Week Number: 1

Lesson Number: 3.1

Subject Matter: Binary and Ternary Forms
Musical symbols relevant to
form
Time Frame: 3 DAYS
Learning Competencies
Day 1

Topic/s:
Binary and Ternary Forms

Value/s:
Appreciate the melodic sounds with
creative dance steps.

MAPE 5- MUSIC
THIRD QUARTER
A.Y. 2015 2016
LEARNING/TEACHING GUIDE
Learning Outcome: To be able to sing the song of Holla Hi, Holla Ho or
The Ash Grove with dance steps.
Objective/s:
1. Identify about the binary (AB) and ternary (ABA) forms.
2. Give importance to the form of songs and other music pieces.
3. Determine the musical symbols relevant to form.
4. Familiarize the songs and music pieces according to their form.

Teaching Strategy
Opening Activity
1. Review the sons Its Hap-Hap-Happy Day (pages 21-22
of the textbook) and Pobreng Alindahaw (pages 5-6 of the
textbook).
2. Analyze the melodic flow of the songs. Ask: Do they sound
like their melody moves the same way or do you feel a
change within the songs?
3. Point out that the first song has two melodic ideas and ends
with a repetition of the first idea. The second song, on the
other hand, has two different melodic ideas.
4. Have the students open their textbook to pages 43-45. Read
the text and discuss the binary (AB) and ternary (ABA) forms
of music.
D.A.
1. Discuss the background of the song Holla Hi, Holla Ho.
Mention that it is a folk song from Germany. It is about a boy
being teased by his friends for loving an oldr girl, so they say

Formative Assessment
Let the students create a set of
dance steps for a song in binary
(AB) form, and another set for a
song in tenary (ABA) form.

Holla Hi, Holla Ho. The boy, however, does not care.
2. Review the C scale. Do a tone exercise using the fist three
staff notations of the song.
3. San the succeeding staffs and sing the lines until the end of
the song. Use flashcards in the phrases the pupils find
difficult.
4. Sing the whole song or play its tape repeatedly. The first
paragraph of page 46 of the textbook provides you with
questions you may ask the class like: Is it being repeated?
How many parts has the song?

Day 2

Value/s:
Value the melodic sounds in major
modes.

C.A.
1. Make the class sing the song in so-fa syllables first, then in
loo.
2. Connect the melodic patterns of the song using the
flashcards of the songs phrases.
3. Sing the entire song.
Opening Activity
1. Recall and sing Holla Hi, Holla Ho in so-fa syllables, in
loo, and in words.
2. Sing the song happily.
D.A.
1. Do rhythmic exercises. Clap the lyrics of the song. It has a
question-and-answer pattern.
2. While clapping the rhythmic patterns of the song, ask the
class if the patterns are all the same.
3. Ask the class: Were there differences in the songs phrases?
4. Conclude that the song has two parts. Mark the first part A
and the second part B. Explain that the song is in binary or
AB form.
C.A.

Have the class answer Lets do

this on page 47 of the
textbook.

1. Have the pupils open their textbook to page 46 and read the
second paragraph.
2. Let them analyze the differences and similarities of the
ideas (melodic flow) in the song.
3. Explain that the song is in ternary (ABA) form. Part A is
repeated after part B or, to be more specific, after the p sign.
Day 3

Topic/s:
Musical symbols relevant to form

Value/s:
Appreciate the melodic sounds with
creative dance steps.

Opening Activity
1. Review the songs Holla Hi, Holla Ho (in AB form) and
The Ash Grove (in ABA form).
2. Have the class sing the songs while doing group
movements that show the AB and ABA forms.
3. Have the pupils open their textbook to page 49. Introduce
the lesson on musical symbols. Tell the class that musical
symbols are similar to street signs like no left turn, one waym
two way, etc.
D.A.
1. Find where Mexico is on the map. Describe the country
briefly. Afterward, tell the pupils that they are going to study
a Mexican folk song entitled Down in Mexico.
2. Have a drill on the key of D. Follow the guide on page 49
of the textbook.
3. Sing Down in Mexico or play a tape of the song. Using
your chart, follow the flow of the music.
4. Point out the use of the signs as you follow the music.
5. Teach the song phrase by phrase by rote.
6. Clap the rhythmic pattern of the song as you recite its
lyrics.
C.A.
1. While the song is being sung or played, sound the
tambourine on first beat of the time signature.

Have the class answer Lets do this on

page 51-52.

2. Group the class into 4. Each group must create a dance or a

rhythmic movement for the song. The pupils work will be
evaluated later.
Teachers Notes:

Day 1
Day 2
Day 3
REMARK/S: