Republic of the Philippines
Mindanao State University
Marawi City
College of Education
A Detailed Lesson Plan
In
GED120 Bb – (Teaching Music in the Elementary Grades)
Submitted to:
Ma’am Amnah Macatanao Baraiman
Submitted by:
Joseph Saavedra Funo-an
April 26, 2023
A DETAILED LESSON PLAN IN
GED120 Bb – (Teaching Music in the Elementary Grades)
FUNO-AN, JOSEPH SAAVEDRA
I. Objectives:
At the end of the lesson, the students should be able to;
1. Identify the two-time meter and use the different kinds of notes and rest.
2. Identify accented and unaccented pulses.
3. Organize notes and rest into two-time meter.
4. Perform his/her own created rhythmic pattern.
II. Subject Matter
Topic: UNIT 1: Rhythm – Lesson 1: Meter in Two
Reference: Alma M. Dayag, Grade 4 “ENJOYING LIFE THROUGH
M.A.P.E.H.”, Phoenix Publishing House, pp. 4– 12
III. Instructional Materials
A. Laptop and Television
B. PowerPoint, Handouts, Video, Pictures, Activity sheets.
IV. Teaching procedures
Teacher’s activity Student’s activity
A. PRELIMINARY ACTIVITY
1. Prayers
- Before we begin our class, please stand up
and let us do our silent prayer.
- “Amen” “Amen”
2. Greetings
- Good day, class! It was nice seeing you all! Good Day teacher.
- How are you doing today? Doing good? All
right! Doing good, po teacher.
3. Attendance
- Is everybody present?
Yes, Sir!
Check if your classmate are there.
Very good. Everybody is present.
Let us clap our hands for ourselves.
(Enthusiastically clapping)
4. Classroom rules
- I have a classroom rules before we start in our
topic. I hope you will follow this rules.
1. Sit properly. Listen carefully.
2. Don’t make any noise.
(Pupils are listening to classroom
3. Raise your hand to answer or to ask a
attentively.)
question.
4. If you understand the topic, put a thumbs up,
if not, a thumbs down.
5. Follow the instruction.
B. Review
- Now, who can recall our previous lesson?
It is all about what?
(Students will volunteer)
- Yes, Sound and Silence
- Very good. Let us give him/her a big
Teacher, it was about Sound and Silence.
clap. Thank you. You may now take your
Sound it is anything that we can hear. You
seats. use your ears to hear. While, the silence is
the absence of sounds.
- Pupils, can you give me an examples that
we mentioned yesterday? (Students will volunteer)
- Yes, Okay. It seems like you understand Teacher, the example of sounds are reading
our topic last meeting. Very Good!
aloud and crying. While, the silence are
C. Motivation sleeping and walking slowly.
- Class, are you ready to learn?
- But, before we formally proceed to our
topic, we will do singing and dancing.
Yes teacher!
- Are you excited to sing and dance, class?
- I’m sure you already familiar this nursery (Pupils are listening to classroom
song. The song entitled “Shake Them attentively.)
Simmon Down”. So, let stand up and
listen to the songs.
Yes teacher!
(Students will listen attentively)
- Are you ready? Go!
- Great job!
- Did you enjoy singing and dance?
- Very good! Let us clap our hands for
ourselves. Yes teacher! (Thumbs Up)
(The pupils will do singing and dancing.)
D. Lesson Proper
1. Presentation of the Lesson
1.1 Shows the topic’s objectives. (Enthusiastically clapping)
-Since you already know about the Steady Beat,
today we are going to learn another lesson. And at
the end of this lesson, you should be able to;
1. Identify the two-time meter and use the
different kinds of notes and rest.
2. Identify accented and unaccented pulses. (Students will listen attentively and respond
if being asked)
3. Organize notes and rest into two-time
meter.
4. Perform his/her own created rhythmic
patterns.
1.2 Discussion
Did you know that music has a pulse or steady beat
that makes us move at the same time?
In this lesson, we will enjoy performing songs with (Students will listen attentively and respond
beats that are grouped by twos through the strong if being asked)
or accented beats and weak or unaccented beats.
A. Sing “Shake Them Simmon Down” again. Feel
the strong and weak beats while singing. Do
the following movements.
- Clap on strong beats
- Snap on weak beats
B. This time, write the steady beats through stick
notation under the beats keeper. Use thicker
lines on strong beats and thinner lines on weak
beats.
(Students will listen attentively and respond
I – Strong beats
if being asked)
l – Weak beats
Did you understand, class?
1. Mark the strong beats with > on top of the
steady beats. The symbol > is an accent mark
placed above or below a note head to give
emphasis on that beat. We call the beat as
accented beat.
2. To clearly see the meter of the song, put bar
lines before the accented beats.
a. Meter – measures how many beats Yes, Teacher (Thumbs Up)
there are in a set
b. Bar lines – are vertical lines that
group the beats into measures
c. Double bar lines – at the end of a
musical piece to mark the end
d. Measures – are spaces between bar
lines that contain divisions of strong
beats and weak beats. (Students will listen attentively and respond
3. The time signature, a symbol found at the if being asked)
beginning of a musical piece, tell us the
numbers of beats in each measure and the
note that receives one beat.
What is the time signature of two time (Students will listen attentively and respond
meter? if being asked)
C. You can also show the meter of the song by
moving your hands to the beat of the song. We
call this hand gesture as conducting.
What we called the hand gesture by moving your
hands to the beat of the songs?
D. Look at the table of some of the notes and (Students will listen attentively and respond
rests. if being asked)
Teacher, 2/4 is the time signature of two time
meter.
(Students will listen attentively and respond
if being asked)
E. Enrichment Activity
Directions: The class will be divided into two
groups. Each group will locate and identify the
following:
a. Draw a staff with bar lines, measures
and double bar lines.
b. Mark the strong beats with accent Teacher, it is conducting.
mark.
c. Identify the notes and rest used in
the songs.
(Students will listen attentively and respond
if being asked)
- You guys are fantastic pupils! Now I’m
going to check your output to see which
group will get a star.
- Very good! Let us clap our hands for
ourselves.
E. Generalization
- Let’s have a recap. Raise thumbs up if
it’s True and thumbs down if False.
(Students will listen attentively and respond
1. Meter measures how many beats there if being asked)
are in a set
2. Bar lines are vertical lines that group the
beats into measures
3. Double bar lines at the end of a musical
piece to mark the end
4. The upper numbers tells that the quarter
note gets one beat.
5. The strong beats also called unaccented
beats. (Students will listen attentively and respond
if being asked)
- Class, remember we are not here just to
learn to sings and dance but we here to
appreciate the beauty of songs. We sing
to express our emotion and to have happy
day. (Enthusiastically clapping)
- Good job everyone. Let us clap our hands
for ourselves. It’s time for our quiz.
1. Thumbs Up (True)
2. Thumbs Up (True)
3. Thumbs Up (True)
4. Thumbs down (False)
5. Thumbs down (False)
(Students will listen attentively and respond
if being asked)
(Enthusiastically clapping)
V. Evaluation
Quiz
Directions: It is now your turn to create your own rhythmic pattern in two-time meter.
Use the notes and rest you learn and write them on the measures below. Make your pattern
interesting by using varied note and rest values. Be ready to perform your composition through
body movements.
2
4
VI. Assignment
Direction: Listen to one of the composition of Ludwig van Beethoven entitled “6
Ecossaises for Piano” (No. 6). Move to the beat of the music by marching, clapping, or
conducting. Feel the accented beats and give more emphasis on those beats. Be ready to
perform it next meeting.
