Detailed Lesson Plan in Music

Grade 9
Quarter Two Week ___ LC 7 & 9

I. OBJECTIVES
A. Content Standards The Learner demonstrates understanding of the
characteristic and features of the music of the
Classical period.
B. Performance The Learner sings and performs selected themes of
Standards symphonies and other instrumental forms.
C. Learning LC #7
Competencies/Objectiv Sings themes or melodic fragments of given
es Classical period pieces;
(Write the LC Code for MU9CL-IIb-h-7
each)
LC #9
Improvises appropriate accompaniment to given
short and simple Classical pieces.
MU9CL-IIe-9
II. CONTENT MUSIC OF THE CLASSICAL PERIOD
(1750-1820)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Page 66
pages
2. Learner’s Materials Pages 55, 60
pages
3. Textbook pages MAPEH in Action: The 21st Century Learners, pp.
46-47
4. Additional Materials Laptop, speaker
Suggested link:
http://www.youtube.com/watch?v=01FSN8_pp_o

IV. PROCEDURES
A. Reviewing previous Let the students define the following:
lesson or presenting 1. Sonata
the new lesson 2. Concerto
3. Symphony

B. Establishing a purpose Who among of you have already experienced

for the lesson singing a Classical music?

How will you describe a classical music?

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C. Presenting Activity: Listening and Singing
examples/instances of
the new lesson “Eine Kleine Nachtmusik” by W. A. Mozart

Questions:
1. What can you say about the music?
2. What is the mood of the musical piece?

Divide the class into 2 groups.

Group 1: Students will hum the tune of the song.
Group 2: Students will make a rhythmic
accompaniment by clapping their
hands/stomping their feet/tapping the
chair adopting the rhythm of the song.

Note: The teacher can interchange the groupings

so that all students may be able to familiarize the
activities.

D. Discussing new Questions Possible Answers

concepts and
practicing new skills #1 1. In the Theme is a melody used as the
language basis for a musical composition.
of music, While, melodic fragments are
how does called motives, ornaments or group
the of notes, as the head motive, the
theme mordent or the final group in the
differ section of a sonata. Usually they
from are called phrases or a clause.
melodic
fragment Suggested link:
? http://music.stackexchange.com/qu
estions/ 79482/harmony-melodic-
2. Give an fragments
example
of a song In “Twinkle Twinkle Little Star”
where song, the melody of the first phrase
the of the lyrics is the theme. The
theme melodic fragment is:
and
melodic Phrase 1:
fragment Twinkle twinkle little star
can be
identified Phrase 2:
easily? How I wonder what you are

Phrase 3:
Up above the world so high

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 Phrase 4:
Like a diamond in the sky

E. Discussing new The students will improvise instrumental or

concepts and rhythmic accompaniment out of the materials that
practicing new skills #2 can be found inside the classroom.

Examples:
Coconut husk
Meter stick
Chairs
Empty bottled water

Sample Activity for Rhythmic Accompaniment:

1. Clap hands using the Kodaly stick notation

= ta

or = ti-ti

=ti-ri-ti-ri

. = tum

= quarter rest

= eighth rest

Rhythmic pattern 1:

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F. Developing mastery
(Leads to Formative
Assessment 3)
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Rhythmic pattern 2:
Note: The teacher can use the available materials
as improvised accompaniment substitute for
clapping of hands.
Group Activity: Sing Pam-Tan-Lah
1. Divide the class into 3 groups.
2. Let each group study the rhythm of the song
“Eine Kleine Nachtmusik” by W. A. Mozart using
the Kodaly method
3. Assign a phrase or clause of the given musical
piece to each group.
Group 1: Pam
Group 2: Tan
Group 3: Lah
4. The groups shall create or improvise an
instrument or rhythmic accompaniment for the
phrase assigned to them.
5. All groups shall perform creating a musical
composition.
“Eine Kleine Nachtmusik”
by W. A. Mozart using the Kodaly method
The students will sing the tune using the syllables
assigned to them (Pam, Tan, lah).
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G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
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Note: The teacher can interchange the groupings
so that all groups may be able to familiarize the
tune of the given musical piece.
What specific song or music will you
perform/choose if you were requested to perform in
your school? Why did you choose that musical
composition?
How will you create a pattern using improvise
musical instrument?
What improvised musical instrument or
accompaniment can help create simple classical
music?
To integrate differentiated activities, the teacher will
ask each group to identify the skills and interest of
each members, like: music arranger, musicians and
singer.
Music Arranger: Arrange the musical piece of the
group by using the lyrics of a chosen contemporary
song and adapt the tune of the given musical piece.
Musicians: Creates improvised instrument or
rhythmic accompaniment for the chosen music.
Singers: Sing the lyrics to the tune of chosen
music.
Group Activity: “Contem-Sical” Singing
(Contemporary and Classical)
Procedure:
1. The class will be divided into 3 groups.
2. Each group will choose a 1 stanza lyric of a
contemporary song and adapt the tune or
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 music (of their choice) of the Classical Era.
3. You can create or improvise an instrument
or rhythmic accompaniment for your song.
4. You will perform in front of the class.

Rubrics:
1. Choice of music (must be classical and
appropriate) 30%
2. Appropriateness (use of improvised
accompaniment) 30%
3. Voice (pitch, projection) 40%
100%

NOTE: The teacher may create his/her own rubric

as agreed on by the students.

Suggested links:
W.A. Mozart Serenade in G Minor (Eine Kleine
Nachtmusik)
http://www.youtube.com/watch?v=01FSN8_pp_o
J. Additional activities/
application/
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.

B. No. of learners who

require
additional activities for
remediation who scored
below 80%

C. 8Did the remedial lessons

work? No. of learners
who
have caught up with the
lesson.

D. No. of learners who

continue to require
remediation.

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E. Which of my teaching
strategies worked well?
Why did these work

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized

materials did I
use/discover

which I wish to share with

other teachers?

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