Holy Cross College

Sta. Ana, Pampanga

COLLEGE OF ARTS, SCIENCES, & EDUCATION

TEACHING MUSIC IN THE ELEMENTARY GRADES

A DETAILED LESSON PLAN IN MUSIC 1

I. OBJECTIVES
At the end of the discussion, the pupils should be able to:
a. demonstrate basic understanding of sound, silence, and rhythm
b. respond appropriately to the pulse of the sounds heard and performs with
accuracy the rhythmic patterns
c. perform a simple series of rhythmic sounds (echo clapping)

II. SUBJECT MATTER

Topic: Rhythm
References: K to 12 Grade 1 Learner’s Material in Music and Art pp. 23
(https://www.slideshare.net/lhoralight/k-to-12-grade-1-learners-
material-in-music-and-art-q1q4)
Music Grade 1 Teacher’s Guide
(https://eedncr.files.wordpress.com/2012/06/music-gr-1-teachers-
guide-q12.pdf)
Rhythm Clapping with Mr. Gordon - Episode 1
(https://www.youtube.com/watch?v=CvhjVZpQwh8&list=PLZApOz
Ck7usPXW5XOl19etYzi727gLSGm&index=8)
(https://www.youtube.com/watch?v=Q5OAZ6vKpVo&list=PLZApOz
Ck7usPXW5XOl19etYzi727gLSGm&index=9)
Good Morning Song (https://www.youtube.com/watch?v=TFVjU-
dsIM8)
The Music Show Episode #2: I've Got Rhythm
(https://www.youtube.com/watch?v=RYsGlNpx2YI)
Materials: Laptop Projector
Speaker Power point Presentation
Printed worksheets
Values Integrated: Coordination, Cooperation
 III. LEARNING ACTIVITIES
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. PRELIMINARY ACTIVITIES
1. DAILY ROUTINE

Let us pray.
In the name of the Father, and of the
Son, and of the Holy Spirit…. Amen.

Hello everyone! Hello Teacher!

Are you ready for a brand new day? Yeah!

(Sings daily song routine) (Sings daily song routine)

Good Morning! Good Morning!
How are you? How are you?
It’s so nice to have you here with me
today

Good Morning! Good Morning!

How are you? Just fine!
Howdy, how do you do, hello, good Howdy, how do you do, hello, good day!
day!
Now that we’re together
Learning’s so much fun
The more of us the better
So come on everyone

Good Morning! Good Morning!

How are you? Just fine!
Howdy, how do you do, hello, good Howdy, how do you do, hello, good day!
day! Howdy, how do you do, hello, good day!
Howdy, how do you do, hello, good
day!

Good Morning class! Good Morning Teacher!

Before you take your sit, please pick (students will pick up the pieces of paper)
up the pieces of paper under your
chair.
 Are there any absentees for today? None, Teacher.
Very good.

2. REVIEW
Do you still remember our lesson Yes, Teacher.
yesterday?
What is it all about? Our last lesson is about notes and rest and beat
Correct! in music.

Can you tell me what a beat is? A beat is a steady and regular pulse we hear in
music.
That is right!

As a review, I will give you this printed

worksheet that you need to answer for
5 minutes.
You need to fill the box with the
missing information on the note and
rest chart.

Are you ready? Yes, Teacher.

Okay, start answering now.

Name Note Rest Beats 𝟏𝟒𝟒

measure
Whole

Half

Quarter

Eighth

Sixteenth
3. MOTIVATION
Before we proceed to our lesson for
today, let’s look at the pictures in front
and identify what does the words Ta,
Ti, Shh, and To-e mean on the notes
and rest.

How do we read the words? By the number of beats each note/rest has.
Very good!

I will read them first and you will read Yes, Teacher.
them after me, okay?

(after reading) (after reading)

What did we form while reading them? Rhythm.
Excellent!

To help us read rhythm!

What is the purpose of this?
Very good!
B. LESSON PROPER
1. PRESENTATION
Do you now have any idea what is our
lesson for today? Our lesson for today is about rhythm.
Excellent!

Our lesson for today is rhythm which is

one of the elements of music. At the
end of the lesson, you should be able
to demonstrate understanding of
sound, silence and rhythm, respond
appropriately to the pulse of the
sounds heard, and lastly, you should
be able to perform simple series of
rhythmic sounds.

So you need to listen carefully to our

discussion, okay? Yes, Teacher!

2. ABSTRACTION
Rhythm is an element of music which
refers to the actual flow of music
through time. It is the organization of
sound and silence in time.

Do you know the song Johny Johny

Yes Papa? Yes, Teacher!
Let’s listen to the song Johny Johny
Yes Papa first and after we will sing it,
okay? Okay, Teacher.

(after listening and singing the song) (after listening and singing the song)

Have you noticed that there are LONG

and SHORT sounds on the song? Yes, Teacher.

Let us locate the SHORT and LONG

sounds of the Johny Johny Yes Papa
song. Encircle the word with long
sound and put a square on the short
sound.
John – y John – y Yes pa – pa John – y John – y Yes pa – pa
Eat – ing su – gar No pa – pa Eat – ing su – gar No pa – pa
Tell – ing lies No pa – pa Tell – ing lies No pa – pa
O – pen your mouth Ha, ha, ha O – pen your mouth Ha, ha, ha

Correct!
That is what a rhythm is.

Rhythm is made up of long sounds

and short sounds.
In order to better understand rhythm,
let us watch this short video of The
Music Show.

Let me give you a demonstration of

rhythmic sounds and rhythm reading.
I will clap according to the beats of
each note.

Now follow me and the rhythm. (the pupils will follow the teacher and the rhythm)

What did you notice while clapping? There are long and short claps.
Why do you think there are long and Because of the number of beats of each note.
short claps?
Correct!

Let’s watch this video to understand it

better and while watching let us also
follow the instructions, okay? Yes, Teacher.
(plays the video of Rhythm Clapping (pupils engage and follows the video)
with Mr. Gordon)

I see that you understand rhythm now.

Let us sing Old MacDonald Had A

Farm and identify the long and short
sounds while singing, okay? Yes, Teacher.

Old MacDonald had a farm

Ee-i-ee-i-o
And on that farm he had some chicks
 Ee-i-ee-i-o
With a chick-chick here
And a chick-chick there
Here a chick, there a chick
Everywhere a chick-chick
Old MacDonald had a farm
Ee-i-ee-i-o
(simple texts represents short sounds, bold texts
for long sounds and italicized texts are short and
fast sounds)

Very good! Now let’s sing the short (pupils sings the song while clapping on the
and long sounds while clapping. respective short and long sounds)

3. APPLICATION
Now that you understand the rhythm,
let us have an activity. I will group you
in two. I will assign each group a song
where you need to identify the short
and long sounds of the song and you
will sing it in front while clapping.

Do you understand class? Yes, Teacher.

Group 1 – Wheels on the Bus
Group 2 – Baa Baa Black Sheep
Group 1
(simple texts represents short sounds, bold texts
for long sounds and italicized texts are short and
fast sounds in the song)

The wheels on the bus go round and round

Round and round
Round and round
The wheels on the bus go round and round
All 'round the town
The wipers on the bus go swish, swish, swish
Swish, swish, swish
Swish, swish, swish
The wipers on the bus go swish, swish, swish
All 'round the town
 Group 2
(simple texts represents short sounds, bold texts
for long sounds and italicized texts are short and
fast sounds in the song)

Baa, baa, black sheep

Have you any wool?
Yes, sir, yes, sir
Three bags full
One for the master
One for the dame
One for the little boy
Who lives down the lane
Baa, baa, black sheep
Have you any wool?
Yes, sir, yes, sir
Three bags full

4. GENERALIZATION
To summarize, rhythm is consist of
long and short sounds. It is the actual
flow of music through time.
The clapping we did while singing the
song is called the rhythm clapping.
Why do you think we did the rhythm
clapping? We did the rhythm clapping to count and read
music.
Correct!
Are there any answers? We used clapping in rhythm to match the sound
in music, chants, etc.
Excellent!

IV. EVALUATION
The teacher will play a rhythm and you will encircle the letter of the pattern
you hear.
1.
 2.

a. b. c.

3.

a. b. c.

4.

5.

a. b. c.

V. ASSIGNMENT
Identify the long and short sounds of the song Finger Family and Row Row
Row Your Boat.

Prepared by:

REYES, JHYRA ANGEL M.

BEEd – 3