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A Detailed Lesson Plan in



Ma. Queenie Maye M. Navida

Elementary Teacher Applicant

February 7, 2019
During and at the end of the discussion, the students should be able to:
a. define the meaning of tempo based on examples given;
b. differentiate slow and fast tempo through beats and movements;
c. perform slow and fast tempo through imitating animal’s movement and
greeting people appropriately; and
d. appreciate the importance of tempo in our everyday routine.


a. Topic: Tempo
b. Reference: Battad, L., Jugueta, L., Cano, C., Opena, C., Bada, M., San
Pablo, J., Sing, Sketch, Stretch and Stay Healthy 3. Philippines: Abiva
Publishing House, pages 66 - 68
c. Materials: laptop, projector, Powerpoint presentation, speaker, songs,
videos, pictures, and marker
d. Values Integration: cooperation, self-confidence and discipline

A. Routinary Activities
1. Greetings and Prayers
“Good morning class!” “Good morning, Ms. Navida!”

“Please lead the prayer, Student A.” (Student A leads the prayer.)

2. Arrangement of seats
“Please arrange the chairs and pick
up the pieces of paper or any trash (Students will arrange the chairs and pick
under your chairs.” up pieces of paper or trash under their
3. Checking of attendance
“Are there absentees today?” “None, Ms. Navida.”

B. Preparatory Activities
1. Review
“Let us recall our last topic,
I’m going to play a song and
you have to identify which
part has a soft and loud
sound. You have to raise
your hands if the sound is
loud and put your hands on (The students will raise their hands in
the table if the sound is soft.” loud sound.)

“Very good, all of you did a

great job! Let us give yourself
a good job clap.” (The students will do the good job clap.)

2. Motivation
“Before we start our
discussion, I want you to
dance the Chicken Dance.”

“Are you ready?” “Yes, teacher!”

(Play the chicken dance) (The student will dance.)

“Was it great?” “Yes, teacher!”

“Did you like the dance?” “Yes, teacher!”

“Now, what do you notice to “The dance was slow at first then it goes
the dance?” faster.”

C. Lesson Proper
1. Presentation
(Show picture of rabbit and turtle
in a race.)

“Take a look of this picture. Who

do you think will win? “I think the rabbit will win the race.”
“Why do you think so?” “Because the rabbit is faster than the
“Correct! What do you think is
the relation of this in music?” “Music is like the movements of animals;
the song can be fast or slow.”
“That’s great! So, based on this
comparison and in our Chicken
dance, what do you think will be
our topic for today? Use this
jumbled letter to help you know
our topic for today.” “Our topic for today is about tempo.”

2. Discussion
a. Group Activity
“I will group you into four. Each (The pupils will group themselves and do
group will be given a puzzle to the activity given.)
assemble. Once you have Group 1 – Flying Bird
assembled the puzzle, you are
now going to imitate its
movement with an appropriate

 Setting Rules Group 2 – Running Jaguar

- Do not shout and play

- Give thoughtful feedback
- Participate actively
- Respect others

Group 3 – Walking Turtle

Group 4 – Walking Elephant

“Very good! Everyone did well.

Give yourself a good job clap.” (The pupils will do the good job clap.)

b. Abstraction
“What have you noticed in our “Animals have different movement. Some
activity?” are slow and some are fast.”
“That’s right! So, based in our
activity, what do you think is “The tempo is the speed of the song.”

“Correct! The tempo is the speed

in music. It can be slow and fast.
Just like how we did in the
Chicken dance, we danced it in
slow and fast tempo.

“For better understanding, let us

listen to different songs.”
(Play songs with slow tempo.) (The pupils will listen to the songs.)

“What do you notice about the

songs?” “The songs have slow tempo.”

“That’s right! As you can see,

slow tempo is commonly used in
lullabies, sad songs, love songs,
and etc.”

“Can you give other examples?” (The pupils will sing a song that has a
slow tempo.)
“Wow! Let us give him a Wow (The pupils will do the Wow clap.)

“Now, let’s listen to another set

of songs.”
(Play different songs with fast (The pupils will listen to the songs.)

“What do you notice to the “The songs have fast tempo.”


“Exactly! We can observe that

the fast tempo is commonly used
in happy, dance, and party
“Give me other examples of
songs that have fast tempo.” (The pupils will give examples.)

3. Application
“We are going to sing Twinkle
Twinkle Little Star with slow and
fast tempo. Use body
movements to show changes
and variations in tempo. Clap
your hands if slow and jog in (The pupils will do the activity.)
your place if fast.”
Twinkle, twinkle little star,
How I wonder what you are?
Up above the world so high,
Like a diamond in the sky,
Twinkle, twinkle little star,
How I wonder what you are?

4. Generalization
“Why do you think tempo is
important in music, and in our
life?” “The tempo is important to us because it
makes the song meaningful and
“The tempo is important because it
indicates the mood of the song, if it is
happy, calm, sad, or angry.”

“Precisely! Tempo is very important,

it can be compared to life. You
move fast when there are tasks you
need to finish within a short period
of time and you move slowly when
you need to be careful with what
you are doing or handling. Your life
is combination of all these. You
must know when to act fast and
when to slow down.”
“And lastly, tempo can also be used (The pupils will greet their teachers,
in showing discipline. Example, in principal and visitors in appropriate
greeting your teachers. How do you speed.)
greet your teachers?

“Very good! And also, in praying.

We pray with a slow or moderate
tempo to show our sincerity.”

Listen well as your teacher plays different songs then identify the following as
slow or fast tempo. Write S if the tempo is slow, and F if fast.
1. Perfect by Ed Sheeran
2. Sa Ugoy Ng Duyan
3. Trumpets by Sak Noel
4. Iingatan Ka by Carol Banawa
5. Beep Beep Beep Ang Sabi Ng Jeep by Willie Revillame

Choose a song that has a slow and fast tempo. Be ready to present tomorrow.

Prepared by:

Ma. Queenie Maye M. Navida

Teacher Applicant


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