Chavez, Ayeka Abrielle V.
BEEd - GenEd
A Detailed Lesson Plan in Music 1
Rhythm
I. Learning Objectives
1. Cognitive: Identify the difference between sound and silence.
2. Psychomotor: Maintain a steady beat through various activities like clapping and
playing instruments.
3. Affective: Appreciate the role of rhythm in music.
ll. Subject Matter
1. Topic – Introduction to Rhythm
2. Skill Focus - Identifying sound and silence and maintaining a steady beat.
3. Materials: pictures depicting sound and silence, audio clips demonstrating rhythmic
patterns.
4. Value Integration - Encouragement of active listening, patience, and teamwork.
lll. Procedure
Teacher’s Activity Student’s Activity
A. Preparatory Activities
1. Prayer
Let’s bow our heads, do the sign of the (Students bow their heads and recite the
cross, and feel the presence of the Lord. prayer.)
Almighty Father, we praise and thank you Almighty Father, we praise and thank you
for this day, watch over us as we go about for this day, watch over us as we go about
our works and studies. Help us in every way our works and studies. Help us in every way
so that we may become the children we so that we may become the children we
want us to be.
2. Greetings want us to be.
Good morning, Class.
Good morning, Teacher.
3. Cleanliness and Orderliness
Can you please arrange your chairs, pick up
any kind of trash that you see, and put it in
the trash can.
(Students arrange their chairs and clean
their area.)
Very good!
4. Checking of Attendance
Look at both of your sides and tell me who’s
today.
Is there anyone absent today?
(Student’s looking at both of their sides)
(Expected answer)
Okay, very good! None, Teacher.
5. Review
Yesterday, we talked about different
sounds we hear every day.
Can anyone tell me a sound they heard this
morning?
Yes, maybe you heard a bird singing, a car Students will share their answer
honking, or your alarm clock ringing.
Sounds are all around us!
6. Motivation
Today, we are going to explore something
very exciting called rhythm!
Have you ever noticed how your favourite
songs have a certain beat or pattern that
makes you want to dance or tap your foot?
That’s rhythm in action. Yes, Teacher!
We’ll learn to tell the difference between
when we hear sound and when it’s quiet.
This will help us understand music better
and have fun with it!
Okay, Teacher!
7. Presentation
Let’s look at these two pictures. (Holds up
pictures of someone clapping and someone
with their finger over their lips.)
The first picture shows someone clapping.
When we clap, we make a sound.
Everyone, can you clap your hands for me?
Wonderful!
(Students will listen actively)
That's the sound.
Now, look at the second picture. This
person has their finger over their lips, which Students will clap
means they are being quiet.
When we don’t make any noise, that is
silence.
Can everyone sit very still and be
completely quiet? Great job!
That’s silence. We use both sound and Students will follow the instruction
silence to create rhythm in music.
8. Discussion
a. Introduction to Sound and Silence
We use sound and silence to make
patterns.
Patterns are important because they help
us create rhythm, which is the heartbeat of
music.
Imagine you are listening to a marching
band. They play drums in a steady pattern:
Boom, boom, boom.
Sometimes they pause, which gives us
silence, and then they start again.
This mix of sound and silence creates the
rhythm.
Let’s play a game.
I will clap my hands, and then I will stop.
When I clap, it’s sound.
When I stop, it’s silent.
Listen closely and watch me. (Claps a
simple pattern: clap-clap-pause, clap-clap-
pause.)
Let’s do it together.
You clap when I clap, and you stay still
when I pause.
b. Demonstration
I’m going to show you how we can make Yes, Teacher!
music with just clapping.
I’ll clap a rhythm and I want you to listen
and try to clap it back to me.
This is called echo clapping.
Listen first: (Claps a pattern: clap-clap-clap-
pause, clap-clap-pause.)
Now it’s your turn to echo back the same
rhythm I just clapped. Students will follow teacher’s instruction
Ready? Let’s try it! (Leads students in echo
clapping.) You’re doing great!
c. Practising Rhythm with Visual Cues
Let’s use our pictures to practise rhythm.
I will show you a picture, and you will either
clap or stay silent based on what the picture
shows.
If you see the clapping picture, clap your
hands. If you see the quiet picture, stay
silent.
Students will follow teacher’s instruction
(Shows pictures in various sequences and
guides the class through the exercise.)
d. Steady Beat and Movement
Music often has a steady beat, like our
heartbeat, which helps us keep time.
Let’s practise finding this steady beat by
marching in place.
When I clap my hands, you will march to the
beat. (Claps hands in a steady beat while
students march.)
Great job! Feel how your feet move to the Students will follow teacher’s instruction
same beat?
That’s the steady beat in music.
Let’s add a twist: when I clap quickly, march
faster; when I clap slowly, march slower.
Ready? Let’s go!
(Adjusts clapping speed to guide marching
pace.)
9. Activity
a. Echo Clapping
I will clap a rhythm, and you will clap it back
to me. Let’s start simple.
(Claps a simple rhythm for students to
echo.)
c. Steady Beat Walk
Let’s practise keeping a steady beat by
marching in place.
Students will participate in the activity
I’ll clap a steady beat, and you’ll march
along with me.
(Claps a steady beat and leads the class in
marching.)
10. Generalisation
Who can tell me what we learned about
today?
Yes, we learned to hear the difference
between sound and silence and how to
keep a steady beat.
Why is it important to keep a steady beat in
music?
Because it helps us play and sing together,
making the music sound good and feel fun!
E. Evaluation
1. Sound and Silence Identification
I will play a sound clip.
Raise your hand if you hear a sound, and
put your hands on your head if you hear
silence. Students will follow and do the activity
(Plays a series of sound clips.)”
2. Clapping Rhythms
Now, I will clap for a rhythm. Let’s see if you
can echo it back to me.
Ready?
Students will follow and do the activity
(Claps different rhythms for the students to
echo.)
Yes, teacher!
3. Steady Beat Check
Let’s check your steady beat.
I’ll clap a beat, and you will march in place
to match it.
(Claps a steady beat and observes
students’ ability to follow the beat.) Students will follow and do the activity.
