School: PANDALLA ELEMENTARY SCHOOL Grade: 6

Name: AVEGAIL O. MACANLALAY Subject: MAPEH

Quarter/ 4th Quarter
Date: April 02, 2024
Week No: Week 1
3:20-4:00 Checked by: Maricel D. Gilvoligaya
Time:
Head Teacher III

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 Distinguish between ritardando and accelerando as used in a song
Competencies MU6TX-Iva-b-2
LC code
II. CONTENT tempo

III. LEARNING RESOURCES

A. References 21st century Mapeh in action 6

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages 63-65
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or What is tempo?
presenting the new lesson Give the different symbols used.

B. Establishing a purpose for the Let the children to sing the song Sitsiritsit.
lesson
C. Presenting examples/instances Today we are going to distinguish between ritardando and accelerando.
of the new lesson

D. Discussing new concepts and Ask the pupils if they know the song Ob-La-Di-Ob-La-Da by the Beatles?
practicing new skills. #1 Teach the song.
Identify the flow of the song.
Describes its flow.

E. Continuation of the discussion Ritardando (rit.) a gradual change to a slower tempo.

of new concepts (leads to Accelerando (accel.)a slow gradual change to a faster tempo.
Formative Assessment 2)

F. Developing mastery (leads to Present the song Sitsiritsit.

Formative Assessment 3) Study the song.
What are the tempo markings used in the song?
 G. Finding practical applications
of concepts and skills in daily
living
(reflective approach)
H. Making generalizations and Tell that Ritardando (rit.) a gradual change to a slower tempo.
abstractions about the lesson Accelerando (accel.)a slow gradual change to a faster tempo.
I. Evaluating learning Give the song piece Sitsiritsit and be able to identify the tempo in each part of
the song.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in ___Yes ___No
the evaluation
____ of Learners who caught up the lesson
No. of learners who require additional ___ of Learners who continue to require remediation
activities for remediation
Did the remedial lessons work? No. of Strategies used that work well:
learners who have caught up with the ___ Group collaboration
lesson ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
No. of learners who continue to require __ Bullying among pupils
remediation __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Which of my teaching strategies Planned Innovations:
worked well? Why did these work? __ Localized Videos
 __ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

What difficulties did I encounter which __ Bullying among pupils

my principal or supervisor can help me __ Pupils’ behavior/attitude
solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
What innovation or localized materials Planned Innovations:
did I use/discover which I wish to __ Localized Videos
share with other teachers? __ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked by:

AVEGAIL O. MACANLALAY MARICEL D. GILVOLIGAYA

Teacher I Head Teacher III

School: PANDALLA ELEMENTARY SCHOOL Grade: 6

Name: AVEGAIL O. MACANLALAY Subject: MAPEH
Quarter/ 4th Quarter
Date: April 01, 2024
Week No: Week 1
3:20-4:00 Checked by: Maricel D. Gilvoligaya
Time:
Head Teacher III
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 given song or music:
Competencies -allegro
LC code -andante
-ritardando
-accelerando
-largo
-presto
-vivace
MU6TX-Iva-b-1
II. CONTENT tempo

III. LEARNING RESOURCES

A. References 21st century Mapeh in action 6

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages 63-65
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the Which moves faster a horse or a turtle?

lesson Compare the movement of the two animals. Which runs fast?
C. Presenting examples/instances Imagine yourself riding in an airplane going to Davao, or in a “Ro-Ro Ship”
of the new lesson going to the same destination. Will you arrive first riding in an airplane or in
a “Ro-Ro Ship”? Why?
D. Discussing new concepts and Singing of the Song from the Beatles “Ob-La-Di-Ob-La-Da” then describes the
practicing new skills. #1 flow of the music? How do you feel when singing it?

E. Continuation of the discussion What is tempo?

of new concepts (leads to Give the most commonly used tempo markings or symbols.
Formative Assessment 2)

F. Developing mastery (leads to What are the most common used tempo markings or symbols?
Formative Assessment 3)
G. Finding practical applications Groupings
of concepts and skills in daily Singing of the song Sitsiritsit
living (two groups)
(reflective approach)
 H. Making generalizations and What is tempo?
abstractions about the lesson Give the different symbols of tempo.

I. Evaluating learning Give the meaning of the following.

1. Andante (moderately slow)
2. Andantino (moderately slow but flowing tempo)
3. Adagio (slow, or in an easy graceful manner)
4. Lento (Slow)
5. Largo (very slow, broad)
6. Allergo (fast, lively, brisk, and faster tempo)
7. Allegretto (quicker than andantino)
8. Moderato (moderate)
9. Vivace- (quickly, lively)
10. Presto (a very fast tempo)

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in ___Yes ___No
the evaluation
____ of Learners who caught up the lesson
No. of learners who require additional ___ of Learners who continue to require remediation
activities for remediation
Did the remedial lessons work? No. of Strategies used that work well:
learners who have caught up with the ___ Group collaboration
lesson ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
No. of learners who continue to require __ Bullying among pupils
remediation __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
 Which of my teaching strategies Planned Innovations:
worked well? Why did these work? __ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

What difficulties did I encounter which __ Bullying among pupils

my principal or supervisor can help me __ Pupils’ behavior/attitude
solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
What innovation or localized materials Planned Innovations:
did I use/discover which I wish to __ Localized Videos
share with other teachers? __ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked by:

AVEGAIL O. MACANLALAY MARICEL D. GILVOLIGAYA

Teacher I Head Teacher III
 School: PANDALLA ELEMENTARY SCHOOL Grade: 6
Name: AVEGAIL O. MACANLALAY Subject: MAPEH
Quarter/ 4th Quarter
Date: April 03, 2024
Week No: Week 1
3:20-4:00 Checked by: Maricel D. Gilvoligaya
Time:
Head Teacher III

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 Demonstrates the different kinds of tempo by following tempo marks in a familiar song
Competencies “Pandangguhan”
LC code MU6TX-Iva-b-3
II. CONTENT tempo

III. LEARNING RESOURCES

A. References 21st century Mapeh in action 6

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages 63-65
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or Review about the previous lesson.
presenting the new lesson

B. Establishing a purpose for the Today we are going to sing a song with different tempo marks.
lesson

C. Presenting examples/instances
of the new lesson

D. Discussing new concepts and Study Pandangguhan (note mahaba di kasya song)
practicing new skills. #1

E. Continuation of the discussion Identify the different tempo marks used in the song.
of new concepts (leads to
Formative Assessment 2)

F. Developing mastery (leads to Give the meaning of all the tempo marks in the song Pandangguhan.
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
(reflective approach)
H. Making generalizations and
abstractions about the lesson

I. Evaluating learning Singing Pandangguhan 1.Vivace (lively) Manunugtug ay nangagpasimula

At nangagsayawan ang mga mutya
Sa mga padyak parang magigiba
Ang bawat tapakan ng mga bakya

II
Kung pagmamasdan ay nakatutuwa
Ang hinhin nila'y hindi nawawala
Tunay na hinahangaan ng madla
Ang sayaw nitong ating munting bansa
2.Andante(moderate) Dahil sa ikaw mutyang paraluman
Walang singganda sa dagat silangan
Mahal na hiyas ang puso mo hirang
Accel(gradually becoming fast)
Ang pag-ibig mo'y hirap makamtan
Kung hindi taos ay masasawi
Mga pagsuyong iniaalay
Kung hindi taos ay masasawi
Mga pagsuyong iniaalay
3 Largo (very very slow)
Halina aking mahal, ligaya ko ay ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong panglaw
Halina aking mahal, ligaya ko ay ikaw
Kapag 'di ka natatanaw,
Ang buhay ko ay anong panglaw
4 Allegro(brsik,lively, live)
Kung may pista sa aming bayan,
Ang lahat ay nagdiriwang
May letchon bawat tahanan,
May gayak pati simbahan
Paglabas ni Santa Mariang mahal,
Kami ay taos na nagdarasal
Prusisyon dito ay nagdaraan,
Kung kaya't ang iba'y nag-aabang
5 Presto (very fast)
May tumutugtog at may sumasayaw,
Mayrong sa galak ay napapasigaw
Ang pista sa bayan namin ay ganyan,
Ang saya'y tila walang katapusan.
6 Vivace (fast, lively)

Manunugtug ay nangagpasimula
At nangagsayawan ang mga mutya
Sa mga padyak parang magigiba
Ang bawat tapakan ng mga bakya
Kung pagmamasdan ay nakatutuwa
Ang hinhin nila'y hindi nawawala
Tunay na hinahangaan ng madla
Ritardando (gradually slowing)
Ang sayaw nitong ating munting bansa

J. Additional activities for

application or remediation
 V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in ___Yes ___No
the evaluation
____ of Learners who caught up the lesson
No. of learners who require additional ___ of Learners who continue to require remediation
activities for remediation
Did the remedial lessons work? No. of Strategies used that work well:
learners who have caught up with the ___ Group collaboration
lesson ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
No. of learners who continue to require __ Bullying among pupils
remediation __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Which of my teaching strategies Planned Innovations:
worked well? Why did these work? __ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

What difficulties did I encounter which __ Bullying among pupils

my principal or supervisor can help me __ Pupils’ behavior/attitude
solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
What innovation or localized materials Planned Innovations:
did I use/discover which I wish to __ Localized Videos
share with other teachers? __ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked by:

AVEGAIL O. MACANLALAY MARICEL D. GILVOLIGAYA

Teacher I Head Teacher III
 School: PANDALLA ELEMENTARY SCHOOL Grade: 6
Name: AVEGAIL O. MACANLALAY Subject: MAPEH
Quarter/ 4th Quarter
Date: April 04, 2024
Week No: Week 1
3:20-4:00 Checked by: Maricel D. Gilvoligaya
Time:
Head Teacher III

I.OBJECTIVES
A. Content Standards Demonstrates the concept of texture as:
1. Monophonic(one voice)
2. Homophonic (Voice and accompaniment)
3. Polyphonic ( Many voices)

B. Performance Standards Performs a given song, using tempo marks appropriately

C. Most Essential Learning Identifies aurally the texture of musical pieces

Competencies 4.1 monophonic
LC code 4.2 homophonic
4.3 polyphonic
MU6TX-IVC-D-1
II. CONTENT texture

III. LEARNING RESOURCES

A. References 21st century Mapeh in action 6

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages 67-68
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or Review about the previous lesson.
presenting the new lesson

B. Establishing a purpose for the Today we are going to analyze the three different kinds of texture.
lesson

C. Presenting examples/instances Sing the song.

of the new lesson Are You Sleeping

D. Discussing new concepts and Discuss the three types of tempo.

practicing new skills. #1 a. Monophonic or monophony- as the prefix “mono” means one sound.
Ex. Are you sleeping, brother John?
b. Homophonic texture- is a single melodic sound with accompaniment. It
gives focus on the melody as its main feature and is supported and colored
by another instrument like the guitar or the piano. Example Are You
sleeping, brother John?
c. Polyphonic texture-means “having many sounds”. It contains two or more
independent musical lines. It is a musical composition, which makes use of
two or more melodies. Example Choral music and orchestral music.
 E. Continuation of the discussion What is texture?
of new concepts (leads to Texture in music refers to the structure of a musical composition showing
Formative Assessment 2) how many sounds, various layers, or voices are heard at the same time.
F. Developing mastery (leads to Discuss about the different types of texture.
Formative Assessment 3)
G. Finding practical applications Have you watched a concert or a choral singing in your school? How many
of concepts and skills in daily voices did you hear?
living
(reflective approach)
H. Making generalizations and What are the three kinds of texture?
abstractions about the lesson

I. Evaluating learning Singing of the song. Follow the voices like the choral groups.

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in ___Yes ___No
the evaluation
____ of Learners who caught up the lesson
No. of learners who require additional ___ of Learners who continue to require remediation
activities for remediation
Did the remedial lessons work? No. of Strategies used that work well:
learners who have caught up with the ___ Group collaboration
lesson ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
 ___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
No. of learners who continue to require __ Bullying among pupils
remediation __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Which of my teaching strategies Planned Innovations:
worked well? Why did these work? __ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

What difficulties did I encounter which __ Bullying among pupils

my principal or supervisor can help me __ Pupils’ behavior/attitude
solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
What innovation or localized materials Planned Innovations:
did I use/discover which I wish to __ Localized Videos
share with other teachers? __ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked by:

AVEGAIL O. MACANLALAY MARICEL D. GILVOLIGAYA

Teacher I Head Teacher III