College of St. John-Roxas Learning Plan: Supervisory Form 3

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 3

Supervisory Form

COLLEGE OF ST. JOHN-ROXAS LEARNING PLAN


Name of Teacher Janel Ann Katherine Briñosa Grade Level: 4 Date: October 3,2019
Learning Area: Pitch names Quarter: 2nd quarter Duration: 2 hour
Learning Competency:
 identifies the movement of the melody MU4ME-IId-4
 identifies the highest and lowest pitch in a given notation of a musical piece to
determine its range MU4ME-IIe-5

Essential
Understanding

Essential
Question
Learning Knowledge Define Melody and Melodic Contour
Objectives Explain the importance of a melody in a song
Skills Listen for the melody in the song “Jesus is risen today”
Compare the two melodies, what makes them different? Similar?
Attitudes Take the song “Twinkle Little star” and Identify the melodic patterns in the song
Create your own short melody to be performed in the class
21st Century Information literacy – https://m.youtube.com/watch?v=c1AjCTJ9t8g
Literacy Skills: Communication, Collaboration and Creativity, Information Literacy
Elements of the Methodology
Learning Plan
Preparations
- How will I make the
Motivation/ Print out the song pages for the children “Jesus Christ is Risen today”. Then
Introductory
learners ready?
Activity
sing the songs while touching each "note" of the melody while you sing
- How do I prepare
the learners for the it. This activity helps the children "feel" the upward/downward movement of
new lesson?
- How will I connect the melody while they sing. It also introduces them to long and short notes.
my new lesson with
the past lesson?
Presentation Activity Put the song puzzles together.
- (How will I (Collaborative)
present the new For the song puzzles, I printed out the pages and cut them into pieces. Most
lesson? of the songs have 4 pieces to the song plus the title of the song. Twinkle
- What materials
will I use?
Twinkle has 6 pieces plus the title. I put those pieces in envelopes and
- What labeled each envelope with the name of the song. My kids worked with a
generalization partner to do this. I did this activity last so that they have had plenty of
/concept
/conclusion
experience with the contour sheets and the songs before they did it. The
/abstraction children laid the pieces on the floor in order they thought the song would
should the go. I color coded the phrases so that I could easily give the children the
learners arrive at?
answers. For example, A Sailor Went to Sea answer would be: Green,
Orange, Purple, Blue.
Analysis  Today we're going to draw pictures of a popular nursery rhyme song
(Guided)
on the floor of the music classroom."
"Let's start by seeing how many of you know this song. Raise your
hand if you do." Play the song you have selected.
"This time I would like you to show the highness or lowness of each
pitch. When the notes are high, hold your hand high." Demonstrate
by holding your hand high, and level to the floor. "When the notes
are low, hold your hand low." Demonstrate by holding your hand low
and level to the floor.
Play the melody on the piano with one hand as you guide the class
in demonstrating the highness and lowness of each pitch of the first
8 measures of the song.
 "Let's draw a picture of this melody. I'd like you to divide into groups
of two by the count of 10, and then I'll give each group of students a
ball of yarn. You will use this yarn to draw this melody on the floor of
the music classroom."
Count to 10 allowing students to divide into groups of two. Give each
pair of students a ball of yarn. Student groups should have sufficient
space to create their listening map.
Tell students, "Begin by laying your yarn in a straight line."
Tell students, "I will play the first two notes of the melody. I would
like you to decide if the second note is lower or higher than the first.
As soon as you know, shape your yarn to show that change in the
melody."
Show students what their yarn listening map should look like so far
by drawing a picture of it on the white board.
Repeat these steps until you have a listening map showing the
melodic contour of one or two phrases.

LESSON DISCUSSION
Abstraction Melodic contour/movement of the melody as:
(Focused)
- no movement
- ascending stepwise
- descending stepwise
- ascending skip wise
- descending skip wise
MELODIC CONTOUR
“Every melody has a shape or contour; these shapes can be described as
jagged or smooth. Melodies that have many wide leaps may be described as
jagged. But melodies that move by step or have many repeated notes or
small leaps may be described as smooth melodies. For example, “Jesus
Christ is Risen Today” if we take a look at the melody and connect the note
heads of the melody, we can see that this hymn mainly contains a smooth
melody. However, if we take the hymn “Lord, Dismiss Us with Your Blessing”
and repeat the same method as before we can see that for the most part this
hymn contains a jagged melody.”
MELODIC PATTERN
Ask what a pattern is? Then have the students apply the same idea and then
define what a melodic pattern might be. “Melodic patterns are parts or the
melody that might repeat exactly or they can be varied some.” Have them
turn to page 36 and compare the three examples given. Play each example
and then ask “Why, do you suppose did Beethoven choose the third example
to use in his Fifth Symphony?” (To make the melody more interesting, to add
variety, however, all three examples are of a melodic pattern.)
Practice Application
- What practice
-The student will be able to identify melodies in songs and recognize
(Independent/
exercises/application
Collaborative)
the phrases, cadences, melodic contour (jagged or smooth) and the
activities will I give
to the learners? melodic patterns. Create their own melody patterns through snap,
clap, stomping their feet or they can improvise instruments.
Activity Duration: 20 minutes
Assessment Assessment Matrix
Based on DepEd
Memo No. 8, S.O What will I How will I How will I score?
2015 assess? assess?
Written Work knowledge Teacher made Rubric
test
Performance Task Skills Creating Rubric
melodic
patterns
Agreement Reinforcing the Practice with your group in producing sounds by body parts and other
day’s lesson materials that produce sounds
Preparing for the
new lesson
Instructional Re-teach Modify some aspects/processes Proceed to
Decision the next

DESCRIPTION SCORE

5 The Students were


able to producing
EXCELLENT sounds with
appropriate pitch,
rhythm, expression
and style

4 The Students were


able to creating
VERY GOOD sounds with
appropriate pitch,
rhythm, expression
and style

3 The Students were


able to exceed the
GOOD expected standard of
cooperation and unity
as a group

1 The Students needs to


improve her/his
POOR skills.

You might also like