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Music DLP

This lesson plan for Grade 6 MAPEH focuses on teaching students about the grand staff in music education, specifically reading and writing pitch names in the keys of C, F, and G major. The objectives include identifying parts of the grand staff and demonstrating cooperation during activities. The lesson incorporates various activities, including a tempo exercise to help students understand the speed of music and its emotional impact.

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felicitasdarren1212
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5 views3 pages

Music DLP

This lesson plan for Grade 6 MAPEH focuses on teaching students about the grand staff in music education, specifically reading and writing pitch names in the keys of C, F, and G major. The objectives include identifying parts of the grand staff and demonstrating cooperation during activities. The lesson incorporates various activities, including a tempo exercise to help students understand the speed of music and its emotional impact.

Uploaded by

felicitasdarren1212
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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SEMI- DETAILED LESSON PLAN

in MAPEH Grade -9
Health Education
School Grade Level/ Grade 6
Detailed Lesson Section
Plan Teacher Learning Area MAPEH - HEALTH

Teaching Quarter 2nd Quarter


Dates and Lesson 3
Time

I. OBJECTIVES
I. CONTENT STANDARD : Demonstrate understanding of the musical symbols and concepts used in reading the
grand staff.

II. PERFORMANCE STANDARD : Leamer perform and read pitch names in the grand staff with proper symbol
recognition an participation.
III. Learning Competencies : Reads simple musical notation in the Key of C Major, F Major and G major.

IV. SPECIFIC OBJECTIVES : At the end of the session, the students are expected to;

 Identify the parts of the grand staff such as the lines, spaces, and clefs
 Accurately read and write pitch names in the grand staff using the keys of C, F, and G
major
 Demonstrate cooperation and respect during group activities and guided practice.

II. Content : Music Education 6- The Grant Staff

Activity : Individual Activity, Group Activity

Motivation – Performance Task

Materials References: book, internet, flash cards, speake.

III. PROCEDURE
Preliminary Activities

a. Greetings Good morning class! Good morning Sir!

b. Opening Prayer Please stand up and let us pray. Joe, please lead us Dear God, thank you for looking after our
prayer. school. Thank you that you love each one of us
here. Help us to learn, play and share
together, becomes more beautiful every day.
Amen.
c. Checking of Is everybody present?
attendance Yes sir!

Review

So, yesterday we discuss about the so-Fa syllable,


right? Yes, Sir!

Altogether, please sing the so-Fa syllables? Do – Re – Mi – Fa – So – La – Ti – Do

Very good class!

"Now that we have practiced singing the so-fa


syllables like do, re, mi, and so, let us explore how
these notes sound when the speed of the music
changes. This brings us to move with the tempo
activity. Tempo is the speed of the beat, and it affects
how we sing or move to music. Whether we sing
slowly like a lullaby or fast like a march, the tempo
INTRODUCTORY
ACTIVITY helps us feel the rhythm of the song."
a. Motivation Move with the Tempo

Listen carefully to the tempo of the music. If it is


slow, make slow dance or smooth movements. If it is
I felt excited when the music became fast.
fast, move quick or lively steps!
It made me want to move quickly.
The slow music felt relaxing.
How did you feel when the tempo changed?
The change surprised me and made me
adjust my movement.
I noticed my body moved slower or faster
depending on the beat.

Tempo shows how fast or slow the music


should go.

It helps people know how to sing or dance


to the beat.
Why do you think tempo is important in music? Tempo makes the music more fun or
emotional.

Without tempo, music would be confusing


or boring.

It tells the feeling of the song, like happy


or calm.
ACTIVITY

Tempo is the speed of the music, and it helps set the


mood and feeling of a song. It guides how fast or slow
Remarks
Reflection
A. No. of learners who
earned 70% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did this
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers

Prepared by:
_______________________

Checked by:

________________________

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