Republic of the Philippines

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

Villa de Bacolor, Pampanga

Detailed Lesson Plan in MAPEH VI

Music

I. OBJECTIVES
At the end of the 50-minute discussion, the Grade 6 – Lakan should be able to:
 identify visually the different musical instruments;
 demonstrates understanding of the different musical instrument by classifying
them according to their description and way of producing sounds; and
 appreciate the importance of recognizing the different musical instruments.

II. SUBJECT MATTER

A. Topic: Classifications of Musical Instruments

B. References: 21st Century MAPEH in Action 6, pp. 51-53
C. Materials: Matrix, printed pictures, puzzles, laptop, projector
D. Values: Care and Unity

III. PROCEDURE
Teacher’s Activity Pupil’s Activity

A. Preparatory Activities

1. Daily Routine
- ( Prayer )
-
“Class, everybody stand. Let us have an
opening prayer. ______, lead the prayer.” (The pupil leads the prayer)

- (Greetings)
“Good morning class!” “Good morning teacher, good morning
classmates, Mabuhay!”
“You can now take your seat.”

- (Checking of Attendance)
“Is there anyone absent?” “No one teacher.”
“Very Good.”

“Before we begin, I would like to give some

reminders. First, sit properly. Second, if you
have something to say, just simply raise your
arm. Third, the pupils who will participate and
recite during the discussion will receive a
reward which will be given later. Am I making
myself clear?” “Yes teacher.”

2. Drill
“Now, face your group mates and put out your
drill boards.” “Yes teacher.”
 “Are you ready?”

“Our drill for today is about dynamics. Let’s

play, A Letter or Two.”

“This is the instruction.”

“Also, I’ll give you 5 seconds to answer. Is it “Yes teacher.”

clear?”

“Very well. Let’s begin.”

“mf”
“What is the answer?”

“sfz”
“What is the answer?”

“<”
“What is the answer?”

“Good job everyone! Now keep your drill

boards, arrange your chairs and sit properly.”

3. Review
“Before we start with our new lesson, let us
have a review first about our previous lesson.”

“What did we talk about last time?” “Different Musical Forms.”

“And what are these different musical forms?”

“Unitary form”
“Binary (AB)”
“Ternary (ABC)”
“Rondo (ABACA)”
“Very well, let’s see if you still remember. I’ll
play a song and you are to identify to what is
the musical form of the song. Is that clear?”
“Yes teacher.”
 “Good. Now, this is the first song.
( ♪ Dandansoy ♪ )
What is the musical form of the song?”
“Unitary form”
“Very good. How about his one?
( ♪ Maligayang Araw ♪ )
What is the musical form of the song?”
“Rondo.”
“Very well. Now,
( ♪ Paru-parong Bukid ♪ )
What is the musical form of the song?” “Binary.”
“That is correct, how about this one?
( ♪ Lupang Hinirang ♪ )
What is the musical form of the song?” “Ternary.”
“Good job!”

“Now sit properly.”

B. Developmental Activities

1. Motivation
“Do you like to play musical instruments?” “Yes teacher.”

“Is there anyone of you knows how to play an

instrument?” “Yes teacher.”

“What instrument do you play? “Piano.”

“Guitar.”
“Ukulele.”

“That is nice. How about the others, what

instruments do you want to play?” “Violin.”
“Guitar.”
“Drums.”

2. Performing the Activities

“Wow that is good. If you want to do it, do it.
Okay?”

“Now, go to your respective groups.

I want you to look under your tables. Inside
those envelops are puzzle pieces. I want you to
form the picture. I’ll give you 2 minutes. Start
(The pupils form the puzzles)
now.”

C. Processing the Activities/

Presenting the Lesson
“Those musical instruments have something to
do with our lesson for today;

Classifications of Musical Instruments.”

(Fills out the matrix as the pupils gave their

answers)

“As you can see in our Matrix, we have four

mystery classifications of musical instruments. “Yes teacher.”
We will unlock them as we go on with our
discussion. Is that clear?

“Good. I’ll be asking you series of questions

which will help in unlocking each
classification. Let’s start. “A violin.”

Take a look at this. What is this?”

“It has strings.”

“Correct. Can you describe this violin?”

“It has four strings.”
“Very good observation. How many strings?”

“Good. How does this violin produce sound?” “By using a bow.”

“Very good. A violin is considered as the

soprano of this classification because it
produces the highest notes.

“Next, what is this?” “Cello.”

“Very good. Can you describe this Cello?” “It also has a string the same as with the
violin.”

“Yes, what else?” “It is a little bigger in size compare to violin.”

“Good. In way do you think this Cello “By bowing.”

produces sound?”

“Yes, very good. Cello is considered as the

tenor of this classification. The cello is placed
in between the legs of a cellist while it is
seated.” “Guitar”

“Next, what is this?”

“It has strings.”

“That is right. Can you describe this guitar?” “Six strings.”

“How many strings?”

“By strumming.”
“Very good. How do you think this guitar
produces sound?” “By plucking the strings.”

“Very good. How else?”

“Very well. Guitar is one of the most popular

string instruments.” “Ukulele.”

“Another example is this. What is this?”

“It has four strings.”

“Very good. Who can describe this ukulele?”

“By strumming and plucking.”
“Very good. How do you think this ukulele
produces sound?” “Yes teacher.”
“Good. Last example, have you ever seen this
instrument before?”

“A bandurria.”

“What is this?” “It has 12 strings.”

“Very good. Can you describe this bandurria?”

“Very good. It has 12 strings or 6 pairs. In way “By plucking.”

do you think this bandurria produces sound?”

“Very good. Now, based on the descriptions,

way of producing sounds, and list of examples,
what do you think is the first classification? “String.”

“Very good!”

“Next, how about this, what is this?” “Oboe.”

 “Very good. Can you describe this oboe?” “It is made from wood.”

“Correct. What else?” “It has a reed.”

“Very well. Can anyone tell everyone what is a “It is a very thin strip of material which
reed?” vibrates to produce sound.”

“Very good. This is how it looks like.

Do you understand?” “Yes teacher.”

“How do you think this oboe produces sound?”

“By blowing.”
“Good. It has a bell-shaped end. It produces
gloomy kind of sound.”

“Next, who know what this is?”

“A bassoon.”

“Very good. Can you describe this bassoon?”

“What else?” “The bassoon is made from wood.”

“Yes it is. It measures 8-feet long.” “It looks very long.

“Does it also have a reed?”

“In way do you think this bassoon produces “Yes it has.”

sound?”
“By blowing as well.”
“Good.
How about this one? What is this?”
“A clarinet.

“Yes that is right. Who can describe this

clarinet?”
“It is also made of wood.”
“Correct. What else?”
“It also has a reed.”
“Good. Can anyone tell me again what a reed
is?”
“It is a very thin strip of material which
vibrates to produce sound.”
“It is one of the favourite instruments of
composers because it produces wide-range of
sounds. Ranging from rich, vibrating, peaceful
sounds.”
 “Another example is this. What is this?”
“Flute.”

“That is right. A flute. Can you describe this

flute?”
“It is made of wood.”
“Good. What else?
“It has holes.”
“Very good observation. What else?”
“It does not have a reed.”
“Very well. If it does not have a reed, in what
way do you think this flute produces sound?”
“By blowing the hole on the end side of its
“Very well.” body.”

“Next. Look at this. What is this?”

“Piccolo.”

“Good. Can you describe this piccolo?”

“Good. What else?” “It is small.”

“Very good, what else do you know about this “It is made up of wood.”
instrument?”

“Very good. It produces the highest note “It has no reed.”

among all these instruments.”

“Now, based on the descriptions, way of

producing sounds, and list of examples, what
do you think is the second classification?

“Now, take at this instrument. What is this?” “Woodwind.”

“A trumpet.”

“Very good. Can you give a description of this

instrument?”

“Yes, it made of brass or metal. What else?”

“It is made of brass or metal.”
“Very good observation. It has cup-shaped
mouthpiece. Here is a closer look.” “It has a cup-shaped mouthpiece.”

“So how do you think this trumpet produces

sound?”
“Yes, while blowing, press the pistons in order
to produce the sound that you like.” “By blowing.”

“Next. What is this?”

“A trombone.”

“A trombone, correct. Can you describe this

trombone?

“Good, what else?”

“It is made of metal.”
“Very good. What is the use of the slide?”
“It has a slide.”

“Yes. In way do you think this Trombone “Trombone produces the sound you like as you
produces sound?” move the slide backward or forward.”

“Very well. It has a variety of tune. Next, what

is this?” “By blowing.”

“French Horn.”

“Correct. Can you give me a description of this

instrument?”

“Good. What else?”

“It also made of metal or brass.”
“Yes very good. If you straighten the French
“It has a circular "hoop" shape.”
horn, it measures 2-feet long.”

“How does a French horn produce sound?”

“Very good. It has the best ‘tone colour’ “By blowing.”

because it has a rich bass sound.”
Next, what is this?”

“Tuba.”

“Very good. Can you describe this

instrument?”

“What else?” “It is made of brass metal.”

“Very good. In what way do you think this “It has a circular "hoop" shape.”
tuba produces sound?”

“Very well. Now, based on the descriptions, “By blowing.”

way of producing sounds, and list of examples,
what do you think is the third classification?

“Next, take a look at this. What is this?”

 “Brass.”

“A snare drum.”

“A drum is untuned. What is that mean?”

“Correct. How does a drum produce sound?”

“It has no definite pitch.”

“Very good. Next, what is this?”

“By striking or hitting the surface with wooden
or drum stick.”

“Maracas.”
“That is correct. Do you think these maracas
have a definite pitch?”

“Correct. In way do you think a maracas

produces sound?” “No. Just like the drum, the maracas have no
definite pitch.”
“Very good. Another example. What is this?”

“By shaking.”

“Cymbals.”
“Yes, is it tuned or untuned?”

“Very good. How does a cymbals produce

sound?”

“Correct. By crashing the other cymbal to the “Untuned. It has no definite pitch.”
other.”

“Very good. Next, what is this?” “By crashing.”

“A xylophone.”
“Correct. Is it tuned or untuned?”

“Yes. Each bar contains different pitch.”

“In way do you think a xylophone produces

sound?” “It is tuned.”

“Very good. Next, what is this?”

“By hitting the bars with hammer.”

“Timpani.”
“Yes. It is tuned or untuned?”

“What is that means?”

“Correct. How do timpani produce sounds?”

 IV. EVALUATION

Name: Score: /20

Date:

Test I. (10 points)

Classify the following musical instruments.

 Trombone  Guitar
 Violin  Clarinet
 Drums  Trumpet
 FluteString  Woodwind
Xylophone Brass Percussion
 CelloViolin  Oboe Flute Trumpet Snare Drum
Cello Oboe Trombone Xylophone
Guitar Clarinet

Test II. (10 points)

Name the following instruments.

1. Flute 2. Ukulele 3. Violin 4. Guitar 5. Trumpet

6. Xylophone 7. Bassoon 8. Drum 9. Maracas 10. Cymbals

V. ASSIGNMENT (Group Assignment)

Direction: Using the internet (YouTube), download the sounds of the following instruments. Put
them in a CD or USB flash drive.
Date of Submission: January 24, 2018

Group 1 Group 2 Group 3 Group 4

 Violin  Bassoon  Trumpet  Snare Drum

 Cello  Oboe  Trombone  Maracas
 Guitar  Clarinet  French Horn  Cymbals
 Ukulele  Flute  Tuba  Xylophone
 Timpani  Saxophone
 Piccolo  Timpani

Prepared by:

Jolina L. Ramos
Don Honorio Ventura Technological
State University
Student Teacher / BEED 4A
Mrs. Achelle G. Balatbat
Cooperating Teacher

Mrs. Teresa S. Gutierrez

Principal II