SCHOOL Puro National High School /Caoayan GRADE LEVEL 7

TEACHER Rey G. Carino LEARNING AREA MUSIC

School Head Christian a. Giron Ed.D

TEACHING DATE AND Week2 QUARTER 1st Quarter

Daily Lesson Log TIME
in

MAPEH

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content standard The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.
B. Performance standard The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.

C. Learning competencies/ The learner… The learner

Objectives • identifies the musical characteristics of • explains the distinguishing characteristics
representative music selections from the lowlands of representative Philippine music
of Luzon after listening. (MU7LU-Ia-1) selections from Luzon in relation to its
culture and geography. (MU7LU-Ib-3)
• analyzes the musical elements of some lowland
vocal and instrumental music selections. • sings folksongs from the lowlands of Luzon.
(MU7LU-Ia-2) (MU7LU-Ia-h-7)

II. CONTENTS The Music of Luzon ( Lowlands )

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 1.Vocal Music
• Performance practice • Secular music : Harana , Balitaw ,
• Folk songs Kumintang , Polka
• Sacred (Liturgical and Devotional) • Art music Kundiman.

Music: Mass, Pastores , Senakulo , Pasyon ,

Salubong , Flores de Mayo , and
Santacruzan

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages

2. Learner’s Material pages

Gonzales, C. , & Lacia G. et al. ( ed. 20 ) MAPEH in Action -7 Rex Bookstore,Inc. –( pp. 3-17 )
3. Textbook References /
Limjoco, Ma.F , & Lapuz , Darci R. et al. Journey towards MAPEH-7 KLEAFS Publishing – ( pp. 7-12 )
Pages
Lacia , G . , & Limos , A. et al. ( ed.2015 ) The 21st Century MAPEH in ACTION- ( pp. 4-21 )
4. Additional Materials Videos, audios, pictures and flashcards
from Learning
Resource (LR)
portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES

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A. Reviewing Previous Lesson Let the students recall The students will render The students will The students will recall
or Presenting the following musical folksongs with the sacred pick the correct the different Secular
New Lessons symbols being flashed in music by group. They will be picture of a sacred Music and Art music.
the cards by naming music according to
divided into four groups.
them one by one. (whole the description being
note, quarter note, flat, • Bahay Kubo given by the teacher
g-clef, sharp, 2/4, half • Pasyon on the board. (ex.
rest, bar line and dotted • Leron Leron Sinta Flores De Mayo,
note). • Flores De Mayo Santacruzan,
The teacher will ask the Sitritsit, Bahay kubo,
students these questions: With the help of a laptop or Senakulo and
projector. Paruparong Bukid)
• Where do we
used or see these
symbols?
• What is the
significance of
these symbols to
music?

5 minutes
B. Establishing A Purpose For Play a guessing game The students will Let the students form
The Lesson about the different songs watch a video about their own group.
being played. (Manang the following Secular
Biday, Leron-Leron Sinta, Music and Art music:
and Magtanim ay di biro, • Harana
Pasyon, Flores de Mayo, • Balitaw
Santacruzan, and • Kumintang
Salubong). The teacher • Polka
will lead the students to • Kundiman
the realization that
Philippines is rich in (see attachment)
different kinds of music.
10 minutes
3
 10 minutes

C. Presenting Examples / Ask the students what are Let the students give Let the students create
Instances of the New other songs that they their inner thoughts their own interpretation
Lesson have learned in their regarding the video of their chosen Secular
elementary years other they have watch. Music or Art music.
than the songs that they
have heard. The learners will
The students will give compare these to
their answers. Examples the variety of music
would be: Bahay Kubo, we have today.
Ati Cu Pung
Singsing, Sitsiritsit ,Ang 5 minutes
Pipit , and Salidumay.

5 minutes
D. Discussing New Concepts The teacher will discuss The teacher will i
and Practicing New Skills the meaning folk songs, discuss the following
#1 Sacred and its examples Secular and Art
by showing a PowerPoint music
about Philippine Folk and

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 Sacred Music. (See • Harana 
attachment) Balitaw
• Kumintang
The teacher will ask • Polka
these questions regarding • Kundiman
the PowerPoint:

• What is the meaning 15 minutes

of a folk song/sacred
music? Let the students give
• What are the their own
different types of understanding about
folksongs and sacred Secular Music.
music according to
their functions?

15 minutes

E. Discussing New Concepts Ask the students

and Practicing New Skills among the Secular
#2 Music which is has a
comparison to our
music today?

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F. Developing Mastery The students will play the The students will
(Leads To Formative game “Name that tune.” choose a song from
Assessment 3) The teacher will play the the Secular music and
following songs like Bahay Art music and they will
kubo, Sitsiritsit, interpret it by means of
Magtanim ay di Biro, singing by group.
Salubong, Pasyon and
Flores De Mayo 10 minutes

10 minutes

G. Finding Practical Let the students choose a The learners will

Applications of the song from the given connect a secular music
Concepts And Skills In folksongs played. Then let to a certain story of life
Daily Living them give their reactions or or experiences.
opinions about the songs.

10 minutes
H. Making Generalizations The students will give the Let the learners sum up
and Abstractions distinguishing characteristics the possible messages
About the Lesson of Philippine Folk Music. of the music.

5 minutes 5 minutes
I. Evaluating Learning The learners identifies the Classify the following
musical elements of the songs according to their
following folk songs and characteristics:
sacred music such as Nasaan ka Irog ko, Ave
Leron,Leron Sinta, Pasyon, Maria, Papuri sa
Magtanim ay Di Biro, Diyos,O ilaw and
Santacruzan, and Salubong Mutya ng Pasig.
J. Additional Activities for Look for some additional Choose a song/music that The learners will The learners will
Application and examples of Folk Songs you think it has something to compose a song by interview their parents

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 Remediation and Sacred Music. or grandparents about

do with your life. Write it writing their own their kind of music
down. lyrics. genre they have before.
(Kundiman version)

K. Assignment List down some religious Have the students listen to The students will
songs that you know. some Filipino love songs. start practicing their
chosen song by
group.
V. REMARKS

VI.REFLECTION
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
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 Strategies
Worked Well? Why Did
These Work?

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 F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation or Localized
Materials Did I
Use / Discover Which I Wish
To Share With Other
Teachers?