(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching and

learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
Grade
DLP No.: Quarter: Duration:
Level:
1 MUSIC 1 3 WEEK 1-1 40
Learning Competency/ies: Identify the sources of sound and its distinct Code:
(Taken from the Curriculum Guide) qualities. MU1TB- IIIa-1

The element of TIMBRE in Music aims to have the children demonstrate

Key Concepts / Understandings to be Developed their basic understanding through performing, creating, listening,
observing, and responding activities.
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
Knowledge The fact or (D.O. No. 8, s. 2015)
Remembering Identify the sourcs of sound and its distinct qualities.
condition of knowing something with familiarity
gained through experience or association Understanding

Skills
The ability and capacity acquired through Applying Use his/ her voice and other sound sources to produce a
deliberate, systematic, and sustained effort to variety of timbre.
smoothly and adaptively carryout complex Analyzing
activities or the ability, coming from one's Evaluating
knowledge, practice, aptitude, etc., to do
something Creating

Attitude Receiving Phenomena

Expressing love im Music through applying it in every day
Values Valuing
activities to have a healthy life.

TIMBRE - Sounds in the environment , vocal & instrumental

2. Content
sounds.
3. Learning Resources Module and LM in Music 1
4. Procedures
4.1 Introductory Activity
Start the class with the usual Q and A greeting that is sung but change the
quality of your voice. Remind the children to try to sing their answer in
3 minutes the same way , if they failed to do so in the beginning.

4.2 Activity
Sing more SO _ MI questions using different qualities using different
qualities and encourage the children to always imitate your voice when
5 minutes they answer.Ask them if they would have been able to guess that it was
the teacher singing if she changed the sound of her voice?

4.3 Analysis
Invite the children to face their seatmate and sing more questions to each
other to allow them to get to know the sound of their seatmates voice
more. Go around and monitor the activity for the next 3 mins. And spot the
children who have come up with unique and interesting questions. Call on
 Invite the children to face their seatmate and sing more questions to each
other to allow them to get to know the sound of their seatmates voice
more. Go around and monitor the activity for the next 3 mins. And spot the
children who have come up with unique and interesting questions. Call on
10 minutes them to sing the questions they have come up with and sak their original
partners to sing their replies ( at least 3 learners . In their books, have
them draw the first object that came to their minds when they heard each
of their classmates voices.

4.4 Abstraction
Call on some students to show their work and ask the class and explain
5 minutes the connection of the voice of their classmate to the object they drew.

4.5 Application
Ask the class again if they drew the same object for each of their
classmates? Why and Why not ? Let them describe the voice of their
5 minutes fellow classmate . Their possible answer maybe " not the same " or " the
same " " lower / higher " , " bigger / smaller ", loud / soft".

4.6 Assessment
Ask the class if they drew the same object for each of
their classmates? Why and Why not ? Let them
Anlysis of Learners' describe the voice of their fellow classmate . Their
5 minutes Products possible answer maybe " not the same " or " the
same " " lower / higher " , " bigger / smaller ", loud /
soft".

4.7 Assignment Enhancing /

Let the learners practice the So _ Mi tune and So _
improving the day’s
5 minutes Mi way of questioning.
lesson
4.8 Concluding Activity
Let them sing the DOG and One Child in a round song.
2 minutes
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No.
A.  No. of learners who earned 80% in the evaluation. of learners who have caught up with the
B.   No. of learners who require additional activities for lesson.
D.  No. of learners who continue to
remediation. require remediation.
E.   Which of my learning strategies worked well? Why did
these work?
F.   What difficulties did I encounter which my principal or
supervisor can help me solve?
G.  What innovation or localized materials did I use/discover
which I wish to share with other teachers?

Prepared by:
Name: DORINA P. RODRIGUEZ School:
Position/ Designation: MASTER TEACHER 1 Division: CEBU PROVINCE
Contact Number: 9161381112 Email address: rodriguezdorina716@gmail.com
 Date:

Code:
MU1TB- IIIa-1

e children demonstrate
ating, listening,

S:
stinct qualities.

ources to produce a

plying it in every day

, vocal & instrumental

at is sung but change the

o sing their answer in
ning.

ities using different

tate your voice when
le to guess that it was
er voice?

more questions to each

heir seatmates voice
ext 3 mins. And spot the
esting questions. Call on
 the class and explain
he object they drew.

or each of their
be the voice of their
not the same " or " the
/ soft".

e same object for each of

Why not ? Let them
low classmate . Their
the same " or " the
gger / smaller ", loud /

So _ Mi tune and So _

song.

OVINCE
orina716@gmail.com