SEMI-DETAILED LESSON PLAN IN MUSIC IV

Teacher:
Subject: Music February 9, 2022
Time: 8:30-9:30 am
Quarter: Third

I. Objectives

1. Identifies Simple musical form: RONDO

2. Sing a tune as part of a group with accurate pitch and rhythm
3. Appreciates the correct singing of round song.

II. Subject matter

Topic: Form – Rondo (ABACA)

References:
 M1SOSA4 Module17
 The 21st Century , MAPEH in ACTION. Page 44-47
 Living Music, arts, Physical education, and health – TG. Page 20 – 23
https://fliphtml5.com/ysoij/uety/basic?fbclid=IwAR0PvNmoqrxPqr0Qj-
3hNsMXsW-IO9BZ4Lu9PeZWsnBZG35LHX_m791OFwI
 MAPEH 6 - Music Q3 M1 (Musical Forms)
https://www.scribd.com/document/470435256/MAPEH-6-Music-Q3-M1-
Musical-Forms
 “Maligayang araw piece” https://www.youtube.com/watch?
v=2meDzbcJ6_M
 “R-O-N-D-O song for motivation” https://www.youtube.com/watch?
v=oE_4jB_t-gc

Instructional materials:
 Visual aids
 Picture of house with different parts
 Cut out letters A, B, C
 Musical pieces of the song
 Laptop
 Speaker
 projector
 Guitar
III. Procedure
A. Preparation
1. Prayer: Let learners pray to this - https://www.youtube.com/watch?v=A5Tq-
2fSTFY
2. Greeting the class
3. Checking of attendance
4. Recall the classroom rules
 Ask the students what are the classroom rules they have been
practicing before
 Recall the teacher’s rules
 Ask what is the importance of following these rules
5. Review: Ask the following questions to the students;
 What is a musical form?
 What are the two musical forms that we discussed last meeting?
6. Motivation
 Singing and dancing
 The teacher will play a song about rondo (In BINGO tune). The
students have to follow the action given by the teacher in each letter
of R-O-N-D-O.

7. Introduce the lesson using the song sung in the motivation

B. Presentation
1. Discussion
a. Definition of rondo
 The word rondo comes from a similar French word referring to
“coming around again” in a composition.
 It has a constricting sections in between repetitions of the A
section
 One section (A) returns repeatedly or at least repeated twice,
with a section of new music (B, C) before each repetition.

b. Use the song “Every breath you take” to discuss further what
Rondo is.
i. Ask three students to sing the song. Assign each of them to a
section of the song to give emphasis or to clarify differences
of each sections.
ii. Let them sing the song with accurate pitch and rhythm

c. Let pupils listen to a song that is in binary and ternary form then
ask them to compare it to a song in rondo form.

2. Activity
 a) Show an Illustration of a house. Relate the rondo form to the
parts of the house shown below by answering the following
questions:

 What do you notice with the house?

 How many parts does it have?
 How can you describe each part of the house? What are
the importance of each part of the house? Relate
examples to real life situation.
 What Parts are the same and not and in what way?
 The teacher will share a story and the students should
guess which part of the house the teacher is referring to

b) Ask the students to identify the parts of the “La Raspa” song

 Explain the meaning of “La Raspa”

 Divide the class into three groups
 Each group will be assign to a section of the song (A, B,
C)
 Each group should identify the sections and dance or
sing the action they are assigned to the part of the
song.
 The group must dance or sing all throughout the
duration of a section
 Then, ask each group how many times did their group
danced their part

c.) Generalization
 What is rondo?
  What is the pattern of the rondo form?
 What is the importance of singing a song w/ correct
pitch and rhythm?
 What can you say about a song that is in form
compared to other songs?

C. Practice exercise
1. Form the class into two (2) groups.
2. Let each group sing to Maligayang Araw song with different dance action in
each section (A, B, C)
3. the following rubrics are to be followed:

Rubrics

Performance rubrics
Level 10 points 8 points 4 points 1 point
PITCH *Light voices *heavy voices *shouting *talking voices
(in tune) *matched pitch *okay pitch voices *no pitch at all
*no real pitch
BEAT The group Sometimes too Often too fast The group was
(Ensemble) stayed together fast or too slow or too slow rarely together
Energy Most all looked many were having Only a few Most looked
like they were fun but some were having like they were
having fun were not some fun bored or fired
Behavior Most students A few students Many students Most students
(During their blended in were silly or were silly and goofed around
performance talking talking and talked
and other
groups’
performance)

4. Explain the importance of following the rubrics

IV. Evaluation

 Group the class into two groups. Let them discuss with the group to find
out the different sections of the song to see it’s form.
 Let them sing the song in front of the class. Remind them to sing the song
in accurate pitch and rhythm
 After performing the said activity let them answer the following
questions
a) what is rondo?
b) Which part of the piece is being repeated? Explain.
 c) Which section of the piece shows contrast? Explain.

Performance rubrics

Performance rubrics
Level 10 points 8 points 4 points 1 point
PITCH *Light voices *heavy voices *shouting voices *talking voices
(in tune) *matched pitch *okay pitch *no real pitch *no pitch at all
BEAT The group Sometimes too Often too fast or The group was
(Ensemble) stayed together fast or too slow too slow rarely together
Rhythm Performed the Performed some Performed the Did not
whole song in parts of the song in song with many performed the
accurate rhythm correct rhythm mistakes in the song in correct
rhythm rhythm
Energy Most all looked many were having Only a few were Most looked like
like they were fun but some were having some fun they were bored
having fun not or fired
Behavior Most students A few students Many students Most students
(During their blended in were silly or were silly and goofed around
performance talking talking and talked
and other
groups’
performance)

V. Assignment

A. Practice again with your group singing the “dancing in the rooftop” song or you may
use another song that is in rondo form. Then, present it again to the class next meeting.

B. Give the meaning of the following terms.

 Maligayang Araw 
lyrics

Maligayang araw at oras ng pagdating

Bilang pasalubong ng nayon at bukirin
Tunay na galak ng lahat ng nariritong bulaklak
Awit at sayawan naman ang nakaganyak.

Ang binata kung umibig 

sa dalagang taga-bukid
Kunwari pa'y walang nais 
ngunit puso'y pumipintig

Ang dalagang taga-nayon mahinhin at mahinahon

Kunwari pa'y walang layon ngunit puso'y kalung-kalong
Kaya nga't kung iibigin magt'yaga kang manalangin;
Kung hindi mo susuyuin lalayo ang pagtingin
DANCING ON THE ROOFTOP

I’m dancin’ on the rooftop, rooftop, rooftop.

Dancin’ in my sneakers, heel and toe.

I’m swingin’ on a treetop, treetop, treetop.

Hangin’ by my shoestrings. Watch me go.

The weather’s fine on Old Cloud Nine. All the birds are dancin’, too.

 But I won’t come down to the ground till I find my parachute.

 I’m dancin’ on the rooftop, rooftop, rooftop.

Dancin’ in my sneakers, heel and toe.

 I’m swingin’ on a treetop, treetop, treetop.

Hangin’ by my shoestrings. Watch me go.

Shoo bop. Doo bee doo bee doo bop.

Shoo bee doot doot doot doo doot doo.

 Wa wa wa wa

 Nyah nyah nyah nyah nyah nyah

 Ooh, mama.

Blah, blah, blop blop blop

Doo ricky, doo ricky, doo ricky, doo

Ooh, wah, Ooh, wah, Ooh,

 I’m dancin’ on the rooftop, rooftop, rooftop.

 Dancin’ in my sneakers, heel and toe.

 I’m swingin’ on a treetop, treetop, treetop.

Hangin’ by my shoestrings. Watch me go.