E- Lesson Plan for Music 1

Quarter

Topic / Title Timbre: Introduction of Musical Instruments

Grade Level & Section 6
Time Allotment 60 minutes
Teacher Ms. Mercy C. Poblete and Ms. Rellene Mae G. Canoy
Content Standard demonstrates understanding of the concept of timbre through
recognizing musical instruments aurally and visually
Performance Standard aurally determines the sound of a single instrument in any
section of the orchestra
Learning Competency identifies visually and aurally the instrumental sections of the Western
orchestra

I. Objectives:
By the end of class, pupils should be able to:
1. Identify visually and aurally the instruments of the Western orchestra.
2. Create graphic organizer that shows the different instrument of the Western
Orchestra.
3. Appreciate the different timbre of musical instrument of Western Orchestra.

II. Subject Matter

a. Topic: Timbre: Introduction of Musical Instruments
b. References: Music Quarter 3 – Module 2 – Timbre: Western Orchestra and Musical
Ensembles in the community
c. Author: Gloria E. Tiwana, Jeanie F. Balista, and Louinne Grace D. Insular
d. Materials: IM’s and laptop
e. Strategy: Cooperative and collaborative Learning
f. Values to develop: Appreciation and Discipline

III. Procedures
Teacher’s Activity Pupil’s Activity
A. Preliminary Activities
The pupils will sing along with
 a.1. Prayer: A Gift (video presentation) the video.
Good morning, Teacher
a.2 Greetings: Good morning class Mercy.

a.3. Energizer The pupils sing along and

dance.
https://youtu.be/dErNwpR-lX4?si=aSgFskKdC-1NCI-x
a.4. Attendance
a.5. Rules
a.5.1 Listen to the teacher.
a.5.2 Raise your hand if you want to talk
a.5.3 Sit properly to your chair
a.5.4 Be kind to your classmates

ELICIT (Access prior knowledge) 8 mins.

The teacher will ask a question. The students will participate
in the activity.
Guide Question:
Possible Answer:
1. Class, who among you here tried to play instrument? 1. me teacher (pupils are
raising and telling their
answers)
2. What are those instruments? 2. guitar, piano, drum,
flute etc.

3. what another instrument do you know?

3. Guitar, drums, snare
drums, trumpet.

ENGAGE (Get the students’ minds focused on the topic) 5 mins.

The teacher will play a sound of any instrument and the pupils The students will participate
will guess the instrument. This activity entitled “Guess the in the activity.
instrument”
Possible Answer:
1. https://youtu.be/dN_EzmXbsu8?
1. Bass drum
si=KHHw_YmrW3TjIbMH
 can you guess what instrument it is? 2. Snare drum
2. https://youtu.be/fQqQKsIisOM? 3. Violin
si=0kFHApYPk5cmwYs_ 4. Trumpet
how about this one?
3. https://youtu.be/wh-pBxeHE3U?si=jK1rtPz1fwrnydtF
what instrument is this?
4. https://youtu.be/SccooEacNGA?
si=iJJDMtQgzeNXh78Z

Good job everyone, now give yourself a very good applause

EXPLORE (Provide students with a common experience).17 min.

The teacher will show a video a video example of western
orchestra. The pupils will watch and
https://youtu.be/TI_P7pnZrJs?si=0nvR9riHM1C273hy listen to the video.

Guide Questions:
1. Do you want to be a member of western orchestra Possible Answer:
someday, class? 1. Yes teacher
If so, you need to be more familiar what the
instrumental being used in the western orchestra. 2. Violin, trumpet, drums
2. What musical instrument have you seen in the video? etc.

Very good class, we notice in the video how they play violin,
trumpet, drums, etc.
EXPLAIN (Teach the concept. Should include interaction between teacher and students).10
min.
The pupils are listening to the
The teacher will start to discuss the lesson.
teacher.

The word "orchestra" is derived from the Greek name that

pertains to the area in front of a stage of an ancient Greek
theatre reserved for the chorus. orchestra is a large group of
musicians playing different musical instruments together with a
conductor who plays an important role in leading the
musicians during performance. It is an instrumental ensemble
composed of four instrumental family: string, woodwind, brass,
and percussion

Again, class what do you call, who leads the musicians during Conductor teacher

performance?

Each section of the instrument produces its own distinct

quality sound called, timbre.

What do you call the quality of the sound of instrument?

Timbre Teacher
There are basically four sections in the orchestra which are
based on the family of musical instruments. The instruments in
each family share the same characteristics.
A. String family.

- string family is the biggest section of the orchestra. The

violin, Viola, cello and double bass are the most common
instrument in the string family. As with any instrument, the
smaller it is, the higher the pitches it plays and the larger the
instrument is, the lower the pitches it plays.
The string family includes the following instruments.

Violin – it is the smallest and has the Highest pitch in the

string family. It is the leader and the heart of the orchestra.

Viola - it is a little larger in size and has slightly thicker string

than the violins strings. It produces a darker, thicker, and a
lesser brilliant tone.

Cello- it has thicker string than the violins and viola’s string n it
played with a shorter and thicker bow. The instrument rest
against the knees of the musician who is seated while playing
it.

Double Bass- it has the lower pitch among the string

instruments. It’s strings, which are very long and thick,
produce a deep sonorous tone.

Harp- it has 47 string which are plucked with fingers and not
bowed. It has 7 pedals to change the pitch of the string. It
consists of a triangular frame formed by a sound box, a pillar,
and a curved neck.

B. Woodwind Family

-They are all tubes with an opening at one end and a

mouthpiece at the other end. Musicians play the instrument by
blowing air through the mouthpiece and opening or closing the
holes with their finger to change the pitch.

Piccolo – it is like the soprano in the woodwind family, it is like

a small flute and the sound is higher than the flute

Flute - it is an aerophone or reed less instrument. It produces

sound from the flow of air across an opening creating rapid
succession of tones. It is usually made of metal, although most
flute are made of woods.

Clarinet - it is a cylindrical instrument with a cup-shaped

mount piece and a flaring bell at the other end. It is a single-
reed woodwind instrument. Its tone can vary from a low, to
brilliant pitches.

Saxophone – it has a low-shaped body of brass with the

lower end bend into a U-shaped design and usually comes in
several sizes.

C. Brass Family

- The brass instrument is made of metal. They are important in

producing the loud, exciting parts of the orchestra. The
instrument is also blown to create sounds by buzzing the
player’s lip again the mouthpiece. The brass instrument are
lip-vibrated instruments.

TRUMPET- It is the smallest main instrument of the brass

family that produces the highest and brilliant sound. It is the
leader and soprano of the brass family.

TUBA - It is the bass member of the brass family. It is the

largest among the brass family with a mouthpiece and a big
bell-shaped opening to a tube that is wrapped around in an
oval.

FRENCH HORN -It is the alto member of the brass family. It is

12-feet long and sounds mellow than the trumpet. It has a
valve that is bent into a circle called rotary valves.

TROMBONE - It is the tenor member of the brass family. It is

the only sliding instrument in the brass that uses a slide rather
than keys valves or strings

D. Percussion Family

Percussion instruments refer to musical instruments that

produce sound by striking them with sticks or hammers, while
others are through rubbing or shaking them against another
similar instrument. The materials used to make percussions
include metal, wood or plastic and they come in different sizes
and shapes.

Pitched Percussion instruments produce notes with an

identifiable or definite pitch.

TIMPANI -It is the loudest of all the orchestra instruments and

requires tremendous precision of the timpanist. It can be
played as both a rhythmic and melodic instrument.

XYLOPHONE -It consists of wooden bars struck by plastic,

wooden or rubber mallets. Each bar is tuned to a specific pitch
of the musical scale. It produces wooden, bright rattling, shrill,
hollow tinkling and clear sounds.

GLOCKENSPIEL- It is arranged like the xylophone but with a

steel bell instead of wood. It is smaller in size than xylophone
and creates musical sounds that are higher in pitch.

Unpitched Percussion produces notes with unidentifiable or

indefinite pitch.

SNARE DRUM- It is played with a drumstick. It is used for rolls

in a classical setting or for adding accent to music

BASS DRUM - It is a large drum that produces a note of low

definite or indefinite pitch. It is used to keep a pulse in music.

CYMBALS -They are used in pairs and consist of thin,

normally round plates of various alloys. They produce sharp,
clashing or crashing sounds.

TRIANGLE - It has a triangular shape. It is played by striking

with a stick.

ELABORATE (Students apply the information learned in the Explain. The teacher will give
inputs to deepen the understanding of the students.) 10 min.
The class will be having a game activity entitled “Your Sound The students will participate
Section Is Familiar”. in the activity.
Mechanics:
1. The teacher will divide the class into two group. Group
A and Group B.
2. All group will go to back.
3. Teacher will play a sound of different instrumental.
4. Then all groups will be given 10 sec. to listen and think
what instrumental is being played and where does it
belong in the 4 sections.
5. Then each group will choose 1 representative to run
fast to the front to ring the bell.
6. The first who can ring the bell are the one who will
answer first.
7. The group who will have the correct answer will get 2
points.
Sounds:
https://youtu.be/r1xJ9sLBssE?si=PXehaf6ABSSjy5rU

In this activity the teacher will be going to evaluate the

students based on how they can identify different instrumental
and their sections using the rubrics below.

RUBRICS IN PERTAINING TIMBRE:

0 The student cannot visually and aurally identity
musical instruments, heisted cannot tell if an
instrument is classified as stinged, woodwind,
brass or percussion. The student cannot
differentiate between a low-pitched and a high-
pitched voice.

1 The student is severely limited in identifying

 musical instruments and the nature angel bow
they are played and in determining whether a
human voice is high or
2 The student recognizes some of the musical
instruments and the nature as to how they are
played, both auditee and visually Hershe can
identity whether a human voice is high or low
but is not that consistent in differentiating
between and tenor range.
3 The student can yerally and vously most of the
musical instruments and can associate their
sounds with an extramusical idee. Harshe
knows how sound is produced in each
instrument. The student can also generally
determine
EVALUATE (How will you know the students have learned the concept) 5 min.

The teacher will give an individual activity to the pupils.

Instructions: Create a graphic organizer about the sections of

western orchestra instrument and its definition. And give
example in each section.

EXTEND (Deepen conceptual understanding through use in new context.) 5 min.

 Prepared by: Checked and Verified:

Ms. Mercy C. Poblete Ms. Angelica C. Laguitao

Student Teacher T-PEH Instructor