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Music 6 - Lesson 2 (Learning Plan)

The document is a lesson plan for a Grade 6 Music class that covers meter. The lesson plan has two learning outcomes: 1) identify meter and 2) differentiate between simple and compound meter. Over two class periods, students will learn about meter through examples, activities, and applying their understanding by performing rhythmic patterns. Assessment includes an activity to identify meters in pictures and an assignment to name examples of simple and compound meter.

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Rhenilyn Daduya
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109 views3 pages

Music 6 - Lesson 2 (Learning Plan)

The document is a lesson plan for a Grade 6 Music class that covers meter. The lesson plan has two learning outcomes: 1) identify meter and 2) differentiate between simple and compound meter. Over two class periods, students will learn about meter through examples, activities, and applying their understanding by performing rhythmic patterns. Assessment includes an activity to identify meters in pictures and an assignment to name examples of simple and compound meter.

Uploaded by

Rhenilyn Daduya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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University of San Agustin

BASIC EDUCATION DEPARTMENT


ELEMENTARY
Sambag, Jaro, Iloilo City
______________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________

LESSON PLAN in Grade 6 Music


AY 2022-2023
Date: September 2022
I. II. Learning Outcomes

 Identify meter
 Differentiate between simple meter and compound meter
 Perform simple meter and compound meter

Subject Matter – LESSON 1: Meter

  Topic/Skills  Different rhythmic patterns


 Symbols used for notes and rests
  Materials  Module
 NEOLMS
 Paper
 ball pen

  References  THE 21ST Century MAPEH in Action 6. REX Bookstore


 Dynamic Series in MAPEH 6. JO-ES.
 Living with Music, Art, Physical Education and Health 6.
VIBAL.
 Music File Module By Joann Marie M. Salonzo MAED-
SPED
  Subject  Physical Education – Uses the body movement.
Integration  Mathematics – Counts and adds a number to the
corresponding value of the different types of meter.

  Multiple  Musical Intelligence


Intelligence Ability to produce and differentiate the simple and
compound meter.
 Visual-Spatial Intelligence
Capacity to think in images and pictures, to visualize
accurately and abstractly
 Bodily-Kinesthetic Intelligence
Ability to control one's body movements and to handle
objects skilfully
  Values  Devotion to Study
Integration  Common Good
 Friendship

III. IV. Learning Activities

DAY 1
Prayer
Greetings
Reminders
1. 2. Introduction
 Recapitulation
What was our lesson last meeting?
What have you learned from our discussion?
 Activating Prior Knowledge: Let’s Try This!

 Presenting the learning outcomes/Introduction to the Lesson

3. 4. Interaction
 Picture Analysis
What is all about the picture that I have presented?
What do you think is our lesson for today?

 Discussion of the meter.

METER

 Meter comes from the Greek work, “metron” which means


measure. Meter is the grouping of beats in a measure. It is a
repetitive pattern of streesses or beats that provides the pulse
of music.

 Simple Rhythmic Patterns are beats that follow a regular


arrangement. These are strong and weak sounds in music.
They keep moving forward or they keep playing on.

 Simple meter is grouped by duple (two), by triple (three), or


by quadruple (four).

 Compound meter is grouped into three’s, six’s and nine’s.

5. 6. Integration  Let’s Apply This!


Perform the rhythmic patterns in a simple and compound
meter.
Page 16 to Page 17

 Closure:
Why is meter important in music?

 St. Augustine Qoutes

DAY 2
Introduction  Motivation: Let’s Try This!
Recalling the different types of meter.
Demonstrate the different types of meter through clapping
and stamping.
Page 15

Interaction
METER

 Meter comes from the Greek work, “metron” which means


measure. Meter is the grouping of beats in a measure. It is a
repetitive pattern of streesses or beats that provides the pulse
of music.
 Simple Rhythmic Patterns are beats that follow a regular
arrangement. These are strong and weak sounds in music.
They keep moving forward or they keep playing on.

 Simple meter is grouped by duple (two), by triple (three), or


by quadruple (four).

 Compound meter is grouped into three’s, six’s and nine’s.

Integration  Let’s Apply This:


Activity 2

 Perform the rhythmic patterns in a simple meter and


compound meter
Page 18

 Let’s Remember This:

Meter comes from the Greek work, “metron” which means


measure. Meter is the grouping of beats in a measure. It is a
repetitive pattern of streesses or beats that provides the pulse of
music.

 Closure:
Let’s See What You’ve Learned
What have you learned from lesson 2?

V. VI. Evaluation

a. b. Other Evidences  Guess Me What!


(seatwork/quiz)
Activity 3
Identify if the picture shows a simple or compound meter.

VII. VIII. Assignment/Enrichment (asynchronous)

 Let’s Do This!

Name the following compound meter and simple meter. Write


your answer on the blank.

Remarks  Modules are used by offline learners.


Prepared by: Verified by: Approved by:

Rhenilyn S. Daduya Mrs. Eljean B. Demerin Mrs. Claudette C. Paracale

Music Teacher Academic Supervisor Principal

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