School Northwest samar state University Grade: 5

Daily Teacher Jecka Villasis Learning Area:

Lesson Date / Time: Week 3-5 Quarter: 1 st
Plan
I.OBJECTIVES ANNOTATIONS
A. Content Standard Recognize the types of basic conceptts of simple meter
B. Performance Standard Learn to read the rhythms syllabus
C. Learning Competencies/ Stidents will be able to recognize the types of simple meter in musical pieces. Also, they will
Objectives develop the ability of rhythm dictation.
MU5RH-Ic-e-3
II. CONTENT Simple Meter
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages Quality Assessed HLAS from the Division Office
3. Curriculum Guide: K to 12 Most Essential Learning competencies with corresponding CG codes
4. Additional Materials from
Learning Resources
B. Other Learning Resources  Classroom structures and implementations of rules inside theclassroom Indicator 4: Establish safe
 The Melcs music curriculum and secure learning
 Instructionals materials environments to enhance
learning through the
consistent implementation of
policies, guidelines, and
procedures

The classroom is structured of

the classrom based and the
rules inside the classroom

IV. PROCEDURES Teachers activity Students activity

A. Reviewing previous lesson or Review on the previous lesson “time signature ” Indicator 3: Use effective
presenting the new lesson verbal and non-verbal
Hours Minutes Second classroom communication
Directions: please answer the following activities as best 35 45 strategies to support learner
as you can.” 25 49 understanding,
15 24 participation, engagement,
Activity Hours Minutes Seconds and achievement
1. How long does
it take for you or This activity helps the learners
a bath in the to indicate their time
morning before allotment during their rotines
going to in the morning
schools ?
2. How long does Answering by completing the
it take before you the table given from hours to
arrive in school minutes and seconds about
from your house their behavior in the activity
3. How long does
it takee for you to
eat your breakfast
before you go to
school ?
B. Establishing a purpose for the At the end of the lesson, the students will be able to:
lesson  Identify the different meters
 Student will demonstrate their skills through
listening, exercises,worksheets and
performing meters
C. Presenting Listening to Simple Meters ndicator 1: Apply
Examples/instances of new lesson Directions: listen to ‘ the star and strips forever” played knowledge of content
by the dallas winds. within and across
https://www.youtube.com/watch?v=a- curriculum teaching
7XWhyvIpE areas

Applying the songs using

the simple meter using the
video presented to the
 Then feeling how the beats group into set of two. teacher s activit and to be
answer by the student by
applying through listening.

Indicator 2: Display
proficient use of Mother
Tongue, Filipino, and
English to facilitate
teaching and learning

The teacher uses English as a

medium of instruction.
The learners encourge to
adopt the lesson plan due to
the performancein theactivity
given.

D. Discussing new concepts and Indicator 3: Use effective

practicing new skills
Simple meter verbal and non-verbal
classroom communication
A piece with a time signature of 3/4 has 3 crotchet Students will listen to discussion strategies to support learner
(quarter note) beats in every bar. Each crotchet understanding,
of simple meter that presetn by
participation, engagement,
beat can be divided into 2 quavers (eighth notes) the teacher. and achievement
and so it is in simple meter or simple time. There
are a total of 6 quavers in a bar arranged in twos and
across 3 beats.
Indicator 8: Design, adapt
and implement teaching
strategies that are
responsive to learners with
disabilities, giftedness, and
talents

As the discussion of the lesson

from the different types of
simple meter and follwed by
I’d therefore like to offer a simplified, more the activity that connected to
practical definition: Simple meter is any time the topic or discussion
signature with 4 or less as the top number.

The top number of a time signature in simple time

is almost always 2, 3 or 4. It doesn’t matter what
the bottom number is, but I’ll give some examples
anyway:
2/4 means that there are two beats per measure,
and each beat is a quarter note:
After the discussion there is an
activity that they will going to
answer at the end of the
discussion given by teachers.

3/4 means that there are three beats per measure,

and each beat is a quarter note:
4/4 means that there are four beats per measure,
and each beat is a quarter note. 4/4 is often
abbreviated as C in sheet music. C stands for
common time, since 4/4 is the most common time
signature

Remember that 4/4 and common time are

identical. Here are a few more examples of simple
meter: 2/8 means that there are two beats per
measure, and each beat is an eighth note:

3/8 means that there are three beats per measure,

and each beat is an eighth note:

4/8 is extremely uncommon, since in most cases it

can be reduced to 2/4. Four eighth notes have the
same duration as two quarter notes. It’s essential to
remember that this is the case only for simple time.
For example, 6/8 is not the same as 3/4, even
though six eighth notes indeed have the same
duration as three quarter notes. The reason is that
6/8 is a compound meter and it has only two beats
(each adding up to three eighth notes) per measure,
not six. 2/2 is also an example of simple meter

It is called cut time:

 Cut time is abbreviated by a C with a vertical slash
through it. Here, there are two beats per measure,
and each beat is a half note. After this brief lesson
you should now understand everything you need to
know about simple meter!

Directions: answers all questions your test

1. What notes gets that beat in 4/4 time ?
a. Quarter note
b. Half note
c. Eight note
d. Dotted quarteer note

2. What notes get the beat in 3/4?

a. Quarter note
b. Half note
c. Dotted quarter note
d. Eight note

3. How many eight notes fit in a dotted

a. 3
b. 4
c. 2
d. 5

4. 9/8 is what type of meter ?

a. Simple complex
b. Simple meter
c. Compound triple
d. Simple duple

5. In 2/4 time …..

a. There are two beats in a measure
b. There are 4 beats in a measrure
c. Ther are 3 beats in a measure
d. Ther are 6 beats in a quarter

E. Developing mastery Drills: Students will perform the pieces shown on the Indicator 7: Apply a range
(Leads to Formative Assessment) screen to the beat of the provided backing track of successful strategies that
maintain learning
1. Time signatures classified in simple meter have environments that motivate
notes that can be divided into groups of learners to work
a. 3 productively by assuming
responsibility for their own
b. 2
learning
c. 1
d. 4 The teacher provided multiple
choice about the different
2. Simple meter time signatures must have a _, _ , types of metter to clasify of.
or __ as the top #.
a. 4,3,5
b. 1,2,3
c. 2,4,3
d. 6,9,12

3. Time signatures with a "2" as the top # are

qualified as
a. Duple
 b. Triple
c. Quarter
d. None of the above

4. Time signatures with a "3" as the top # are

qualified as...
a. Duple
b. Triple
c. Quarter
d. None of the above

5. Time signatures with a "4" as the top # are

qualified as…
a. Duple
b. Triple
c. Quarter
d. None of the above

F. Finding Practical applications Drumline Indicator 5: Maintain

of concepts and skills Direction: give the questions needed learning environments that
promote fairness, respect,
and care to encourage
learning

and

Indicator 6: Maintain
learning environments that
nurture and inspire learners
to participate, cooperate
and collaborate in
continued learning

The indicate were givin an

need the lerners to answer
with their own
understnding

G. Making generalizations and Reflection Questions:

abstractions about the lesson
Does the activity aquire you from the previous activity?
What important points in the lesson have you learned
today?
H. Evaluating Learning Application activity serves as assessment
I. Additional activities for
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of Learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
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?