DETAILED LESSON PLAN IN MUSIC 5

I.OBJECTIVES
At the end of the lesson, the pupils can be able to:
a. Know what is Timbre
b. Perform in a group using their knowledge about Timbre
c. Develop cooperation in a group activity
II. SUBJECT MATTER
Topic: Timbre
Reference: Halinang Umawit at Gumuhit.Hazel P. Copiaco and Emilio S. Jacinto. Pp.56-62
Materials: Box, Ball, Envelope
Value focus: Cooperation
III. PROCEDURE
Teacher’s Activity Pupil’s Activity
A. Preparation

Good morning, class! Good morning, Sir!

How are you this morning? We are fine sir.
Before we will start our class, may request
Kent to lead the prayer. (Kent lead the prayer)
Please check the alignment of your chairs
and pick up the pieces of paper under it.
Is anyone absent from the class? (Students follow)
Very good, everyone is present. None,Sir.

B. Review
What was our topic last meeting? Any idea,
Joey? Joey: Our topic last meeting is all about the
sofa syllables.
Very good, Joey. Last meeting, we
discussed the sofa Syllable.
Who can recall our lesson about so-Fa
Syllable? Yes, Lea? Lea: The sofa syllable is a syllables of
do,re,mi,fa,so,la,ti,do
Very good!

C. Motivation
Today we will discuss another lesson but
before that let’s first play a game. Do you
know the jumbled word?
Jumbled word is containing of a rearrange
letter that you need to symbol so that you can Yes Ma’am
get the correct answer. Did you get it!
 Very well then! Yes! Ma’am

Let’s start a game.

E,M,T,B,R,I
TIMBRE

L,V,O,CA E,M,T,B,R,I VOCAL TIMBRE

EEEE,M,T,B,R,I

C,O,R,H,D,P,H,O,E,S,O,N CHORDOPHONES

L,E,R,S,Y LYRES

A,R,O,P,O,N,E,S,E AEROPHONES

D. Discussion
Our topic this morning is all about Timbre.
Timbre (pronounced TAM-BER) is a French
word that means “tone color”- that is, the
quality of an instrument’s sound that
distinguishes an oboe from a flute or a voice or
a trumpet. Musicians have a fuzzy Vocabulary
for describing the differences between timbres,
using such general metaphors as ”bright” or
“dark”. Instead, musicians typically describe
the timbre of one instrument by comparing it to
the timbre of another. Care should be taken in
making comparisons this way, however,
because it may reinforce an attitude that the
instrument of particular culture from the
standard to which all other music is compared.

Chordophone, lyres, Aerophones is an

instrument which there is a timbre. Did you
understand class? Yes, Sir.
 E. Application
Okay class, I will group you into two. I will
give each group envelope with a picture of two
musical instruments. All you have to do is
write in a piece of paper, comparison between
the timbre of the musical instrument in the
picture. I will give you 5 minutes to discuss
with your group. Understand? Yes, Sir.
Ok times up, now let’s give time to the
representative of each group to explain their
answers to the class. (Representative from each group explain their
answers)
F. Generalization
Now let’s have another activity. This is
called pass the ball game. We are going to sing
sitsiritit while passing the ball, when I said stop
the one holding the ball will pick a piece of
paper inside the box. He/She will answer the
questions written on it. Understand class? Yes,Sir.
Let’s sing Sitsiritsit…… (Everyone sings Sitsiritsit)
Questions:
* What is Timbre?
* Give an example of an instrument which
there is timbre.
* How can you compare the timbre of two
instrument.
Very good! Class.

IV. EVALUATION
I. Defined Timbre in your own understanding.
II. As a group, create performances that apply their knowledge about Timbre.

V. Assignment

Prepare a song that suit to your voice and tomorrow you will sing in front of class.