Annex 2B.1 to DepEd Order No. 42, s.

2016
School Hinatuan North Central Elementary School Grade 6
Level
DETAILED
LESSON Teacher Jessa Lamar Learning MAPEH- MUSIC
PLAN Area
Teaching Set
Dates and
Time

I. OBJECTIVES

A. Content
The learner demonstrates understanding of the concept of dynamics through a wide variety of dynamic levels
Standards
B. Performance
The learner applies the appropriate dynamic levels in vocal and instrumental.
Standards

C. Learning Uses varied dynamics in a song performance (MU6DY-IIIh-2)

Competencie 1. identify the dynamic markings
s with LC 2. describe the differences between the dynamics.
code 3. appreciate how dynamics affect the mood of the music

II. CONTENT Musical dynamics

III. LEARNING
RESOURCES

A. References

1. Teacher’s
Guide pages
2. Learner’s
Material
 pages
3. Textbook
pages
4. Additional
Materials
from
learning
Resource
(LR) portal
B. Other TV, laptop, pentel pen, cartolina, speakers, headphones or earphones.
Learning
Resources
IV. Procedures PRELIMINARIES
 Prayer
Teacher will let the prayer leader stand in front and lead the prayer.
 Cleanliness and Orderliness
Pickup pieces of paper and wrappers around you and throw it to their respective trashbox.
 Attendance checking
Classroom secretary who is absent today?

 Setting the mood of the pupils

As a good student, what will you do when the teacher is having discussion?
When the teacher is asking a question?
Are you ready to listen?
 When the class is ready, the teacher starts the lesson.

A. Reviewing Have you heard a mother singing a lullaby to her sleeping baby? How does
she sing it? Is the music loud or soft? What if a band marching around a town fiesta
 previous plays the music differently in a very soft manner? Do they defeat the purpose for
lesson or playing the music? Let’s find out, how!
presenting Music has to follow certain levels of extremes when it comes to volume. This
the new is called dynamics.
lesson
B. Establishing  Reading of Learning Objectives
a purpose The teacher will present the learning objectives through a chart.
for the The learners will read the following objectives.
lesson
Follow-up Questions.
C. Presenting The teacher will now ask random learners about their favorite songs. And will let them give a short explanation
examples/ why.
Instances of Group Activity
the new Through a color coding the learners will be grouped into three. A piece of colored paper will be put under the chair
lesson of each learners.

What to do:
There will be three stations with short audio that every group will listen to.
The groups will write and describe the audio recording in the writing materials provided.
Each group will choose 2 presenters.
After the presentations, the teacher will let all the learners listen to the audio recordings.
Follow-up questions will raise.
D. Discussing Through a PPT, the teacher will show random and different videos and audios to the class.
new The learners will identify the following presentations if it’s soft or loud, soft to loud and loud to soft.
concepts and
After the responses of the learners, the teacher will give questions.
practicing 1. How do you find the activity?
new skills #1 2. Is it important to know the dynamics of a song?
3. Can it determine how you should feel or react on a performance?
4. What did you realize on the activity that we did?

E. Continuatio The teacher will give more inputs about the lesson. Using a PPT, the teacher will present the important details about the
n of lesson. This will also allow the learners ask questions to further understand the lesson.
discussion of
 new
concepts
 Dynamics refer to the degree of loudness and softness of sound.
leading to
 A musical score or song has different dynamic levels.
formative
 Different Italian terms and symbols are used to describe the dynamics of the music.
assessment
 The dynamic markings ppp, pp, p, and mp comprise the soft dynamics level.

 The dynamic markings fff, ff, f and mf comprise the loud dynamics level.

 The dynamic mark crescendo ( ) means gradually getting loud.

 The dynamic mark decrescendo ( ) means gradually getting soft.

G.
F. Developing The teacher will give an individual activity to the class.
Mastery Printed materials will be given.
(Leads to
You have learned about the different dynamic marks used in a song. Let us find out how much you have learned from that
formative lesson.
Assessment Directions: Match column A with column B. Match the dynamics in column A to its corresponding symbol in column B.
3)
A B

1. crescendo A. f
2. fortissimo B. p
3. pianississimo C.
4. forte D. ff
5. piano E. pp

H. Finding The teacher will give the class a group activity.

practical Group YELLOW
application
s of - Pictures will be given and think of a song that fits the pictures.
 concepts - Write 2 lines of the chosen songs, identify the dynamic markings on the corresponding lines.
and skills - The group will think of a creative way in presenting the task.
in daily
living Group GREEN
- A short clip from a movie will be shown.
- The group will present a song that best represent the clip and the dynamic marking must be identified.
- The group will think of a creative way in presenting the task.
Group BLUE
- The group will read a poem.
- The group will choose a song that will describe the mood of the poem.
- Write 2 lines of the chosen songs, identify the dynamic markings on the corresponding lines.
- The group will think of a creative way in presenting the task.

General instruction:
o The class will go back to their respective stations.
o Each group will be given 2 rating sheets, wherein they will have to rate the other groups.
o 2 Groups will go to other stations and will observe the presentations.
o The rating sheets will be collected and scores will be added including the rate given by the teacher.
o Special Awards will be given to groups after the class.

I. Making The learners will now do an individual activity.

generalizati
Instructions: Think of yourself. Being a DAUGHTER OR SON, FRIEND, STUDENT.
ons and
Think of a song that will best describe your personality in each of the role you have in your life.
abstraction
Write 1 stanza each of the following. Identify the dynamic markings in the lines.
about the
 lesson
J. Evaluating Directions: Read the items carefully. Choose the letter of the best answer. Write your answers on a separate sheet of paper.
learning 1. In the song “Ako ay Pilipino”, the part taas noo kahit kanino should be sung in a very loud manner. Which dynamic mark means very loud?

A. mp B. f C. ff D. p

2. The song “Tulog Na” is to be sung softly. Which musical symbol is used in the musical phrase?

A. mf B. C. p D. ff

3. Italian words and symbols are used to indicate dynamics. What is the Italian word for pp?

A. piano B. forte C. fortissimo D. pianissimo

4. In the song, “Magtanim ay Masaya”, the musical phrase lahat ay masaya, should be sung in gradually becoming soft to loud. Which symbol
is found above the musical phrase?

A.f B. mp C. ff D. p

5. The musical phrase of a song you are singing has a dynamic mark ff. How will you interpret the particular musical phrase?

A. Sing the song softly.

B. Sing the song very loud.

C. Sing the song gradually from soft to loud.

D. Sing the song from loud to soft.

6. There are some parts of a song that need to be sung in gradually becoming loud. What dynamic mark is used?

A. decrescendo B. forte C. crescendo D. piano

7. It is a dynamic marking in which the part of the song in line with the symbol will be sung in a very loud manner. What symbol is being
referred to?

A. p B. f C. ff D. pp

8. Dynamics refers to the softness and loudness of a sound in music. Which of the following is an example of dynamics?
 A. B. # C. D. mp

9. It is a dynamic marking in which the part of a song in line with the symbol will be sung in a very soft manner. What is the symbol being
referred to?

A. p B. f C. ff D. pp

10.It is a dynamic marking means singing gradually from loud to soft.

A. fortississimo B. decrescendo C. crescendo D. piano

K. Additional Write a short reflection about the importance of musical dynamics in music and how it affects the daily life of an
Activities individual.
for
application
or
remediation

V. REMARKS

VI. REFLECT
ION
A. No. of
learners
who earned
80% in the
evaluation.
B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lessons.
D. No.
Learners
who
continue to
require
remediatio
n
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
used/discov
er which I
wish to
share with
other
teachers?