SAN JUAN Grade/
School
ELEMENTARY SCHOOL
Teacher LYNSIE J. FORNELOZA
Date/
April 3, 2024
Day
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competency
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide/
Curriculum Guide
2. Learners’ Material
3. Textbook / References
4. Additional Materials
from Learning Resource
IV. PROCEDURE
I. INTRODUCTION
A. Review/Recall
B. Presentation of the Lesson
C. Presentation of
examples/instances of new
lesson
II. DEVELOPMENT
D. Discussion of new concept
and practicing new skills #1
E. Discussion of new concept
and practicing new skills #2
6 – Pasteur,
Section 6 - Newton
Subject MAPEH 6 (Music)
Wednesday Quarter Fourth Quarter
Demonstrates the concept of texture as:
1. monophonic (one voice)
2. homophonic (voice and accompaniment)
3. polyphonic (many voices)
Performs accurately a given song with monophonic, homophonic,
and polyphonic textures.
Distinguishes monophonic, homophonic, and polyphonic textures.
(MU6TXIVc-d-3)
TEXTURE
MELC Music 6 p. 347
K to 12 Music 6 TG
Music 6 PIVOT 4A p. 1-20
N/A
Review
Identify the texture of the song. Write M for Monophonic, H for
Homophonic, P for Polyphonic.
1. a capella in unison, Dandansoy
2. Ako Ay Pilipino with the Philharmonic orchestra
3. Lupang Hinirang, Choir in 4 voices, simple arrangement.
4. Rondalla Ensemble playing Visayan Folksongs in unison
5. Guitar Solo Atin Cu Pung Singsing with melody and chords.
In the previous lesson, we have already discussed the monophonic
and homophonic textures. Each has its own unique and distinct
characteristics that you can identify right away when you listen to a
song or music.
Let us try to create different textures through a song “Row, Row,
Row Your Boat”. Let us watch the video and observe how it will be
done.
https://www.youtube.com/watch?v=JttHbA6MDbI
From the activity, answer the following questions:
1. How many groups are singing the song?
2. What group finishes first?
3. What group finishes last?
As the different groups imitate the song sung by the first group, the
notes blend in harmony and a polyphonic texture is produced.
Polyphonic means “many sounds”. It has two or more independent
melodies performed at the same time. Each part is equally
important and independent.
Examples of this are ensembles playing different melodies together,

III. ENGAGEMENT
F. Developing Mastery
(Leading to Formative
Assessment)
or group of children singing a partner song or round song
CLASS ACTIVITY
Divide the class into three (3) groups. Below is an example of “Are
you Sleeping” in Round song. Try to do this in the class.

G. Application Exercise 1
Identify the texture of the following performances. Write
monophonic ̧ homophonic, or polyphonic.
1. two singers blending together while singing without
accompaniment
2. a performer singing in front of the audience with no musical
instruments around
3. an orchestra playing different instruments simultaneously
4. a group of singers singing two different melodies at the
same time
5. a singer performs while a musician accompanies her.

H. Generalization / Abstraction Texture in music refers to the structure of a musical composition

showing how many sounds or various layers of voices are heard at
the same time. It is the thickness and thinness of tones that sets
different layers of sounds. It can be described thin or thick. It can be
identified in both vocal and instrumental music.
IV. ASSIMILATION Assess
I. Assessment Write TRUE if the statement is correct. Otherwise, write FALSE.
1. Texture in music offers with the layers of sound in a
musical composition.
2. A number of melodies being carried out on the identical
time could be described as having a polyphonic texture.
3. A trombone participant performing with a piano
accompaniment is known as a monophonic texture.
4. Five trumpet gamers performing the identical melodic line
is an instance of a monophonic texture.
5. The track ‘Row Row Row Your Boat’ sung by one particular
 person could be an instance of polyphonic texture.
J. Additional Activities for
Application/Remediation
V. REMARKS
______ proceed to the next lesson
______ continuation of the lessons to the following day due to
______ re-teaching ____ insufficient time
______ transfer of lessons to the following day as a result of class suspension.

N 5 4 3 2 1 M MPS
Newton

Pasteur

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for evaluation
C. Did the remedial lessons work?
No. of learners who caught up
with the lessons.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal / supervisor
can help me solve?
G. What innovations or localized
materials did I used /discover
which I wish to share with other
teachers?
Pasteur - _______ Newton - ______
Pasteur - _______ Newton - ______
___ Yes ___ No
____ learners caught up the lesson
___ learners are require to continue remediation
Strategies used that work well:
__ Group work among my students’ works well because I see them all engaged in the
activity.
__ Differentiated instruction is very much effective because it caters to the multiple
intelligences present in each student.
__ Discussion first, then activity is also found out to be very effective since students in this
generation has a very limited attention span (Direct Instruction/Explicit Teaching/
__ Video presentations as a springboard to teaching are likewise effective. Students absorb it
faster if they are looking at a video, because most of the students these days are bodily
kinesthetic and visual learners.
__ Game as an introduction to a topic was also found out to be very effective as well.
Students tend to understand easy and well if they are enjoying the lesson. Learning at the
same time enjoying is effective because a happy class is a learning class.
__ Power Point Presentations are also very useful for students. It facilitates easy and faster
delivery of the lessons.
__ Sharing teachers experience related to the lesson is also useful because it sets the mood
of the students that if others can do it, why can’t they.
__ Encourage students to say their answers in English if the medium of instruction is English;
yet answers said in vernacular will also be accepted. Forcing them to speak English might
hinder their drive to answer. It is now the teacher’s responsibility to translate it in English.
__ The class showed excitement in sharing their ideas to their respective groups in a
BRAINSTORMING activity as evident in the academic noise happening in the classroom.
__ Others:
__ Bullying among pupils __ Unavailable Technology Equipment
__ Multiplication Basic Facts Knowledge (AVR/LCD)
__ Division Basic Facts Knowledge __ Computer/ Internet Lab
__ Pupils’ behavior/attitude __ Construction of ideas in English
__Reading Readiness
__ The prepared PowerPoint presentations for all my lessons can be useful to my fellow teachers.
__ Recycling of recyclable materials to be used as Instructional Materials (Planned Innivation)
__ My well-thought of and well- prepared worksheets/ activity sheets can also be used by my co-teachers.
__ Other techniques in solving equations
__ Others

Prepared by: Checked by: Noted by:

LYNSIE J. FORNELOZA MARILYN P. MONTALBO BEVERLY G. RONDILLA

Teacher III Master Teacher I School Head