
performing locomotor
movements within a
given space.)
Day 1: Differentiates locomotor and non-locomotor movements
Day 2: Defines one’s personal space when moving.
Day 3: Performs locomotor and non-locomotor skills alone without falling.
Day 4: Performs locomotor and non-locomotor skills with a partner without
bumping on your partner.
Day 5: Performs a game using locomotor and non-locomotor skills within a group
without bumping on each other.
2 Executes locomotor skills while moving in different directions at different spatial
levels (PE1BM-IIf-h-7)
Engages in fun and enjoyable physical activities with coordination (PE1PF-IIa-h-2)
5 Days
(This MELC will be
covers subtopics on
performing locomotor
skills at different
directions and spatial
levels)
Day 6: Identifies the left and right side of the body.
Day 7: Executes locomotor skills while moving in different directions, left to right
and right to left.
Day 8: Classifies locomotor movements on different spatial levels. (low -crawling,
middle-hopping, high-doing high-jump)
Day 9-10: Executes locomotor skills while moving at different spatial levels.
3 Engages in fun and enjoyable physical activities with coordination (PE1PF-IIa-h-2)
QUARTER 3
Content Standard: The learner demonstrates understanding of qualities of effort in preparation for participation in physical activities.
Performance Standard: The learner performs movements of varying qualities of effort with coordination.
1 Demonstrates the difference between slow and fast, heavy, and light, free
and bound movements (PE1BM-IIIa-b-8)
5 Days
(This MELC will be taught in 5
days for it covers subtopics on
movements with varying
Day 1: Demonstrates the difference between slow and fast movements.
Day 2: Demonstrates the difference between heavy and light movements.
Day 3: Associates different movements as free or bound.

Day 4: Demonstrates movements with any of the following combination,
slow or fast, light or hard, free or bound.
qualities of effort with
coordination.
Day 5: Demonstrates movement that is fast, heavy, and free at the same
time.
2 Demonstrates contrast between slow and fast speeds while using
locomotor skills (PE1BM-IIIc-d-9)
2 Days
demonstrating locomotor skills.)
Day 6: Demonstrates locomotor skills slowly.
Day 7: Demonstrates locomotor skills in fast speed.
3 Engages in fun and enjoyable physical activities (PE1PF-IIIa-h-6) 1 Day
Day 8: Plays games such relay games using selected locomotor skills.
4 Demonstrates the characteristics of sharing and cooperating in physical
activities (PE1PF-IIIa-h-9)
2 Days
enumerating and
demonstrating characteristics of
sharing and cooperating.)
Day 9: Enumerates the characteristics of a good team player.
Day 10: Demonstrate characteristics of sharing and cooperating while
playing games.
QUARTER 4
Content Standard: The learner demonstrates understanding of relationships of movement skills in preparation for participation in
physical activities
Performance Standard: The learner performs movements in relation to a stationary or moving object/person with coordination.
1 Demonstrates relationship of movement (PE1BM-IVc-e-13) 3 Days
(This MELC will be taught
in 3 days for it covers
subtopics on
demonstrating
movements in relation to
objects and person.)
Day 1: Demonstrates movements relationships to stationary object/person. (ex. jumping on
cones)
Day 2: Demonstrates movements relationships to moving object/person. (ex. using hoops)
Day 3: Demonstrates variety of movement relationship to a stationary or moving
objects/person with coordination.
2 Performs jumping over a stationary object several times in succession, using forward- and-
back and side-to-side movement patterns (PE1BM-IVf-h-14)
3 Days
(This MELC will be
covers subtopics on
demonstrating and
performing jumping.)
Day 4: Demonstrates proper foot pattern on jumping.
Day 5: Performs jumping over a stationary object several times in succession, using
forward- and- back movement patterns.
Day 6: Performs jumping over a stationary object several times in succession, using side-to-
side movement patterns.
3 Engages in fun and enjoyable physical activities (PE1PF-IVa-h-2) 2 Days

Day 7-8: Participates in activities such as mirroring movement, chasing and fleeing, or
tagging.
4 Follows simple instructions and rules (PE1PF-IVa-h-10) 2 Days
Day 9: Enumerates instructions and rules to follow on a particular game/activity.
Day 10: Participates in games or activities such as following the leader, mirroring
movement, chasing, and fleeing, playing tag, making sure that players are following the
set instructions and rules given.
Learning Area: MAPEH – Health Grade Level: 1
QUARTER 1
Content Standard: - understands the importance of good eating habits and behavior
Performance Standard: - practices healthful eating habits daily
# MELC Number of
days taught
Remarks
1 Day 32: distinguishes healthful from less healthful foods (H1N-Ia-b-1)
2 days
Prior to teaching this competency
Identify one’s basic needs and ways to
care for one’s body
Give examples of healthful from less
healthful foods (Practice ways to care
for one’s body PNEKBS-Ii-9 Q1 Kinder)
Day 33: distinguishes healthful from less healthful foods (H1N-Ia-b-1)
Day 34: tells the consequences of eating less healthful foods (H1N-Ic-d-
2)
2 days
2)
2)
Day 37: practices good decision making exhibited in eating habits that
can help one become healthy (H1N-Ie-f-3, H1N-Ig-j-4)
4 days

QUARTER 2
Content Standard: - demonstrates understanding of the proper ways of taking care of one’s health
Performance Standard: - practices good health habits and hygiene daily
1 Day 31: identifies proper behavior during mealtime (H1PH-IIa-b-1)
2 days
Prior to teaching
this competency
Identify one’s basic
needs and ways to
care for one’s bod;
proper
handwashing,
practice habits of
keeping the body
clean and healthy.
Day 32: identifies proper behavior during mealtime (H1PH-IIa-b-1)
Day 33: demonstrates proper hand washing (H1PH-IIc-d-2)
2 days
Day 34: demonstrates proper hand washing (H1PH-IIc-d-2)
Day 35: realizes the importance of washing hands (H1PH-IIe-3)
2 days
Day 36: realizes the importance of washing hands (H1PH-IIe-3)
Day 37: practices habits of keeping the body clean & healthy (H1PH-IIf-i-4)
2 days
Day 38: practices habits of keeping the body clean & healthy (H1PH-IIf-i-4)
Day 39: realizes the importance of practicing good health habits (H1PH-IIj-5)
2 days
Day 40: realizes the importance of practicing good health habits (H1PH-IIj-5)
QUARTER 3
Content Standard: understands the importance of keeping the home environment healthful.
Performance Standard: - consistently demonstrates healthful practices for a healthful home environment.
1 Day 31: describes the characteristics of a healthful home environment (H1FH-
IIIa-1)
1 day
Prior to teaching
this competency
needs and ways to
Give examples of
healthful from less
healthful foods
(Practice ways to
care
for one’s body
PNEKBS-Ii-9 Q1
Kinder)
Day 32: discusses the effect of clean water on one’s health (H1FH-IIIb-2)
2 days
Day 33: discusses how to keep water at home clean (H1FH-IIIc-3)
Day 34: practices water conservation (H1FH-IIIde-4) 1 day
Day 35: explains the effect of indoor air on one’s health (H1FH-IIIfg-5)
2 days
Day 36: explains the effect of indoor air on one’s health (H1FH-IIIfg-5)
Day 37: identifies sources of indoor air pollution (H1FH-IIIfg-6) 1 day
Day 38: practices ways to keep indoor air clean (H1FH-IIIfg-7) 1 day
Day 39: explains the effect of a home environment to the health of the people
living in it (H1FH-IIIhi-8)
1 day
Day 40: demonstrates how to keep the home environment healthful (H1FH-IIIj-
10)
1 day

QUARTER 4
Content Standard: demonstrates understanding of safe and responsible behavior to lessen risk and prevent injuries in day to-day
living
Performance Standard: - appropriately demonstrates safety behaviors in daily activities to prevent injuries
1 Day 31: identifies situations when it is appropriate to
ask for assistance from strangers (H1IS-IVa-1)
1 day
Prior to teaching this competency
Identify safe behavior in daily activities to
prevent injuries.
Day 32: gives personal information, such as name and
address to appropriate persons (H1IS-IVb-2)
- identifies appropriate persons to ask for assistance
(H1IS-IVc-3)
1 day
Day 33: demonstrates ways to ask for help (H1IS-IVc-
4)
1 day
Day 34: follows rules at home and in school (H1IS-IVd-
5)
1 day
Day 35: follows rules during fire and other disaster drills
(H1IS-IVe-6)
1 day
Day 36: observes safety rules with stray or strange
animals (H1IS-IVf-7)
1 day
Day 37: describes what may happen if safety rules
are not followed (H1IS-IVg-8)
1 day
Day 38: describes ways people can be intentionally
helpful or harmful to one another (H1IS-IVh-9)
1 day
Day 39: distinguishes between good and bad touch
(H1IS-IVi-10)
1 day
Day 40: practices ways to protect oneself against
violent or unwanted behaviors of others (H1IS-IVj-11)
1 day

Learning Area: MAPEH - Music Grade Level: 2
QUARTER 1
Content Standard: -demonstrates basic understanding of sound, silence, and rhythm
-demonstrates understanding of the basic concepts of musical form
Performance Standard: -responds appropriately to the pulse of the sounds heard and performs with accuracy the rhythmic patterns
-performs a song, chosen from among the previously learned songs that shows the basic concepts of musical
lines, beginnings, endings and repeats through body movement, vocal sounds, and instrumental sounds
# MELC Number of
days taught
Remarks
1 Relates visual images to sound and silence using quarter note,
beamed eighth notes and quarter rest in a rhythmic pattern
MU2RH-Ib-2 Identify sound and silence using quarter
notes.
Show visual images and relate them to
sound and silence.
2 Day 1: Relates images to sound and silence within a rhythmic
pattern MUIRH-lb-2
2 Days
3
4
5
Day 2: replicates a simple series of rhythmic sounds (i.e., echo
clapping) MU2RH-Ib-3
Reads stick notations in rhythmic patterns with measures of 2s, 3s
and 4s
2 Days Introduce stick notations. What it represents.
creates simple ostinato patterns in measures
of 2s, 3s, and 4s with body movements
Tap a rhythm using fingers and feet
Add the pitches and the rhythm to the
songs they most like
Day 1: maintains a steady beat when chanting, walking, tapping,
clapping, and playing musical instruments MU2RH-Ic-4
Day 2: claps the written stick notation to show steady beats 5.1
divides the stick notations into measures of 2s, 3s and 4s to show
rhythmic patterns MU2RH-Ic-5
6 writes stick notations to represent the heard rhythmic patterns 1 Day Show musical pattern; Sing clap, stamp the
rhythmic pattern; Write the stick notation
Creates simple ostinato patterns in groupings of 2s, 3s, and 4s
through body movement
7 Day 1: Creates simple ostinato patterns in groupings of 2s through
body movements MU1RH-Id-e-6
3 Days performs steady beat and accurate
rhythm through clapping, tapping
chanting, walking, and playing musical
instruments in response to sound o in
groupings of 2s, o in groupings of 3s, o in
groupings of 4s
8 Day 2: Performs simple ostinato patterns in groupings of 3s through
body movements MU1RH-If-g-7
9 Day 3 : Performs simple ostinato patterns in groupings of 4s through
body movements MU1RH-Ih-8
Summative Performance Task 1 day
1st Summative Test
10 Day 10

QUARTER 2
Content Standard: -demonstrates basic understanding of pitch and simple melodic patterns
- performs with accuracy of pitch, the simple melodic patterns through body movements, singing or playing musical instruments
Identifies the pitch of a tone as high or low
1 Day 1: identifies the pitch of tones as
o high
o low
o higher
o lower MUIME-lla-1
2 Days Most of the grade 2 pupils cannot figure
out the high and low of tones unless they
can hear them
Let them differentiate the high and low of
tones by listening to different sounds of
different objects that are familiar to them
2 Day 2: responds to ranges of pitch through body
movements, singing, and playing sources of Sounds
MU2ME-IIa-2
Responds to ranges of pitch through body
movements, singing, or playing instruments
Musical instruments are the best tools to
differentiate the high and low in tones
Guitar flute
Piano xylophone
Tambourine
3 Day 1: demonstrates high and low pitches through
singing or playing musical instruments MU2ME-IIb-3
2 Day
4 Day 2: sings the following songs with accurate pitch:
4.1 wrote songs 4.2 echo songs 4.3 simple children’s
melodies MU2ME-IIb-4
* Demonstrates melodic contour through:
a. movement
b. music writing (on paper or on air)
c. visual imagery
Have pupils begin to
explore melodic contour on a music staff.
Shaw a staff on the presentation and have
students draw or place dots on various lines
and spaces on the staff.
Have the student connect the dots with a
musical shape or contour. Have students
sing the new melodic contour
5 Day 1: demonstrates the melodic contour with
movement
MU2ME-IIc-6
2 Days
6 Day 2: demonstrates the melodic contour through
o body staff
o o writing the melodic line “on the air”
o line notation
MU2ME-IIc-7

7 demonstrates the beginning, ending and repeats of a
song with - movements - vocal sounds - instrumental
sounds MU2FO -IId -2
1 Day Make symbols that can be signals
It cab a simple instrumental bar
8 identifies musical lines as - similar - dissimilar 1 Days Sing together the song: Twinkle, Twinkle,
Litle Star. Let the learner identify the similar
and dissimilar lines by moving their bodies.
Have two or more examples
9 creates melodic or rhythmic introduction and ending
of songs MU2FO -IIg - h -6
1 Days
10 Day 10:
QUARTER 3
Content Standard: -demonstrates understanding of the basic concepts of timbre
- demonstrates understanding of the basic concepts of dynamic
- determines accurately the sources of sounds heard, and produce sounds using voice, body, and objects, and be able to sing in
accurate pitch
- creatively applies changes in dynamics to enhance rhymes, chants, drama, and musical stories
Replicates different sources of sounds with body
movements MU2TB-IIIa2
1 Day 1: identifies the source of sounds e.g. winds,
waves swaying of the trees, animals sounds, sounds
produced by machines, transportation, etc.
MU2TB-IIIa-1
2 Days Group the class into four. Each group will
be assigned to perform a sound they want
to produce.
2 Day 2: replicates different sources of sounds with body
movements MU2TB-llla-2
Let the learner listens to different sounds in
a recorded music. Let them do what they
heard
3 identifies the common musical instruments by their
sounds and image MU2TB-IIIb3
1 Day
Recognizes the difference between speaking and
singing
4 Day 1: recognizes the difference between speaking
and singing
MU2TB-IIIc4
2 Days Group the class into three. Each group will
be assigned to use their voices and use the
other source of sound to produce different
sounds.

5 Day 2 : sings songs with accurate pitch and pleasing
vocal quality
6 performs songs with appropriate vocal or sound
quality (from available instruments)
MU2TB-IIIc5MU2TB-IIIc5
1 Days
7 Distinguishes the dynamics of a song or music sample
MU2DY-IIIc2
Uses the words “loud”, “louder”, “soft” and “softer” to
identify variations in volume MU2DY-IIIc4
8
Day 1: distinguishes between “loud”, “louder”, “soft”
and “softer” in music
2 Days Listen to the sounds (loud ,louder ,soft,
softer )
Identifying which is loud, louder, soft, softer
in music
9 Day 2: relates movements of animals to dynamics
e.g., elephant walking – loud dog walking –
medium tiny steps of a mouse - soft
Review dynamics and how it works.
Show video of animals’ movement with
sounds
10 Performs songs with appropriate dynamics 1 Day Give example of song that demonstrate
dynamic level of sounds
Day 10:
QUARTER 4
Content Standard: -demonstrates understanding of the basic concepts of tempo
-demonstrates understanding of the basic concepts of texture
Performance Standard: - uses varied tempo to enhance rhymes, chants, drama, and musical stories
- distinguishes accurately between single musical line and multiple musical lines which occur simultaneously in a given song
Follows the correct tempo of a song including tempo
changes MU2TP -IVb - 4
1 Day 1 : mimics animal movements 1.1 horse – fast 1.2
carabao – moderate 1.3 turtle – slow
MU2TP-IVa-1
3 Days Let pupils watch how animals move.
Give activity like showing to their parents
how they mimic different animal
movements
2 Day 2 : responds to the accurate tempo of a song as
guided by the hand signal of the teacher e.g. “The
teacher’s slow hand movement means “slow” while
fast hand movement means ”fast” MU2TP-IVa-2

3 Day 3: demonstrates changes in tempo with
movements MU2TP-IVa-3
Give examples of movements with different
Tempo like running, clapping, skipping
Distinguishes “slow,” “slower,” “fast,” and “faster” in
recorded music MU2TP -IVb - 5
4 Day 1 : responds to variations in tempo with dance
steps
o slow movement with slow music
o fast movement with fast music MU2TP-IVb-4
4 Days Watch 2 or 3 dances with different Tempo
Let them identify the tempo
5 Day 2 : distinguishes “slow,” “slower,” “fast,” and
“faster” in recorded music with voice or with
instruments MU2TP-IVb-5
6 Day 3 : uses the terms “fast,” “faster,” “slow,” and
“slower” to identify variations in tempo MU2TP=IVb-6
7 Day 4 : replicates “slow,” “slower,” “fast,” and “faster”
with voice or with instruments MU2TP-IVc-7
Identifies musical texture with recorded music -
melody with solo instrument or voice - single melody
with accompaniment - two or more melodies sung or
played together at the same time MU2TX -IVd - f -1
8 Day 1 : identifies musical texture with recorded music
E.g.
o melody with single instrument or voice
o single melody with accompaniment
o two or more melodies sung or played
together at the same time
2 Days Listen to different songs and identify which
song that sounds alone or together
9 Day 2 : shows awareness of texture by relating visual
images to recorded or performed music
10 distinguishes between thinness and thickness of
musical sound in recorded or performed music
Feel the texture of music by listening
Day 10:

Learning Area: MAPEH - Arts Grade Level: 2
QUARTER 1
Content Standard:
The learner demonstrates understanding on lines, shapes, and colors as elements of art, and variety, proportion and contrast as
principles of art through drawing
Performance Standard: The learner creates a composition/design by translating one’s imagination or ideas that others can see and
appreciates.
ARTS
1 Day 1-
describes the different styles of Filipino artists when
they create portraits and still life (different lines and
colors) A2EL-Ia
1
2 Day 2–
differentiates the contrast between shapes of different
fruits or plants and flowers in one’s work and in the
work of others A2EL-Ib
Day 3
differentiates the contrast between colors of different
fruits or plants and flowers in one’s work and in the
work of others
2
3 Day 4 and 5-
draws the different fruits or plants to show overlapping
of shapes and the contrast of colors and shapes in his
colored drawing A2EL-Ic
2
4 Day 6 and 7
draws from an actual still life arrangement A2EL-Id
2
5 Day 8 and 9
draws a portrait of two or more persons – his friends, his
family, showing the differences in the shape of their
enjoyable and interactive activities

facial features (shape of eyes, nose, lips, head, and
texture of the hair A2EL-If
- draws a portrait of family members or
friends showing differences in the shapes
and texture of their body parts
6 Day 10:
narrates stories related to the output A2EL-Ih-3
engaging activities by sharing their
experiences and feelings related to their
output.
-Culminating Activities
10
QUARTER 2
Content Standard: The learner demonstrates understanding of using two or more kinds of lines, colors and shapes through repetition
and contrast to create rhythm.
Performance Standard: The learner creates a composition or design of a tricycle or jeepney that shows unity and variety of lines,
shapes, and colors
1 Day 1 and 2:
describes the lines, shapes, colors, textures, and designs seen in the skin coverings of
different animals and sea creatures using visual arts words and actions. A2EL-IIa
2
2 Day 3 and 4:
designs with the use of drawing and painting materials the sea or forest animals in their
habitats showing their unique shapes and features, variety of colors and textures in their
skin. A2EL-IIb
2
3 Day 5 and 6:
creates designs by using two or more kinds of lines, colors, and shapes by repeating or
contrasting them, to show rhythm A2PL-IIf
2
4 Day 7 and 8:
uses control of the painting tools and materials to paint the different lines, shapes
and colors in his work or in a group work A2PR-IIg-1
2

5 Day 9 and 10
design an outline of a tricycle or jeepney on a big paper with lines and shapes that show
repetition, contrast, and rhythm A2PR-IIg-2
Day 10- Art appreciation and Criticism/Culminating activity/Exhibit
2
10
QUARTER 3
Content Standard:
The learner demonstrates understanding of shapes, textures, colors and repetition of motif, contrast of motif and color from
nature and found objects
The learner creates prints from natural and man-made objects that can be repeated or alternated in shape or color. creates prints
with repeating, alternating or contrasting color or size or texture
- shows skills in making a clear print from natural and man-made objects
1 Day 1and 2:
differentiates natural and man-made objects with repeated or alternated shapes and
colors and materials that can be used in print making A2EL-IIIa
2
2 Day 3 and 4:
creates a consistent pattern by making two or three prints that are repeated or
alternated in shape or color A2PL-IIIb
2
3 Day 5 and 6
carves a shape or letter on an eraser or kamote, which can be painted and printed
several times A2PR-IIIf
2
4 Day 7 and 8:
creates a print on paper or cloth using cut-out designs A2PR-IIIg
Day8- Art Appreciation and Art Criticism
2

5 Day 9 and 10:
participates in a school/district exhibit and culminating activity in celebration of the
National Arts Month (February) A2PR-IIIh-3
2
Days 10
QUARTER 4
Content Standard: The learner…demonstrates understanding of shapes, texture, proportion and balance through sculpture
and 3-dimensional crafts
- demonstrates understanding of shapes, texture, proportion and balance through sculpture and 3-dimensional crafts
The learner creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or
manufactured)
- creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or
manufactured)
- creates a 3-dimensional free-standing, balanced figure using different materials (found materials, recycled, local or
manufactured)
1 Day 1,2 and 3
discusses the artistry of different local craftsmen in creating:
1.1 taka of different animals and figures in Paete, Laguna
1.2 sarangola or kites
1.3 banca, native boats from Cavite, and coastal towns A2EL-IVa-1
3
2 Day 4: Answers a brief diagnostic assessment on giving value and importance to the
craftmanship of local artists. A2EL-IVa-2
1
3 Day 5: identifies 3-dimensional crafts found in the locality giving emphasis on their
shapes, and textures. A2EL-IVb
Day 6: identifies 3-dimensional crafts found in the locality giving emphasis on their
proportion and balance
2
4 Day 7 and 8: executes the steps in making a paper maché with focus on proportion and
balance A2PR-IVd
2
5 Day 9 and 10: creates a clay human figure that is balanced and can stand on its own
A2PR-IVh
Day 10- Art Appreciation and Art Criticism/Exhibit
2
10

QUARTER 1
Content Standard: The learner demonstrates understanding of body shapes and body actions in preparation for various movement
activities
Performance Standard: The learner performs body shapes and actions properly.
1 Creates body shapes and actions PE2BM-Ie-f-2 3 Days
subtopics enumerating,
demonstrating and
creating body shapes
and actions.)
Day 1: Enumerates the different body shapes/position.
(Straight, curled, wide, twisted)and actions (walking, standing,
sitting)
Day 2: Demonstrates body shapes and actions.
Day 3: Creates movement sequence with different body
shapes and actions.
2 Demonstrates momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as
a base of support PE2BM-Ig-h-1
4 Days
subtopics on defining,
demonstrating and
performing symmetrical
and asymmetrical
shapes/position.)
Prior to teaching this competency,
specifically Day 5, give inputs and
exercises first on:
Performing movements that transfer
weights.
Exhibits transfer of weight (G1, Q1)
Day 4: Defines symmetrical and asymmetrical body
shapes/position
Day 5: Demonstrates symmetrical and asymmetrical body
shapes/position.
Day 6: Performs momentary stillness in symmetrical and
asymmetrical shapes using both feet as a base of support.
Day 7: Performs momentary stillness in symmetrical and
asymmetrical shapes using body parts other than both feet as
a base of support
3 Demonstrates movement skills in response to sound and music
PE2MS-Ia-h-1
2 Days
Day 8-9: Performs movement skills appropriate for variety of
music sounds. (locomotor, non-locomotor and manipulative
skills)
4 Engages in fun and enjoyable physical activities PE2PF-Ia-h-2 1 Day Prior to teaching this competency,
specifically Day 10, give inputs and
exercises first on:
Engages in fun and enjoyable
physical activities with
coordination (G1, Q1)
Day 10: Participates in a variety of low and intense activities
with variety of music.
• folk dance
• rhythmic routine

QUARTER 2
Content Standard: The learner demonstrates understanding of locations, directions, levels, pathways, and plane
Performance Standard: The learner performs movements accurately involving locations, directions, levels, pathways, and planes.
1 Describes movements in a location, direction, level, pathway and plane (PE2BM-IIa-b-17) 3 Days
(This MELC will be
covers subtopics on
describing
movements.)
Day 1: Describes movements in a location (behind, in front, under, over) and direction
(linear forward and backward, lateral- sideward, and multi-directional)
Day 2: Describes movements’ level (high, middle, low level) and pathways (straight, curve,
zigzag).
Day 3: Describes the different plane of movements (diagonal, horizontal, vertical, and
rotational)
2 Moves in:
⮚ personal and general space
⮚ forward, backward, and sideward directions
⮚ high, middle, and low levels
⮚ straight, curve, and zigzag pathways diagonal and horizontal planes (PE2BM-IIc-h-18)
4 Days
(This MELC will be
covers subtopics on
performing movements
accurately involving
locations, directions,
levels pathways and
planes.)
Day 4: Moves in: ⮚ personal and general space
Day 5: Moves in: forward, backward, and sideward directions
Day 6: Moves in: high, middle, and low levels
Day 7: Moves in: straight, curve, and zigzag pathways, diagonal, and horizontal planes
3 Demonstrates movement skills in response to sounds and music (PE2MS-IIa-h-1)
Engages in fun and enjoyable physical activities (PE2PF-IIa-h-2)
1 Day
Day 8: Creates and imitate movement skills in response to variety of sounds music.
• folk dance
• relays and races
4 Engages in fun and enjoyable physical activities (PE2PF-IIa-h-2) This competency is already
embedded in other LCs
5 Maintains correct posture and body mechanics while performing movement (PE2PF-IIa-h-
14)
2 Days
Day 9: Observes correct postures and proper body mechanics while performing
movements.
Day 10: Maintains correct posture and proper body mechanic while performing or imitating
movements.

QUARTER 3
Content Standard: The learner demonstrates understanding of movement in relation to time, force and flow
Performance Standard: The learner performs movements accurately involving time, force, and flow.
1 Moves: at slow, slower, slowest/fast, faster, fastest pace using light, lighter, lightest/strong,
stronger, strongest force with smoothness (PE2BM-IIIc-h-19) 6 Days
(This MELC will be
covers subtopics on
time, force, and flow.
Day 1: Demonstrates moves at slow, slower, slowest pace. (time)
Day 2: Demonstrates moves at fast, faster, fastest pace. (time)
Day 3: Demonstrates moves using light, lighter, lightest force. (force)
Day 4: Demonstrates moves using strong, stronger, strongest force. (force)
Day 5: Performs movements at slow, slower, slowest pace using light, lighter, lightest force
with smoothness. (flow)
Day 6: Performs movements at fast, faster, fastest pace using strong, stronger, strongest
force with smoothness. (flow)
2 Demonstrates movement skills in response to sound and music (PE2MS-IIIa-h-1)
Engages in fun and enjoyable physical activities (PE2PF-IIIa-h-2)
4 Days
days for it covers subtopics
on creating and developing
movements in response to
sound and music.)
Day 7-8: Creates movement skills with variety of pace, force, and flow in response to sound
and music.
Day 9-10: Develops movement skills with variety of pace, force, and flow in response to
sound and music.
3 Engages in fun and enjoyable physical activities (PE2PF-IIIa-h-2) This competency is already
embedded in other LCs
QUARTER 4
Content Standard: The learner demonstrates understanding of movement activities relating to person, objects, music and environment
Performance Standard: The learner performs movement activities involving person, objects, music, and environment correctly
1 Moves:
individually, with partner, and with group with ribbon, hoop, balls, and any available
indigenous/improvised materials, with sound, in indoor and outdoor settings (PE2BM-IV-c-h-
21)
3 Days
(This MELC will be
covers subtopics on
making movements
involving person, object
music and environment
correctly.)
Day 1: Moves individually with ribbon, hoop, balls, and any available indigenous/improvised
materials, with sound, in indoor and outdoor settings
Day 2: Moves with partner with ribbon, hoop, balls, and any available
indigenous/improvised materials, with sound, in indoor and outdoor settings

Day 3: Moves with group with ribbon, hoop, balls, and any available indigenous/improvised
materials, with sound, in indoor and outdoor settings
2 Demonstrates movement skills in response to sound (PE2MS-IV-a-h-1)
Engages in fun and enjoyable physical activities (PE2PF-IV-a-h-2) 5 Days
(This MELC will be
covers subtopics on
demonstrating and
creating movements)
Day 4-5: Demonstrate a routine using ribbon, hoop, balls, or any available
indigenous/improvised material, with the song of your choice, in an indoor setting.
(individually)
Day 6-8: Creates a routine using ribbon, hoop, balls or any available indigenous/improvised
material, with the song of your choice, in an indoor setting. (with virtual partner)
3 Engages in fun and enjoyable physical activities (PE2PF-IV-a-h-2) This competency is
already embedded in other LCs
4 Maintains correct body posture and body mechanics while performing movement activities
(PE2PF-IV-a-h-14) 2 Days
Day 9-10: Maintains correct body posture and proper body mechanics while performing
the routine using different available materials.
QUARTER 1
Content Standard: - understands the importance of eating a balanced diet.
Performance Standard: - 1. demonstrates good decision-making skills in choosing food to eat to have a balanced diet. 2. Consistently
practices good health habits and hygiene for the sense organs
1 Day 31: states that children have the right to nutrition (Right of the child to nutrition
Article 24 of the UN Rights of the Child) (H2N-Ia-5)
2 days
Prior to teaching
this competency
(practices good
decision making
exhibited in
eating habits
that can help
one become
healthy H1N-Ie-f-
3, H1N-Ig-j-4)
Day 32: states that children have the right to nutrition (Right of the child to nutrition
Article 24 of the UN Rights of the Child) (H2N-Ia-5)
Day 33: discusses the important function of food and a balanced meal (H2N-Ib-6,
H2N-Icd-7)
3 days
H2N-Icd-7)
H2N-Icd-7)
Day 36: considers Food Pyramid and Food Plate in making food choices (H2N-Ifh-9)
2 days
Day 37: considers Food Pyramid and Food Plate in making food choices (H2N-Ifh-9)

Day 38: displays good decision-making skills in choosing the right kinds of food to
eat (H2N-Iij-10)
3 days
eat (H2N-Iij-10)
eat (H2N-Iij-10)
QUARTER 2
Content Standard: - demonstrates understanding of the proper ways of taking care of the sense organs
Performance Standard: - consistently practices good health habits and hygiene for the sense organs
1 Day 31: describes ways of caring for the eyes, ears, nose, hair, and skin to avoid
common childhood health conditions) (H2PH-IIa-e-6)
5 days
Prior to teaching
this competency
Practices habits of
keeping the
body clean &
healthy H1PH-IIf-i-
4
(realizes the
importance of
practicing good
health habits H1N-
Ie-f-3, H1N-Ig-j-4
Day 32: describes ways of caring for the eyes, ears, nose, hair, and skin to avoid
Day 36: describes ways of caring for the mouth/teeth (H2PH-IIfh-7)
3 days
Day 39: displays self-management skills in caring for the sense organs (H2PH-IIij-8)
3 days
Day 40: displays self-management skills in caring for the sense organs (H2PH-IIij-8)
QUARTER 3
Content Standard: - 1. Demonstrates understanding of healthy family habits and practices 2. demonstrates an understanding of
managing one’s feelings and respecting differences
Performance Standard: - 1. consistently adopts healthy family 2. Demonstrates positive expression of feelings toward family members
and ways of coping
1 Day 31: describes healthy habits of the family (2FH-IIIab-11)
2 days
Prior to teaching this
competency
Day 32: describes healthy habits of the family (2FH-IIIab-11)

Day 33: demonstrates good family health habits and practices (H2FH-IIIcd-12)
2 days
Explains the effect of
a home environment
to the health of the
people living in it
H1FH-IIIhi-8
(Demonstrates
how to keep the
home environment
healthful- H1FH-IIIj-
10)
Day 34: demonstrates good family health habits and practices (H2FH-IIIcd-12)
Day 35: explains the benefits of healthy expressions of feelings (H2FH-IIIef-13)
3 days
Day 36: explains the benefits of healthy expressions of feelings (H2FH-IIIef-13)
Day 37: expresses positive feelings in appropriate ways (H2FH-IIIgh-14)
Day 38: demonstrates positive ways of expressing negative feelings, such as
anger, fear, or disappointment (H2FH-IIIij-15)
2 days
Day 39: demonstrates positive ways of expressing negative feelings, such as
anger, fear, or disappointment (H2FH-IIIij-15)
Day 40: displays respect for the feelings of others (H2FH-IIIj-16) 1 day
QUARTER 4
Content Standard: - 1. Demonstrates understanding of healthy family habits and practices 2. demonstrates an understanding of
managing one’s feelings and respecting differences
Performance Standard: - 1. consistently adopts healthy family 2. Demonstrates positive expression of feelings toward family members
and ways of coping
1 Day 31: discusses one’s right and responsibilities for safety (H2IS-IVa-12) 1 day Prior to teaching
this competency
(Practices ways to
protect oneself
against violent or
unwanted
behaviors of
others H1IS-IVj-11)
Day 32: identifies hazardous areas at home (H2IS-IVbc-13) 1 day
Day 33: identifies hazardous household products that are harmful if ingested, or
inhaled, and if touched especially electrical appliances (H2IS-IVde-14)
1 day
Day 34: recognizes warning labels that identify harmful things and substances
(H2IS-IVf-15)
1 day
Day 35: explains rules for the safe use of household chemicals (H2IS-IVg-16) 1 day
Day 36: explains rules for the safe use of household chemicals (H2IS-IVg-16) 1 day
Day 37: follows rules for home safety (H2IS-IVh-17)
3 days
Day 38: identifies safe and unsafe practices and conditions in the school (H2IS-
IVi-18)
Day 39: identifies safe and unsafe practices and conditions in the school (H2IS-
IVi-18)
Day 40: practices safety rules during
school activities (H2IS-IVj-19)
1 day

Learning Area: MAPEH – Music Grade Level: 3
QUARTER 1
Content Standard: demonstrates understanding of the basic concepts of rhythm
Performance Standard: performs simple ostinato patterns/simple rhythmic accompaniments on classroom instruments and other
sound sources to a given song
1 relates images with sound and silence using
quarter note, beamed eighth note, half note, quarter
rest and half rest within a rhythmic pattern
1
2 Relates images with sound and silence within a
rhythmic pattern MU3RH-Ia-1
1
maintains a steady beat when replicating a simple
series of rhythmic patterns in measures of 2s, 3s, and
4s (e.g. echo clapping, walking, marching, tapping,
chanting, dancing the waltz, or playing
musical instruments)
3 Day 1: maintains a steady beat when chanting,
walking, tapping, clapping, and playing musical
instruments
3
4 Day 2: claps, taps, chants, walks, and plays musical
instruments in response to sound with the correct
rhythm 3.1 in measures of 2s, 3s, and 4s 3.2 echo
clapping 3.3 marching 3.4 dancing the waltz
5 Day 3: claps the written stick notation on the board
representing the sound heard
plays simple ostinato patterns (continually repeated
musical phrase or rhythm) with classroom instruments
and other sound sources creates continually repeated
musical phrase or rhythm in measures of 2s, 3s, and 4s.
Before teaching this melc, Teacher review
and ask students to creates simple ostinato
patterns in measures of 2s, 3s, and 4s with
body movements lines and colors
6 Day 1: plays simple ostinato patterns with classroom
instruments and other sound sources
5 Days
7 Day 2: creates simple ostinato patterns in measures of
2s, 3s, and 4s through body movements
8 Day 3: Perform the simple ostinato patterns made
using body movements in measures of 2’s, 3’s and 4’s

9 Day 4: creates ostinato patterns in different meters
using combination of different sound sources
10 Day 5: Perform the created ostinato pattern in
different meters using combination of different sound
sources.
Total Days 10
QUARTER 2
Content Standard: 1. Demonstrates understanding of the basic concepts of melody
2. Demonstrates understanding of the basic concepts of musical form
Performance Standard: 1. Sings the melody of a song with accurate pitch
2. sings, plays, and performs (through body movements) a chosen song showing the basic concepts of
musical lines, beginnings, endings, and repeats.
1 Identifies the beginning, middle, ending and repetitions within a song or music sample
MU3ME-IIa-1
1
2 Day 1: identifies the pitch of a tone as: 1.1 high – higher 1.2 moderately high – higher 1.3
moderately low – lower 1.4 low – lower
Matches the correct pitch of tones - with the voice - with an instrument 3
3 Day 1: matches the correct pitch of tones with the voice and with an instrument
4 Day 2: relates movements with levels of pitch
5 Day 3: matches the voice with the pitches of a melody
Recreates simple patterns and contour of a melody 3
3 Day 1: Create simple patterns and contour of a melody
4 Day 2: Sings entire simple songs with accurate pitch like: Favorite Children’s Songs (“Do –
Re – Mi”, “What Can We Do Today”)
5 Day 3: Sings entire simple songs with accurate pitch like: Favorite Folksongs : (“Manang
Biday”, “Paruparong Bukid”, “Atin Cu Pung Singsing”
6 identifies the beginning, middle, ending and repetitions within a song 1
7 Identify the beginning middle, ending and repetitions within a song 1
8 identifies musical lines as - similar - same - different 1
9 Recognize musical lines as similar-same-different
10 performs songs with accurate pitch from
beginning to end including repetitions
1
Total 10

QUARTER 3
Content Standard: 1. Demonstrates understanding of the basic concepts of timbre
2. demonstrates understanding of the basic concepts of dynamics in order to respond to conducting gestures
using
Performance Standard: 1. applies vocal techniques in singing to produce a pleasing vocal quality: 1. using head tones 2. employing
proper breathing 3. using the diaphragm
2. sings songs with proper dynamics following bas
Recognizes musical instruments through sound 3
1 Day 1: recognizes differences in sound quality coming
from a variety of sound sources
2 Day 2: responds to differences in sound quality with
appropriate movement
3 Day 3: recognizes musical instruments through sound
4 uses the voice and other sources of sound to
produce a variety of timbres
1
5 Day 1; Identify and compare the use of voice in
speaking and singing through their classmates
6 distinguishes “loud,” “medium,” and “soft”
in music
3
7 Day 1: Identify “loud,” “medium,” and “soft”
in music
8 Day 2: interprets the dynamics of a song through
body movements: 1 small movement – soft
2 big movement – loud
9 Day 3: relates dynamics to the movements of animals
e.g. 9.1 elephant walking – loud
9.2 mice scurrying – soft
10 responds to conducting gestures of the
teacher for “loud” and “soft
1
Day 1: responds to conducting gestures of the
teacher for “loud” and “soft” E.g. 11.1 Teacher’s palm
down means “soft” and palm up means “loud.”
Hands moving farther from each other mean sound
becomes louder.
Total days 10 10

QUARTER 4
Content Standard:1. demonstrates understanding of the concepts of tempo in order to respond to conducting symbols indicating
variations in tempo; 2. demonstrates understanding of the basic concepts of texture
Performance Standard: 1. enhances performance of poetry, chants, drama, musical stories, and songs by using a variety of tempo
2. sings “two-part rounds” and “partner songs”
# MELC Number of
days taught
Remarks
applies correct tempo and tempo changes by
following basic conducting gestures
2
1 Day 1: mimics animal movements according to speed 1.1 horse –
fast 1.2 carabao – slow 1.3 turtle – slow 1.4 rabbit - fast 1.5 dog –
fast
Teacher may also ask students to respond
with movement to tempo changes (i.e. doing
locomotor and non-locomotor movements)
to a variety of tempo in recorded music
2 Day 2: sings songs with proper tempo following basic conducting
gestures
distinguishes among fast, moderate, and slow in music 2
3 Day 1: Identify fast, moderate, and slow in music
4 Day 2: uses the terms: fast, moderate, and slow, (faster, slower
etc.) to identify tempo changes and variations
performs songs with appropriate tempo (use songs from the
locality
2
5 Day 1: sings songs with designated tempo E.g. 7.1 Lullaby – slow
6 Day 2: sings songs with designated tempo E.g. Joyful songs – fast
distinguishes between thinness and thickness of musical sound 2
7 Day 1: distinguishes between single musical line and multiple
musical lines which occur simultaneously
8 Day 2: Identify the difference between thinness and thickness of
a musical sound.
demonstrates the concept of texture by singing “partner songs”
(local or foreign song samples)
2
9 Day 1: demonstrates the concept of texture by singing “two-part
rounds” E.g. “Are You Sleeping, Brother John?” “Row, Row, Row
Your Boat” “Musika Ay Di Kukupas
10 Day 2: demonstrates the concept of texture by singing “partner
songs E.g. “Leron, Leron Sinta”, “Pamulinawen”, “It’s A Small
World”, “He’s Got the Whole World in His Hands
Day 10

Learning Area: MAPEH – Arts Grade Level: 3
QUARTER 1
Content Standard: The learner demonstrates understanding of lines, texture, shapes and depth, contrast (size, texture) through
drawing
The learner creates an artwork of people in the province/region. On-the-spot sketching of plants trees, or buildings and geometric
line designs shows a work of art based on close observation of natural objects in his/her surrounding noting its size, shape and texture
1 Day 1: distinguishes the size of persons in the drawing,
to indicate its distance from the viewer A3EL-Ia
1
2 Day 2: shows the illusion of space in drawing the
objects and persons in different sizes A3EL-Ib
1
3 Day 3: explains that artist create visual textures by
using a variety of lines and colors A3PL-Ic
1
4 Day 4 and 5
discusses what foreground, middle ground, and
background, are all about in the context of a
landscape A3PL –Id
2 Prior to teaching this competency
Discusses what is foreground, middle
ground, and background, are all about in
the context of a landscape
5 Day 6
describes the way of life of people in the cultural
Community A3PL-Ie
activities to describes the way of life of
people in the cultural Community
6 Day 7
Creates a geometric design by contrasting two
kinds of lines in terms of type or size. A3PR-If
fun activities using crayons to create
geometric design using different lines
7 Day 8: sketches on-the-spot outside or near the school
to draw a plant, flowers or a tree showing the
different textures and shape of each part, using
only a pencil or black crayon or ballpen A3PR-Ig
fun activities like drawing of different plants
in the community showing different textures
and shapes
8 Day 9 and 10: designs a view of the province/region
with houses and buildings indicating the foreground
middle ground and background by the size of the
objects A3PR-Ii
Day 10- Art Appreciation and Art Criticism/ Exhibit
2 Prior to teaching this competency present
pictures of different houses and buildings
Indicating the foreground, middle ground,
and background
Provide activity to design a view of
province /region
10

QUARTER 2
Content Standard: The learner demonstrates understanding of lines, textures, shapes and balance of size, contrast of texture through
drawing
Performance Standard: The learner...
-creates an artwork of people in the province/region on the-spot sketching of plants, trees and building and geometric line designs
applies knowledge of planes in a landscape (foreground, middle ground, and background) in painting a landscape
creates an artwork of people in the province/region on the-spot sketching of plants, trees and building and geometric line designs
applies knowledge of planes in a landscape (foreground, middle ground, and background) in painting a landscape
1 Day 1:
Discusses the concept that there is harmony in
nature as seen in the color of landscapes at
different times of the day
Ex:
1.1 landscapes of Felix Hidalgo, Fernando
Amorsolo, Jonahmar Salvosa
1.2 Still’s life of Araceli Dans, Jorge Pineda, Agustin
Goy A3EL-IIa
1
2 Day 2:
Discusses the concept that nature is so rich for no two
animals have the same shape, skin covering, and
color A3EL-IIb
1
3 Day 3 and 4:
demonstrates how harmony is created in an
artwork because of complementary colors and
shapes A3PL-IIc
2
4 Day 5 and 6:
paints a still life by observing the different shapes,
color, and texture of fruits, drawing them overlapping
and choosing the right colors for each fruit A3PR-IId
2
4 Day 7:
creates new tints and shades of colors by
mixing two or more colors A3PR-IIe
1
5 Day 8:
paints a landscape at a particular time of the day
1

and selects colors that complement each other to
create a mood A3PR-IIf
6 Day 9:
discusses the characteristics of a wild animal by
making several pencil sketches and painting it
later, adding texture of its skin covering A3PR-IIg
1 Prior to teaching tis competency discuss
the characteristics of wild animals and the
texture of skin covering
7 Day 10:
explains the truism that Filipino artists painted
landscapes in their own a particular style and can
identify what makes each artist unique in his use
of colors to create harmony A3PR-IIh
1 Prior to teaching this competency present
artwork of Filipino artist painted landscape
and explain and identify what makes each
artist unique in his use of colors to create
harmony
10
QUARTER 3
Content Standard: The learner... demonstrates understanding of shapes, colors and principle repetition and emphasis through
printmaking (stencils)
Performance Standard: The learner... exhibits basic skills in making a design for a print and producing several clean copies of
the prints
-manipulates a stencil with an adequate skill to produce a clean print for a message, slogan or logo for a T-shirt, poster bag
produces at least 3 good copies of print using complementary colors and contrasting shapes
1 Day 1:
Discusses the concept that a print made from objects found in
nature can be realistic or abstract A3EL-IIIa
1
2 Day 2:
explains the importance and variety of materials used for printing
A3PL-IIIb
1
3 Day 3:
Demonstrates the concept that a print design may use repetition
of shapes or lines and emphasis on contrast of shapes and lines
A3PL-IIIc
1
4 Day 4 and 5:
Executes the concept that a print design can be duplicated
many times by hand or by machine and can be shared with
others A3PL-IIId
2

5 Day 6:
explains the meaning of the design created A3PR-IIIe
1
6 Day 7 and 8:
stencils a paper or plastic sheets to be used for multiple prints on
cloth or hard paper A3PR-IIIg
2
7 Day 9:
writes a slogan about the environment that correlates messages
to be printed on T-shirts, posters, banners or bags A3PR-IIIg
1
8 Day 10:
participates in a school/district exhibit and culminating activity in
celebration of the National Arts Month (February) A3PR-IIIh
1 participates in a school/district
exhibit and culminating activity in
celebration of the National Arts
Month (February
QUARTER 4
Content Standard: The learner...demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and
texture and contrast of colors through sculpture and crafts
-demonstrates understanding of shapes, colors, textures, and emphasis by variation of shapes and texture and contrast of colors
through sculpture and crafts
Performance Standard: The learner... creates a single puppet based on character in legends, myths or stories using recycled and hard
material creates a mask or headdress that is imaginary in design using found and recycled materials demonstrates basic
skills in constructing a puppet made from a hard and stick, which can be manipulated
1 Day 1
identifies different styles of puppets made in the Philippines (form Teatro Mulat) A3EL-Iva
Day 2
identifies different styles of puppets made in the Philippines (form Anino Theater Group)
2
2 Day 3:
discusses the variations of puppets in terms of material, structure, shapes, colors, and
intricacy of textural details A3PL-IVb
1
3 Day 4 and 5:
creates a puppet design that would give a specific and unique character, with designs of
varied shapes and colors on puppets to show the unique character of the puppet/s
A3PR-IVc
2

4 Day 6:
constructs a simple puppet based on a character in a legend, myth or story using
recyclable materials and bamboo sticks or twigs A3PR-IVe
1
5 Day 7:
manipulates a puppet to act out a character ina story together with the puppets
A3PR-IVf
1
6 Day 8:
utilizes masks in simple role play or skit A3PR-IVf
1
7 Day 9 and 10:
performs as puppeteer together with others, in a puppet show, to tell a story using the
puppet he/she created A3PR-IVg
2
Days 10
QUARTER 1
Content Standard: The learner demonstrates understanding of body shapes and body actions in preparation for various movement
activities
Performance Standard: The learner performs body shapes and actions properly.
1 Describes body shapes and actions (PE3BM-Ia-b-1) 2 Days
discussing and describing
different body shapes and
actions.)
Day 1: Discusses the different body parts that one can use to create
shapes and actions.
Day 2: Describes the different body shapes and actions. (Stretching,
bending, tuck sitting)
2 Performs body shapes and actions (PE3BM-Ic-d-15) 3 Days
on performing and creating
body shapes and actions.)
Day 3: Performs body shapes and actions. (Stretching, bending, tuck
sitting)
Day 4-5: Creates body shapes and actions while in standing, sitting,
kneeling and lying position.
3 Demonstrates movement skills in response to sounds and music (PE3MS-
Ia-h-1)
Engages in fun and enjoyable physical activities (PE3PF-Ia-h-2)
5 Days
Prior to teaching this
competency,
specifically Day 8, give

Day 6: Demonstrates movement skills in response to slow sound and
music.
on demonstrating
movement skills in respond
to sound and music.)
inputs and exercises
first on:
Engages in fun and
enjoyable physical
activities. (G2, Q1)
Day 7: Demonstrates movement skills in response to fast sound and
music.
Day 8-10: Perform variety of movement skills like folk dances, rhythmic
routines, organized indigenous games.
4 Engages in fun and enjoyable physical activities (PE3PF-Ia-h-2)
QUARTER 2
Content Standard: The learner demonstrates understanding of locations, directions, levels, pathways and planes
Performance Standard: The learner performs movements accurately involving locations, directions, levels, pathways and planes
1 Describes movements in a location, direction, level, pathway and plane (PE3BM-IIa-b-17)
3 Days
subtopics on movements
with varying qualities of
effort with coordination.
Day 1: Describes movements in a location(behind, in front, under, over) and direction
Day 2: : Describes movements’ level (high, middle, low level) and pathways (straight,
curve, zigzag).
Day 3: Describes the different plane of movements
(frontal, diagonal, transverse, and rotational)
2 Moves in:
• personal and general space
• forward, backward, and sideward directions
• high, middle, and low levels
• straight, curve, and zigzag pathways diagonal and horizontal planes (PE3BM-IIc-h-18)
5 Days
(This MELC will be
covers subtopics on
locations, directions,
levels, pathways and
planes.)
Day 4: Moves in personal and general space
Day 5: Moves in forward, backward, and sideward directions
Day 6: Moves in high, middle, and low levels
Day 7: Moves in straight, curve, and zigzag pathways
Day 8: Moves in diagonal and horizontal planes
3 Engages in fun and enjoyable physical activities (PE3PF-IIa-h-2)
Day 9-10: Perform movements with varying directions, levels, pathways and planes.
• folk dance
relays and races
2 Days

QUARTER 3
Content Standard: The learner demonstrates understanding of movement in relation to time, force and flow
Performance Standard: The learner performs movements accurately involving time, force, and flow.
1 Describes movements in a location, direction, level, pathway and plane (PE3BM-IIIa-b-17) 3 Days
Day 1: Describes movements in a location(behind, in front, under, over) and direction
Day 2: : Describes movements’ level (high, middle, low level) and pathways (straight,
curve, zigzag).
Day 3: Describes the different plane of movements
(frontal, diagonal, transverse, and rotational)
2 Moves: at slow, slower, slowest/fast, faster, fastest pace using light, lighter, lightest/strong,
stronger, strongest force with smoothness (PE3BM-IIIc-h-19)
5 Days
(This MELC will be
covers subtopics on
time, force and flow.)
Day 4: Demonstrates moves at slow, slower, slowest/ fast, faster, fastest pace. (time)
Day 5: Demonstrates moves using light, lighter, lightest force. (force)
Day 6: Demonstrates moves using strong, stronger, strongest force. (force)
Day 7: Performs movements at slow, slower, slowest pace using light, lighter, lightest force
with smoothness. (flow)
Day 8: Performs movements at fast, faster, fastest pace using strong, stronger, strongest
force with smoothness. (flow)
3 Demonstrates movement skills in response to sound (PE3MS-IIIa-h-1)
Engages in fun and enjoyable physical activities (PE3PF-IIIa-h-2)
2 Days
Day 9: Creates movement skills with variety of pace, force and flow in response to sound
and music.
Day 10: Develops the movement skills with variety of pace, force and flow in response to
sound and music.
4 Engages in fun and enjoyable physical activities (PE3PF-IIIa-h-2) This competency is

QUARTER 4
Content Standard: The learner demonstrates understanding of movement activities relating to person, objects, music and
environment
Performance Standard: The learner performs movement activities involving person, objects, music and environment correctly
1 Participates in various movement activities involving person, objects, music and
environment (PE3BM-IV-a-b-20)
3 Days
Day 1: Classify various activities involving an individual, pair or group of persons.
Day 2: Identify various movement activities involving objects.
Day 3: Participate in various movement activities involving music and environment.
2 Moves:
⮚ individually, with partner, and with group
⮚ with ribbon, hoop, balls, and any available indigenous/improvised materials
⮚ with sound in indoor and outdoor settings (PE3BM-IV-c-h-21)
3 Days
(This MELC will be
covers subtopics on
performing movement
activities involving
person, objects, music
and environment.)
Day 4: Moves:
individually with ribbon, hoop, balls, and any available indigenous/improvised materials,
with sound, in indoor and outdoor settings
Day 5: Moves:
with partner with ribbon, hoop, balls, and any available indigenous/improvised materials,
Day 6: Moves:
with group with ribbon, hoop, balls, and any available indigenous/improvised materials,
3 Demonstrates movement skills in response to sounds and music (PE3MS-IV-a-h-1)
Engages in fun and enjoyable physical activities (PE3PF-IV-a-h-2)
4 Days
(This MELC will be
covers subtopics on
creating movement
skills in response to
sound or music.)
Day 7-8: Creates a routine using ribbon, hoop, balls or any available
indigenous/improvised material, with the song of your choice, in an indoor setting.
(individually)
Day 9-10: Creates a routine using ribbon, hoop, balls or any available
indigenous/improvised material, with the song of your choice, in an indoor setting. (with
virtual partner)
4 Engages in fun and enjoyable physical activities (PE3PF-IV-a-h-2) This competency is

QUARTER 1
Content Standard: - demonstrates understanding of the importance of nutritional guidelines and balanced diet in good nutrition
and health
Performance Standard: - consistently demonstrates good decision-making skills in making food choices
1 Day 31: describes a healthy person (H3N-Iab-11) 1 day Prior to teaching this
competency
needs and ways to
states that children
have the right to
nutrition (Right of the
child to nutrition Article
24 of the
UN Rights of the Child)
H2N-Ia-5 Q1 Grade 2
Day 32: explains the concept of malnutrition (H3N-Iab-12) 1 day
Day 33: identifies nutritional problems (H3N-Icd-13) 1 day
Day 34: describes the characteristics, signs and symptoms, effect of the
various forms of malnutrition (H3N-Ief-14)
1 day
Day 35: discusses ways of preventing the various forms of malnutrition (H3N-Ief-15) 1 day
Day 36: discusses the • nutritional guidelines for Filipino (H3N-Igh-16)
2 days
Day 37: discusses the • nutritional guidelines for Filipino (H3N-Ii-17. H3N-Ii-18)
Day 38: describes ways of maintaining healthy lifestyle (H3N-Ij-19) 1 day
Day 39: evaluates one’s lifestyle (H3N-Ij-20) 1 day
Day 40: adopts habits for a healthier lifestyle (H1N-Ie-f-3, H1N-Ig-j-4) 1 day
QUARTER 2
Content Standard: - demonstrates an understanding of the nature of and the prevention of diseases
Performance Standard: - consistently practices healthy habits to prevent and control diseases
1 Day 31: identifies common childhood diseases (H3DD-IIbcd-1) 1 day Prior to
teaching this
competency
displays the
important of
childhood
disease and
self-
management
skills in caring
for the sense
organs H2PH-
Day 32: discusses the different risk factors for diseases and example of health
condition under each risk factor (H3DD-IIbcd-2)
2 days
Day 35: explains the effects of common disease (H3DD-IIefg-6)
2 days
Day 36: explains the effects of common disease (H3DD-IIefg-6)
Day 37: explains the importance of proper hygiene and building up one's body
resistance in the prevention of diseases (H3DD-IIh-7)
2 days
Day 38: explains the importance of proper hygiene and building up one's body
resistance in the prevention of diseases (H3DD-IIh-7)

Day 39: demonstrates good self-management and good decision making-skills to
prevent common diseases (H3DD-IIij-8)
IIij-8 Grade 2
Q2
Day 40: demonstrates good self-management and good decision making-skills to
prevent common diseases (H3DD-IIij-8)
QUARTER 3
Content Standard: - demonstrates understanding of factors that affect the choice of health information and products
Performance Standard: - demonstrates critical thinking skills as a wise consumer
1 Day 31: defines a consumer (H3CH-IIIab-1) 1 day Prior to
teaching this
competency
discusses the
important of
a good
consumer.
Day 32: explain the components of consumer health (H3CH-IIIab-2) 1 day
Day 33: discusses the different factors that influence choice of goods and services
(H3CH-IIIbc-4)
1 day
Day 34: describes the skills of a wise consumer (H3CH-IIIde-5) 1 day
Day 35: demonstrates consumer skills for given simple situations (H3CH-IIIde-6) 1 day
Day 36: identifies basic consumer rights (H3CH-IIIfg-7) 1 day
Day 37: practices basic consumer rights when buying (H3CH-IIIfg-8) 1 day
Day 38: discusses consumer responsibilities (H3CH-IIIi-10)
2 days
Day 39: discusses consumer responsibilities (H3CH-IIIi-10)
Day 40: identifies reliable sources of health information (H3CH-IIIj-11) 1 day
QUARTER 4
Content Standard: - demonstrates understanding of risks to ensure road safety and in the community.
Performance Standard: - demonstrates consistency in following safety rules to road safety and in the community
1 Day 31: explains road safety practices as a pedestrian (H3IS-IVab-19) 1 day Prior to
teaching this
competency
discusses the
important of
traffic rules
and
regulations.
Day 32: explains basic road safety practices as a passenger (H3IS-IVcd-21) 1 day
Day 33: demonstrates road safety practices as a passenger (H3IS-IVcd-22) 1 day
Day 34: explains the meaning of traffic signals and road signs (H3IS-IVe-23) 1 day
Day 35: describes dangerous, destructive, and disturbing road situations that need to
be reported to authorities (H3IS-IVf-24)
1 day
Day 36: displays self-management skills for road safety (H3IS-IVg-25) 1 day
Day 37: identifies hazards in the community (H3IS-IVh-26) 1 day
Day 38: follows safety rules to avoid accidents in the community (H3IS-IVi-27)
2 days
Day 39: follows safety rules to avoid accidents in the community (H3IS-IVi-27)
Day 40: recommends preventive action for a safe community (H3IS-IVj-28) 1 day

Learning Area: MAPEH – Music Grade Level: 4
QUARTER 1
Content Standard: Demonstrates understanding of concepts pertaining to rhythm and musical symbol
Performance Standard: Creates rhythmic patterns in:1. simple time signatures 2. simple one measure ostinato pattern
# MELC Number of
days taught
Remarks
1 Identifies different kinds of notes and rests [whole note, half note,
quarter note, eight note, whole rest, half rest, quarter rest, eighth rest]
(MU4RH-Ia-1)
2 Days
Day 1: Identifies different kinds of notes [whole note, half note,
quarter note, eight note)
Day 2: Identifies different kinds of rests [whole rest, half rest, quarter
rest, eighth rest]
2 Organizes notes and rests according to simple meters (grouping
notes and rests into measures with given simple meters) (MU4RH-Ib-2)
2 Days
Day 3: Organizes notes and rests according to simple meters
(grouping notes and rests into measures with given simple meters) 2s, 3s
Day 4: Organizes notes and rests according to simple meters
(grouping notes and rests into measures with given simple meters) 4s
3 States the meaning of the different rhythmic patterns (MU4RH-Ic-3) 1 Day
Day 5: States the meaning of the different rhythmic patterns
4 Demonstrates the meaning of rhythmic patterns by clapping in time
signatures [whole note, half note, quarter note, eight note, whole rest,
half rest, quarter rest, eighth rest] (MU4RH-Ic-4)
1 Day
Day 6: Demonstrates the meaning of rhythmic patterns by clapping
in time signatures [whole note, half note, quarter note, eighth note,
whole rest, half rest, quarter rest, eighth rest]
5 Uses the bar line to indicate groupings of beats in 2 3 4
(MU4RH-Ic-5) 4 4 4
1 Day
Day 7: Uses the bar line to indicate groupings of beats in 2 3 4
4 4 4
Prior to teaching this competency, give
inputs and exercises first on:
creates simple ostinato patterns in
measures of 2s, 3s, and 4s through body
movements (G3, Q1)

Practice clapping on values of notes
and rests in a rhythmic pattern using the
following: (whole note, half note,
quarter note, eight note, whole rest, half
rest, quarter rest, eighth rest)
6 Identifies accented and unaccented pulses (MU4RH-Id-6) 1 Day
Day 8: Identifies accented and unaccented pulses
7 Places the accent (>) on the notation of recorded music (MU4RH-Id-7) 1 Day
Day 9: Places the accent (>) on the notation of recorded music
8 Responds to metric pulses of music heard with appropriate
conducting gestures (MU4RH-Ie-g-8)
1 Day Prior to teaching this competency, give
plays simple ostinato patterns
(continually repeated musical phrase or
rhythm) with classroom instruments and
other sound sources (G3, Q1)
Practice clapping simple ostinato
patterns using simple songs, chants, folk
songs.
Day 10: Responds to metric pulses of music heard with appropriate
conducting gestures
10 Days
QUARTER 2
Content Standard: Recognizes the musical symbols and demonstrates understanding of concepts pertaining to melody
Performance Standard: Analyzes melodic movement and range and be able to create and perform simple melodies
1 Identifies the pitch name of each line and space of the G clef
staff [E,G, B ,D, F] [F,A,C E] (MU4ME-IIa-1)
2 Days
Day 11: Identifies the pitch name of each line of the G clef
staff [E,G, B ,D, F] [F,A,C E]
Day 12: Identifies the pitch name of each line and space of
the G clef staff [E, G, B, D, F] [F, A, C, E]
2 Identifies the pitch names of notes on the ledger lines and
spaces below the G-clef staff (middle C and D)
(MU4ME-IIb-2)
1 Day

Day 13: Identifies the pitch names of notes on the ledger lines
and spaces below the G-clef staff (middle C and D)
3 Recognizes the meaning and use of G- Clef [do re mi fa
so la ti do] (MU4ME-IIc-3)
1 Day
Day 14: Recognizes the meaning and use of G- Clef [do re
mi fa so la ti do]
4 Identifies the movement of the melody as: no movement,
ascending stepwise, descending stepwise, ascending skip
wise, descending skip wise (MU4ME-IId-4)
2 Days
Day 15: Identifies the movement of the melody as: no
movement, ascending stepwise, descending stepwise
Day 16: Identifies the movement of the melody as: no
movement, ascending skip wise, descending skip wise
5 Identifies the highest and lowest pitch in a given notation of a
musical piece to determine its range (MU4ME-IIe-5)
1 Day
Day 17: Identifies the highest and lowest pitch in a given
notation of a musical piece to determine its range
6 Sings with accurate pitch the simple intervals of a melody
(MU4ME-IIf-6)
2 Days
Day 18: Identifies the beginning, middle and ending of a song
Prior to teaching this competency,
give inputs and exercises first on:
performs songs with accurate pitch
from beginning to end including
repetitions (G3,Q2)
Practice in-tune singing
Day 19: Sings with accurate pitch the simple intervals of a
melody
7 Performs his/her own created melody (MU4ME-IIg-h7) 1 Day
Day 20: Performs his/her own created melody
10 days

QUARTER 3
Content Standard: Form - demonstrates understanding of musical phrases, and the uses and meaning of musical terms in form Timbre
- demonstrates understanding of variations of sound in music (lightness and heaviness) as applied to vocal and instrumental music
Dynamics - recognizes the musical symbols and demonstrates understanding of concepts pertaining to volume in music
Performance Standard: Form - performs similar and contrasting musical phrases
Timbre - participates actively in a group performance to demonstrate different vocal and instrumental sounds
Dynamics - applies forte and piano to designate loudness and softness in a musical example 1. Singing 2. playing instrument
1 Identifies aurally and visually the introduction and coda (ending) of a musical piece
(MU4FO-IIIa-1)
1 Day
Day 21: Identifies aurally and visually the introduction and coda (ending) of a musical piece
2 Identifies aurally and visually the antecedent and consequent in a musical piece (MU4FO-IIIa-2) 1 Day
Day 22: Identifies aurally and visually the antecedent and consequent in a musical piece
3 Listens to similar and contrasting phrases in recorded music (MU4FO-IIIab-3) 1 Day
Day 23: Listens to similar and contrasting phrases in recorded music
4 Identifies similar and contrasting phrases in vocal and instrumental music from the previous
lessons 4.1 melodic 4.2 rhythmic (MU4FO-IIIc-4)
1 Day
Day 24: Identifies similar and contrasting phrases in vocal and instrumental music from the
previous lessons 4.1 melodic 4.2 rhythmic
5 Sings similar and contrasting phrases in music 5.1 melodic 5.2 rhythmic (MU4FO-IIId-5) 1 Day
Day 25: Sings similar and contrasting phrases in music 5.1 melodic 5.2 rhythmic
6 Distinguishes vocal and instrumental sounds (MU4TB-IIIe-1) 1 Day
Day 26: Distinguishes vocal and instrumental sounds
7 Identifies as vocal or instrumental, a recording of the following: 7.1 solo 7.2 duet 7.3
trio 7.4 ensemble (MU4TB-IIIe-2)
1 Day
Day 27: Identifies as vocal or instrumental, a recording of the following: 7.1 solo 7.2 duet
7.3 trio 7.4 ensemble
8 Identifies aurally and visually different instruments (MU4TB-III-3) 1 Day
Day 28: Identifies aurally and visually different instruments
9 Classifies the various musical instruments as: 9.1 string 9.2 woodwind 9.3 brass wind 9.4
percussion
1 Day
Day 29: Classifies the various musical instruments as: 9.1 string 9.2 woodwind 9.3 brass
wind 9.4 percussion
10 Recognizes and uses appropriate musical terminology to indicate simple dynamics in a
musical score(piano) and f (forte) (MU4DY-IIIf-1)
1 Day
Day 30: Recognizes the use of the symbol p (piano) and f (forte) in a musical score
10 Days

QUARTER 4
Content Standard: Tempo – demonstrates understanding of concepts pertaining to speed/flow of music demonstrates
understanding of concepts pertaining to speed/flow of music
Texture - demonstrates understanding of concepts pertaining to texture in music
Harmony - demonstrates understanding of harmonic intervals
Tempo - creates and performs body movements appropriate to a given tempo creates and performs body movements
Texture - sings two-part rounds and partner songs with others
Harmony - performs examples of harmonic interval with others
1 Relates body movements to the tempo of a musical
example (MU4TP-IVa-1)
1 Day
Day 31: Relates body movements to the tempo of a
musical example
2 Uses appropriate musical terminology to indicate
variations in tempo 2.1 largo 2.2 presto
(MU4TP-IVb-2)
1 Day
Day 32: Uses appropriate musical terminology to
indicate variations in tempo 2.1 largo 2.2 presto
3 Identifies aurally the texture of a music example
(MU4TP-IVc-1)
1 Day
Day 33: Identifies aurally the texture of a music
example
4 Identifies aurally and visually an ostinato or descant in
a musical example (MU4TX-IVd-2)
1 Day
Day 34: Identifies aurally and visually an ostinato or
descant in a musical example
5 Recognizes aurally and visually, examples of 2-part
vocal or instrumental music (MU4TX-IVe-3)
2 Days Prior to teaching this competency, give
demonstrates the concept of texture by
singing “partner songs
E.g. 9.1 “Leron, Leron Sinta” 9.2
“Pamulinawen” 9.3 “It’s A Small World” 9.4
“He’s Got the Whole World in His Hands
Practice singing and identifying between
thinness and thickness of musical sound.
Day 35: Recognizes aurally and visually, examples of
2-part vocal

instrumental music
6 Identifies harmonic interval (2 pitches) in a musical
example (MU4HA-IVf-1)
1 Day
Day 37: Identifies harmonic interval (2 pitches) in a
musical example
7 Recognizes aurally and visually, examples of
harmonic intervals as applied to simple songs
(MU4HA-IVg-2)
2 Days
harmonic intervals
harmonic intervals
8 Creates examples of harmonic interval (2 pitches)
with other (MU4HA-IVh-3)
1 Day
Day 40: Creates examples of harmonic interval (2
pitches) with other
10 Days
Day: 40 Days
Learning Area: MAPEH – Arts Grade Level: 4
QUARTER 1
Content Standard:
- Demonstrates understanding of lines, textures, and shapes; and balance of size and repetition of motifs/patterns through drawing
- Practices variety of culture in the community by way of attire, body accessories, religious practices, and lifestyle.
- Creates a unique design of houses, and other household objects used by the cultural groups.
- Writes a comparative description of houses and utensils used by selected cultural groups from different provinces.
1
Discusses the rich variety of cultural communities in
the Philippines and their uniqueness
1.1 LUZON – Ivatan, Ifugao, Kalkminga, Bontok,
Gaddang, Agta
1.2 VISAYAS – Ati
3
Prior to teaching this competency, give
inputs and exercises first on.

1.3 MINDANAO – Badjao, Mangyan Samal, Yakan,
Ubanon, Manobo, T’boli, Tiruray, Mansaka, Tausug)
and the distinctive characteristics of these cultural
communities in terms of attire, body accessories,
religious practices, and lifestyles.
(A4EL – Ia)
Designs a view of the province/region with
houses and buildings indicating the
foreground middle ground and background
by the size of the object
(G3,Q1)
Give inputs on various cultural communities
in the country.
Day 1: Discusses the rich variety of cultural communities
in the Philippines and their uniqueness
1.1 LUZON – Ivatan, Ifugao, Kalkminga, Bontok,
Gaddang, Agta and the distinctive
characteristics of these cultural communities
in terms of attire, body accessories, religious
practices, and lifestyles.
1.2 VISAYAS – Ati and the distinctive
1.3 MINDANAO – Badjao, Mangyan Samal,
Yakan, Ubanon, Manobo, T’boli, Tiruray,
Mansaka, Tausug) and the distinctive
2
Draws specific clothing, objects and designs of at least
one of the cultural communities by applying an
indigenous cultural motif into a contemporary design
through crayon etching technique.
(A4EL – Ib, A4EL – Ic, A4EL – Id)
3
Day 4: Draws specific clothing, objects and designs of
at least one of the cultural communities by applying an
indigenous cultural motif into a contemporary design
through crayon etching technique.
- 1.1 LUZON – Ivatan, Ifugao, Kalkminga, Bontok,
Gaddang, and Agta

MAPEH-DBOW.pdf

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