School: Catbalogan 1 CES Grade Level: VI

Teacher: Dell S. Cordero Learning Area: Music

GRADES 1 to 12 Teaching
DETAILED LESSON Dates and April 23, 2024
PLAN Time: 10:35 – 11:15 AM Quarter: 4th Quarter

I. Objectives
A. Content Standard Demonstrates understanding of the concepts of harmony through
the intervals that constitute the primary chords of major and minor
scales in music.
B. Performance Standard Demonstrates harmony in group performances
1. choir
2. rondalla
3. lyre band
C. Learning Distinguishes the sound of a major chord from a minor chord.
Competencies/Objectives MU6HA-IVe-f-3
Values Integration/KBI:
Appreciating Harmony in Music
II. Content HARMONY
III. Learning Resources
A. References
1.Teacher’s Guide pages Health MELCs Grade 6; p. 262
2.Learners’s Materials Quarter 4 – Music 6 – LAS Week 6-8
pages
3.Textbook pages
4.Additional materials Pictures and Video Presentation
from learning resource
(LR) portal
B. Other Learning Resource Power Point Presentation
IV. Procedures 4A’s
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. Preliminaries a. Prayer
Every one please stand up and let In the name of the Father, the
us pray! Son, and the Holy Spirit,
Amen!
(The students will continue to
pray.)
b. Greetings
Good morning class! Good morning teacher Dell!
Good morning classmates!
Good morning everyone!

Have you eaten your breakfast? Yes, teacher!

c. Checking of Attendance
Are there any absentees today?
Aright! Very good!
No, there isn’t!
d. Assignment
Okay settle down everyone! Do
you have an assignment?

No, teacher. We don’t have an

 assignment.
Do you still remember what we
have been discuss last meeting?
Yes teacher! Last meeting, we
discussed about the texture in
Correct! So, what are the texture music.
in music?
The textures in music are
monophonic, homophonic,
and polyphonic.
Excellent! What do you call a
texture when the music has one
melody only?

What about a music with multiple That is Monophonic!

e. Review
independent melodies?

What about a music with similar

sound, or a sound with harmony That is Polyphonic!
and accompaniment?

Very good! Let’s give ourselves

an Aling Dionesia clap. 123…
123… Very good! Very good! That is Homophonic!
Verry good!

123…123… Very good! Very

good! Verry good!
f. Motivation We have learned in the previous
lesson that the many voices you
hear at the same time called
texture. But in order to create a
better and complete texture, notes
or tones should be will
harmonized or well-blended with
each other. Do you understand?

But before we proceed to our

topic for today, let us sing a song
first. I will be playing a Ukelele Yes, teacher!
and then you will sing with me.
Are you ready?

Let us sing “It’s music time

today”.
Yes, we are ready!
Hello, hello let’s clap our hands
and sing 3x (The students will actively
Hello, hello, hello, it’s music time sing the song with their
today! teacher)

Hello, hello let’s stamp our feet

and sing 3x
Hello, hello, hello, it’s music time
 today!

Hello, hello let’s turn around and

sing 3x
Hello, hello, hello, it’s music time
today!
Now, before we move on to our
discussion this morning, we will
have a game first. Are you all
excited class?
Yes, we are!
I will group you into 3 groups.
And this game is called “REPAIR
ME”. All you have to do is to
enter the corner rooms, inside the
rooms there are things you need to
repair. And the group that finish
first is the winner. Are you ready?
g. Activity
Based on the activity that we have
done, what do you think is our
topic for today? Yes, we are ready now!
(The students will now play
Any other idea? the game)

Very good! Our topic for today is

all about primary chords and
harmony in group. Repairing, teacher!

Chords, teacher!
h. Analysis Look at the pictures of the
structures below. Have you been
to

We haven’t been there teacher

but we have seen that on
television.

any of these places? Did you

notice the posts used in each
building?
Manila Post Office
The Ruins, Negros Occidental
The posts that you saw in the
pictures do not only support the
structures but also enhance them.
In music, melodies may also be (The students will actively
supported and enhanced by listen to their teacher)
pitches stacked up on top of each
other.

The pitches that are packed up on

top of each other make up a
chord. A chord is composed of
three or more pitches built on
intervals of thirds. The simplest
kind of a chord is a triad. A triad
is three-note chord which is
composed of a root, a third, and a
fifth. A root is the fundamental
note where the triad is built. The
third note and fifth note are
counted from the root.
The chords accompany and
support the melody, creating a
homophonic texture.
Homophonic texture is achieved

when a melody is accompanied by

chords or triads. See how

homophonic texture looks like

through the image below.
Triads can be major or minor
depending on the kind of thirds
that are placed on top of each
other. These thirds can be major
or minor. A major third (M3) has
a distance of four half steps while
a minor third (m3) has a distance
of three half steps. Look at the
major and minor triads on the
keyboard and see the major and
minor thirds:
 MAJOR TRIADS

MINOR TRIADS

Triads can be built from any note

of the scale, but the most
commonly used triads are built on
top of the first or tonal center
(Tonic), the fourth
(Subdominant), and the fifth
(Dominant) notes of the major and
minor scales. These are called the
primary triads. Each triad is
named by its root. major triad.

In the scale of C Major the first

note is C, the fourth is F, and the
fifth is G. Therefore, the triads are
called C major triad, an F major
triad, and a G

Look at the primary major triads

below. The major triads are
represented by capital Roman
numerals I (Tonic), IV
(Subdominant), and V
(Dominant).
Here are the basic minor triads
written in the relative minor keys.
The small letter “m” beside the
letter name of the root stands for
the word minor. The primary
minor triads are represented by
small Roman numerals i (Tonic),
iv (Subdominant), and v
(Dominant).
 i. Abstraction

j. Application

k. Assessment/Evaluation

l. Assignment

V. Remarks

VI. Reflection
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial 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 this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did used/discover
which I wish to share with
other teachers?

Prepared by:

Checked by:

Reviewed by: