THE PHILIPPINE GLOBAL SCHOOL

Leader in Academic Excellence and Values

Formation
CURRICULUM AND INSTRUCTIONAL MONITORING GRADE 2
S. Y. 2016-2017

MAPEH DEPARTMENT
Prepared by:
JOEMARI S. SOLMERON
Grade 2 Mapeh Teacher

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Submitted to:
JAY-NARD RIVERA
Subject Coordinator

CURRICULUM AND INSTRUCTIONAL MONITORING

GRADE
/
LEVEL

QUARTER
First Quarter

TOPICS/LEARNING COMPETENCIES
MUSIC
RHYTHM
1.
2.
3.
4.

2
5.

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distinguishes aurally and

visually between sound and
silence
relates visual images to
sound and silence within a
rhythmic pattern
replicates a simple series of
rhythmic sounds (i.e. echo
clapping)
maintains a steady beat when
chanting, walking, tapping,
clapping, and playing musical
instruments
claps the written stick
notation to show steady beats
5.1 divides the stick notations

WEEK
NUMBER

NUMBER
OF DAYS

REMARKS
Achieved/Not Achieved/Follow Up

6.

7.
8.

Second Quarter

MELODY
1.

2.

3.
4.

5.
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into measures of 2s, 3s and

4s to show rhythmic
patterns
creates simple ostinato
patterns in measures of 2s,
3s, and 4s with body
movements
writes stick notation on the
board to represent the sound
heard
plays simple ostinato patterns
on classroom instruments
8.1 sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes, etc.
identifies the pitch of tones as
1.1 high
1.2 low
1.3 higher
1.4 lower
responds to ranges of pitch
through body movements,
singing, and playing sources
of sounds
demonstrates high and low
pitches through singing or
playing musical instruments
sings the following songs with
accurate pitch:
4.1 wrote songs
4.2 echo songs
4.3 simple childrens melodies
echoes simple melodic
patterns through singing or

2
6.
7.

8.

humming
demonstrates the melodic
contour with movement
demonstrates the melodic
contour through
1.7 body staff
1.8 writing the melodic line on
the air
1.9 line notation
relates visual imagery to
melodic patterns

FORM
9.
10.

11.

12.
13.
14.
15.
Third Quarter
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TIMBRE
1.

identifies the beginning and

ending of a song
demonstrates the beginning
and ending of a song with
10.1 movements
10.2 vocal sounds
10.3 instrumental sounds
identifies musical lines as
11.1 similar
11.2 dissimilar with
movements and with the
use geometric shapes or
objects
demonstrates repeated
musical lines with movements
recognizes repetitions within a
song
creates melodic introduction
and ending of songs
creates rhythmic introduction
and ending of songs
identifies the source of

2
2.
3.
4.
5.
6.
DYNAMICS
7.
8.
9.

10.
11.
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sounds e.g. winds, waves

swaying of the trees, animals
sounds, sounds produced by
machines, transportation, etc.
replicates different sources of
sounds with body movements
identifies the common musical
instruments by their sounds
and image
recognizes the difference
between speaking and singing
sings songs with accurate
pitch and pleasing vocal
quality
produces sounds using voice,
body, and objects to enhance
a given story
interprets through body
movements the dynamics of a
song
distinguishes between loud,
louder, soft and softer in
music
relates movements of animals
to dynamics
E.g.
elephant walking loud
dog walking medium
tiny steps of a mouse - soft
uses the words loud, louder,
soft, softer to identify
variations in volume
replicates loud, medium,
and soft with voice or wit

12.
Fourth Quarter

TEMPO
1.

2.
2

3.
4.

5.

6.
Fourth Quarter

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7.

instruments
sings a given song with
appropriate dynamics
mimics animal movements
1.1 horse fast
1.2 carabao moderate
1.3 turtle slow
responds to the accurate
tempo of a song as guided by
the hand signal of the teacher
E.g.
The teachers slow hand
movement means slow,
while fast hand movement
means fast.
demonstrates changes in
tempo with movements
responds to variations in
tempo with dance steps
4.1 slow movement with slow
music
4.2 s music
distinguishes slow,
slower,fast, and faster in
recorded music with voice or
with instruments
uses the terms fast,
faster, slow, and slower
to identify variations in tempo
replicates slow,
slower,fast, and faster
with voice or with

instruments

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First Quarter

ARTS
1.
identifies and appreciates
the different styles of
Filipino artists when they
create portraits and still life
(different lines and colors)
2.
points out the contrast
between shapes and colors
of different fruits or plants
and flowers in ones work
and in the work of others
3.
composes the different
fruits or plants to show
overlapping of shapes and
the contrast of colors and
shapes in his colored
drawing
4.
draws from an actual still
life arrangement
5.
portraits of persons to
capture their likeness and
character

6.

7.
First Quarter
2

8.

9.
Second Quarter

1.

2.

3.

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draws a portrait of two or

more persons - his friends,
his family, showing the
differences in the shape of
their facial features (shape
of eyes, nose, lips, head,
and texture of the hair
shows motion or action in
the drawing of human
bodies
creates an imaginary
landscape or world from a
dream or a story
shares stories related to
the output
describes the lines, shapes
and textures seen in skin
coverings of animals in the
community using visual art
words and actions
describes the unique
shapes, colors, texture
and design of the skin
coverings of different
fishes and sea creatures or
of wild forest animals from
images
points out the contrasts in
the colors, shapes,
textures between two or
more animals

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4. draws, with the use of

pencil or crayon, the sea or
forest animals in their
habitat showing their
unique shapes and features
5. paints the illustration of
animals to show variety of
colors and textures in their skin
6. creates designs by using
two or more kinds of lines,
colors and shapes by
repeating or contrasting
them, to show rhythm
7. uses control of the painting
tools and materials to paint
the different lines, shapes
and colors in his work or in
a group work
8. draws the outline of a
tricycle or jeepney on a big
paper, and paints the
design with lines and
shapes that show
repetition, contrast and rhythm

Third Quarter

1.

2.

3.
2
4.

5.
2

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Third Quarter

identify natural and manmade objects with

repeated or alternated
shapes and colors and
materials that can be used
in print making
creates a consistent
pattern by making two or
three prints that are
repeated or alternated in
shape or color
create a print on paper or
cloth showing repeated
motif using man-made
objects with flat surface
experiments with natural
objects (leaves, twig, bark
of trees, etc.) by dabbing
dyes or paints on the
surface and presses this on
paper or cloth, sinamay
and any other material to
create a prints
experiments with natural
objects (banana stalks,
gabi stalks, etc.) by
dabbing dyes or paints on
the surface and presses
this on paper or cloth,
sinamay and any other
material to create prints

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Fourth Quarter

6. carves a shape or letter on

an eraser or kamote which
can be painted and printed
several times
7. create a print on paper or
cloth using cut-out designs
8. creates prints for a card
and makes several copies
or editions of the print so
that cards can be
exchanged with other persons
9. share your card with your love ones
10. school/district exhibit and
culminating activity in
celebration of the National
Arts Month (February)
1. identifies the artistry of
different local craftsmen in
creating:
1.2 taka of different
animals and figures in
Paete, Laguna
1.3 sarangola, or kites
1.4 banca, native boats
from Cavite, and
coastal towns
2 gives value and importance
to the craftsmanship of the
local artists
3 sites examples of 3dimensional crafts found in

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the locality giving emphasis

on their shapes, textures,
proportion and balance
constructs a native kite
from bamboo sticks, papel
de japon glue, string, and
fly the kite to tests its
design (proportion and
balance)
learns the steps in making
a paper mache with focus
on proportion and balance
shows the beginning skill in
the method of creating 3dimensional free standing
figures out of different
materials clay, wood, found
materials, recycled objects,
wire, metal, bamboo
creates an imaginary robot
or creature using different
sizes of boxes, coils, wires,
bottle caps and other found
material
molds an animal shape on
wire or bamboo armature
or framework, showing the
animal in action
creates a clay human
figure that is balanced and
can stand on its own

Physical Education

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First Quarter

Second Quarter

1. describes body shapes and actions

2. demonstrates body shapes and actions
3. creates body shapes and actions
4. demonstrates momentary stillness in
symmetrical and asymmetrical shapes
using body parts other than both feet as a
base of support
5. demonstrates movement skills in response
to sound and music
6. exhibits correct body posture
7. assesses body posture
8. engages in fun and enjoyable physical
Activities
Suggested learning activities

movement skills activities (locomotor,

locomotor and manipulative skills)

folk dances (Alitaptap/Rabong)

rhythmic routines (ribbon, hoop, balls, and

any available indigenous/improvised materials)
relays and races
9. describes movements in a location,
direction, level, pathway and plane
10. 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

non-

11. demonstrates movement skills in response

to sounds and music
12. observes correct posture and body
mechanics while performing movement
activities
13. engages in fun and enjoyable physical
activities
Suggested learning activities
movement skills activities(locomotor, nonlocomotor and manipulative skills)

folk dances
rhythmic routines(ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
Third Quarter

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14. describes movements in a location,

direction, level, pathway and plane
15. moves:
15.1 at slow, slower, slowest/fast, faster,
fastest pace
15.2 using light, lighter, lightest/strong,
stronger, strongest force with
smoothness
16. demonstrates movement skills in response
to sound and music
17. engages in fun and enjoyable physical
activities
18. observes correct posture and body
mechanics while performing movement
activities
Suggested learning activities

movement skills activities locomotor, nonlocomotor and manipulative skills

folk dances (Alitaptap/Rabong)

rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised
materials)
relays and races
Fourth Quarter

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19. familiarizes in various movement activities

involving person, objects, music and
environment
20. moves:
20.1 individually, with partner, and with
group
20.2 with ribbon, hoop, balls, and any
available indigenous/improvised
materials
20.3 with sound
20.4 in indoor and outdoor settings
21. demonstrates movement skills in response
to sound
22. engages in fun and enjoyable physical
activities
23. observes correct body posture and body
mechanics while performing movement
activities
Suggested learning activities

movement skills activities locomotor, nonlocomotor and manipulative skills

First Quarter

folk dances (Alitaptap/Rabong)

rhythmic routines (ribbon, hoop, balls, and
any available indigenous/improvised materials)
relays and races
HEALTH
1.
states that children have the right
to nutrition(Right of the child to
nutrition Article 24 of the UN
Rights of the Child)
2.
discusses the importance of eating
a balanced meal
3.
discusses the important functions
of food
4.
describes what constitutes a
balanced diet
5.
considers Food Pyramid and Food
Plate in making food choices
6.
displays good decision-making
skills in choosing the right kinds of
food to eat
1.

Second Quarter

2.
3.

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describes ways of caring for

the eyes, ears, nose, hair
and skin in order to
common childhood conditions
describes ways of caring for
the mouth/teeth
displays self-management
skills in caring for the sense
organs

Third Quarter

Fourth Quarter

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1. describes healthy habits of the

family
2. demonstrates good family health
habits and practices
3. explains the benefits of healthy
expressions of feelings
4. expresses positive feelings in
appropriate ways
5. demonstrates positive ways of
expressing negative feelings, such
as anger, fear, or disappointment
6. displays respect for the feelings of
Others
1. discusses ones right and
responsibilities for safety
2. identifies hazardous areas at home
3. identifies hazardous household
products that are harmful if
ingested, or inhaled, and if
touched especially electrical
appliances
4. recognizes warning labels that
identify harmful things and
substances
5. explains rules for the safe use of
household chemicals
6. follows rules for home safety
7. identifies safe and unsafe
practices and conditions in the
school
8. practices safety rules during

school activities

Note: Competencies and values should be based on the Abu Dhabi 21 st Century Learning Framework Outcomes
Competencies: Independent Learning, Critical Thinking, Creativity, Problem Solving, Digital Competence, Cultural Awareness/Citizenship, Global and
Environmental Awareness, Collaborative Teamwork, Communication, Leadership and Responsibility, Self-confidence, Entrepreneurship,
Initiative/Self-direction
Values: Tolerance, Care, Honesty, Resilience, Empathy, Integrity, Respect

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