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    Ged 120

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    Joseph Saavedra Funo-an
    This document contains a detailed lesson plan for a music class on rhythm and meter in two-time signature. The objectives are for students to identify notes, rests, accents and unaccented beats in a two-time meter. The lesson involves reviewing sounds and silence, motivation through singing and dancing, presentation on two-time meter, strong and weak beats, time signature, and notes and rests. Students are divided into groups to identify elements in a song and create their own rhythmic patterns which they perform through body movements.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Ged 120

    Uploaded by

    Joseph Saavedra Funo-an
    31 views9 pages
    This document contains a detailed lesson plan for a music class on rhythm and meter in two-time signature. The objectives are for students to identify notes, rests, accents and unaccented beats in a two-time meter. The lesson involves reviewing sounds and silence, motivation through singing and dancing, presentation on two-time meter, strong and weak beats, time signature, and notes and rests. Students are divided into groups to identify elements in a song and create their own rhythmic patterns which they perform through body movements.

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    This document contains a detailed lesson plan for a music class on rhythm and meter in two-time signature. The objectives are for students to identify notes, rests, accents and unaccented beats in a two-time meter. The lesson involves reviewing sounds and silence, motivation through singing and dancing, presentation on two-time meter, strong and weak beats, time signature, and notes and rests. Students are divided into groups to identify elements in a song and create their own rhythmic patterns which they perform through body movements.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    31 views9 pages

    Ged 120

    Uploaded by

    Joseph Saavedra Funo-an
    This document contains a detailed lesson plan for a music class on rhythm and meter in two-time signature. The objectives are for students to identify notes, rests, accents and unaccented beats in a two-time meter. The lesson involves reviewing sounds and silence, motivation through singing and dancing, presentation on two-time meter, strong and weak beats, time signature, and notes and rests. Students are divided into groups to identify elements in a song and create their own rhythmic patterns which they perform through body movements.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 9

    Republic of the Philippines

    Mindanao State University


    Marawi City
    College of Education

    A Detailed Lesson Plan


    In
    GED120 Bb – (Teaching Music in the Elementary Grades)

    Submitted to:
    Ma’am Amnah Macatanao Baraiman

    Submitted by:
    Joseph Saavedra Funo-an

    April 26, 2023


    A DETAILED LESSON PLAN IN

    GED120 Bb – (Teaching Music in the Elementary Grades)

    FUNO-AN, JOSEPH SAAVEDRA

    I. Objectives:

    At the end of the lesson, the students should be able to;

    1. Identify the two-time meter and use the different kinds of notes and rest.

    2. Identify accented and unaccented pulses.

    3. Organize notes and rest into two-time meter.

    4. Perform his/her own created rhythmic pattern.

    II. Subject Matter

    Topic: UNIT 1: Rhythm – Lesson 1: Meter in Two

    Reference: Alma M. Dayag, Grade 4 “ENJOYING LIFE THROUGH


    M.A.P.E.H.”, Phoenix Publishing House, pp. 4– 12

    III. Instructional Materials

    A. Laptop and Television

    B. PowerPoint, Handouts, Video, Pictures, Activity sheets.

    IV. Teaching procedures

    Teacher’s activity Student’s activity

    A. PRELIMINARY ACTIVITY

    1. Prayers
    - Before we begin our class, please
    stand up and let us do our silent prayer.
    - “Amen” “Amen”
    2. Greetings
    - Good day, class! It was nice seeing you Good Day teacher.
    all!

    - How are you doing today? Doing Doing good, po teacher.


    good? All right!

    3. Attendance
    - Is everybody present? Yes, Sir!

    Check if your classmate are there.

    Very good. Everybody is present.

    Let us clap our hands for ourselves. (Enthusiastically clapping)

    4. Classroom rules
    - I have a classroom rules before we
    start in our topic. I hope you will follow this
    rules.
    1. Sit properly. Listen carefully.
    (Pupils are listening to classroom
    2. Don’t make any noise. attentively.)

    3. Raise your hand to answer or to ask a


    question.

    4. If you understand the topic, put a


    thumbs up, if not, a thumbs down.

    5. Follow the instruction.

    B. Review

    - Now, who can recall our previous (Students will volunteer)


    lesson? It is all about what?

    - Yes, Sound and Silence Teacher, it was about Sound and


    Silence. Sound it is anything that we
    - Very good. Let us give him/her a
    can hear. You use your ears to hear.
    big clap. Thank you. You may While, the silence is the absence of
    now take your seats. sounds.

    (Students will volunteer)


    - Pupils, can you give me an Teacher, the example of sounds are
    examples that we mentioned reading aloud and crying. While, the
    yesterday? silence are sleeping and walking
    slowly.
    - Yes, Okay. It seems like you
    understand our topic last meeting.
    Very Good!

    C. Motivation
    - Class, are you ready to learn? Yes teacher!

    - But, before we formally proceed to (Pupils are listening to classroom


    our topic, we will do singing and attentively.)
    dancing.

    - Are you excited to sing and dance, Yes teacher!


    class?

    - I’m sure you already familiar this


    nursery song. The song entitled
    “Shake Them Simmon Down”. So,
    let stand up and listen to the songs. (Students will listen attentively)

    - Are you ready? Go! Yes teacher! (Thumbs Up)

    - Great job! (The pupils will do singing and


    dancing.)
    - Did you enjoy singing and dance?

    - Very good! Let us clap our hands


    for ourselves. (Enthusiastically clapping)

    D. Lesson Proper
    1. Presentation of the Lesson
    1.1 Shows the topic’s objectives.
    -Since you already know about the Steady (Students will listen attentively and
    Beat, today we are going to learn another respond if being asked)
    lesson. And at the end of this lesson, you
    should be able to;
    1. Identify the two-time meter and
    use the different kinds of notes
    and rest.

    2. Identify accented and


    unaccented pulses.

    3. Organize notes and rest into two-


    time meter.

    4. Perform his/her own created (Students will listen attentively and


    rhythmic patterns. respond if being asked)

    1.2 Discussion

    Did you know that music has a pulse or


    steady beat that makes us move at the
    same time?

    In this lesson, we will enjoy performing


    songs with beats that are grouped by twos
    through the strong or accented beats and
    weak or unaccented beats.

    A. Sing “Shake Them Simmon Down”


    again. Feel the strong and weak beats (Students will listen attentively and
    while singing. Do the following respond if being asked)
    movements.

    - Clap on strong beats


    - Snap on weak beats

    B. This time, write the steady beats through


    stick notation under the beats keeper.
    Use thicker lines on strong beats and
    thinner lines on weak beats.
    I – Strong beats
    l – Weak beats

    Did you understand, class? Yes, Teacher (Thumbs Up)

    1. Mark the strong beats with > on top of


    the steady beats. The symbol > is an
    accent mark placed above or below
    a note head to give emphasis on that
    beat. We call the beat as accented
    beat. (Students will listen attentively and
    respond if being asked)
    2. To clearly see the meter of the song,
    put bar lines before the accented
    beats.
    a. Meter – measures how many
    beats there are in a set
    b. Bar lines – are vertical lines that
    group the beats into measures
    c. Double bar lines – at the end of
    a musical piece to mark the
    end
    d. Measures – are spaces
    between bar lines that contain
    divisions of strong beats and
    weak beats.

    (Students will listen attentively and


    respond if being asked)
    3. The time signature, a symbol found at
    the beginning of a musical piece, tell
    us the numbers of beats in each
    measure and the note that receives
    one beat.
    (Students will listen attentively and
    respond if being asked)

    What is the time signature of two time Teacher, 2/4 is the time signature of
    meter? two time meter.

    C. You can also show the meter of the


    song by moving your hands to the beat
    of the song. We call this hand gesture as (Students will listen attentively and
    conducting. respond if being asked)

    What we called the hand gesture by


    moving your hands to the beat of the Teacher, it is conducting.
    songs?
    D. Look at the table of some of the notes
    and rests.

    (Students will listen attentively and


    respond if being asked)
    E. Enrichment Activity
    Directions: The class will be divided into two
    groups. Each group will locate and identify
    the following:
    a. Draw a staff with bar lines,
    measures and double bar lines.
    b. Mark the strong beats with (Students will listen attentively and
    accent mark. respond if being asked)
    c. Identify the notes and rest used
    in the songs.

    (Students will listen attentively and


    respond if being asked)
    - You guys are fantastic pupils! Now
    I’m going to check your output to
    see which group will get a star.

    - Very good! Let us clap our hands (Enthusiastically clapping)


    for ourselves.

    E. Generalization

    - Let’s have a recap. Raise thumbs


    up if it’s True and thumbs down if
    False.

    1. Meter measures how many beats 1. Thumbs Up (True)


    there are in a set
    2. Bar lines are vertical lines that 2. Thumbs Up (True)
    group the beats into measures
    3. Double bar lines at the end of a 3. Thumbs Up (True)
    musical piece to mark the end
    4. The upper numbers tells that the 4. Thumbs down (False)
    quarter note gets one beat.
    5. The strong beats also called 5. Thumbs down (False)
    unaccented beats.
    - Class, remember we are not here (Students will listen attentively and
    just to learn to sings and dance but respond if being asked)
    we here to appreciate the beauty
    of songs. We sing to express our
    emotion and to have happy day.

    - Good job everyone. Let us clap our (Enthusiastically clapping)


    hands for ourselves. It’s time for our
    quiz.

    V. Evaluation

    Quiz
    Directions: It is now your turn to create your own rhythmic pattern in two-
    time meter. Use the notes and rest you learn and write them on the measures
    below. Make your pattern interesting by using varied note and rest values. Be
    ready to perform your composition through body movements.
    2
    4

    VI. Assignment

    Direction: Listen to one of the composition of Ludwig van Beethoven entitled


    “6 Ecossaises for Piano” (No. 6). Move to the beat of the music by marching,
    clapping, or conducting. Feel the accented beats and give more emphasis
    on those beats. Be ready to perform it next meeting.

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