Taalas, Pamela Grace B.

Lesson No.1/Grade 5
Slow As A Tortoise, Fast As A Hare

Objectives: At the end of the class, the students should be able to:
1. Identify slow and fast, accelerando and ritardando through activities.
2. Experience slow and fast, accelerando and ritardando through movement.
3. Appreciate the importance of slow and fast, ritardando and accelerando in our everyday
lives.
II. Content
a) Theme: Slow As A Tortoise, Fast As A Hare
b) Concept: Slow and Fast. Accelerando and Ritardando
c) Context: The Tortoise and the Hare
Lullaby
Engine, Engine
Flight of the Bumblebee
The Swan
Gymnopedie No. 3
Turkish March
d) Audio-Visual Aids: Laptop, Whiteboard marker, Eraser, Speaker, Projector
e) Other Materials:
f) Reference: https://www.youtube.com/watch?v=UJK4S2xvGkk (Flight of the Bumblebee)
https://www.youtube.com/watch?v=t894eGoymio (Lullaby)
https://www.youtube.com/watch?v=lKdVqD75dm4 (Turkish March)
https://www.youtube.com/watch?v=jVLsLT6cvJ4 (Gymnopedie No. 3)
https://www.youtube.com/watch?v=PXAlznKcJvA (The Swan)
https://www.youtube.com/watch?v=MeZe2qPLPh0 (The Tortoise and the Hare)

III. Pre-requisite:
1. The students know a little about slow and fast, accelerando and ritardando.
2. The students know the quarter, half, and eighth notes.
3. The students can follow movements.

IV. Instructional Procedures

Teachers Activity
I. Introduction
Good afternoon, class! How are you today?

Students Activity
Good afternoon teacher. Were fine.

I am Teacher Pamela, and I will be your

music teacher for three meetings. I hope that
we can get along with each other during our
time together. I expect you to listen to our
discussion and participate in all activities.
I will group you into four groups and the
group who has the highest points will receive
a prize from me at the end of my teaching
here.
(Teacher groups them)

(Students are noisy while grouping)

Now that I have grouped you, shall we all

stand and let us pray.

(Students stand and pray)

(Teacher praying)
Amen!
You may now take your seats.

(Students take their seats)

II. Motivation
Who wants to go on an adventure today with
me?
Before the train arrives, let us first sing a
song.
(Teacher sings Engine, Engine)

(Students are listening)

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?
(Teacher repeats the song thrice for the
students to know)

(Some students are trying to sing)

Now, please repeat after me.

Engine, engine number 9.

Engine, engine number 9.

Running down Chicago line.

If the train should jump the track,
Do you want your money back?

Running down Chicago line.

If the train should jump the track,
Do you want your money back?

(Teacher repeats it twice)

Wow! Very good children. Youre very fast.
Oh! The train is already here, lets ride and
make a big circle.
And I want you to put for hand on the
shoulder of your classmate who is in front of
you.

(Students form a big circle)

We will sing the song Engine, Engine. But

first we will sing it slow, then it will become
fast later.
Are you ready children?
Okay! Lets go.

Students: Yes, teacher!

The train is now starting to move. Lets sing it

slowly then going a little bit faster.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?

The train is moving up a hill. Sing it slowly.

Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?

The train has reached the top, now we are

going down. The train moves fast.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?
Lets sing it again fast then it will gradually
become slow because we are nearing our

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?

destination.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?
Wow! We have reached our destination. You
may now take your seats children.
Thank you for participating.

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?
(Students take their seats)

Since we have arrived at our destination, lets

watch first a short video clip about fast and
slow tempo.
(Teacher plays the video The Tortoise and
the Hare)
(Students are watching)
Okay, did you enjoy the video?
Who was faster in the video?
Yes. It was the hare who was faster.

(Some students are noisy)

Yes, teacher!
Students: The Hare!

And who was slow in the video?

Yes. It was the tortoise.
Students: The Tortoise!
Let us have another activity.
I want you to form a line.
In front of you is the sign SLOW and FAST. I
will play some music, and you will form a
line in front of the sign which you think is the
right answer.

(Students form a line)

Lets start.
1. Lullaby
2. Flight of the Bumblebee
3. Gymnopedie No. 3
4. Turkish March
5. The Swan
(Students are participating in the activity)
Wow! All of you got it right.
Its getting late now, we have to go home. The
train is already waiting for us. Let us all ride

the train again.

Lets form a circle again. And we will sing
again the song Engine, Engine.
(Students form a big circle)
The train is ready to leave. Lets sing it slowly
then going faster.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?
The train is moving up a hill. Lets sing it
slowly.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?
The train is now going down the hill.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?
Okay, we are nearing our destination, lets
sing it fast going slow.
Engine, engine number 9.
Running down Chicago line.
If the train should jump the track,
Do you want your money back?
We have reached our destination. You can
now take your seats.
III. Conclusion
Now, you have learned the slow and fast
tempo and also the accelerando and
ritardando through our activities for today.
I hope that you have learned something about
our lesson for today.

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?

Engine, engine number 9.

Running down Chicago line.
If the train should jump the track,
Do you want your money back?
(Students take their seats)

(Students are listening)

Everyday, the train travels slow and fast.

When it leaves the station, the train moves
slow then later it goes fast. When it will be
nearing its destination, it will gradually
become slow until it finally comes to a stop.
(Some students are noisy)
Thank you students, and see you next
meeting. Goodbye!
Students: Goodbye, teacher Pam

V. Self-Assessment
1. Did I reach my objectives?
2. Did my students learn through the teaching method I had?
3. Do I need to give more examples and explain them more?