Department of Education

Region VIII
Division of Southern Leyte
District of Padre Burgos
Padre Burgos Central School

LESSON PLAN IN MUSIC 6

Teacher MARIA THERESA A. DEMETERIO Learning Area/Grade Level Science 6
Teaching Date/Time Wednesday 8:10 – 9:50 Quarter 3
I. OBJECTIVES ANNOTATIONS
A.Content Demonstrate understanding of the concept of dynamics
Standards through a wide variety of dynamic levels
B. Performance The learners should be able to apply the appropriate
Standards dynamic levels in vocal and instrumental
Knowledge: Identify different dynamic markings
Skill (MELC): Use varied dynamics in a song performance:
(MU6DY-IIIh-2)
1. piano (p)
C. Learning 2. mezzo piano (mp)
Competencies/ 3. pianissimo (pp)
Objectives 4. forte (f)
5. mezzo forte (mf)
6. fortissimo (ff)
7. crescendo ( )
8. crescendo ( )
Attitude: Appreciate dynamics in music
II. CONTENT Dynamics
III. LEARNING
RESOURCES
A. References
1. TG pages MAPEH in ACTION 6, p.32; Music & Arts for Fun 6, p. 48-
51
2. LM pages Music 6, Q3 Self-Learning Module 3,
3. Textbook pages
B. Other Learning
Slide deck presentation, video clips, musical sheets
Resources
IV. PROCEDURE
A. Review of the Game (Group Activity 5 mins.)
Previous Lesson Mechanics:
1. I will flash a picture. Identify which musical ensemble
is it.
2. Ring the bell as quickly as you can for a chance to
answer.
3. I will give a if the answer is correct and a if I adapted the
communication style in
it is incorrect. this portion of my
4. A wrong answer gives the other groups the chance to lesson using non-
verbal communication
ring the bell and steal the chance to give the correct strategies to support
answer. learner understanding,
5. Follow our classroom rules on safety. (Call on a participation and
engagement.
learner to read the “Be Safe” rules.)

Now that we have reviewed our mechanics and I showed here

safety protocols, we are ready to begin. the practice of
reviewing the

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 (Using PowerPoint Presentation, flash the pics on tv.) classroom rules
for the health
and safety of the
learners – which
1. 2. 3. is of utmost
priority.

RPMS Objective 5:
4. 5. 6. Exhibited effective
strategies that ensure
safe and secure learning
7. environments to
enhance learning
(Declare the winning group)
through the consistent
Great job at identifying the different musical implementation of
ensemble types! Who can say something about musical policies, guidelines and
ensembles? (a group of people who procedures
perform instrumental and/or vocal music typically known
by a distinct name)
B. Establishing a Motivation: Loud or Soft?
Purpose for the Group Activity Mechanics:
Lesson 1. Sort and group the pictures according to the volume
of their sound.
2. The group with the highest points wins the game.

Tuba Bardurlin Base Tansan

DLHTM.VI.Pn.8.c Drum Tambourine
Pintuyan DLHTM.VI.Hn.8.c
HInunangan

Karatong Bamboo Flute Tambol

DLHTM.VI.Pn.8.c DLHTM.VI.Lm.7 DLHTM.VI.Lm.3b
Pintuyan Limasawa Limasawa

(Integrate appreciation of local musical instruments.)

Except for the bass drum and tuba, these musical
instruments are part of the Southern Leyte heritage.
C. Presenting Based on the activity earlier, sounds can be
Examples/Instances classified into soft or loud. In music, sounds are also
of the New Lesson classified. This is what we are going to learn today. And
at the end of this lesson, you should be able to:
 Identify different dynamics markings,
 Use varied dynamics in a song performance
 Appreciate dynamics in music
Shown here is
To begin, let’s watch this video on Dynamics. (Play video) the use of ICT in
Make sure to pay attention and jot down notes as the presentation
reference for the reporting by group later. Transfer them of the lesson
on the Manila paper.
Modelled here
Review of Group Activity Guidelines:
are effective
 Choose a facilitator of the discussion and a practices that
reporter. promote
 Use the Round Table practice. Collaborate and fairness, respect

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 work together. Each member must be given a and care for
chance to contribute something. Encourage others as well as
everyone to speak up. Respect and accept their cooperation,
ideas. collaboration
 Implement the “We learn as One” rule. You and working
responsible for your own learning and that of together.
your groupmates.
 You have 5 minutes to do this before each Shown here is
group begins presenting their output. the practice of
motivating
 Please be guided by the rubrics shown on
learners to
screen. (Pasted on the board)
monitor and take
responsibility
not just of their
own learning but
as well as that of
their classmates.

The review of
policies and
procedures are
strategies that
ensure safe and
secure learning
Reporting Guide Questions: (Pasted on the board) environments to
 What does dynamics in music? enhance
 Describe the different terms in dynamics. learning.
Ready? Let’s watch the video now.

C. Discussing New A. Group Reporting Modelled here a

Concepts and Let the group reporters present their output and give learner-focused
Practicing New an explanation. classroom by
Skills 1 careful attention
B. Analysis and Processing of Outputs to the learners’
Say: KSAs and
Let’s check-out your outputs. individual
Ask and Discuss: learning styles.
 What do you mean by dynamics?
 What are the dynamics terms?
 What are the two original dynamics terms from
where the other terms come from?
 What does the Latin word “mezzo” mean? What
happens if we add it to either piano or forte?
 How about the Latin word “simo”. How does it
affect piano or forte?
 How does repeating the “si” in “simo” affect the
dynamics of the music? How would you sing that
part?
(Rate the report of the groups. Present the table of
Dynamic Terms, their symbol and meaning. Ask the

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 students to read them.)

D. Discussing New Deepening (by the teacher)

Concepts and (Present the musical sheet of the song “High and Low”.
Practicing New Skills
2 Modelled here
RPMS Objective 1:
Effective applications of
content knowledge
within and across
curriculum teaching areas

as the entire
discussion is
loaded with
What are the dynamic symbols used in this song? various content
Have you heard the levels of softness and loudness in its integrations.
music?

Additional Activity/Application/Valuing

Appreciation for Dynamics in Music

In the discussion,
How can we help conserve and protect animals I modelled
especially the endangered species? Give 5 ways. activating the
prior /
background
knowledge of the
learners to make
this part more
interactive and
learner-focused. I
asked them
questions that
made them to
connect and
relate the
discussion to
their previous
experiences or
schema.

I also

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contextualized
the content by
using local
animals to
develop the
learners’ pride in
their local
heritage as well
as care and
concern for local
animals.
RPMS Objective 3:
Modelled and supported
colleagues in the
proficient use of Mother
Tongue, Filipino and
English to improve
teaching and learning as
well as to develop
learners’ pride of their
language, heritage and
culture.

RPMS Objective 1:
Modelled effective
applications of content
knowledge within and
across curriculum
teaching areas

Horizontal integrations
modelled:
 Comprehensive
Sexuality Education
(CSE)
 Homeroom
Guidance
 Science 6 –
Reproductive System

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Modelled values
integration in this
part.

Modelled here
interactive,
learner-focused,
learner-centered
approaches,
activating the
schema/prior
knowledge of
learners by
allowing them to
share their own
past experiences
making the
lesson more
relatable,
relevant and
meaningful.

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 Modelled values
integration in this
part.

E. Evaluation Directions:
Classify the animals below as mammal, reptile or
amphibian. Then, determine and write one (1)
distinct/prominent characteristic of each animal. (5
mins.)

1. 2.

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 3. 4.

5.

F. Extend Enrichment Demonstrated

According to your special abilities, gifts and talents, here the
choose to do any of the following activities: adaption and
implementation
Gifted/Talented in Arts:
of
Draw one mammal, reptile or amphibian. Below your
differentiated
drawing, give a distinct characteristic of the vertebrate
activities to
you chose to draw. address the
Gifted/Talented in Singing and/or Dancing: individual
Compose a rap song, jingle, cheer or chant about the educational
characteristics of mammals, reptiles or amphibians and needs, learning
how to protect them against harmful human activities. styles,
capabilities and
talents of
learners to
enrich their
learning. RPMS
Objective 9

V. ASSIGNMENT Performance Task:

Create an inventory of the vertebrates commonly
seen in our community. Use a table to separate the
mammals, reptiles and amphibians.

VI. REMARKS Achieved Reteach

Lack of Time No class

VII. REFLECTION
A. No. of learners who
earned 80% or higher _____ learners got 80% or higher in the assessment

B. No. of learners who

require additional _____ of Learners who require additional activities
activities
C. Did the
remedial/enrichment ____ Yes ____ No
activities work?
No. of learners who ____ learners who caught up with the lesson
caught up with the
lesson
D. No. of learners who
continue to require ____ Learners who continue to require remediation
remediation
E. Which of my
teaching strategies/
innovations worked
well? Why?
F. What difficulties did I
encounter?

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Prepared by: Checked and Observed by:

MARIA THERESA A. DEMETERIO JOY M. GOFF

MT-II School Principal