SAN JUAN Grade/ 6 – Pasteur,

School
ELEMENTARY SCHOOL Section 6 - Newton
Teacher LYNSIE J. FORNELOZA Subject MAPEH 6 (Music)
Date/
April 1, 2024 Monday Quarter Fourth Quarter
Day

I. OBJECTIVES
A. Content Standards Demonstrates understanding of the various tempo.
B. Performance Standards Performs a given song, using tempo marks appropriately.
C. Most Essential Learning Identifies the different tempo in a music sample: allegro, andante,
Competency ritardando, accelerando, largo, presto, vivace. (MU6TXIVa-b-1)
II. CONTENT
TEMPO
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/ MELC Music 6 p. 347
Curriculum Guide K to 12 Music 6 TG
2. Learners’ Material Music 6 PIVOT 4A p. 1-20
3. Textbook / References
4. Additional Materials N/A
from Learning Resource
IV. PROCEDURE
I. INTRODUCTION Review
A. Review/Recall Name the musical form that each of the labels represents.
1. ABA
2. A
3. ABACA
4. AB
5. ABC

B. Presentation of the Lesson Look at the picture below.

What is in the picture? Have you seen this kind of transportation?

Have you experienced riding a kalesa?

The Kalesa (also known

as caritela during the
C. Presentation of
examples/instances of new
lesson
Spanish era) is a two-
wheeled
horse-drawn carriage
used in the Philippines.
 It is commonly painted
and
decorated. A riding
experience brings an
exciting rhythmic feel as
you tour within
the Intramuros walls and
Luneta park
The Kalesa (also known as caritela during the Spanish era) is a
two-wheeled horse-drawn carriage used in the Philippines. It is
commonly painted and decorated. A riding experience brings an
exciting rhythmic feel as you tour within the Intramuros walls and
Luneta Park.

As you listen with “Kalesa” music, the composer uses varying

speed markings to change the mood of a song Video Link -
“Kalesa”
Kalesa | Levi Celerio [Video]. https://www.youtube.com/watch?
v=BlcfAzB-YZI

1. How do you feel when you listen to the fast and upbeat
tempo of the song?
2. How about when you listen to the slow part of the song?
3. What do you observe with the tempo on this part of the
song? Is there a change in tempo? Explain
II. DEVELOPMENT The tempo of a musical piece is usually indicated above the first
D. Discussion of new concept staff and this is called a tempo marking. In western classical music
and practicing new skills #1 it is customary to describe the tempo of a piece by one or more
words, most commonly in Italian. Tempo markings can be found
anywhere in a piece depending on the composer’s desire to change
the mood of a song. See the different kinds of tempo in the chart
below.
E. Discussion of new concept
and practicing new skills #2 DIFFERENT KINDS OF TEMPO
ITALIAN BEATS PER
MEANING
TERM MINUTE
Accelerando Gradually becoming fast -
Presto Very fast 178-200
Vivace Fast and lively 168-176
Allegro Fast, lively, and bright 120-160
Moderato At a moderate speed 100-120
A little faster than
Andantino -
andante
 Andante Slow 80-100
Lento Very slow 50-60
Slow but not as slow as
Adagio -
largo
Largo Very, very, slow 40-50
Ritardando Gradually becoming slow -
To return to the original
A tempo -
speed
III. ENGAGEMENT Let us examine the following songs and identify their respective
F. Developing Mastery tempo.
(Leading to Formative 1. Ili-Ili Tulog Anay
Assessment) https://www.youtube.com/watch?v=reffH9YQzXk
2. Sitsiritsit
https://www.youtube.com/watch?v=rjkrdy2A_HI
3. Bahay Kubo
https://www.youtube.com/watch?v=er3EID03smc

G. Application Exercise 1
Identify the tempo marking for the following tempo description.
1. It means you will sing the part as fast, quickly, and bright as
you can.
2. This means that you have to slow the tempo of the phrase
down.
3. It is the same as your walking pace.
4. It is done in a slow tempo.
5. This means that you have to sing the phrase in a very fast
way.
H. Generalization / Abstraction
Tempo refers to the speed of music. It is a musical element that
belongs to the expressive elements of music alongside with
dynamics and timbre. It is one of the important aspects in music
that musicians give attention to because it signals the performers to
sing or play in a specific rate of speed.
IV. ASSIMILATION Assess
I. Assessment Write the letter of the correct answer on a separate sheet paper.
Column A Column B
1. Andante A. moderate speed
2. Vivace B. fast
3. Moderato C. fast and lively
4. Allegro D. gradually becoming slow
5. Accelerando E. gradually becoming fast
F. at a walking pace

J. Additional Activities for Assignment

Application/Remediation What would be the tempo of the following animal movements if you
would put music to accompany each? (fast, slow, moderate, very
fast, very slow)
1. A carabao moving ____________________
2. A dog running ____________________
3. A man walking ____________________
4. A fish swimming ____________________
5. A turtle crawling ____________________
V. REMARKS
 ______ proceed to the next lesson
______ continuation of the lessons to the following day due to
______ re-teaching ____ insufficient time
______ transfer of lessons to the following day as a result of class suspension.

N 5 4 3 2 1 M MPS
Newton

Pasteur

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for evaluation
C. Did the remedial lessons work?
No. of learners who caught up
with the lessons.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal / supervisor
can help me solve?
G. What innovations or localized
materials did I used /discover
which I wish to share with other
teachers?
Pasteur - _______ Newton - ______
Pasteur - _______ Newton - ______
___ Yes ___ No
____ learners caught up the lesson
___ learners are require to continue remediation
Strategies used that work well:
__ Group work among my students’ works well because I see them all engaged in the
activity.
__ Differentiated instruction is very much effective because it caters to the multiple
intelligences present in each student.
__ Discussion first, then activity is also found out to be very effective since students in this
generation has a very limited attention span (Direct Instruction/Explicit Teaching/
__ Video presentations as a springboard to teaching are likewise effective. Students absorb it
faster if they are looking at a video, because most of the students these days are bodily
kinesthetic and visual learners.
__ Game as an introduction to a topic was also found out to be very effective as well.
Students tend to understand easy and well if they are enjoying the lesson. Learning at the
same time enjoying is effective because a happy class is a learning class.
__ Power Point Presentations are also very useful for students. It facilitates easy and faster
delivery of the lessons.
__ Sharing teachers experience related to the lesson is also useful because it sets the mood
of the students that if others can do it, why can’t they.
__ Encourage students to say their answers in English if the medium of instruction is English;
yet answers said in vernacular will also be accepted. Forcing them to speak English might
hinder their drive to answer. It is now the teacher’s responsibility to translate it in English.
__ The class showed excitement in sharing their ideas to their respective groups in a
BRAINSTORMING activity as evident in the academic noise happening in the classroom.
__ Others:
__ Bullying among pupils __ Unavailable Technology Equipment
__ Multiplication Basic Facts Knowledge (AVR/LCD)
__ Division Basic Facts Knowledge __ Computer/ Internet Lab
__ Pupils’ behavior/attitude __ Construction of ideas in English
__Reading Readiness
__ The prepared PowerPoint presentations for all my lessons can be useful to my fellow teachers.
__ Recycling of recyclable materials to be used as Instructional Materials (Planned Innivation)
__ My well-thought of and well- prepared worksheets/ activity sheets can also be used by my co-teachers.
__ Other techniques in solving equations
__ Others

Prepared by: Checked by: Noted by:

LYNSIE J. FORNELOZA MARILYN P. MONTALBO BEVERLY G. RONDILLA

Teacher III Master Teacher I School Head