Sunday, August 22, 2010

Grade 4 week 9 and 10

Lesson Plan in Music


Grade 4

Week 9 and 10





I. Objectives:

At the end of the lesson the pupils should be able:

A. To define the time signature and explain the function of the lower and upper number.

B. To identify the correct time signature of a particular piece of music.

C. To supply the correct note or rest according to the given time signature.



II. Learning talk:

A. Topic: Time Signature

B. Materials:

B.1 Notation and lyrics of “Red River Valley” by unknown

B.2 Lyrics of Bahay Kubo

B.3 Keyboards

B.4 Visual aids of rhythmic patterns



C. Reference: Apilado Victonette, Paras Ma. Cecilia, Agno Francis (2009)

Philippines: Shine with MAPE4

Jo-Es Publishing House, Inc.

pp. 24 - 30



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Review the previous lesson which is meter. Tell the pupils that in their previous lesson, they have learned that the beats flow in 2s, 3s, and 4s .

A.3 Teach the song “Red River Valley” by rote method.



B. Interaction:

B.1 Ask: Looking at the musical notation of Red river valley, what musical symbol comes after the clef?

B.2 Let the pupils give example of different time signatures.

B.3 Explain to them the function of the upper and lower number on a time signature.

C. Integration

C.1 Complete the measures by adding the correct note and rest according to the given time signature.

C.2 Sing the song “Bahay Kubo” a folksong, using different time signature.



D. Evaluation

Divide the music into measures of equal number of beats, according to the given time signature.

























E. Wrapping Up

E.1 Ask the pupils:

-What is time signature?

-How important is it to music?

F. Assignment

What are pitch names and syllable names in music?

Grade 7 and 8

Lesson Plan in Music

Intermediate Level

Week 7 and 8



I. Objectives:

At the end of the lesson the pupils should be able:

A. To showcase their talents through musical presentation.

B. To have a musical performance with their classmates and with audiences.

C.To retain and enhance their own, individual love of music.

II. Learning talk:

A. Topic: Musical Presentation

B. Materials:

B.1 Musical Instruments

B.2 Microphones

B.3 Rubrics for musical presentation

C. Reference: http://www.oneonta.edu/academics/music/goals.asp

http://www.rcampus.com/rubricshowc.cfm?code=B4334C&sp=yes&

III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Do’s and don’ts during the perfrromance.



B. Motivation:

B.1 Words of encouragement

B.2 The teacher will do a sample performance.

C. Musical Presentation

Performances of the students.

D. Evaluation

Rubrics for singing and playing of musical instruments:

Musicianship - expressive elements, interpretation, dynamics - 25 pts

Articulation and Diction- accuracy and fluency of attacks and releases (instrumental), accuracy of pronunciation and releases (vocal) – 25 pts.

Tone Quality - resonance, control, clarity, focus, consistency, warmth, breathing and support -25 pts.

Rhythm - accuracy of values, duration, pulse, steadiness, meter – 25 pts.



Rubrics for dancing:



Knowledge movement/choreography – 25 pts.

Ability to execute the movements. Correct placement of hands, feet, legs.

Rhythm/Tempo – 25 pts.

Ability to stay in time with the music

Shows Energy/Attitude – 25 pts.

Involvement in the emotion or mood dance. (e.g. connecting with music instead of going through the motions.

Creativity and interpretation – 25 pts.

Ability to incorporate creative costumes and music that goes in accordance with the theme selection.



E. Wrapping Up

Ask: Did you enjoy the performance?

What is your favorite performance?

Grade 4 week 6 and 7

Lesson Plan in Music


Grade 4

Week 6 n 7





I. Objectives:

At the end of the lesson the pupils should be able:

A. To define meter.

B. To differentiate meters: duple, triple, and quadruple.

C. To identify the meter of the music they listen to.



II. Learning talk:

A. Topic: Meter

B. Materials:

B.1 Recordings of the following songs:

Lupang Hinirang by Julian Felipe

CALABARZON March by

Cavite Hymn

B.2 Records of song with different meter

B.3Visual Aids/Laptop



C. Reference: Apilado Victonette, Paras Ma. Cecilia, Agno Francis 2009

Philippines: Shine with MAPE4

Jo-Es Publishing House, Inc.

pp. 16-23



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Ask the pupils to listen to “Lupang Hinirang”, CALABARZON hymn, and Cavite Hymn. Respond to the beat by nodding their head or tapping.

A.3 Ask the pupils if they feel the flow of the beat?

- Did you notice that the beats flow in 2’s, 3’s and 4s?.

A.4 Tell the pupils that the beats in music are organized in such a way that it follows a certain pattern of strong and weak beats.



B. Interaction:

B.1 Discuss the concept of meter. Meter is a pattern of beats in twos, threes, and fours. It is the flow of the beats in 2s, 3s, and 4s.

B.2 Let the pupils listen to song examples and identify the meter as duple, triple, and quadruple.

B.3Introduce the symbol bar line, measure and double bar line.

C. Integration

C.1 Divide the given patterns into equal number of beats according to the correct meter.

C.2 Recall and sing each of the following songs and identify the meter as duple, triple, or quadruple.

- Lupang Hinirang

- Paruparong Bukid

-It’s a small world



D. Evaluation

Listen to each of the following musical excerpts to be given by the teacher and identify the meter as duple, triple, and quadruple.

1. It’s a small world ________________

2. Leron leron Sinta ________________

3. Liguorian Hymn ________________

4. Edelweiss ______________

5. Getting to know you _________



E. Wrapping Up

E.1 Ask the pupils:

-What is a meter?

-What are the different meters?

F. Assignment

Define time signature.

grade 4 week 4

Lesson Plan in Music


Grade 4

Week 4





I. Objectives:

At the end of the lesson the pupils should be able:

A. To identify the different kinds of notes and rests and their time values.

B. To tap or clap the rhythmic patterns correctly.

C. To create a two-measure rhythmic pattern and tap them correctly with peers.



II. Learning talk:

A. Topic: Notes and Rests

B. Materials:

B.1 Flashcards of the different notes and rests

B.2Chart of rhythmic patterns

B.3Drums with stick

B.4Visual Aids/Laptop

B.5 Lyrics of the song “Children’s Prayer” by Engelbert Humperdinck



C. Reference: Apilado Victonette, Paras Ma. Cecilia, Agno Francis

Philippine Copyright 2009

Shine with MAPE4

Jo-Es Publishing House, Inc.

#388 Mc Arthur Highway, Dalandanan, Valenzuela City

pp. 9-15



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Learn and sing the song “Children’s Prayer” by rote.

A.3 Ask the pupils if they enjoy the song.

A.4 Tell the pupils that a piece of music is not only heard or felt it is also seen. Music is seen through music notation. Show them example of musical piece.



B. Interaction:

B.1 Tell them that:

- Music is represented by symbols.

- Today you will learn about the symbol for sound and silence.

- The symbol for sound is called a note. And there are different kinds of notes.



B.2 Tap the duration of the notes using duration diagram.

B.3 Tell them that the symbol for silence is called a rest. Show duration diagram using the rests.





C. Integration

C.1 Notes and Movements.The teacher will interpret the different kinds of notes through body movements. The pupils will follow.

C.2 The pupils will do the movements as the teacher is showing the flashcards of notes that they will interpret.













C.3Create rhythmic pattern using the notes. And lead the pupils in tapping the rhythmic patterns.

C.4 Create rhythmic patterns using notes and rests. And lead the pupils in tapping the rhythmic patterns.



D. Evaluation

Have the pupils tap the correct rhythmic patterns with their peers.

RUBRICS:

10 pts.- Student has mastered the expectation of consistently tapping the correct rhythmic patterns.

8 pts. – Student is achieving expectation with a good level of competency. He/She usually tap the correct rhythmic patterns.

7 pts. – Student is achieving expectation below grade level. He/She sometimes performs in tapping the pattern.

6 pts. – Student is experiencing difficulty. She/He rarely tap the correct rhythmic patterns.

No students will get below 5 pts for the effort.

E. Wrapping Up

E.1 Ask the pupils:

-What is a note? A rest?

-What are the different kinds of notes and rest?

F. Assignment

Define Meter

Grade 4 week 3n4

Lesson Plan in Music


Grade 4

Week 3 n 4





I. Objectives:

At the end of the lesson the pupils should be able to:

A. To define rhythm.

B. To differentiate accented from unaccented beats..

C. To respond to the beat of the songs through body movements.

D. To value rhythm as the life of the music.





II. Learning talk:

A. Topic: Rhythm

B. Materials:

B.1 Recordings of songs:

B.1.1Lupang Hinirang

B.1.2 Manang Biday

B.1.3 Leron Leron Sinta

B.2Mp3

B.3Pictures of season

B.4 Beater

B.5Visual Aids/Laptop

B.6 Lyrics of When the Saint’s go marching and we get together

C. Reference:

Shine with MAPE4 pp.3-8



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2Learn and sing the song “When the Saints’ Go marching In”with appropriate action, responding to the proper flow of the beats.

A.3Ask the pupils how do they feel when they are marching?



B. Interaction:

B.1 Show the class the pictures of the seasons: the rising and setting of the sun, the movement in a dance and the tick-tock of the clock.



B.2 Discuss the regularity of the flow of time.Lead in the discussion of rhythm which is the ordered flow of music in time.



B.3 Allow the pupils to feel and experience rhythm through their bodies. Establish the flow of the beats through a beater. Continue tapping the beats. Let the pupils differentiate strong and weak beats by listening and feeling the beats.

B.4 .Show them the flow of the beats through stick notation.





C. Integration

C.1 Listening Exercise: Let the pupils listen to a recording and then respond to the flow of the beats through body movements.

C.2 Let them sing the song “The more we get together” and let them identify the strong and weak beats. Discuss with them the difference between strong and weak beats.



D. Evaluation

Have the pupils sing the songs learned in this lesson and respond to the beat through body movements. Consciously feel the strong and weak beats while singing.

RUBRICS:

10 pts.- Student has mastered the expectation of consistently moving in time with the beat.

8 pts. – Student is achieving expectation with a good level of competency. He/She usually moves in time with the beat.

7 pts. – Student is achieving expectation below grade level. He/She sometimes performs in time with the beat.

6 pts. – Student is experiencing difficulty.She/He rarely moves or performs in time with the beat.

No students will get below 5 pts for the effort.

E. Wrapping Up

E.1 Ask the pupils if they feel the beats in their bodies? What happens when the heartbeat stop?

E.2 Tell them: In the same manner, when there are no beats in music, there will be no music at all. Rhythm gives life to the music.

F. Assignment

What are the different kinds of notes and rests.

Saturday, August 21, 2010

Grade 5 week 9 and 10

Lesson Plan in Music


Grade 5

Week 9 and 10





I. Objectives:

At the end of the lesson the pupils should be able:

A. To perceive simple 3-1 relationship within a rhythmic pattern.

B. To show enthusiasm and interest when participating in a performance.

C. To perform rhythmic patterns with dotted notes.



II. Learning talk:

A. Topic: Dotted Notes

B. Materials:

B.1 Flashcards of doted notes

B.2 Lyrics of Music Shall live by Unknown

B.3 Keyboards

C. Reference: Q. Jonathan, S. Nicanora, Y. Vanessa Lynne (2009)

Shine with MAPE5

Philippines: Jo-Es Publishing House, Inc.

pp.20-23



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Ask: do you know that sometimes in a certain song, you are asked to sound some words loner?

A.3 Sing the song “Music alone shall live, and find out the words that sound longer.



B. Interaction:

B.1 Let the class clap the beat of the song while singing.



B.2 Instruct the pupils to clap the rhythmic patterns.



B.3 Ask them to count and clap some rhythmic patterns using flashcards according to the time signatures.



B.4 Using the same pattern, you will clap in another way and instruct the pupils to echo clap.

C. Integration

C.1 Introduce to them tied notes and dotted notes.



C.2 Elicit from the pupils the values of dotted notes and tied notes with their equivalent note values.



C.3 Clap the dotted notes and say the rhythmic words.



D. Evaluation

Add the missing dotted note to complete the measures according to the given time signatures.

1.



2.



3.



4.



5.



E. Wrapping Up

Tell them: Everything on earth has its end.There is one thing that does not perish and that is music.

Ask them: How can you make the notes sound longer?

What is the value of a dot beside the note?



F. Assignment

What are the different melodic directions?

Grade 5 week 8

Lesson Plan in Music


Intermediate Level

Week 7 and 8



I. Objectives:

At the end of the lesson the pupils should be able:

A. To showcase their talents through musical presentation.

B. To have a musical performance with their classmates and with audiences.

C.To retain and enhance their own, individual love of music.

II. Learning talk:

A. Topic: Musical Presentation

B. Materials:

B.1 Musical Instruments

B.2 Microphones

B.3 Rubrics for musical presentation

C. Reference: http://www.oneonta.edu/academics/music/goals.asp

http://www.rcampus.com/rubricshowc.cfm?code=B4334C&sp=yes&

III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Do’s and don’ts during the perfrromance.



B. Motivation:

B.1 Words of encouragement

B.2 The teacher will do a sample performance.

C. Musical Presentation

Performances of the students.

D. Evaluation

Rubrics for singing and playing of musical instruments:

Musicianship - expressive elements, interpretation, dynamics - 25 pts

Articulation and Diction- accuracy and fluency of attacks and releases (instrumental), accuracy of pronunciation and releases (vocal) – 25 pts.

Tone Quality - resonance, control, clarity, focus, consistency, warmth, breathing and support -25 pts.

Rhythm - accuracy of values, duration, pulse, steadiness, meter – 25 pts.



Rubrics for dancing:



Knowledge movement/choreography – 25 pts.

Ability to execute the movements. Correct placement of hands, feet, legs.

Rhythm/Tempo – 25 pts.

Ability to stay in time with the music

Shows Energy/Attitude – 25 pts.

Involvement in the emotion or mood dance. (e.g. connecting with music instead of going through the motions.

Creativity and interpretation – 25 pts.

Ability to incorporate creative costumes and music that goes in accordance with the theme selection.



E. Wrapping Up

Ask: Did you enjoy the performance?

What is your favorite performance?

Grade 5 week 6 and 7

Lesson Plan in Music

Grade 5

Week 6 and 7





I. Objectives:

At the end of the lesson the pupils should be able:

A. To identify the rhythmic patterns used in the song.

B. To manifest self-discipline during the lesson by active participation.

C. To clap rhythmic patterns and say rhythmic syllables.



II. Learning talk:

A. Topic: Notes and Rests Values

B. Materials:

B.1 Flashcards of notes and rests

B.2 Notes and rests

B.3Visual Aids/Laptop

C. Reference: Q. Jonathan, S. Nicanora, Y. Vanessa Lynne 2009

Shine with MAPE5

Philippines: Jo-Es Publishing House, Inc.

pp.10-15



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Have you wondered why sometimes you move your body when you hear music?.

A.3 Review beat and quarter note as the beat that receives one count.



B. Interaction:

B.1 Let the pupils sing the song “Follow the rhythm” and ask the pupils to clap the beat while singing.



B.2 Let them clap the rhythm of the words while singing.



B.3 Divide the class into two groups. Let one group clap the beat and the other group to do rhythmic patterns..

Ask: What happened to the movements of some beats?

What beats move faster?

B.5 Elicit from the students the different kinds of notes and rests and their values.

C. Integration

C.1 Let the pupils clap some rhythmic patterns using flashcards while saying the rhythmic words.

ta-a-a-a

ta-a

ta







C.2 Let one group clap the beat while the other group the rhythmic pattern.











D. Evaluation

Add the missing note or rest to complete the measures according to the given time signature.

1.



2.



3.



4.



5.



E. Wrapping Up

Ask them: What is a note? Rest?

Give example of notes and rests.



F. Assignment

What is the value of a dot on a dotted notes?

Grade 5 week 4

Lesson Plan in Music


Grade 5

Week 4





I. Objectives:

At the end of the lesson the pupils should be able:

A. To identify the meter and time signatures of a certain composition.

B. To cooperate fully in classroom activity.

C. To listen to composition in duple, triple, and quadruple meters.



II. Learning talk:

A. Topic: Meter and Time Signature

B. Materials:

B.1 Lyrics of the song “Come Let’s Dance” by Anonymous

B.2Keyboards

B.3Visual Aids/Laptop

C. Reference: Quines Jonathan, Santiago Nicanora, Yance Vanessa Lynne

Philippine Copyright 2009

Shine with MAPE5

Jo-Es Publishing House, Inc.

#388 Mc Arthur Highway, Dalandanan, Valenzuela City

pp.6-9



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Ask the pupils who among them are good in singing.

A.3 Let them sing the song “Come Let’s Dance”.



B. Interaction:

B.1 Let the pupils clap the beat while singing.



B.2 Call a pupil to write the first sentence on the board and another another one to write the beats where they fall in each word.



B.3 Ask a pupil to put S or W where they can feel the strong and weak beats in the song.

B.4 Ask a pupil to put bar lines before the strong beats.

B.5 Review the meaning of “measures” in music.

Ask: How many beats are there in every measure?

What kind of note is the “Beat”?

What is the time signature?





B.6 Sing again “Like a King”. What is the meter and time signature?

C. Integration

C.1 Let the pupils sing the “Philippine National Anthem” and let them identify the meter and the time signature.

C.2 Let them conduct duple, triple, and quadruple meters.

D. Evaluation

Identify the meter of the following songs as duple, triple, or quadruple. Your teacher will clap the accented or strong beats.

_______________1. Leron , Leron Sinta

_______________2.I’ts a small world







_______________3. Atin Cu Pung Sing sing

_______________4. Philippine National Anthem

_______________5. One more gift



E. Wrapping Up

E.1 Ask the pupils if they can already execute conducting movements for duple, triple and quadruple meter.

E.2 Sing and conduct the following songs:

E.1.1 Lupang Hinirang

E.2.2 Cavite Hymn

E.2.3 CALABARZON Hymn



F. Assignment

What are the different kinds of notes and rests?

Grade 6 week 3

Lesson Plan in Music


Grade 5

Week 3





I. Objectives:

At the end of the lesson the pupils should be able to:

A. To identify the basic beats or pulse of a musical composition.

B. To enjoy performing the activity with discipline.

C. To tap, clap, or do actions on the beat.



II. Learning talk:

A. Topic: Beat

B. Materials:

B.1 Recordings of song: Like a king

B.2Mp3

B.3Keyboards

B.4 Drum

B.5Visual Aids/Laptop

C. Reference:

Shine with MAPE5 pp.3-5



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Ask the students to mention things around them that move. Have them imitate the sound of the drum played by the teacher. Let them mention things that sound like the drum, the clock, and many more.



B. Interaction:

B.1 Let the class imitate the sound of a clock and say “TICK-TOCK”, while clapping. Teacher will call this as beat in music.Ask them to say “Beat,beat”, instead of “Tick-tock” while clapping or tapping. Inform them that all music have beats.



B.2 Listen to some more music and ask them to tap, clap, or snap the beats while listening.



B.3 Tell them to give examples of things that move with the beat (ex. Heartbeat, windshield wiper, etc.).

B.4 .Let them sing the song “Like a king”, and clap the beat while singing. Sing the song with action on the beat.





C. Integration

C.1 Beat Sentence: Ask a pupil to write the first sentence on the board and write the beats where they fall in each word. Let another pupil do the same thing on the 2nd line while the class sings and claps.

C.2Explain the beats may be strong or weak.

C.3 Suggest any combination of actions showing strong and weak beats.

Ex. Clap and snap, stomp and nod, etc.

C.4 Call a pupil to put SW where they can feel the strong and weak beats in the song.

Ex.Like a king that has come in our midst

/ / / / / / / / /

S W S W S W S W S

D. Evaluation

Sing the following songs and tap or clap the beat while singing.

1. Bahay Kubo

2. Happy Birthday

3. Philippine National Anthem

Performance rating (Self Evaluation)

Beat O VS S NI

1. Did you clap or clap the beats of the song well?

2. Did you sing the songs in correct pitch and rhythm?

3. Did you enjoy performing the songs in both singing and with body movements?

Legend:

O –Outstanding

VS- Very Satisfactory

S- Satisfactory

NI- Needs Improvement

E. Wrapping Up

E.1 Ask the pupils if they feel the beats in their bodies? What happens when they tap or clap while singing?

E.2 Tell them: Beat is the steady movement in music.There is a regular recurrence of accented and unaccented beats.

F. Assignment

What are the different meter and time signatures? Give 3 examples.

Grade 6 week 9 and 10

Lesson Plan in Music

Grade 6

Week 9 and 10





I. Objectives:

At the end of the lesson the pupils should be able :

A. To identify the time signatures of different rhythmic patterns.

B. To differentiate the function of the upper number from the lower number of time signature.

C. To use the time signature as a guide in singing piece.



II. Learning talk:

A. Topic: Time Signature

B. Materials:

B.1 Notation and lyrics of New River Train by Unknown

B.2 Keyboards

B.3 Rhythmic pattern

C. Reference: Britanico Evan, Beltran Romina, Ambat Maila (2009)

Shine with MAPE6

Philippines:Jo-Es Publishing House, Inc.

Pp.19 - 22

III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Let the pupils read the lyrics of the song “New River Train”.



A.3 Teach the song by rote method.

A.4 Ask: - What do you think is the meter of the song?

What do you call that set of numbers written after the clef?



B. Interaction:

B.1 Discuss the time Signature and the function of the upper and lower number in a time signature.

B.2 Let the pupils analyze the song “New river train”.

Ask: Was the time signature helpful in singing the song? Why?

B.3 Clap example of rhythmic pattern with different time signature.





C. Integration

C.1 Sing a new song with multiple time signature, entitled “Look out” by Doris Hays.

C.2 Let the pupils write the time signature on each measure of the piece.



C.3 Ask: Was the time signature helpful in singing the song?

What is the difference of singing a song with a single and multiple time signature?



D. Evaluation

Complete the rhythmic pattern by writing the bars that will justify the time signature written at the start of the pattern.

1.

2.

3.

4.

5.









E. Wrapping Up

E.1 Ask : What is the importance of knowing the time signature of a piece?

E.2 Tell them: Time signature guides us in reading a piece as it gives the type of note that has one beat and the number of beats per measure.

F. Assignment

What is a scale? Give example of scale.

Grade 6 week 8

Lesson Plan in Music


Intermediate Level

Week 7 and 8



I. Objectives:

At the end of the lesson the pupils should be able:

A. To showcase their talents through musical presentation.

B. To have a musical performance with their classmates and with audiences.

C.To retain and enhance their own, individual love of music.

II. Learning talk:

A. Topic: Musical Presentation

B. Materials:

B.1 Musical Instruments

B.2 Microphones

B.3 Rubrics for musical presentation

C. Reference: http://www.oneonta.edu/academics/music/goals.asp

http://www.rcampus.com/rubricshowc.cfm?code=B4334C&sp=yes&

III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2 Do’s and don’ts during the perfrromance.



B. Motivation:

B.1 Words of encouragement

B.2 The teacher will do a sample performance.

C. Musical Presentation

Performances of the students.

D. Evaluation

Rubrics for singing and playing of musical instruments:

Musicianship - expressive elements, interpretation, dynamics - 25 pts

Articulation and Diction- accuracy and fluency of attacks and releases (instrumental), accuracy of pronunciation and releases (vocal) – 25 pts.

Tone Quality - resonance, control, clarity, focus, consistency, warmth, breathing and support -25 pts.

Rhythm - accuracy of values, duration, pulse, steadiness, meter – 25 pts.



Rubrics for dancing:



Knowledge movement/choreography – 25 pts.

Ability to execute the movements. Correct placement of hands, feet, legs.

Rhythm/Tempo – 25 pts.

Ability to stay in time with the music

Shows Energy/Attitude – 25 pts.

Involvement in the emotion or mood dance. (e.g. connecting with music instead of going through the motions.

Creativity and interpretation – 25 pts.

Ability to incorporate creative costumes and music that goes in accordance with the theme selection.



E. Wrapping Up

Ask: Did you enjoy the performance?

What is your favorite performance?

Grade 6 week 6 n 7

Lesson Plan in Music

Grade 6

Week 5 and 6





I. Objectives:

At the end of the lesson the pupils should be able :

A. To respond to the beat by clapping.

B. To notate rhythmic patterns by using dotted and tied notes and rests.

C. To identify visually the correct musical symbols.



II. Learning talk:

A. Topic: Rhythm

B. Materials:

B.1 Notation and lyrics of Mama don’t low American folk song

B.2 Keyboards

B.3 Notes and rests chart

C. Reference: Britanico Evan, Beltran Romina, Ambat Maila 2009

Shine with MAPE6

Philippines:Jo-Es Publishing House, Inc.

Pp.11-14

III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2Let the pupils read the lyrics of the song Mama don’t low .



A.3 Teach the song by rote method.



B. Interaction:

B.1 The teacher will read a clip about rhythm.

Ask: What is the element of music that makes us move?

B.2 Show some pictures of the medieval time?

Ask: Do you think the song is appropriate during this era?

B.3 Ask a volunteer to sing a hip-hop song and tap the drum pattern on the table. Then call another pupil to sing the same song but this time,without tapping on the table.

Ask: Which example is more danceable? Why?

B.4 Discuss rhythm.





C. Integration

C.1 Teach the different hand gestures for every notes and rests.

C.2 Sing these common songs and respond to the beat by clapping their hands.

- Happy Birthday

- Leron leron Sinta

- Bahay Kubo

C.3 Notate the rhythmic patterns that the teacher will tap using the different notes and symbols.



D. Evaluation

Identify the following symbols by drawing the correct symbol.

1. quarter note 2. tie

3.sixttenth rest 4. half rest

5.whole note



E. Wrapping Up

E.1 Ask : How important is rhythm to music?

E.2 Tell them: that rhythm is the flow of music in time nd a series of beat pattern. It is responsible for the feeling of movement in music.

F. Assignment

What is a meter?

Give examples of meters?

Grade 6 week 4 n 5

Lesson Plan in Music

Grade 6

Week 4 and 5





I. Objectives:

At the end of the lesson the pupils should be able :

A. To identify the important people in the history of musical notation.

B. To locate the Ut in a neumatic notation.

C. To create a ballad.



II. Learning talk:

A. Topic: Early musical notation

B. Materials:

B.1 Lyrics of the following songs:

B.1.1 The Music is You

B.1.2 Scarborough Fair

B.2 Gregorian chant notation

B.3Keyboards

B.4Visual Aids/Laptop

C. Reference: Britanico Evan, Beltran Romina, Ambat Maila

Philippine Copyright 2009

Shine with MAPE6

Jo-Es Publishing House, Inc.

#388 Mc Arthur Highway, Dalandanan, Valenzuela City

Pp.7-10

III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2Let the pupils read the lyrics of the song “Scarborough Fair”.

Ask: What does it mean?

A.3 Teach the song by rote method.



B. Interaction:

B.1 The teacher will read a clip about early musical notation.

Ask: What can you say about the clip?

B.2 Show some pictures of the medieval time?

Ask: Do you think the song is appropriate during this era?

B.3 Discuss with them the medieval music of minstrels and troubadours. Relate it to the modern music today.

B.4 Let them realize the similarities of the Medieval modern music like rhyming words and the instruments used.





C. Integration

C.1 Show them the neumatic notation chart. Locate the Ut and locate the neumatic clef.

C.2 Translate the medieval words in English and discuss the message of the song.

C.3 Discussion and recitation on Gregorian chant by following the direction of neumes.

C.4 Create an eight – line ballad about a topic of your choice. Make sure it has rhyming words at the end of each line. Choose a familiar song and sing the ballad by using the melody of the song that you have chosen.







.

D. Evaluation

Sing the song “Scarborough Fair”.

Criteria:

Correct Pitch – 3pts.

Correct Rhythm – 3 pts.

Correct Breathing – 2pts.

Correct Posture – 2 pts.

Total – 10 pts.



E. Wrapping Up

E.1 Ask them again when did the early musical notation started.

E.2 Tell them: A musical notation is a set of symbols showing music in written form. It helps singers as it acts as guide in singing the song. If symbols go up, the pitch will also go up. And when the symbols go down, so does the pitch.

F. Assignment

What are the different kinds of notes and rests?

Grade 6 week 3

Lesson Plan in Music


Grade 6

Week 3

June 28-July 2, 2010



I. Objectives:

At the end of the lesson the pupils should be able to:

A. To distinguish music from noise.

B. To identify the sources of sound.

C. To create a musical composition using different sounds.



II. Learning talk:

A. Topic: Beginnings of Music

B. Materials:

B.1 Lyrics of the following songs:

B.1.1 The Music is You

B.1.2 The Magic of a song

B.2Mp3 of different sounds

B.3Keyboards

B.4Visual Aids/Laptop

C. Reference:

Shine with MAPE6 pp.3-6



III. Teaching Strategies:



A. Introduction

A.1Daily Routines

-Greetings

-Attendance

A.2Let the pupils read the lyrics of the song “The music is you”.Teach them the song by rote method.

A.3 Ask the pupils: Do you believe that music is magic and it is everywhere?



B. Interaction:

B.1Create examples of noise by tapping the table or banging on the board. Tap the table again but this time, create a rhythmic pattern. Ask them to differentiate the difference between the two sounds.



B.2 Give more examples on the function of music.

B.3 Tell them to give examples of things that move with the beat (ex. Heartbeat, windshield wiper, etc.).

B.4 .Let them sing the song “Like a king”, and clap the beat while singing. Sing the song with action on the beat.





C. Integration

C.1Describing sounds: The teacher will play a recording of different sounds. Listen carefully and describe the sound that you hear and identify its source. 5 numbers.

C.2 Ask them if they know when the first music was created.

C.3 Discussion and recitation on the beginnings of music.

C.4 Teach the song “The magic of a song”.Have the pupils use the different parts of their body that can be used as an accompaniment as they sing –clapping, stomping, clicking their fingers, tapping their legs, or humming. Assign them an action for a specific part in a song.

D. Evaluation

Performance of The magic of a song.

Criteria:

Correct Pitch – 3pts.

Correct Rhythm – 3 pts.

Actions and sounds – 4pts.

Total – 10 pts.



E. Wrapping Up

E.1 Ask them again how did music come about.

E.2 Tell them: Music started when people began to imitate the sounds of the environment using their body to create sounds. It was born out of need to communicate and express one’s feelings and emotions.

F. Assignment

Define the following terms:

Musical Notation

Nuematic Clef

Gregorian Chant