SAMAR STATE UNIVERSITY 2020 Level 2

Arteche Blvd., Catbalogan City, Philippines 6700 Recognition for

Proficiency In
College of Education Quality Management

K TO 12 SCHOOL Samar State University GRADE 1st Year

Lesson Plan TEACHER Cordero, Dell S. SUBJECT Music
DATE/TIME 12-12-2023 | 7:00-8:30 AM QUARTER 1st Semester

I. OBJECTIVES
A. Content Standards • Demonstrates the concept of texture as:
1. monophonic (one voice)
2. homophonic (voice and accompaniment)
3. polyphonic (many voices)
• Demonstrates understanding of the concepts of harmony
through the intervals that constitute the primary chords of
major and minor scales in music.
B. Performance Standards • Performs accurately a given song with monophonic,
homophonic, and polyphonic textures.
C. Learning Competencies/ • Identifies aurally the texture of musical pieces.
Objectives 4.1 monophonic
Write the LC code for each 4.2 homophonic
4.3 polyphonic
(MU6TX-IVc-d1)
• Distinguishes the sound of a major chord from a minor chord
(MU6HA-IVe-f3)
At the end of the lesson, the learners will be able to…
• Recognize monophonic, homophonic, & polyphonic texture
through listening; and the difference between primary and
secondary chords;
• Develop an appreciation of how important music is in our
daily lives; and
• Perform music in different texture.

II. CONTENT • TEXTURE IN MUSIC

• PRIMARY CHORDS
• SECONDARY CHORDS

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages Learning Packet 3 in PED ELEC 2- Music in K-12 Curriculum
2. Learner's materials pages Pages 25 to 31
3. Textbook pages
4. Additional Materials from K to 12 Curriculum Guide
learning resources (LRDMS)
Laptop, projector, Bluetooth speaker, any available instruments.
portal
B. Other Learning Resources Musical sheet, music books, and Internet.

IV. PROCEDURES
TEACHER’S ACTIVITY LEARNER’S ACTIVITY
A. Reviewing previous lesson or • Prayer
presenting the new lesson • Ice breaker
• Checking of attendance
(Let the students get 1/8

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sheet of paper and write

their names.)
Good morning, class! How are
Good morning, ma’am! We’re
you today?
fine!
Have you eaten your breakfast?
Yes, of course ma’am!
That’s good! Now, who can share
(Students are raising their hands)
to the class what we have been
discussed last meeting. (Choose 1
student)
“Last meeting we’ve learned
about the melodic contour and
the melodic scales”
Wow! Very good!
What is melodic contour and
melodic scales? “Melodic contour is the shape
and sequence of movements of a
melodic line. While melodic
scale is a variation of the natural
minor scale that features raised
sixth and seventh scale degrees.”
Okay very well said!
(The students are now following
(Demonstrate a bird clap)
the teacher.)

Do you have an assignment?

We don’t have an assignment
ma’am!
B. Establishing a purpose for Class at this moment, we will The students are now listening to
the lesson move on to our next lesson. But their teacher while stating the
before we begin with our lesson, objectives for the day. They’re
let me present or read to you first trying to internalize the things
the objectives of the day. they needed to develop
throughout the discussion.
At the end of the lesson, the
learners will be able to…
• Recognize monophonic,
homophonic, &
polyphonic texture through
listening; and the
difference between
primary and secondary
chords;
• Develop an appreciation of
how important music is in
our daily lives; and
• Perform music in different
texture.
C. Presenting examples/ Okay class listen attentively. I will The students are now listening to
Instances of the new lesson divide the class into two groups. the instruction of the teacher and
We are going to sing “Row! Row! participates the activity.
Row! Your boat”
(The first group will start to sing
the first line of the song and the
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Row… row… row your boat.

second group will start to sing the
song after them.) Gently down the stream.
Merrily merrily merrily merrily.
Good job my dear students! Thank
Life is but a dream. (2x)
you for your participation.
Before we proceed to our
discussion, I want everybody to
read our class rules.
The students will read the class
rules together.
1. Listen carefully.
2. Sit properly
3. Raise your right
hand if you want
to answer or ask
questions.
4. Actively
participate.
D. Discussing new concepts and Okay class this time we are going The learners are focusing and
practicing new skills # 1 to discuss about the texture in listening to the teacher.
music, primary chords, and
secondary chords.
First, let’s talk about texture in
music.
What comes to your mind when “Ma’am texture is about thick or
you hear the word texture? thin and light or heavy.”
Alright! Very good.
Do you have any idea about “Ma’am I think it is about how
texture in music? thick or thin the music is.”
Yes, correct!
In music, the quality of one layer
of sound or many layers of sound
heard at the same time is called The learners are listening and
“texture”. And there are different paying attention to the teacher.
types of texture in music.
1. MONOPHONIC
- Is a single melodic line
without any
accompaniment.
- Mono means “one” and
phonic means “sound”.
- One sound or one voice.

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2. HOMOPHONIC
- it gives focus on the
melody and supported and
colored by accompaniment
like guitar or piano.
- Homo means “same”.
- Voice and accompaniment.

3. POLYPHONIC
- It contains two or more
independent melodic line.
It has a complex sound
compared to monophonic
and homophonic.
- Poly means “many” and
phonic means “sound”.
- Many sounds or many
voices.

3.1 Partner Song – songs that

have rhythms and
melodies which are similar
so that they can be sung at
the same time thereby
resulting in a beautiful
texture. (ex: London
Bridge - Merrily We Roll
Along & Silent Night-
Neath the Silent Stars)
3.2 Round Song – a single
melody but start the song
one after the other. (ex:
Row Row Row Your Boat)
3.3 Descant Song – is a
melody that is sung or
played independently
along with the main
melody of the song. (ex:
The Orchestra Song)

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E. Discussing new concepts and Okay class I want to ask you

practicing new skills #2 before we proceed to our next
topic. Do you have any idea about
chords? Yes teacher! We use chords in
playing a song using an
instrument.
Correct! This time we’re going to
talk about primary and secondary
chord.
CHORD – is a group of
tones of different pitches
that are sounded or played
together. The basic chord
is called triad. This is
composed of the root, its
third and its fifth.

1. PRIMARY CHORDS –
primary chords are
basically family chords.
These are three chords that
are most likely to occur in
any given key. For
example, in the key of C,
the primary chords are C
major, F major, and G
major.
2. SECONDARY CHORDS
– secondary chords are
derived from the second,
third, sixth and seventh
degree of the scale. For
example, in the key of C-
major, the secondary
chords are Dm, Em, Am
and Bm.
Chord Roots – the root of any
chord will be the note which
corresponds to the letter name
of the chord. Ex: the root of C-
major chord is C.
Chord Inversion – if the root
of the chord is not in the bass,
then that chord is said to be an
inverted chord.

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➢ PRIMARY CHORDS IN
MAJOR KEYS

➢ PRIMARY CHORDS IN
MINOR KEYS

➢ SECONDARY CHORDS
IN MAJOR KEYS

➢ SECONDARY CHORDS
IN MINOR KEYS

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F. Developing mastery GROUP ACTIVITY:

(Leads to formative
assessment 3) The teacher will divide the class
into 3 groups. Each group will
perform the three textures of
music.
G. Finding practical applications Class, is learning the texture of
of concepts and skills in music important? What do you
daily living think its importance?
Yes, ma’am it is important for us
to be able to identify the texture
of music and it helps singers and
musicians in singing a song or
playing an instrument.
Very good! How about primary
and secondary chords? Why do
you think it’s important. Chords are very important in
music. A song is not possible
without a chord. It helps
composers in composing a better
song.
Very well said! Thank you, class
for your participation.
H. Making generalizations Class I want you to pay attention. The students are listening and
and abstractions about the Music is an art and it plays a vital paying attention to the teacher.
lesson role in one’s life and in daily Starting to appreciate the beauty
living. Learning texture in music of music.
is crucial for understanding how
different musical elements
interact, enriching one's
appreciation of compositions. It
empowers musicians to create and
convey emotions by manipulating
the layers of melody, harmony,
and rhythm in their work.
On the other hand, learning
primary and secondary chords is
crucial for musicians and
composers as it provides a
foundational understanding of
harmonic structure in music.
Primary chords establish the tonal
center and guide the listener's
sense of key, while secondary
chords allow for creative
variations and harmonic
complexity, enabling the
expression of emotions and moods
in a more nuanced way. Mastery
of these chord types enhances
musical communication,
composition, and overall
proficiency in understanding and
creating diverse musical styles.

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I. Evaluating learning Test 1: Multiple Choices

Direction: Read the statement
carefully and choose the correct
answer.
1. What do you call a texture
of music with single
melodic sound with
accompaniment?
a. Monophonic
b. Polyphonic
c. Homophonic
d. Texture

2. What do you call a texture

of music with a single
melodic line or sound
without accompaniment?
a. Monophonic
b. Polyphonic
c. Heterophonic
d. Homophonic

3. Which of the following

shows monophonic texture
of music?
a. Orchestra playing
symphony
b. A mother singing lullaby
to a sleeping baby
c. Boy singing “Thinking
Out Loud” with his guitar
d. Jessie playing violin
accompanied by Andrew
playing piano

4. In music, what do you call

the structure of musical
composition showing how
many sounds, various
layers, or voices are heard
at the same time.
a. Layer of sound
b. Form of music
c. Musical texture
d. Polyphonic

5. What do you call a texture

of music with two or more
independent musical lines?
a. Polyphonic
b. Homophonic
c. Heterophonic
d. Monophonic

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Test II: Identification

Direction: Identify the texture of
the given music through listening.
Write M if it is monophonic, write
H if it is homophonic, and P if it is
Polyphonic.
(The teacher will play a music to
the class.)
1. Joy to the world with
polyphonic texture.
2. Monophonic texture by
Miley Cyrus
3. Polyphonic texture by
chorale music
4. Got to believe in magic
with homophonic texture.
5. The climb with
Monophonic texture

J. Additional activities for Assignment:

application or remediation
Learn or practice at least one song
(any major keys) applying the
primary and secondary chords.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the formative
assessment

B. No. of Learners who

require additional activities
for remediation

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did these work?

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Proficiency In
College of Education Quality Management

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:

CORDERO, DELL S.
Student-Teacher

Prepared for:
LORNA L. GABON
Instructor

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