Grade 6 (MUSIC 4th Quarter)

RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in MAPEH

Grade 6
Quarter 4 Lesson 1 and Lesson 2
I. OBJECTIVES
A. Content Standard Demonstrates the understanding the various tempo
B. Performance Standard Performs a given song , using tempo marks appropriately
C. Learning Competencies Identifies the different tempo in a given song or music
(MU6TX-Iva-b-1)
Allegro
Andante
Ritardando
Accelerando
Largo Presto
vivace
And distinguishes between ritartando and accelerando as used
in a song. (MU6TX-IVa-B-2)
II. CONTENT TEMPO

Variations of Tempo
III. LEARNING
RESOURCES
A. References
1. TG /CG Pages K to 12 Curriculum Guide 2016
2. Learners Materials Pages
3. Textbook Pages Umawit at Gumuhit 6 Valdecantos Emelita C1999. P 5-18, 25-

26
Musika, Sining, at Edukasyong Pangkatawan5 Violeta E.
Hornilla, Isabelo R. Magbitang, Rervillano a. Padiz, Jr
4. Materials Downloaded
from LRMDS
B. Other Leaning Materials Laptop and projector
IV. PROCEDURES
A. Reviewing Previous Drill:
Lessons/Presenting a new
lesson (Drill/ Review or
Unlocking Difficulties)
Here are the pictures of animals. What kind of animals do you
see? Please imitate the movements of each animal.
B. Establishing a Purpose of Say: Do you know that animals move in different speed? A Turtle
the Lesson walks slowly than a dog, while cheetah runs
than a tiger.
Compare the movements of other animals.
Ask: Which runs fast?
Which walks slowly?
C. Presenting Show again the illustrations of different animals used in the review
examples lesson.
/instances of the In the table below. Group the animals according to how fast or slow
lesson they move.
Fast Moderately Fast Slow
Say: Animals move in different speeds. In music, beats of music have

also different rate of speed. Some beats of music are fast , some are
slow and we call this as tempo.
D. Discussing new Sing along with the song “Kalesa”
concepts and Ask: What is the flow of the song?
practicing new What did you feel while singing it?
skills # 1 Is the song fast or slow?
How fast or slow is the song?.
E. Discussing new
concepts and Discuss the most commonly used marking or symbols.:
practicing new Tempo= refers to the rate of speed with which beats are
skills #2 played or sung in a musical composition.
- Tempo markings are found at the beginning of the piece or at
any part of the piece if there is necessary change of
tempo.
Here are the different Tempo Marking in music
Andante - at a walking pace / moderately slow
Allegro - fast and lively
Moderato – moderately fast
Largo – broad and slow
Presto – very fast
Vivace – faster than allegro, lively and spirited manner Retardando –
gradually becoming slower
Accelerando – gradually becoming faster
F. Discussing Listen to the song “Kalesa “Teacher play the song. Observe the proper
mastery lead to use of tempo markings while listening to the song.
formative Identify the tempo of the song
assessments Ask: What tempo markings are appropriate for the song?
What is the tempo on the first part of the song.
G. Finding practical Singing the song “Kalesa” with proper tempo.
application of Teacher may ask pupils to move ( walh, march or run at place) while
concepts and singing the song on the second time.
skills in daily living
H. Making What is tempo?
generalizations What are the different symbols of tempo?
and abstractions
about the lesson
I. Evaluating Identify the different tempo in a song. Choose the letter of the
Learning correct answer.
1. A tempo mark which means very fast.
A. Largo B Vivace C. Presto
2. A tempo mark which means gradually becoming slow.
A. Ritardando B.Andante C. Largo
3. The tempo mark which means Gradually becoming faster
A. Andante B. Accelerando C. Presto
4. Which of the tempo marking which means moderately
slow?
A. Andante B. Allegro C. Vivace
5. Allegro is one of the tempo markings which means.
A. Slow B. moderately slow C. fast and lively
J. Additional Learn more about tempo’

Activities for
application or
remediation
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing the students’

progress this week.
A. No. of learners who

earned 80% in
the evaluation.
B. No. of learners
who acquired
additional activities
for remediation
who scored below
80%.
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 this work?
F. What difficulties did
I encountered with
my principal can
help me solve?
G. What innovation or
localized did I used
/ discover which I
wish to share with
other teachers?
Grade 6
Quarter 4 Lesson 3
I. OBJECTIVE
A. Content Standards
Demonstrates understanding of various tempo
B. Performance
Standards Performs a given song, using tempo marks appropriately
C. Learning
Competencies Demonstrates the different kinds of tempo marks in a familiar song Ex.
“Pandangguhan” (MU6TX-IVa-b-3)
II. CONTENT Various Tempo
III. LEARNING
RESOURCES a. Curriculum Guide in Music 6
b. Umawit at Gumuhit 6 Tx, pp. 54-57 Emelita C. Valdecantos
c. Musika at Awit 6, pp. 60
d. Musical scores of:
 Pandangguhan
 Pony or Turtle
IV. PROCEDURE
A. Review DAY-1
1. Let the class sing the song “Pony or Turtle” How
did you sing the song?

Why did you sing the song that way?
What guided you to sing the song with appropriate tempo?
B. Establishing a
Purpose for the
Lesson
Source: Musika ng batang Pilipino 6, p
What is shown in the picture? Describe

the people during the fiesta. How do they
move?
How you feel during the fiesta?
C. Presenting Examples/ Present the score of the song “Pandangguhan”.

instances of the New Scan the song.
Lesson What is the time signature?
What is the key of the song?
What is the first so-fa syllable?
What is the home tone? Where is the home tone found?
D. Discussing New
Concepts and Let the class listen to the recorded piece of “Pandangguhan” Ask
Practicing New them to note the changes in its tempo.
Skills #1
How many kinds of tempo have you noted? On
what part of the song did you note each? What
tempo markings are in each part?
Teach the song to the class through rote singing method Group the
class into four

Let them sing the song by group observing the tempo markings in each
part of the song correctly while singing.
Assess pupils’ performance using the rubric below
Appro
Criteri Adva Profici achin Devel Begin
a nced ent g oping ning
(4) Profici
(5) ency (2) (1)
(3)
Melod Can Can Can Can Cann
y alway frequ somet rarely ot sing
s sing ently imes sing the
the sing sing the song
song the the song in
in song song in accur
accur in in accur ate
ate accur accur ate melod
melod ate ate melod y
y melod melod y
y y
E. Discussing New DAY-2
Concepts and
Practicing Present the score of the song “Pandangguhan” Talk
New
Skills #2 about the songs message.
Analyze the song.
What tempo markings are used in the song?
(Discuss each tempo marking the class identifies and ask them to sing
each part according to each tempo?
F. Developing Mastery Group the class into four.
(Leads Formative Give each group activity sheet to work on for 5 minutes. Let
Assess-ment) each group present their activity in front of the class. (See
attached activity sheets?
G. Finding Practical
Application of Ask the class the following questions: How
concepts and skills do you move when you are –
in Daily Living  Sad?
 Sick?
 Feeling lazy?
 Preparing for school and you are almost late?
 Your neighbor’s house is on fire?
Tempo, like our daily activities and the different situations we

encounter everyday varies. It is the element of music that tells
us how fast or slow the rhythm or melody of a song goes.
Different feelings or emotions can be expressed through tempo.
H. Making Generaliza- What is tempo?

tions and Abstraction How can you demonstrate the different kinds of tempo in a song?
about the Lesson
I. Evaluating Learning Evaluate pupils’ performance in their group activity in the
Developing Mastery phase using the rubric below.
Approac
Criteria Advanc Proficie hing Develop Beginni
ed nt Proficie ing ng
(5) (4) ncy (2) (1)
(3)
Melody Can Can Can Can Cannot

always frequent sometim rarely sing the
sing the ly sing es sing sing the song in
song in the song the song song in accurat e
accurat e in in accurat e melody
melody accurat e accurat e melody
melody melody
Perform Can Can Can Can Cannot

ance always frequent sometim rarely demons
demons ly es demons trate the
trate the demons demons trate the tempo of
tempo of trate the trate the tempo of the
the tempo of tempo of the song
song the the song using
using song song using body
body using using body movem
movem body body movem ent in
ent in movem movem ent in accurat e
accurat e ent in ent s in accurat e rhythm
rhythm accurat e accurat e rhythm
rhythm rhythm
J. Additional Activiies Look for a song with varied tempo. Present it in class tomorrow.
for Application or
Remediation
V. REMARKS
VI. REFLECTIONS Assessing yourself as a teacher and analyzing the students’ progress this
week.
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who acquired
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lesson work? No.
of learners who
have caught up
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 can
help me solve
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
ACTIVITY 1
1. Study the melodic patterns below.

2. Box the keynote and circle the home tone.
3. Sing the two melodic patterns in front of the class with your group.
ACTIVITY 2
1. Study the song “Our Big Round Earth”.

2. How many melodic phrases has the song?
3. What key is the song?
4. What is the keynote of the song?
5. What is the home tone.
ACTIVITY 3
1. Analyse the song “Tulog Na”.

2. Identify keynote and the home tone.
3. Put a before them.
4. Sing the phrase where the keynote is and the phrase where the home tone is.
Grade 6
Quarter 4 Lesson 4
I. OBJECTIVES
A. Content Standard Demonstrates the concept of texture as monophonic , homophonic and

polyphonic.
B. Performance Standard 4. Performs accurately a given song with monophonic, homophonic
and polyphonic texture.
C. Learning Identifies aurally the texture of musical pieces (MU6TX-IVc-d-1)
Competencies
II. CONTENT Variations in Texture
Monophonic, Homophonic, Polyphonic
III. LEARNING
RESOURCES
A. References
1. TG /CG Pages Curriculum Guide in Music 6
2. Learners
Materials
Pages
3. Textbook Enjoying Life Through Music, Arts, Physical Education and
Pages Health 6, pages 60-65
|
4. Materials
downloaded
from LRMDS
B. Other Learning
Materials Musical scores, pitch pipe , keyboard
IV. PROCEDURES
Sing the song “Pandangguhan”
Ask:
A. Reviewing * What are the tempo marks used in the song?
Previous Lessons * What is allegro, andante, accelerando,ritardando
B. Establishing a Present a chart of different kinds of lines in its thickness.
Purpose of the
Lesson
Ask: What can you see in the chart?

What are their characteristics?
Say: Today we will be talking about the quality of sound in music
and that is what we call TEXTURE, how thick or thin a musical sound
we hear.
C. Presenting Let them sing:
examples Leron – Leron sinta
/instances of Aco kini si Anggi
the lesson Pamulenawen Inday
Kalachuchi
Divide the group into 4 groups and let each goup sing one song above.
D. Discussing new Let the two group sing a partner song

concepts and Leron - Leron sinta and aco kini si anggi
practicing new Let the other two groups sing the
skills # 1 Pamulenawen and Inday Kalachuchi
Let the 4 groups sing together.
Say: when two or more songs are sung together in

Germany they call it quodlibet.
Ask: What is the quality of the sound when a group is

singing one song or in unison?
What is the quality of the sound when 2 songs are

sung together? With 4 song sung together?
Let them sing “Silent Night” with an accompaniment.
E. Discussing new Present the chart of lines that represents different texture.
concepts and
practicing new
skills #2
Ask:
Where can we associate the quality of the sound when we sing
in unison? Why?
Where can we associate the quality of sound when we sung

the partner song? When we sung the quodlibet?
Where ca we associate the sound when we sung with an

accompaniment?
Say: We have sung in 3 different ways that creates different quality of
sound or texture. The texture in music depends on the number of
musical sounds being put together.
Illustration: A is for Monophonic

B is for Homophonic
C is for polyphonic
F. Discussing  When we sing in unison, how many lines of melody do

mastery lead we hear? How about the texture is it thick or thin?
to formative  When we sing a partner song, quodlibet how many
assessments
lines of melody do we hear? Is it thick or thin?
 When we sing unison with a piano accompaniment, how
many melodic lines do we hear?
G. Finding In life we wear different types of clothes. depending on the season.

practical When it is cold we wear sweaters and when it’s hot we wear clothes
application of with thin kind of fabric. Even the qualities of speaking voice of every
concepts and person is different. Music also have the same qualities; it may be
skills in daily thick or thin musical sounds.
living
. We have identified 3 types of texture already.
H. Making
generalizations
Ask;
and abstractions What is monophonic texture? Homophonic Texture?
about the lesson Polyphonic texture?
Monophonic - Performing a single melody, without any

accompaniment. The word monophonic originates from a Greek word
meaning “One Voice”
Polyphonic - When 2 or more different melodies are performed together
the texture becomes thick. Melodic lines that are interwoven produce
polyphonic texture.
Homophonic - If the melody is accompanied by other pitches that
are lower or higher and these pitches move along with it.
The main melody is accompanied by intervals or a chord played on a
piano or guitar.
I. Evaluating
Identify the texture. Write monophonic, polyphonic or homophonic.
Learning
1. An orchestra playing.
2. Leah Salonga singing in a capella.
3. A choir singing a 4 part chorus.
4. A pupil singing and accompanied by a guitar.
5. A childrens choir singing songs in unison.
J. Additional
Activities for Sing and memorize the songs.
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
B. No. of learners who
acquired additional
activities for
remediation who
scored below
80%.
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 this work?
I encountered with
my principal can
help me
solve?
localized did I used
/ discover which I
wish to share with
other teachers?
Grade 6
Quarter 4 Lesson 5
I. OBJECTIVES
D. Content Standard Demonstrates understanding of the concept of texture as
monophonic, homophonic, polyphonic.
.
E. Performance Performs accurately a given song with monophonic, homophonic
Standard and polyphonic texture.
F. Learning Identifies different texture

Competencies Monophonic Homophonic
Polyphonic (MU6TX- IVc-d-2)

Monophonic
Homophonic
Polyphonic
III. LEARNING
RESOURCES
C. References
1.TG /CG Pages K to 12 Curriculum Guide 2016
1. Learners Materials
Pages
2. Textbook Pages Enjoying Life Through Music, Arts, Physical Education
and Health 6, pages 67-75
3. Materials
downloaded from
LRMDS
D. Other Learning Musical scores, pitch pipe, records, keyboard
Materials
IV.PROCEDURES
Let them sing a round song.

A. Reviewing Previous Ask:
Lessons 1. What is texture?
2. Give the 3 types of texture
3. What is monophonic? Homophonic? Polyphonic?
B. Establishing a
Purpose of the Sing the song in a capella.
Lesson 1. Leron Leron Sinta
2. Pamulenawen
3. Inday kalachuchi
4. Ako Kini Si Anggi
Sing partner song, quodlibet
5. sing one of the song with an
accompaniment. (piano or guitar) Optional
C. Presenting Monophonic texture is achieved when a melody is sung by one,
examples two, three or a group singing in unison
/instances of the Polyphonic texture is achieved when 2 or more different
lesson melodies are performed together the texture becomes thick just
like in a partner song, and quodlibet.
Homophonic texture is achieved when a melody is
accompanied with an interval or a chord.
D. Discussing new Listening

concepts and Play some music for them to listen.
practicing new 1. An orchestra playing
skills # 1 2. A solo instrument
3. A group of instrument (rondalya)
Ask:
* What texture is achieved by the orchestra
playing?
* What texture is achieved by the solo
instrument player?
Say: Instrumental music can also be monophonic or polyphonic.
E. Discussing new
concepts and A solo or group of musical instruments playing only
practicing new one melody produces monophonic texture
skills #2
A group of musical instruments playing different
Melodies can create polyphonic texture
Ask:
F. Discussing Is the number of singers or instruments creating a thick
mastery lead to or polyphonic texture?
formative
assessments Say:
It is not the number of instruments or singers that creates
polyphonic texture but the number of melodies used and
combined together.
G. Finding practical There are many things around us with different textures. Just
application of like people with different quality of voice, instruments with
concepts and different quality of sound.
skills in daily
living
Ask:
H. Making
* Is the number of instruments/singers creates a
generalizations
polyphonic or monophonic characteristics of a sound?
and abstractions
about the lesson * What creates polyphonic texture?
Identify how the different textures are achieved in the Music
I. Evaluating that you will hear.
Learning 1.
2.
3.
4.
5.
J. Additional Listen to the music in the radio and identify the texture. Write it
Activities for on your notebook.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who acquired
additional
activities for
remediation who
scored below
80%.
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 this
work?
I encountered with
my principal
can help me
solve?
G. What innovation
or localized did I
used / discover
which I wish to
share with other
teachers?
Grade 6
Quarter 4 Lesson 6
I. OBJECTIVES
A. Content Standard Demonstrates the concept of texture as monophonic,

homophonic and polyphonic.
B. Performance Performs accurately a given song with monophonic, homophonic and
Standard polyphonic texture.
C. Learning Distinguishes monophonic, homophonic and polyphonic texture
Competencies (MU6TX-IVc-d-3)
Monophonic, Homophonic, Polyphonic
III. LEARNING
RESOURCES
C. References
1. TG /CG Pages Curriculum Guide in Music 6
2. Learners
Materials
Pages
3. Textbook Enjoying Life Through Music, Arts, Physical Education and
Pages Health 6, pages 67- 75
4. Materials
downloaded
from LRMDS
D. Other Learning
Materials Musical scores, pitch pipe , keyboard
IV. PROCEDURES
1. Sing “Music Alone Shall Live”
Ask: What is the texture?
A. Reviewing 2. Sing “Music Alone Shall Live” accompanied by a chord On
Previous a guitar or piano.
Lessons Ask: What is the texture?
3. Sing in 4 part round song.
Ask : What is the texture?
B. Establishing a Listening
Purpose of the Play vocal music for them to listen.
Lesson 1. A solo voice and an instrument.
2. A chorus
3. A duet
4. A solo voice in a capella.
Play again the solo voice accompanied by an instrument.

C. Presenting Ask:
examples * What do you hear?
/instances of * How many melodic lines do you hear?
the lesson * What is the texture of the music?
Play again the choral music.
D. Discussing new Ask:
concept’s and * What do you hear?
practicing new * How many melodic lines do you hear?
skills # 1 * What is the texture of the music?
Play a solo instrument.
Ask:
* What do you hear?
* How many melodic lines do you hear?
* What is the texture of the music?
E. Discussing new Ask:

concepts and * How can we distinguish the texture of a music? (by
practicing new listening)
skills #2 * What makes the texture thick? Is it the number of
instrument or singers?
(It is not the number of instruments or singers combined together

that produces the monophonic or polyphonic texture but the number of
melodies used and combined together.)
F. Discussing Sing: Music alone shall live in unison,

mastery lead And in 4 part round song
to formative
assessments
In life we wear different types of clothes depending on the season.
G. Finding When it is cold we wear sweaters and when it’s hot we wear clothes
practical with thin kind of fabric. Even the qualities of speaking voice of every
application of person is different. Music also have the same qualities, it may be thick
concepts and or thin musical sounds.
skills in daily
living
Ask:
H. Making
* What are the 3 types of texture we talked
generalizations
about? (monophonic, homophonic, and
and abstractions Polyphonic)
about the lesson
* What are the differences of the 3 textures?
* Where can we find the different texture? Is it .
on vocal music or instrumental music alone or
both?
(Both vocal and instrumental music can
achieve the monophonic, homophonic and
Polyphonic texture)
Distinguish the texture of the music you will hear.

Write monophonic, homophonic and polyphonic. 1,
I. Evaluating
2.
Learning
3.
4.
5.
J. Additional
Activities for Sing and memorize the songs.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who acquired
additional
activities for
remediation who
scored below
80%.
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 this
work?
did I encountered
with my
principal can
help me solve?
G. What innovation
or localized did I
used / discover
which I wish to
share with other
teachers?
Grade 6
Quarter 4 Lesson 7
I. OBJECTIVES
A. Content Standard The learner demonstrates the concept of texture as:
1. monophonic (one voice)
2. homophonic (voice and accompaniment)
3. polyphonic (many voices)
B. Performance The learner performs accurately a given song with monophonic,
Standard homophonic, and polyphonic textures.
C. Learning The learner applies primary chords (I, IV, V) as accompaniment to
Competencies/ simple songs (MU6TX-IV-d-4)
Objectives
1. Monophony
2. Homophony
3. Polyphony
III. LEARNING
RESOURCES
A. References
1. TG /CG Pages
2. Learners Materials
Pages
3. Textbook Pages MAPEH in Action p.69
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Materials
IV. PROCEDURES
A. Reviewing previous The teacher will play music and the pupils will identify if it’s
lesson or monophonic/monophony, homophonic, polyphonic texture.
presenting the
new lesson
B. Establishing a Show the picture of the song “Happy Birthday” to the class
Purpose of the
Lesson
What do you observe on the notes of the song? How

many chords do you see?
C. Presenting
examples
/instances of the
lesson
The teacher will discuss. These three or more notes/tones sounded
together are called chords. The basic chords is called triad. Triad is
composed of a root, its third and its fifth.
Let them sing the song.
D. Discussing new
concepts and
practicing new
skills # 1
Primary chords are basically “family chords” that are most likely to
occur in any given key. In the key of C, the primary chords are C
Major, F Major and G Major. The technique used in searching for the
primary chord of any key signature is the mathematical procedure of
selecting the 1st, 4th and 5th notes of the scale of C Major. The
illustration below is an example of the key of C major where the
primary chords are C Major (1st), F Major (4th) and G Major (5th)
E. Discussing new
concepts and
practicing new
skills #2
In the song “If You’re Happy and You Know It”, observe that there are
only three chords which are the primary chords.
-Let them sing the song.
F. Developing
mastery (leads
to
Formative
Assessment)
Put the corresponding chords on the song “I’m a Little Pot”
G. Finding practical
application of
concepts and skills
in daily
living
H. Making Primary chords are basically “family chords” that are most likely to
generalizations occur in any given key. In the key of C, the primary chords are C
and abstractions Major, F Major and G Major. The technique used in searching for the
about the lesson primary chord of any key signature is the mathematical procedure of
selecting the 1st, 4th and 5th notes of the scale of C Major. The
illustration below is an example of the key of C major where the
primary chords are C Major (1st), F Major (4th) and G Major (5th)
I. Evaluating on the song “Twinkle Twinkle Little Star”, put the corresponding
Learning primary chords. (10points)
J. Additional
Activities for
application or
remediation
V. REMARKS
VI. REFLECTIO
N
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who acquired
additional
activities for
remediation who
scored below
80%.
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 this
work?
did I encountered
with my
principal can
help me solve?
G. What innovation
or localized did I
used / discover
which I wish to
share with other
teachers?
Grade 6
Quarter 4 Lesson 8
I. OBJECTIVES
A. Content Demonstrate understanding of the concepts of harmony through the
Standards intervals that constitute the primary chords of major and minor
scales in music.
B. Performance Demonstrates harmony in group performances
Standards 1. choir
2. rondalla
3. lyre band
C. Learning 1. Identifies the intervals of the following
Competencies/ -tonic
Objectives write LC -subdominant
code for each -dominant
2. Constructs primary chords
3. Appreciates harmony in musical compositions (MU6A-IVe-1)
II. CONTENT Harmony
1. Primary Chords
2. Harmony in Group Performances
III. LEARNING RESOURCES
A. Reference MAPEH for a Brighter World K to 12 Curriculum Compliant (p.74-
76)
Our World of MAPEH K to 12 Worktext (p.45-47)
B. Materials Chart, songs, pictures
C. Other Learning
Resources
IV. Procedure
A. Reviewing Let the pupils perform a Partner Song
previous lesson or Three Blind Mice Are You Sleeping
presenting new Three blind mice Are you sleeping?
lesson Three blind mice Are you sleeping? See
how they run Brother John, Brother John
See how they run! Morning bells are ringing (2x)
Ding ding dong (2x)
They all ran after
The farmer’s wife
She cut off their tails (How to sing: Sing first three blind
With a carving knife mice then repeat and partner the
Did you ever see song Are You ‘Sleeping)?
Such a sight in your life
As three blind mice
B. Establishing
Purpose of the What kind of song did you perform? (Partner Song) Do
Lesson they have the same sound and melody?
Was it pleasing to your ears? Why?
What is produced when you are sounding simultaneously two or more
pitches?(Harmony)
C. Presenting
Examples/Instances of Do you know how to play the guitar? banduria? piano? What
the new lesson comes to your mind when you hear the word chord?
(Present a staff)
D. Discussing new How are notes placed on the staff?

concepts and How do you think they should be played?
practicing new skills Should they be played one after the other or simultanaeously?
#1 The notes on the staff are examples of chords. When two or more tones
are sounded together, a chord is produced. When chords are played
together they create pleasant harmonies.A triad is a chord made up three
tones:the root, the third and the fifth. In its basic position, the root is the
lowest note, the second tone third and the last note fifth.
E. Discussing new Primary chords are basically “family chords.” They usually occur
concepts and in a given key. They usually occur in a given key. To find the primary
practicing new skills chords of any key signature, identify and select the 1 st, 4th and 5th notes of a
#2 scale.
From the musical notation of C Major, the first note is C, the

fourth note is F and the fifth note is G. These are the primary chords of C
Major. By putting two-thirds (distance of notes) on top of each note, they
become the primary triads of C Major. A triad built on the first note of a
scale is called tonic. A subdominant is built on the fourth note of the
scale, while the dominant is built on the fifth note on the scale.
Here is what it looks like in music notation:
F. Developing Individual Activity:
Mastery Identifies the intervals of the following major triads:
1. Tonic
2. Dominant
3. Sub-dominant
G. Finding Practical Group Activity

applications of a Group performance through singing the notes simultaneously in the
concepts and skills in primary chords.
daily living Group 1- Tonic
Group 2- Sub-dominant
Group 3- Dominant
H. Making How do you identify chords in:
Generalization a. Tonic
b. Sub-dominant
c. Dominant
I. Evaluating Look carefully at the given key signature. Identify the following
Learning chords as I, IV and V.
J. Additional Construct the primary chords in the Key of G
activities or
remediation
I. REMARKS
II. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who requires
additional acts
for remediation
who scored
below 80%
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 these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
Grade 6
Quarter 4 Lesson 9
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the concepts of
harmony through the intervals that constitute the primary chords
of major and minor scales in music.
B. Performance The learner demonstrates harmony in group performances

Standard 1. choir
2. rondalla
3. lyre band
C. Learning The learner identifies the primary chords of its relative

Competencies/ minor scales
Objectives A minor (Am)
D minor (Dm)
E minor (Em) (MU6HA-IVf-2)
II. CONTENT HARMONY
1. Primary Chords
III. LEARNING
RESOURCES
A. References
1. TG /CG Pages
2. Learners
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://m.youtube.com/watch?v=XhZhNhZRW9g
Materials
IV. PROCEDURES
A. Reviewing Let us identify the interval of the following major triads.

previous lesson or
presenting the
new lesson
B. Establishing a
Purpose of the
Lesson
major miner (minor)

These two persons live at the same house. The miner lives at the
first floor and the major at the second floor. If the major wants to
go down at the first floor, he has to take the stairs with three
steps. The same with the miner, if he wants to go
to the second floor, he has to take the stairs with three steps.
C. Presenting Using a piano, show how to get the primary chord of Am.
examples
/instances of the
lesson
In order to get the major chord of Am, just like the miner, we
have to go up 3 times (move to the right). So the major chord of
Am is C Major.
D. Discussing new Show how to get the primary chord of Fm.
concepts and
practicing new
skills # 1
In order to get the major chord of Fm, we have to go up 3 times

(move to the right). So the major chord of Fm is G#.
E. Discussing new
concepts and
practicing new Let the pupils find the primary chord of Bm.
skills #2
F. Developing
mastery Let the pupils find the primary chord of Gm
(leads to
Formative
Assessment)
G. Finding practical There is a big difference in using the major chords and minor
application of chords in both singing and playing musical instruments.
concepts and Major chords create feeling of happiness that greatly affects the
skills in daily mood of a person. Minor chords give the listeners a feeling of
living sadness.
H. Making In order to get the primary chord of its relative minor scales, you
generalizations have to move up or move to the right of a piano.
and abstractions
about the lesson
I. Evaluating
Learning Find the primary chords of the following relative minor scales.
1. Em
2.Dm
3. Am
J. Additional
Activities for
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
B. No. of learners
who acquired
additional
activities for
remediation who
scored below
80%.
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 this
work?
I encountered with
my principal can
help me
solve?
G. What innovation
or localized did I
used / discover
which I wish to
share with other
teachers?
Grade 6
Quarter 4 Lesson 10
I. OBJECTIVES
scales in music.
Standards 1. choir
2. rondalla
3. lyre band
C. Learning 1. Distinguishes the sound of a major chord from a minor chord.
Competencies/ (MU6HA-IVe-f-3)
Objectives write LC 2. Uses the major triad as accompaniment to simple songs.
code for each (MU6HA-IVg-h-4)
3. Appreciates sound of major and minor chord.
II. CONTENT Harmony
1. Primary Chords
A. Reference 21st Century MAPEH in Action p. 69-71
B. Materials songs
C. Other Learning
Resources
IV. Procedure
A. Reviewing Matching Type:
previous lesson or
presenting new Match the major chords in Column A to its relative minor chord in
lesson Column B.
A B
1. C Major A. C minor
2. D Major B. A minor
3. E Major C. E minor
4. F Major D. B minor
5. G Major E. D minor
B. Establishing Below is an example of a song in the Key of C major with primary
Purpose of the chords.
Lesson
C. Presenting What are the major chords in the musical score? What
Examples/Instances of are the minor chords?
the new lesson Where are the major triads in the musical score?
In this lesson, you will learn how to distinguish major chord from a
minor chord and use triads as accompaniment to simple songs.
D. Discussing new Discuss:
concepts and The major chords in the musical score are C, G, F. The minor chords are
practicing new skills built on the 2nd, 3rd, 6th, and 7th degrees of the scale.
#1 The root note of the major triad is found at the bottom of the chord. The
second note called the third because it sits exactly on the third interval
from the first note while the last note is called fifth because it sits exactly
on the fifth interval? Triad is composed of a root, its third and its fifth.
Note that there is also big difference in using the major chords and minor
chords in both singing and playing musical instruments. Major chords
and minor chords. Major chords create a feeling of happiness that greatly
affects the mood of a person. Minor chords give the listeners a feeling of
sadness. Major chords create a feeling of happiness that greatly affects
the mood of a person while minor
chords give the listeners a feeling of sadness.
E. Discussing new Group Activity
concepts and 1. Setting of Standards
practicing new skills 2. Group the pupils into two.
#2
3. Presentation of Group Activity

Mastery Study the chord pattern. Identify the primary and secondary chords to
identify the major triad. Then play it on the guitar or piano:
G. Finding Practical Listening to a recorded song with major and minor chord.
applications of a
concepts and skills
in daily living
H. Making How do you distinguish the major chords from minor chords in a
Generalization song?
(Major chords create a feeling of happiness that greatly affects the
mood of a person. Minor chords give the listeners a feeling of
sadness.
I. Evaluating Play on the guitar or piano the following song. Distinguish the sound if it
Learning is a major or a minor chord.
J. Additional Practice playing songs with major and minor chords in a guitar.
activities or
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
requires
additional
acts for
remediation
who scored
below 80%
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
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?
Grade 6
Quarter 4 Lesson 11
I. OBJECTIVES
scales in music.
Standards 1. choir
2. rondalla
3. lyre band
C. Learning 1. Identifies the intervals of the following
Competencies/ -tonic
Objectives write LC -subdominant
code for each -dominant MU6HA-IVe-1
2. Constructs primary chords
3. Appreciates harmony in musical compositions.
II. CONTENT Harmony
1. Primary Chords
A. Reference MAPEH for a Brighter World K to 12 Curriculum Compliant (p.74-
76)
Our World of MAPEH K to 12 Work text (p.45-47)
B. Materials Chart, songs, pictures
C. Other Learning
Resources
IV. Procedure
A. Reviewing Let the pupils perform a Partner Song
previous lesson or Three Blind Mice Are You Sleeping
presenting new Three blind mice Are you sleeping?
lesson Three blind mice Are you sleeping? See
how they run Brother John, Brother John
See how they run! Morning bells are ringing (2x)
Ding ding dong (2x)
They all ran after
The farmers wife
She cut off their tails (How to sing: Sing first three blind
With a carving knife mice then repeat and partner the
Did you ever see song Are You Sleeping)
Such a sight in your life
As three blind mice
B. Establishing
Purpose of the What kind of song did you perform? (Partner Song) Do
Lesson they have the same sound and melody?
Was it pleasing to your ears? Why?
What is produced when you are sounding simultaneously two or more
pitches?(Harmony)
C. Presenting Do you know how to play the guitar? banduria? piano?
Examples/Instances of What comes to your mind when you hear the word chord? (Present a
the new lesson staff)
D. Discussing new How are notes placed on the staff?
concepts and How do you think they should be played?
practicing new skills Should they be played one after the other or simultanaeously?
#1 The notes on the staff are examples of chords. When two or more tones
are sounded together, a chord is produced. When chords are played
together they create pleasant harmonies.A triad is a chord made up three
tones:the root, the third and the fifth. In its basic position, the root is the
lowest note, the second tone third and the last note fifth.
E. Discussing new Primary chords are basically “family chords.” They usually occur
concepts and in a given key. They usually occur in a given key. To find the primary
practicing new skills chords of any key signature, identify and select the 1 st, 4th and 5th notes of
#2 a scale.
From the musical notation of C Major, the first note is C, the

fourth note is F and the fifth note is G. These are the primary chords of C
Major. By putting two-thirds (distance of notes) on top of each note, they
become the primary triads of C Major. A triad built on the first note of a
scale is called tonic. A subdominant is built on the fourth note of the
scale, while the dominant is built on the fifth note on the scale.
Here is what it looks like in music notation:
Mastery Identifies the intervals of the following major triads:
4. Tonic
5. Dominant
6. Sub-dominant
G. Finding Practical Group Activity

applications of a Group performance through singing the notes simultaneously in the
concepts and skills in primary chords.
daily living Group 1- Tonic
Group 2- Sub-dominant
Group 3- Dominant
H. Making How do you identify chords in:
Generalization a. Tonic
b. Sub-dominant
c. Dominant
I. Evaluating Look carefully at the given key signature. Identify the following
Learning chords as I, IV and V.
J. Additional Construct the primary chords in the Key of G
activities or
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
requires
additional acts
for
remediation
who scored
below 80%
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
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?
Detailed Lesson Plan in
MAPEH Grade 6
Quarter 4 Lesson 12
I. OBJECTIVES
A. Content Standards Demonstrate understanding of the concepts of harmony through the
intervals that constitute the primary chords of major and minor
scales in music.
Standards 1. choir
2. rondalla
3. lyre band
C. Learning 1. Identifies the primary chords in the relative minor scales
Competencies/ (MU6HA-IVf-2)
Objectives write LC
code for each A. A minor (Am)
B. D minor (Dm)
C. E minor (Em)
2. Names the primary chords in the relative minor scales in A
minor, D minor and E minor.
3. Appreciates harmony in musical compositions.
II. CONTENT Harmony
1. Primary Chords
A. Reference 21st Century MAPEH in Action p.69
Music and Arts for fun p. 49
B. Materials flashcads, pictures
C. Other Learning
Resources
IV. Procedure
A. Reviewing Review: Illustrate the Key of C Major where the primary chords are C
previous lesson or major (1st), F Major (4th), and G major (5th)
presenting new
lesson
B. Establishing
Purpose of the
Lesson
Based on the scale above, what is the lowest tone? (La) What
is the third note? (Do) What is the fifth note? (Mi)
C. Presenting You learned in the previous lesson that primary chords adds beauty to a
Examples/Instances of simple melodic line. When these chords are played together it gives a
the new lesson pleasant harmony to the musical piece. But, if you will listen closely to a
musical composition, you will notice that there are other
chords that can be played in the piece other than the primary chords.
D. Discussing new From the illustration, is there a difference between major chords and
concepts and minor chords?
practicing new skills How do you place the chords in Dm? Em? Am?
#1 Say: There is a big difference in using the major chords in both
singing and playing musical instruments.
Study the common key signatures with their primary and secondary
chords in the table below:
1. What is the corresponding minor chord of C major? (Am)

2. What is the corresponding minor chord of F major? (Dm)
3. What is the corresponding minor chord of C major? (Am)
E. Discussing new Group Activity
concepts and 1. Setting of Standards
practicing new skills 2. Group the pupils into two.
#2 Identify the primary and secondary chords of the given Keys. Group
A -
Group B -
3. Presentation of Group Activity

Mastery Supply what is missing in the given chord pattern below.
G. Finding Practical Listening to a song with major and minor chord.

applications of a What feeling is being shown in major chord? Minor chord?
concepts and skills in Say: Major chords create a feeling of happiness that greatly affects the
daily living mood of a person. Minor chords give the listeners a feeling of sadness.
H. Making How do you identify the primary chords in its relative minor scales? (To
Generalization find the relative minor key of the major scale, move the home tone of the
major scale three half steps downward)
I. Evaluating Learning Identify the following chords. Write if it is primary or secondary
chords.
J. Additional activities Look for a song with both primary and secondary chords. Play the
or remediation primary and secondary chords in a guitar while singing.
V. REMARKS
VI. REFLECTIONS
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
requires
additional acts
for remediation
who scored
below 80%
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 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?

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RegionV/DailyLessonPlan/2019-2020

Detailed Lesson Plan in MAPEH

II. CONTENT TEMPO

3. Textbook Pages Umawit at Gumuhit 6 Valdecantos Emelita C1999. P 5-18, 25-

Say: Animals move in different speeds. In music, beats of music have

J. Additional Learn more about tempo’

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’

A. No. of learners who

b. Umawit at Gumuhit 6 Tx, pp. 54-57 Emelita C. Valdecantos

c. Musika at Awit 6, pp. 60

d. Musical scores of:

1. Let the class sing the song “Pony or Turtle” How

did you sing the song?

Source: Musika ng batang Pilipino 6, p

What is shown in the picture? Describe

C. Presenting Examples/ Present the score of the song “Pandangguhan”.

class into four

Assess pupils’ performance using the rubric below

Tempo, like our daily activities and the different situations we

H. Making Generaliza- What is tempo?

Melody Can Can Can Can Cannot

Perform Can Can Can Can Cannot

1. Study the melodic patterns below.

1. Study the song “Our Big Round Earth”.

1. Analyse the song “Tulog Na”.

A. Content Standard Demonstrates the concept of texture as monophonic , homophonic and

Monophonic, Homophonic, Polyphonic

Ask: What can you see in the chart?

D. Discussing new Let the two group sing a partner song

Say: when two or more songs are sung together in

Ask: What is the quality of the sound when a group is

What is the quality of the sound when 2 songs are

Let them sing “Silent Night” with an accompaniment.

Where can we associate the quality of sound when we sung

Where ca we associate the sound when we sung with an

Illustration: A is for Monophonic

F. Discussing  When we sing in unison, how many lines of melody do

G. Finding In life we wear different types of clothes. depending on the season.

Monophonic - Performing a single melody, without any

F. Learning Identifies different texture

II. CONTENT Variations in Texture

Let them sing a round song.

D. Discussing new Listening

A. Content Standard Demonstrates the concept of texture as monophonic,

II. CONTENT Variations in Texture

Monophonic, Homophonic, Polyphonic

Play again the solo voice accompanied by an instrument.

E. Discussing new Ask:

(It is not the number of instruments or singers combined together

F. Discussing Sing: Music alone shall live in unison,

Distinguish the texture of the music you will hear.

What do you observe on the notes of the song? How

D. Discussing new How are notes placed on the staff?

From the musical notation of C Major, the first note is C, the

G. Finding Practical Group Activity

B. Performance The learner demonstrates harmony in group performances

C. Learning The learner identifies the primary chords of its relative

A. Reviewing Let us identify the interval of the following major triads.

major miner (minor)

In order to get the major chord of Fm, we have to go up 3 times