Learning Area Music Grade Level 6

W1 Quarter 4 Date
I. LESSON TITLE Tempo
II. MOST ESSENTIAL LEARNING Identify the different tempo in a music sample: allegro, andante,
COMPETENCIES (MELCs) ritardando, accelerando, largo, presto and vivace
III. CONTENT/CORE CONTENT Different tempo in a music sample
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 5 minutes)

In this lesson, you will learn the definition of tempo and identify the different tempo used in a music sample.
TEMPO is an essential musical factor that aids in the expression of music. It is an Italian word that means "time."
In a composition, it refers to the rate of speed. The tempo of a musical work is normally found above the staff at
the beginning of the piece. Tempo marks can be found in the work, depending on the composer's preferences
on how his or her music will be interpreted.
Below are the different kinds of tempo and their meanings. Just like dynamics, tempo terms are also written in
Italian.
However, tempo markings can also be written in German, English, French or Filipino.

Tempo Mark Meaning

Adagio Slow
A. Slow Tempo Largo Broad, very slow
Lento Slowly
Andante Moderately slow
Andantino A little faster than
B. Moderate Tempo
andante
Moderato Moderate speed
Allegro Fast, lively, and bright
C. Fast Tempo Presto Very fast
Vivace Fast and lively
Accelerando Gradually speeding up
Ritardando Gradually slowing down
D. Changing Speed A tempo To return to the original
speed of the musical
piece

In your notebook, answer the following questions:

1. What is tempo?
2. In a musical piece, where can we find tempo markings?
3. What are the different tempo markings under slow, moderate, and fast tempo?
4. Why is tempo important in a composition?
IV. LEARNING PHASES AND LEARNING ACTIVITIES
D. Development (Time Frame: 10 minutes)

Do the activity below to check if you are familiar with the speed of music that you hear on television and
gadgets.
Learning Task 1 : In your activity notebook , copy the table below and identify at least two (2) title of songs that
you know for each type of tempo.

SLOW MODERATE FAST

Learning Task 2: Study the song “SITSIRITSIT”. Identify the tempo markings applied in the song then, give the
meaning of each markings. Write your answer in your activity notebook.

E. Engagement (Time Frame: 10 minutes)

Learning Task 3: Identify the appropriate tempo markings of the following songs. Write your answer in your activity
notebook.
___________ 1. Lupang Hinirang
___________ 2. Pilipinas Kong Mahal
___________ 3. May Pulis sa Ilalim ng Tulay
___________ 4. Row, Row, Row your Boat
___________ 5. Leron, Leron Sinta

Learning Task 4: Identify the appropriate tempo for the following kinds of music. Write your answer in your activity
notebook.
1. Lullaby
2. Anthem
3. Children’s song
4. Folk song
5. Waltz
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Assimilation (Time Frame: 10 minutes)

Learning Task 5: Study the song “You Are My Sunshine.” Sing and apply the tempo markings appropriate to the
song. (See 21st Century MAPEH in ACTION pp. 72 - You Are My Sunshine). Record yourself while singing and send it
to your teacher via messenger.

V. ASSESSMENT (Time Frame: 10 minutes)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Learning Task 6: Study the following songs. Identify the tempo markings applied in the piece then, give the
meaning of each markings. Do this in your activity notebook.

1. Pandanggo sa Ilaw 2. Country Gardens

IV. LEARNING PHASES AND LEARNING ACTIVITIES
VI. REFLECTION (Time Frame: 5 minutes)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience while working on each given task. Draw it on the
column for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Lugue V. R. and Romabiles M. L. Music and Arts for Fun. Vibal Group Inc. Quezon City, PH. (pages
80-81) (2016)

The 21st Century MAPEH in Action by Ligaya Bautista Garcia – Quinitio, et. al.

LM in Music 6 for Quarter 4 by Norina Maderazo et. al. pages 1-5

https://www.google.com/url?sa=i&url=http%3A%2F%2Ftopmusicsheet.com%2Fcandle-dance-
pandanggo-sa ilaw

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.musictheoryacademy.com%2Fhow-
to-read-sheet-music

Prepared by: Checked by:

FEL MARK P. BARCEBAL ZOILA M. PEREZ

HAZEL M. LUCOS

SARAH B. SAN JOSE