ANDRES BONIFACIO COLLEGE

SCHOOL OF EDUCATION

DETAILED LESSON PLAN

IN
MUSIC

JELANE GRACE E. RUIZ

Bachelor of Elementary Education
2nd Year
 Detailed Lesson Plan in Music

I. Objectives

At the end of the lesson, the pupils can:

a. define sound and silence;

b. create sounds using body percussions or different instruments;
c. express enjoyment in participating in musical activities that involve sound and silence.

II. Subject Matter

Topic: Sound and Silence

Time: 1 hour

Reference: MU3RH-Ia-1

Materials: PowerPoint Presentation, Ukelele

III. Procedure
TEACHER’S ACTIVITY PUPIL’S ACTIVITY
A. Preparatory Activities
1. Prayer
Let’s start our class with a prayer.
(One pupil will lead the prayer)
(The pupils are praying)
2. Greetings
Good morning, class!
Good morning Teacher Len!
Have you all had breakfast?
Yes Teacher!
That's great! Always remember, don’t forget
to eat before coming to school.

3. Classroom Rules
Before we start our class, we will have some
agreements to ensure a smooth flow of our
discussion.
Please read the classroom rules together.
 CLASSROOM RULES
1. Listen attentively.
2. Avoid talking with your seatmates.
3. Raise your hand if you want to answer.
4. Keep your gadgets.
Do you understand our agreements?
Can I count on you for that?
Yes, Teacher!
Very Good! I hope that these rules will be
followed as we go on with our topic.

4. Energizer
Now, let’s sing the “If you’re happy and you
know it” song.
(The pupils are singing)

B. Motivational Activities
Today, we will play a game where you will
guess what each picture on the cards is
showing. Does that sound fun?
Yes, it is!
Great! I'll show you a card with a picture, and
I want you to guess what it is. You can shout
out your answers. Are you ready?
Ready!
What do you see?

A dog, Teacher!
That's right! Good job! (Puts the card on the
board) How about this one?

Sun!
Excellent! You're doing great! (Puts the card
on the board) What is this?

A tree!

Yes, it is! You're all so quick. (Puts the card

on the board) And this one?

Ukelele!

Fantastic! Well done, everyone! You guessed

all the pictures correctly. Wasn't that fun?
Yes, it was!

C. Presentation
Now that we have a few pictures on the
board, can anyone tell me which of the
pictures has a sound? Yes, Epat.
Epat: The dog and the ukulele!
That's right! Which ones don’t have a sound?
Ray.
Ray: The tree and sun!
Great answer! Now, what do you think is our
lesson for today? Yes, Trexy.
Trexy: Our lesson for today is all about
sound and silence.
Very Good! Let’s clap our hands for Trexy!
(All applauded)

D. Reading of Objectives
Before anything else, I would like all of you
to read our objectives for this class together.
 Objectives:
At the end of the lesson, the pupils
can:

a. define sound and silence;

b. create sounds using body percussions
or different instruments;
c. express enjoyment in participating in
musical activities that involve sound
and silence.

E. Discussion
Now that you have read our objectives for
today, you probably have an idea of the flow
of our class and what you will learn today.
Let's move on to the discussion.
Can anyone guess what a sound is?
Yes, Zaye. Zaye: Sound is like music or when we clap
our hands!

Excellent Zaye! Those are great examples.

Sound is anything we can hear. It can be
music, clapping, or even the sound of the
wind. Now, who can tell me what silence is?
Trishia!
Trishia: Silence is when there is no sound at
all!
That's right! Silence is the absence of sound.
It's like when you stop clapping your hands
and everything becomes quiet.
Now, let's see how we can create sound and
silence with the ukulele.
(Strums the ukulele) This is a sound. Can
everyone hear it?
Yes, Teacher!
Great! Now watch this. (Mutes the strings)
What do you hear now?
Nothing, it's silent!
Exactly! That's silence. Now, to understand
our topic better, let us play a song together!
How about we sing the "Twinkle, Twinkle,
Little Star"?
Yes! We love that song!
Fantastic! Remember, I'll be strumming the
ukulele, and you all will sing. We will stop
when I pause. Ready?
Ready!
(Starts strumming the ukulele)
Twinkle, twinkle, little star Twinkle, twinkle, little star
How I wonder what you are How I wonder what you are
Great job! Let's add a pause here. (Pauses,
mutes strings)
Up above the world so high Up above the world so high
Like a diamond in the sky Like a diamond in the sky
(Continue strumming)
Twinkle, twinkle, little star... Twinkle, twinkle, little star
How I wonder what you are... (Finishing the How I wonder what you are…
song with a final strum)

F. Answering of motive questions

Amazing performance, everyone! Now, did
you notice how the pauses made the song
more interesting? Yes Emie?

Emie: Yes, the pauses made it sound cool!

Exactly! The pauses in the song made it
interesting by giving listeners a moment to
take in the music and expect what comes
next. They created a contrast between sound
and silence, making the music more dynamic
and engaging.

G. Generalization
Did you understand our lesson?
Yes, Teacher!
Who can tell me what a sound is again?
Yes, Gabriel.
Gabriel: For me, a sound is something we
can hear, like music, clapping, or the noise a
dog makes when it barks.
Very good Gabriel!
Jema, what do you think silence is?
Jema: Silence is when there’s no sound,
Teacher.
Excellent Jema! Again, silence is the absence
of sound. It can feel peaceful or even a little
eerie sometimes.
Can anyone think of a time when you
experienced silence? Yes, Joyce.
Joyce: Maybe when I’m in a library or when
everyone is sleeping?
Great examples Joyce! Silence can be a nice
break from noise.
Now, how do you think silence and sound
relate to each other? Janin.
Janin: I guess silence makes us notice
sounds more?
Teacher: Exactly! Silence can help us
appreciate sounds when they happen.

H. Application
Now that you already understand our topic, I
will divide the class into 2 groups. (Dividing
the class)
Go into your groups quickly and quietly.
Yes, Teacher!
(Pupils form groups)
Okay, each group will create rhythmic
patterns using sounds and moments of
silence.

Group one, you'll be using body percussion

sounds. This means you'll create sounds by
clapping your hands, stomping your feet, and
snapping your fingers. Body percussion is a
fun way to make music using just your body.
Does everyone understand?
Yes, we do!
Great! Now, for group two, you'll have
tambourines and drums to create your sounds.
Are you ready to play with these instruments?
Yes, we are!
Wonderful! Let me show you a simple
pattern. Listen closely: clap-clap-pause,
stomp-stomp-pause. Do you understand this
pattern?
Yes, Teacher!
Excellent! Now, I'm going to give you five
minutes to practice your own patterns.
Remember to include both sounds and
moments of silence. After that, each group
will perform their pattern in front of the class.
Let's get started!

Rubrics:
Needs
Criteria Excellent (5) Good (3) Improvement
(2)

Shows
Demonstrates Limited
creativity with
high creativity creativity;
some
with unique patterns are
Creativity variation in
sound patterns repetitive with
sound patterns
and effective minimal use of
and use of
use of silence. silence.
silence.

Works very Works well Struggles to

well with group with group work with
members, members, group
Collaboration
showing strong with some members;
teamwork and teamwork and limited
cooperation. cooperation. teamwork.

Participates
Limited
Actively and
participation
participates and contributes,
and
Participation contributes to though some
contribution to
the group moments of
the group
effort. inactivity
effort.
occur.

Shows
Shows great Limited
enjoyment
Enjoyment enthusiasm and enthusiasm
and
and enjoyment and enjoyment
enthusiasm,
Enthusiasm throughout the shown during
though it may
activity. the activity.
wane at times.
IV. EVALUATION
Direction: Read each question carefully and encircle the letter of the best answer.
Multiple Choice Questions
1. What is sound?
a. Something we can see
b. Something we can hear
c. Something we can taste
2. Silence is the absence of what?
a. Light
b. Sound
c. Color
3. Which of the following makes a sound?
a. A ringing phone
b. A whispering breeze
c. A still picture
4. How are sounds created?
a. By mixing colors
b. By vibrations
c. By staying still
5. What happens when you mute the strings on a ukulele?
a. It makes a loud noise
b. It creates silence
c. It plays a song
6. Which of the following can silence be described as?
a. A constant hum
b. A peaceful moment
c. A loud concert
7. Which of these can be an example of silence?
a. A dog barking
b. A quiet library
c. A car honking
8. What is one way we can create sound using our body?
a. Jumping
b. Clapping hands
c. Sleeping
9. What is a fun activity we did to learn about sound and silence?
a. Painting pictures
b. Playing the ukulele
c. Reading books
10. How are sounds created?
a. By mixing colors
b. By vibrations
c. By staying still

V. Assignment
Direction: Spend some time at home or outside listening to different sounds. Write down at
least three sounds you hear. Describe what they are and where you heard them.
Example: "I heard birds chirping in the park."