Region III

Division of Mabalacat City

Cluster 1
Mabalacat City

MODIFIED DAILY LESSON PLAN IN MAPEH

STA. INES INTEGRATED GRADE 6
SCHOOL GRADE LEVEL
SCHOOL Daphne
LEARNING
DAILY TEACHER MAE S. SOTTO MAPEH 6
LESSON LOG AREA
DATE/
May 2021 QUARTER FOURTH
TIME

WEDNESDAY
WEEK 2
I. OBJECTIV
ES
A. Content
Standard Demonstrates understanding of the various tempo.
B. Performance
Standard Performs a given song, using tempo marks appropriately.

C. Learning Identify different tempo in a music. MU6TXIVa-b-1

Competency/Ob
jectives
II. CONTENT Kinds of Tempo
Subject Integration:
 Science, PE, ESP and Araling Panlipunan
III. LEARNING
RESOURCE
S
A. References
1. Teacher’s • MAPEH
Guide pages  K to 12 Curriculum Guide
 Final K-12 MELCs page 343
2. Learner’s Learning Activity Sheets in Music 6
Materials
pages
3. Textbook
pages
4. Additional Materials
from Learning
Resource (LR)portal

B. Other Learning Worksheets

Resources Lesson was executed using video lesson.
IV. PROCEDUR
ES
A. Reviewing Objective 7 Select, develop, organize and use appropriate teaching and learning resources, including
previous lesson ICT, to address learning goals
or presenting the
new lesson What does the word tempo means?
(ELICIT) Watch the short video regarding presto and largo.

B. Establishing a
purpose for the What is the video all about?
lesson
(ENGAGE)
C. Presenting Objective 1 Applied knowledge of content within and across curriculum teaching areas
examples/Instanc
es of the new Discuss the meaning of tempo.
lesson Tempo is the word we use how fast or slow music is. Tempo gives the performer the
(ENGAGE) pace to interpret a piece. Tempo is the Italian term for time. The tempo of a musical piece
is usually found at the beginning of the piece above the staff.
D. Discussing new Objective 1 Applied knowledge of content within and across curriculum teaching areas
concepts and (Science and PE)
Objective 3 Applied a range of teaching strategies to develop critical thinking and creative thinking as
practicing new well as other higher order thinking skills
skills # 1
(EXPLORE) Discuss that tempo is not just in music.
It’s not just music that has tempo, we have a tempo as well. Try to walk and run. When
we’re walking, our tempo is slow, but when were running, our tempo is fast.

What else has a tempo? Can you name some?

E. Discussing new Discuss the different kinds of tempo

concepts and There are different kinds of tempo. These terms are usually written in Italian.
practicing new 1. Largo- very slow and broad
skills # 2 2. andante- walking pace or medium speed
(EXPLORE) 3. allegro- fast
4. vivace- fast and lively
5. presto- very very fast
6. accelerando- gradually becoming fast
7. ritardando-gradually becoming slow
F. Developing
mastery Ask the learners to sing from slow to fast using tempo marks appropriately.
(leads to Let us sing using tempo marks appropriately. The song goes like this:
Formative
Assessment 3) We’re learning about tempo, were going to start slow,
(EXPLAIN) We’ll speed it up, and soon enough you’ll see how fast we go.

(Repeat/Sing the song from largo to presto)

Ask learners what they sung with you? if is accelerando or ritardando?

G. Finding practical Objective 1 Applied knowledge of content within and across curriculum teaching areas (ESP and
application of Araling Panlipunan)
concepts and
skills in daily Explain the importance of tempo.
living Tempo is very important to musicians/singers. In an orchestra or even when singing our
(ELABORATE) national anthem, a conductor is responsible for keeping the singers and musicians in
tempo. Tempo is also use to start and end the music pleasing with our ears.
H. Making Objective 5 Plan and deliver teaching strategies that are responsive to the special educational needs
generalizations of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement
due to armed conflict, urban resettlement or disasters; child abuse and labor practices.
and abstractions
Name/List/Draw differentiate the kinds of tempo.
about the lesson
What are the different kinds of tempo?
How do they differ?
You may interpret your answers in a form of drawing, listing down, essay,
reflection or through naming them or by recording.
Rubric
5 4 3
Explanation Shows complete Shows substantial Shows unclear and misses
understanding of the understanding of the key points in understanding of
lesson. lesson. the lesson.
I. Evaluating I. Match Column A with Column B
learning
Column A Column B
(EVALUATE)
_______1. Very very fast a. largo
_______2. Fast and lively b. presto
_______3. Gradually becoming fast c. andante
 _______4. Walking pace d. vivace
_______5. Very slow and broad e. accelerando

II. Write TRUE if the statement is correct and FALSE if not

_______6. The rate of speed in music is called tempo.
_______7. Allegro means fast.
_______8. The tempo of a musical piece is usually found at the bottom of the piece below
the staff.
_______9. Tempo is the english term for time.
_______10. Ritardando means gradually becoming slow.

J. Additional Identify the tempo of the following Philippine songs.

activities for
________________1. Lupang Hinirang
application or
remediation ________________2. Bahay Kubo
(EXPAND)
________________3. Sitsiritsit
________________4. Pamulinawen
________________5. Lubi-lubi
________________6. Ako ay may lobo
________________7. Leron-leron Sinta
________________8. Paruparong Bukid
________________9. Magtanim ay Di Biro
________________10. Atin cu pong singsing
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned 80% on
the formative
assessment ___ of Learners who earned 80% above

B. No. of Learners
who require ___ of Learners who require additional activities for remediation
additional activities
for remediation
C. Did the remedial
lessons work? No. of ___Yes ___No
learners who have
caught up with the ____ of Learners who caught up the lesson
lesson.
D. No. of learners
who continue to ___ of Learners who continue to require remediation
require remediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration
worked well? Why ___ Games
did these work? ___ PowerPoint Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Think-Pair-Share (TPS)
 ___Use of Graphic Organizers
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their tasks

F. What difficulties ___ Bullying among pupils

did I encounter which ___ Pupils’ behavior/attitude
my principal or ___ Unavailable Technology Equipment (AVR/LCD)
supervisor can help ___ Science/ Computer/Internet Lab
me solve? ___ Reading Readiness
___ Lack of Interest among pupils
G. What innovation Planned Innovations:
or localized materials ___ Interactive Videos
did I use/discover ___ Use of recycled/ real objects
which I wish to share ___ Use of PowerPoint presentations
with other teachers? ___ Use of manipulative materials

Prepared by:

MAE S. SOTTO
Teacher III

CHECKED/ NOTED:

MA. THERESA T. TALAVERA

Principal I