Grade

DAILY School Llorente National High School &Section 7

Learning
LESSON Teacher Teacher Eugene Files Area MAPEH (Music)
PLAN Teaching Dates
& Time Quarter 1
Week No. 5-8 Day 4 Duration 1 hour

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.

A. Content The learner demonstrates understanding of the musical characteristics of

Standards representative music from the lowlands of Luzon.
B. Performance The learner performs music of the lowlands with appropriate pitch, rhythm,
Standards expression and style.
C. Learning The learner….
Competency/is  . sings folk songs from the lowlands of Luzon (MU7LU-Ia-h-7)
Write the LC Code for each.
At the end of the lesson, the learners are expected to:
1. Identify ways of producing sound of vocal music of lowlands of Luzon
D. Learning Objectives 2. Create a simple rhythmic accompaniment and movements/gestures to a
sample of folk song
3. Sing a sample folk song applying the proper tempo of the song
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC

VOCAL MUSIC OF THE LUZON LOWLANDS

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide N/A
pages
2. Learner’s
N/A
Materials pages
3. Textbook pages N/A
4. Additional
Materials from
Learning ADM Music 7 Module 8
Resource (LR)
Portal
Lupang Hinirang https://www.youtube.com/watch?
v=5zitVMPusao
1. Ama Namin https://youtu.be/1TgJhFYOLCE
B. Other Learning 2. Magtanim Ay Di Biro
Resources https://youtu.be/KPJJ_dzPaqg
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous
knowledge. Indicate the time allotment for each step.rr
A. Reviewing previous
A The Elements of Music!
lesson or presenting
W Ask the students to identify the elements of music describe in each statement.
the new lesson. A
R
ELICIT (The activities in this section
will evoke or draw out prior concepts of or
E
experiences from the students) N
E
S
S
 B. Establishing a Listening Activity!
purpose for the The teacher will play the link below. Students will be asked to listen audibly to
lesson. the song/music so they can answer questions that follow:
Link: https://www.youtube.com/watch?v=5zitVMPusao
ENGAGE (The activities in this section
will stimulate their thinking and help them
access and connect prior knowledge as a Process Questions:
jumpstart to the present lesson.) 1. What are the elements of music present in the National Anthem? How did
you arrive on those answers?
2. Was it easy to identify the musical elements present in the song? Why?
Why not?
3. Did the musical elements help with the enhancement of the song? How?
4. How significant are the musical elements in a song composition? Justify
your answer
C. Presenting The teacher will introduce to the class the new lesson “Vocal Music of the
examples/instance s Luzon Lowland” with the following objectives:
of the new lesson. 1. Identify ways of producing sound of vocal music of lowlands of Luzon
2. Create a simple rhythmic accompaniment and movements/gestures to
a sample of folk song
3. Sing a sample folk song applying the proper tempo of the song
D. Discussing the new What is Vocal Music?
concepts and Ask the students to fill in the bubble map on the board about Vocal Music. Let
practicing new them write word(s) associated to Vocal Music.
skills #1.
.
EXPLORE (In this section, students will
be given time to think, plan, investigate,
ACTIVITY

and organize collected information; or the

VOCAL
performance of the . .
planned/prepared activities from the student’s MUSIC
manual with data gathering and

E. Discussing the new

DISCUSSION: The teacher will discuss briefly about the Vocal Music of
concepts and
practicing new
Luzon Lowland through a PowerPoint presentation.
skills #2.
F. Developing Listening Activity:
mastery Identify the difference of the voice quality of the singer singing a sacred (mass
(Leads to formative song) and a secular song (folk song).
assessment 3). 3. Ama Namin https://www.youtube.com/watch?v=P4T-RTqaVNA
4. Magtanim Ay Di Biro https://youtu.be/KPJJ_dzPaqg
EXPLAIN (In this section, students will be
involved in an analysis of their exploration.
Their understanding is clarified and modified Process Questions:
because of reflective activities)/Analysis of
ANALYSIS

1. How did you classify the voice quality of the singer?

the gathered data and results and be able to
answer the Guide Questions leading to the 2. What do you think is the significance of the voice quality of the singer to
focus concept or topic of the day. the song he/she is singing? Justify your answer.
3. Was it easy for you to classify the voice quality of the singer? Why? Why
not?
4. What is/are the implication/s of the manner of singing in relation to the
music being sang
 G. Making GROUP SINGING “MAGTANIM AY DI BIRO”
generalization and INSTRUCTIONS:
abstraction about
the lesson.  The teacher will group the class into 3.
 Based from the previous activity, after listening “Magtanim ay di Biro”,
ELABORATE (This section will give
students the opportunity to expand and each group will sing the song with mastery through its lyrics, dynamics,
solidify / concretize their understanding tempo and rhythm. They may incorporate movement or gestures in the
of the concept and / or apply it to real –
world situation) song. Be guided on the following criteria:

ABSTRACTION
CRITERIA:

1. Lyrics
2. Dynamics
3. Tempo
4. Rhythm

H. Finding practical
APPLICAT

application of Question to Ponder:

ION

concepts and skills  What is the significance of dynamics in a song when it comes to
in daily living. expressing your emotion?

I. Evaluating Group Presentation of Song guided with the following rubrics:

learning. RUBRIC:
EVALUATION (This section will provide CRITERIA EXCELLENT VERY GOOD FAIR
for concept check test items and answer key
which are aligned to the learning objectives 10 GOOD 6 4
- content and 8
performance standards and address
misconceptions – if any) LYRICS The lyrics One line of Two lines of Three lines
are mastered the song is the song are of the song
100% not mastered not mastered are not
mastered
DYNAMICS The softness Dynamics is There is only There is no
and loudness present in loudness/ dynamics at
of the music the song but softness all all.
are on point not in the last throughout
two lines the piece
TEMPO It is in a The tempo is The tempo is The speed of
regular type unpredictabl too slow/ fast music is
tempo. e in the first irregular
stanza but
gets better
all
ASSESSMENT

throughout
RHYTHM The Sometimes Most of the Lacks of
performance the time the timing
is in time performance performance
with the is off-beat. are off-beat.
rhythm
 J. Additional Family Bonding:
activities for Create a simple rhythmic accompaniment for the given song using
application or
improvised percussion instrument at home. Include your family as your
remediation.
bonding.

ASSIGNMENT
EXTEND (This sections give situation that
explains the topic in a new context,
or integrate it to another discipline /
societal concern)

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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 lesson work?
No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
material did I use/discover.