DETAILED
LESSON PLAN
IN MUSIC 7
(Third Quarter)
DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
Province: Sorsogon City
Subject Area: MAPEH (Music)
Team Member
Division EPS: Rico Estur
Grade level: Grade – VII
Role in the DLP Development
1. Rosemarie O. Del Pilar
Writer/Demonstration Teacher
2. Lizel D. Lerios
Writer/Demonstration Teacher
3. Julie Ann Jazareno Dela Cruz
Writer/Demonstration Teacher
4. Sheila Estuaria Nepomuceno
Writer/Demonstration Teacher
5. Hazel D. Herrera
Writer/Demonstration Teacher
6. Richard Alaurin Delgado
Writer/Demonstration Teacher
7. Karl M. Matabuena
Writer/Demonstration Teacher
8. Emelinda H. Lanuza
Writer/Demonstration Teacher
9. Edna D. Demdam
Writer/Demonstration Teacher
10. Geraldo E. Gojar
Writer/Demonstration Teacher
11. Dianne Rose N. Gojar
Writer/Demonstration Teacher
12. Emelinda H. Lanuza
Writer/Demonstration Teacher
13. Chairmaine D. Bautista
Writer/Demonstration Teacher
14. Fatima Preciousa T. Cabug
Layout Artist
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Table of Contents
A. Identifies the musical characteristics of representative music selections from
Mindanao after listening MU7MN-IIIa-g1......................................................... 1
B. Explains the distinguishing characteristics of representative music selections of
. ...................................................................................................................... 1
Mindanao in relation to its culture and geography MU7MN-IIIa-g3 ................... 1
C. Sing songs from Mindanao MU7LV-IIId-h-7 ............................................... 1
Analyse musical elements of some Mindanao vocal and instrumental music
MU7MN-IIIa-g-2 ............................................................................................... 8
Explain the distinguishing characteristics of representative music selections of
Mindanao in relation to its culture and geography MU7MN-IIIa-g-3................. 8
Analyze musical elements of some Mindanao Vocal Music MU7MN-IIIa-g-2 13
Explain the distinguishing characteristics of representative music selections of
Mindanao in relation to its culture and geography MU7MN-IIIa-g-3............... 13
Identifies the musical characteristics of representative music selections from
Mindanao after listening (MU7MN-IIIa-g-1) ................................................... 17
Explain the distinguishing characteristics of representative music selections of
Mindanao in relation to its culture and geography (MU7MN-IIIa-g-3) ............ 17
Identifies the musical characteristics of representative music selections from
Mindanao after listening (MU7MN-IIIa-g-1) ................................................... 22
Analyzes the musical elements of some Mindanao vocal and instrumental music
(MU7MN-IIIa-g-2) .......................................................................................... 22
Evaluates music selections and performances applying knowledge of musical
elements and style (MU7LV-IIIb-h-10) .......................................................... 22
Improvises simple rhythmic/melodic accompaniments to selected music from
Mindanao (MU7LV-IIIc-h-5) .......................................................................... 26
Sings songs from Mindanao (MU7LV-IIId-h-7) .............................................. 26
Creates appropriate movements or gestures to accompany the music selections of
Mindanao (MU7LV-IIIc-8).............................................................................. 26
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Explores ways of producing sounds on a variety of sources that is similar to the
instruments being studied (MU7MN-IIIb-h-4) ................................................ 33
Improvises simple rhythmic/melodic accompaniments to selected music from
Mindanao (MU7LV-IIIc-h-5) .......................................................................... 33
Sing songs from Mindanao (MU7LV-IIId-h-7)................................................ 33
Improvises simple rhythmic/melodic accompaniments to selected music from
Mindanao (MU7LV-IlIc-h-5) .......................................................................... 38
Perform instruments/improvised instruments from Mindanao, alone and or with
others (MU7LV-IlIc-h-6) ................................................................................ 38
Sing songs from Mindanao (MU7LV-IlId-h-7)................................................ 38
Sings songs from Mindanao MU7LV-IIId-h-7 ................................................ 42
Provides accompaniment to selected music of Mindanao MU7LV-IIIc-9 ....... 42
iv | RegionV/DailyLessonPlan/20192020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 1
I.OBJECTI
VES
A. Content
Standard
B.
Performan
ce
Standard
C.
Learning
Competenc
ies
The learner demonstrates understanding of the musical characteristics of
representative music from Mindanao
The learner performs music of Mindanao with appropriate expression and
style
A. Identifies the musical characteristics of representative music
selections from Mindanao after listening MU7MN-IIIa-g1
B. Explains the distinguishing characteristics of representative music
selections of
Mindanao in relation to its culture and geography MU7MN-IIIa-g3
C. Sing songs from Mindanao MU7LV-IIId-h-7
II.
CONTENT
III.
LEARNIN
G
RESOURC
ES
A.
References
MORO/ISLAMIC MUSIC
Music and Arts Teacher’s Guide Grade 7, pp. 93-94
1.Teacher’
s Guide
pages
2.Learner’s
Material
pages
Music and Arts Learner’s Material Grade 7, pp. 91-92
3.Textbook
pages
4.Additiona
l Materials
from
Learning
Resources
(LR) portal
IV.
PROCEDU
RES
A.Review
http://m.youtube.com/watch?v=reffH9YQzXk
https://m.youtube.com/watch?v=XCTobmUWuuQ&t=73s
http://m.youtube.com/watch?v=E4LTbfNNH7A8
https://m.youtube.com/watch?v=5y1BFnnGWlc
The teacher will ask the students to recall and sing a phrase of the
Hiligaynon song entitled “Ili Ili, Tulog Anay” in 3 time signature.
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LYRICS:
Ili-ili tulog anay,
Wala diri imong nanay.
Kadto Tienda bakal papay.
Ili ili tulog anay.
B.
Establishin
ga
Purpose of
the Lesson
The teacher will ask the students to read aloud the lesson objectives.
At the end of the lesson the students should be able to:
A. define the chants and lullaby of Mindanao and each type through
listening and analyzing the song;
B. determine the musical characteristics of chants and lullaby through a
small group discussion;
C. Sing a lullaby through imitating the proper tone of the song.
Activity: Picture Analysis
Mechanics: The class will be divided into 4 groups. Each group will be given
a flashcard containing the names of ethnolinguistic group of
Mindanao(Islamic).
Maguindanao
Tausug
Maranao
Yakan
Samal jama Mapun
The teacher will flash pictures showing the different ethno-linguistic group of
the people in Mindanao and each group will identify or guess from what
group does the picture belong and they will post their answer on the board.
Answers will be checked after all the pictures were presented.
1.
2.
3.
Answers:
1. Yakan
2. Maranao
3. Samal Jama Mapun
(This activity is applicable to both types of learners, but the teacher can put
some clues below the picture for those learners belonging to average
group.)
2 | RegionV/DailyLessonPlan/2019-2020
C.
Presenting
Examples
of the New
Lesson
Average Learners
Advanced
Learners
Using a Power Point Presentation, the teacher will give
short discussion about the ethnolinguistic group of
Mindanao.
Then the teacher will let the students listen to a musical
selection from Mindanao (Maguindanao Bangsamoro:
Vocal Culture and Tradition.
Link:
https://m.youtube.com/watch?v=XCTobmUWuuQ&t=73s
Using a Power
Point
Presentation,
the learners
will read
information
about the
ethnolinguistic
group of
Mindanao and
will ask them to
explain their
understanding
or to describe
in their own
words the ethic
group being
discussed.
The teacher
will let the
students listen
to a musical
selection from
Mindanao
(Maguindanao
Bangsamoro:
Vocal Culture
and Tradition.
D.
Discussing
New
Concepts
and
Practicing
New Skills
#1
Average Learners
Advanced Learners
After listening, the students will
identify the musical characteristics of
the music played through small group
discussion (SGD) using the guide
questions below for about 10 minutes.
After the SGD, each group will share
briefly their output in class.
After listening, the students will
identify the musical
characteristics of the music
played through small group
discussion (SGD) using the
guide questions below for about
10 minutes. After the SGD, each
group will share briefly their
output in class.
Guide questions:
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1. What do you think is the
message of the music played?
2. What did you feel after
listening to it?
3. Describe the music using a
word. Use the table below.
Musical
characteristics
Ex. Tempo
Dynamics
Pitch
Group
Observation
Fast or slow
Loud or soft
High or low
Guide questions:
1. Based on what you
have heard, give at
least 3 different
moods that you have
felt while listening to
the music.
2. Is the music sacred or
in secular vocal form?
Explain the
difference.
3. How were the musical
instruments used in
bringing about the
message?
4. Describe the music in
a sentence using the
table below.
Musical
characteristics
Tempo
Group
Observation
Dynamics
Pitch
E.
Discussing
New
Concepts
and
Practicing
Skills #2
Average Learners
The teacher will play a short video
clips of chants and lullaby from
Mindanao.
Advanced Learners
The teacher will play a short video
clips of chants and lullaby from
Mindanao.
Link:
Chants:
http://m.youtube.com/watch?v=E4L
TbfNNH7A8
Lullaby:
https://m.youtube.com/watch?v=5y
1BFnnGWlc
Link:
Chants:
http://m.youtube.com/watch?v=E4L
TbfNNH7A8
Lullaby:
https://m.youtube.com/watch?v=5y
1BFnnGWlc
After the video presentation, the
students will give the distinguishing
characteristics of chants and
lullaby.
After the video presentation, the
students will give the distinguishing
characteristics of chants and
lullaby.
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F.
Developing
Mastery
(leads to
formative
assessmen
t)
With the help of the video
presented and the definitions of
each type of vocal music of
Mindanao, the students will explain
their understanding about it through
a group presentation.
Each group will be given 5 minutes
to prepare.
The teacher will give each group a
reading material containing various
definition of chants and lullabies
and with the help of the video
presented they will try to create
their own concepts or their
understanding of the words in the
diagram.
Average Learners
Group Task:
Group 1 explain chant and lullaby.
Group 2 explain Lugu and Kalangan.
Group 3 Lunsey, Dikker and Bayok
Group 4 Yaya and bayok
Advanced Learners
Each group will be given a
different task.
Group 1- explain the meaning of
chant and lullaby. give examples
Group 2- give an example/ your
own definition about lugu and
kalangan (chant).
Group 3- give an example/ your
own definition about Sa-il, Lunsey
and Bayok (chant).
Group 4- give an example/ your
own definition about Ya-Ya and
Bayok under Lullaby.
VOCAL MUSIC OF MINDANAO
CHANT
LULLABY
(definition)
(definition)
a. Lugu
(description)
b. Kalangan
(description)
c. Sa-il/Lunsey
(description)
d. Dikker
(description)
e. Bayok
(description)
a.
yaya
(description)
VOCAL MUSIC OF MINDANAO
b. Bayok
(description)
CHANT
LULLABY
(definition)
(definition)
f. Lugu
(description)
c.
ya
ya
g. Kalangan
(description)
d.
Ba
yo
h. Sa-il/Lunsey
(description)
i. Dikker
(description)
j. Bayok
(description)
G. Finding
Practical
Application
of
Concepts
and Skills
in Daily
Living
What do you think is the contribution of the Music of Mindanao in the
development of Filipino Music?
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H. Making
Generalizat
ion and
Abstraction
s about the
Lesson
I.
Evaluating
Learning
Sentence Completion. Ask the Students to complete the following:
I have learned that
I have found that
I have realized that
.
The class will perform by groups and each group will sing a sample song of
Mindanao. They will be given 10 minutes to prepare and 2-5 minutes’
presentation. The presentation will be evaluated using the rubrics below.
Criteria
EXCELL
ENT
50-48
points
GOOD
47-45
points
SATISFACT
ORY
44-40
points
FAIR
39-35
points
Voice
quality
Good
singing
voice and
sing in
tune
Can sing but
has a hard
time
following the
tune
Cannot
sing but
can hum
a few
lines
Over-all
performa
nce
Always
demonstr
ate
appropria
te tune in
performin
g and
connectin
g with the
audience
to convey
the
message
of the
song.
Good
singing
voice but
sometim
es not in
tune
Usually
demonst
rate
appropri
ate tune
in
performi
ng and
connecti
ng with
the
audience
to
convey
the
message
of the
song.
Sometimes
demonstrate
appropriate
tune in
performing
and
connecting
with the
audience to
convey the
message of
the song.
Rarely
demonst
rate
appropri
ate tune
in
performi
ng and
connecti
ng with
the
audience
to
convey
the
message
of the
song.
NEEDS
IMPROVEM
ENT
34-30
points
Cannot sing
at all
Did not
demonstrat
e
appropriate
tune in
performing
and
connecting
with the
audience to
convey the
message of
the song.
TOTAL
Note:
After all the performance the teacher and the students/group will give their
feedback about it.
J.
Assignmen
t/
Agreement
V. REMARKS
VI..REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
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B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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 this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
7 | RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 2
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencie
s/Objectives
The Learner demonstrates understanding of the musical
characteristics of representative music from Mindanao.
The Learner performs music of Mindanao with appropriate expression
and style.
Analyse musical elements of some Mindanao vocal and
instrumental music MU7MN-IIIa-g-2
Explain the distinguishing characteristics of representative
music selections of Mindanao in relation to its culture and
geography MU7MN-IIIa-g-3
II. CONTENT
III. LEARNING
RESOURCE
S
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Additional
Material for
Learning
Resource(LR
) portal
4. Other
Learning
Resource
Moro/Islamic Music: Vocal Music of Mindanao
Music and Arts Teachers Guide Grade 7 pp. 93-94
Music and Arts Learners Module Grade 7 pp. 91-92
https://www.britannica.com/topic/Maguindanao-people
https://www.britannica.com/topic/Maranao
https://prezi.com/vyitumnh6_h2/the-jama-mapun-or-literally-people-ofmapun-occupy-the-is/
https://www.britannica.com/topic/Tausug
https://en.wikipedia.org/wiki/Yakan_people
IV.PROCEDUR
ES
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A. Review
The teacher will ask the learners to recall the different Ethno-linguistic
Groups in the Islamic Community of Mindanao through crossword
puzzle for 5 minutes.
1.
1.
2.
3.
4.
5.
Maguindanao
Maranao
Samal
Tausug
Yakan
Ethno-linguistic group living
primarily
in
southcentral Mindanao,
the
largest
island
in
the
southern Philippines with a
name meaning “people of
the flood plain”.
2. Largest of the Muslim
cultural-linguistic groups of
Answers:
the Philippines. Numbering
more than 840,000 in the
late 20th century, they live
around Lake Lanao on the
southern
island
of Mindanao.
3. Occupy the island of
Cagayan de Sulu in southwestern Philippines. They
call their island Tana (land)
Mapun and their language,
Pullum Mapun.
4. One of the largest of the
Muslim (sometimes called
Moro) ethnic groups of the
south-western Philippines.
They live primarily in
the Sulu Archipelago,
southwest of the island of
Mindanao, mainly in
the Jolo island cluster.
5.
B. Establishing a
Purpose of the
Lesson
The
major
indigenous
Filipino ethno linguistic
groups
in
the
Sulu
Archipelago. Also known as
dream weaver having a
significant
number
of
followers of Islam, it is
considered as one of the
13 Moro
groups
in
the Philippines.
The teacher together with the students will check their output on the
puzzle they answered in the beginning of the lesson. The teacher will
present the ideas through PowerPoint presentation showing some
pictures of the different 5 Major Islamic Community in Mindanao:
1. TAUSUG (people of the current) were the first tribe in the
archipelago to be converted to Islam. They are historically, the
ruling
people
of the ancient Sultanate of Jolo, and
regard themselves superior to other Philippine Muslims. They
generally live a combative, "very mascular" life, where violence is
often an expression of the social process. They are traders,
fishermen and artisans of fine Muslim textiles and metal works. To
the Tausug, a proverb is masaalla, a word of Arabic origin. Some
are pittuwa, or advice about life. Proverbs are part of daman or
symbolic speech, which includes riddles and courtship dialogue.
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2. MARANAO are the graceful "people of the lake", living on the
northern edge of Lake Lanao. They are Mindanao's last group to
be converted to Islam.
3. MAGUINDANAO are the "people of the flood plain," inhibiting an
unappealing area of Cotabato Province, where land is periodically
flooded by overflowing rivers. They are the largest group of Muslim.
They are a hardy clan, surviving on agriculture, fishing and weaving
fine mats and baskets.
4. SAMAL is the poorest and least independent of the major Muslim
groups. They serve as the "loyal commoners" in the hierarchy of
Muslim minorities. Their lives are literally over the sea, where the
villages stand on stilts above the coastal waters.
5. YAKAN is another unique cultural group of Sulu living on Basilan
Island south of Zamboanga. They are gentle people of partial
Polynesian origin, with mixed Muslim and animalist beliefs. They
are the most superb textile weavers of the southern archipelago.
On back strap looms they turn fine cotton and silks into remarkable
geometric work of art.
C. Presenting
Examples of the
New Lesson
http://www.seasite.niu.edu/Tagalog/Cynthia/Mindanao/ethnolingusticg
roups.htm#Tausug
The students will listen to MAGUINDANAO BANGSAMORO: VOCAL
CULTURE AND TRADITION
https://www.youtube.com/watch?v=XCTobmUWuuQ
After listening they will answer the following questions:
a. What do they think is the message of the song?
b. How were the musical instruments used in bringing
about the message?
A. Discussing of
New
Concepts
and
Practicing
New Skills
The teacher will present a Power Point Presentation containing the
videos and descriptions of the Vocal Music of Mindanao:
https://quizlet.com/259077123/flashcards
1. CHANTS – a lyrical rendition of different improvised text
Yakans do their chantings through solo and counter singing or
group singing. Their three famous everyday style chants are
the
a. Lugu - chants used in reading their Qur’an and books
they use in their Islam religion
b. Kalangan – songs used for serenading loved ones
c. Sa-il/Lunsey – a chant to be sung by the wife-to-be
during the ceremony
d.
Maranao’s Vocal repertoire:
a. Dikker – sacred songs highlighted by quotations from
Qur’an
b. Bayok – semi-generic term for a lyrical rendition of
different improvised text
Let the students watch the suggested video
Bayok Of Maranao
10 | RegionV/DailyLessonPlan/2019-2020
https://www.youtube.com/watch?v=9KESBf_1eJ8&app
=desktophttps://youtu.be/P5162icRy6Y
2. LULLABY – a chant –style or chant formula used for rocking a
baby to sleep
a. Ya-ya – song of the Yakans to put baby to sleep
b. Bayok – Maranao term for lullaby
B. Evaluating
Islam Lullaby
https://www.youtube.com/watch?v=MLRyHctRk1Y
A. Identify the different Islamic Community in Mindanao:
1.
from Basilan and Zamboanga
2.
from Cotabato
3.
From Lanao and Cotabato
4.
From Sulu Islands of Subutu and
Cagayan de Sulu
5.
From Sulu Islands of Jolo, Siasi and
Cagayan
B. Rearrange the scrambled letters in Column A to find the
correct answer and match it with column B
COLUMN A
6. Nagkalan
7. Ayay
8. Koyab
9. Yunsel
10. Ugul
COLUMN B
a. Maranao term for lullaby
b. songs used for serenading
loved ones
c. song of the Yakans to put
baby to sleep
d. chants used in reading their
Qur’an and books they use
in their Islam religion
e. a chant to be sung by the
wife-to-be during the
ceremony
Answer:
1. Yakan
2. Maguindanao
3. Maranao
4. Samal
5. Tausug
6. Kalangan
7. Ya-ya
8. Bayok
9. Lunsey
10. Lugu
C. Assignment
/
Agreement
Are you familiar of the chants and lullabies when you are still a baby?
Can you still recall the lyrics? Do you have a copy of it? Kindly bring
with you tomorrow.
V. REMARKS
VI..REFLECTION
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A. No. of Learners who
earned 80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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 this work?
F. What difficulties did I
encounter which my
supervisor/principal/departme
nt head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
12 | RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 3
I. OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning
Competencies/
D. Objectives
The learner demonstrates understanding of the musical
characteristics of representative music from Mindanao.
The learner performs music of Mindanao with appropriate
expression and style.
Analyze musical elements of some Mindanao Vocal Music
MU7MN-IIIa-g-2
Explain the distinguishing characteristics of representative
music selections of Mindanao in relation to its culture and
geography MU7MN-IIIa-g-3
II. CONTENT
III. LEARNING
RESOURCES
B. References
5. Teacher’s
Guide
pages
6. Learner’s
Materials
pages
7. Additional
Material for
Learning
Resource(L
R) portal
8. Other
Learning
Resource
IV.PROCEDURES
Moro/Islamic Music: Vocal Music of Mindanao
Music and Arts Teachers Guide Grade 7 pp. 94-95
Music and Arts Learners Module Grade 7 pp. 93
https://www.youtube.com/watch?v=kNP2djEaUJA
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A. Review
B. Establishing a
Purpose of the
Lesson
The teacher will post
the Interactive Map of
the Philippines of the
Major Ethnic Group on
the board. A volunteer
will be called to point
the location of the 5
Major Ethnic Groups in
Moro/Islamic
Community.
The students will listen to this video of the following chants in
Islamic Community:


Reading Qur’an from Philippine during service
https://www.youtube.com/watch?v=kNP2djEaUJA
Maulud/Mawlid is an Arabic term that literally means "birth"
and in Islam it is commonly associated with the celebration of the
birthday3 of the Prophet Muhammad {Al-Mawlid al-Nabam alSharif) or that of a saint, and to a panegyric poem in honour of the
Prophet.
https://www.youtube.com/watch?v=G2eWGI15ZYw
Vocal expressions in chant form can also be observed before and
after Ramadan and commemorating death anniversaries
C. Presenting
Examples of the
New Lesson
Before presenting the video to be used in the next activity the
following terminologies will be discussed:
1. Socio-Historical
Context
relating
to,
or
involving social history or a combination of social and
historical factors
2. Musical Forms - in music, Form refers to the structure of a
musical composition or performance. In "Worlds of Music", Jeff
Todd Titon suggests that a number of organizational elements
may determine the formal structure of a piece of music, such
as "the arrangement of musical units of rhythm, melody, and
or/ harmony that show repetition or variation, the arrangement
of the instruments (as in the order of solos in a jazz or
bluegrass performance), or the way a symphonic piece is
orchestrated", among other factors.
14 | RegionV/DailyLessonPlan/2019-2020
D. Discussing of
New Concepts
and Practicing
New Skills
3. Performance Technique - The term applied to musical
techniques employed in specific musical genres during
specific musical eras. Quite often, performance practice
refers to techniques that are implied, and not written or
notated. Some examples would include the technique of using
vibrato in some forms of jazz.
4. Musical Context - The context of a piece of music refers to the
general time period of the work and external influences on the
piece of music. E.g. the composer's life, musical styles of the
time, instruments of the period, political happenings, etc.
Group them into 5 and let them listen to the “Islamic Chant”
https://www.youtube.com/watch?v=3wwTe1ETmGw
With the help of the video, they need to complete the concept map by
writing what they had understood about vocal music in the boxes below
RUBRICS IN THE GROUP PRESENTATION:
4
Above
Standards
E. Evaluation
Participatio
n
Group
member
participate
d fully in
every
discussion
s and
decision
3
Meets
Standards
Group
member
participate
d fully in
almost
every
discussion
s and
decision
Student
contributed
adequately
to the final
presentatio
n
2
Approache
s
Standards
1
Below
Standards
Group
member
participate
d fully in
few
discussion
s and
decision
Group
member did
not
participate
in any
discussion
and
decision
Student
contributed
very little
to the final
presentatio
n
Student did
not
contribute
any work to
the final
presentatio
n
Student did
not present
or was not
prepared to
present
Contributio
n
Student
contributed
greatly to
the final
presentatio
n
Oral
Presentatio
n
Student
spoke
clearly and
concisely
rehearsed
their part
of the
presentatio
n
Student
spoke
clearly and
concisely ,
seemed to
practice a
little for
their part
of the
presentatio
n
Student
did not
speak very
clearly or
concisely ,
didn’t
seem to
practice
Group
Collaborati
on
The whole
group
worked
incredibly
The whole
group
worked
well
together
The group
did not
work very
well
together
15 | RegionV/DailyLessonPlan/2019-2020
There was
little or no
group
collaboratio
n, everyone
well
together
F. Assignment /
Agreement
Define the following terms:
1. Vocal tone
2. Melodic lines
3. Rhythm of the song
4. Texture
5. Form
V. REMARKS
VI..REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial lesson/s
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 this work?
F. What difficulties did I
encounter which my
supervisor/principal/departm
ent head help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
16 | RegionV/DailyLessonPlan/2019-2020
worked on
their own.
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 4
I. OBJECTIVES
A. Content
Standard
The learner:
 demonstrates understanding of the musical
characteristics of representative music from Mindanao
B. Performance
Standard
The learner:
 performs music of Mindanao with appropriate expression
and style
Identifies the musical characteristics of representative
music selections from Mindanao after listening (MU7MNIIIa-g-1)
C. Learning
Competency/
Objectives
Explain the distinguishing characteristics of representative
music selections of Mindanao in relation to its culture and
geography
(MU7MN-IIIa-g-3)
II. CONTENT
UNIT III: MUSIC OF MINDANAO
Instrumental Music – Kulintang Ensemble
III. LEARNING PROCESS
A. References
1. Teacher’s Guide
Music and Arts (Pages 96-98)
2. Learner’s
Material
Music and Arts (Pages 94-96)
3. Textbook
Enjoy Life with Music and Arts (Pages 38-39)
IV. PROCEDURE
A. Reviewing
previous lesson
or presenting the
new lesson
B. Establishing a
purpose for the
lesson
The teacher will show pictures of Kulintang ensemble
instruments.
Student Inquiry:
Who among you here knows these musical instruments?
The teacher will show the lesson objectives.
17 | RegionV/DailyLessonPlan/2019-2020
Short video clip presentation of Kulintang Ensemble.
C. Presenting
instances for the
lesson.
D. Discussing new
concepts and
practicing new
skills #1
Video from https://www.travelswithmusic.com
The teacher will present a power point presentation containing
the pictures and description of the Kulintang ensemble and its
functions to the lives of the people of Mindanao.
Suggested Pictures for the presentation:
KULINTANG
https://fr.m.wikipedia.org/wiki/Kulintang?fbclid=IwAR3C
CE4JHy23Ldpa9193AIrrG_k1BEMcaL8VS6O9IIXYK4v
L2Lb3pMObbV4#/media/Fichier%3AKulintang_11.jpg
AGUNG
https://upload.wikimedia.org/wikipe
dia/commons/a/ae/Agung_08.jpg
GANDINGAN
https://photos1.blogger.com/blogger/45
07/549/1600/ETHS%20545%20%20Fall%202005%20085.jpg?fbclid=I
wAR1oOCacy_DP6sJE3DVBiihO1QhPOgj_9ltErAiuBioKxQOShxN-dr5tA
BABANDIR
https://i1.wp.com/www.philippineg
enerations.org/wpcontent/uploads/2009/08/babendil
.jpg?fbclid=IwAR2BfpMM3OZj4nP
0qj6kPyK8BhBrERBKJKb5wC_V1
Z31QEigf6HFVy_lHb8
18 | RegionV/DailyLessonPlan/2019-2020
DEBAKAN
E. Developing
Mastery (Leads
to formative
assessment)
F. Finding practical
applications of
concepts and
skills in daily
living
G. Making
Generalizations
and abstractions
about the lesson
H. Evaluating
Learning
https://www.google.com/imgres?i
mgurl=https://i.pinimg.com/original
s/f9/97/97/f99797627bd61ff3d865
1c2198a682ce.jpg&imgrefurl=http
s://www.pinterest.com/pin/816284
3045156225/&tbnid=ixUD6r2r1FL
gBM&vet=1&docid=tYwKD7B2LN
oiLM&w=500&h=595&itg=1&q=da
bakan&hl=en&source=sh/x/im
Activity:
THINK LOOK AND LISTEN
Instruction:
1. The teacher will show a video clip of Kulintang ensemble
performance.
2. The student will think of a material that can be found in
the classroom, in the house or in surroundings that
would sound like one of the Kulintang ensemble
instruments.
3. The student/s who answered correctly will receive
recitation points.
Describe the Kulintang ensemble music that you listened to.
As a young Filipino, do you think it is important for you to know
these traditional instruments from Mindanao? Why?
What are the usual celebrations and rituals in the Philippines or
in your home town that you know?
Differentiate the instrumental music used in the celebration and
rituals in your home town to the Kulintang ensemble instruments
of Mindanao?
Test A. Identification (Items 1-5)
Name the Kulintang Ensemble Instrument.
3.
1.
4.
2.
19 | RegionV/DailyLessonPlan/2019-2020
5.
https://photos1.blogger.com/x/blogger/4507/54
9/1600/359348/Kulintang%20Ensemble%2000
2.jpg?fbclid=IwAR082UTc56dj8H6jeuUM7PMly
w6fTP4JFOUPSeF4FSVvYQ6O5zfbA779BeM
Test B. Listening
Write the name of the Kulintang ensemble instrument heard.
The teacher plays the following sound:
1. Sound of Agung
2. Sound of Kulintang
3. Sound of Debakan
4. Sound of Babandir
5. Sound of Gandingan
Key to Correction
Test A.
1. Agung
2. Debakan
3. Babandir
4. Gandingan
5. Kulintang
I.
Assignment
Test B.
1. Agung
2. Kulintang
3. Debakan
4. Babandir
5. Gandingan
Activity:
Kulintang Ensemble Sound A Like
Look for a material that sounds like a Kulintang ensemble
instrument and try to play a rhythmic or melodic pattern.
Three students will be randomly selected on the next meeting to
present the Kulintang ensemble sound alike instrument.
V. REMARKS
VI..REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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 this work?
20 | RegionV/DailyLessonPlan/2019-2020
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
21 | RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 5
I. OBJECTIVES
CONTENT
STANDARDS

The learner demonstrates understanding of the
musical characteristics of representative music from
Mindanao.
PERFORMANCE
STANDARDS

The learner performs music of Mindanao with
appropriate expression and style.
LEARNING
COMPETENCIE
S/ OBJECTIVES
Identifies the musical characteristics of representative music
selections from Mindanao after listening (MU7MN-IIIa-g-1)
Analyzes the musical elements of some Mindanao vocal and
instrumental music (MU7MN-IIIa-g-2)
Evaluates music selections and performances applying
knowledge of musical elements and style (MU7LV-IIIb-h-10)
II. CONTENT
•
Moro/Islamic Music
What to Understand (Musical Practices of Mindanao Ethnic Groups)
III. LEARNING PROCESS
B. References
1.Teacher’s Guide
Pages
Music and Arts 7 Teacher’s Guide pp. 102-103
2. Learner’s
Materials Pages
Music and Arts 7 Learner’s Material pp.100-101
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources Portal
 https://www.youtube.com/watch?v=I9O2GdUsAgMDocum
ent4
 https://youtu.be/uZ4eKUJOhYK
 https://youtu.be/L6VSIs8_AI8
 https://youtu.be/xZckngohC0w
 https://youtu.be/J-6xHfHHR44
 https://youtu.be/PhbOXmjucSs
 https://youtu.be/vO_EdyerZIY
 https://youtu.be/FjxB9sWxO3Q
 https://youtu.be/IL4zGJi6Exk
 https://youtu.be/T-qZolzDLKI
 https://youtu.be/KVz5oSLrPbc
IV. PROCEDURE
22 | RegionV/DailyLessonPlan/2019-2020
A. Reviewing
previous lessons
or presenting the
new lesson
The teacher will ask the learners to distinguish the difference
between gongs and bamboo instruments of varied ethnic
groups from Mindanao.
B. Establishing a
purpose for the
lesson
The teacher will flash the lesson objectives and the students
will read aloud it.
1. Identifies the musical characteristics of representative
music selections from Mindanao after listening.
(MU7MN-IIIa-g-1)
2. Analyses the musical elements of some Mindanao
vocal and instrumental music.
(MU7MN-IIIa-g-2)
3. Evaluates music selections and performances
applying knowledge of musical elements and style.
(MU7LV-IIIb-h-10)
C. Presenting
examples/
instances of the
new lesson
D. Discussing
new concepts and
practicing new
skills # 1
E. Discussing
new concepts and
practicing new
skills #2
Film Viewing or Music Listening
 The learners will watch or listen carefully to “Sanlibutan” by
: Ang Grupong Pendong
Video:
(https://www.youtube.com/watch?v=I9O2GdUsAgMDocume
nt4)
The teacher will ask the class to identify the different
musical instruments they heard.
(Answers: kudyapi, kubing, guitar, kulintang, drums, hand
bells )
 The teacher will ask the learners the manner of playing
musical instruments like kudyapi, kubing, guitar,
kulintang, drums and hand bells..
(Answer: Yes, the kubing, kulintang and drums were
played using a very similar rhythmic pattern used in their
traditional music. It didn’t use any westernized rhythmic
styles or patterns )
23 | RegionV/DailyLessonPlan/2019-2020
F. Developing
mastery (leads to
Formative
Assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily
living
 Does the song’s melody and mood give you a feeling of the
same traditional Mindanao ritual or celebration? If yes,
why?
(Answer: Yes, the melody is very similar to some of the
chants but in a modern way and the rhythmic patterns are
very Mindanao-sounding)
 What is the effect of using modern text and melodic
progression and mixed with the traditional Mindanao
gong ensemble/ other instruments on the modern
generation?
(Answer: It sounded more modern and more appealing to the
youth.)
 What are the musical elements used in the song
“Sanlibutan” by: Ang Grupong Pendong?
H. Making
generalizations
and abstractions
about the lesson
I. Evaluating
learning
POSSIBLE ANSWERS:
Vocal Tones/Timbre –
Female voice: Mezzo Soprano/ Normal Range
Male voice: Baritone/ Normal Range
Rhythm- Regular or Steady beat
Texture- Thick/Polyphonic
Form- Intro: Strophic / A /
Verses: Binary / A / B /
Chorus: Strophic (A)
Interlude: Ternary / A / B / C /
6.
Extro: Strophic / A /
1. What are the different musical instruments used by
ethnic groups from Mindanao?
2. How were the musical elements used in Mindanao
Ethnic Music?
V. REMARKS
VI..REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
24 | RegionV/DailyLessonPlan/2019-2020
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
25 | RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 6
I. OBJECTIVES:
A. Content Standard
B. Performance
Standard
C. Learning
Competencies
The learner demonstrates understanding of:
The learner demonstrates understanding of the musical
characteristics of representative music from Mindanao.
The learner performs music of Mindanao with
appropriate expression and style.
Improvises simple rhythmic/melodic accompaniments to
selected music from Mindanao (MU7LV-IIIc-h-5)
Sings songs from Mindanao (MU7LV-IIId-h-7)
Creates appropriate movements or gestures to
accompany the music selections of Mindanao
(MU7LV-IIIc-8)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide
pages
2.Learner’s Material
pages
3.Textbook pages
4.Additional
Materials from
Learning Resources
(LR) portal
Non-Islamic
pp. 105-106
pp. 102-104











IV. PROCEDURES
A. Review
https://youtu.be/7j9XpTwJLB4
https://www.youtube.com/watch?v=kpOfEwZeF6Q
https://youtu.be/uOnlwhuUYgw
https://youtu.be/-AR0heXocsA
https://youtu.be/fsDY1eEAZPs
https://www.flickr.com/photos/biagkensiak/3663656390
1
https://www.flickr.com/photos/14455532@N06/2684597
453/in/photostream/
https://www.filipinaslibrary.org.ph/himig/music-of-thelumad/
https://www.rappler.com/newsbreak/iq/99572-mapislam-philippines
https://www.youtube.com/watch?v=yiBDrzdoe9E
https://www.youtube.com/watch?v=zMvgTkJr8f4&featur
e
The teacher will play excerpts of music from the different
musical instruments of Mindanao, and the students will answer
by following the directions below:
Activity 1: “Remember Me?” (Audio-Visual processing)
26 | RegionV/DailyLessonPlan/2019-2020
Direction: Write Bamboo Sound, if the music played is from
bamboo ensemble, and Gong Sound, if the music played is
from gong-based ensemble.
1. Kulintang (source: “nemesisXtenista”, Kulintang
ensemble
(Kalagan tribe of Davao) https://youtu.be/7j9XpTwJLB4)
2. Suling (source: “Tanty Setiawati”, Jan. 22, 2014.
Keahhian
Tunametra Suling Bambu (Bamboo Flute Playing Blind
Expertise)
https://www.youtube.com/watch?v=kpOfEwZeF6Q)
3. Agung (source: “Eugene baylon jaceldo,” June 15,
2014, Agong IMG 6748 https://youtu.be/uOnlwhuUYgw)
4. Gabbang (source: “Rex Galos,” Philippine Music of the
Mindanao Muslims Uwang Ahadas Gabbang, Sept. 3,
2013, https://youtu.be/-AR0heXocsA)
5. Kulintang made in Tamuntaka D.O.S Maguindanao
(source: “Dadz Kusain,” Jan. 27, 2015
https://youtu.be/fsDY1eEAZPs)
B. Establishing
Purpose of the lesson
Answer:
1. Gong sound
2. Bamboo sound
3. Gong sound
4. Bamboo sound
5. Gong sound
Activity 2: “Odd One Out”
The following pictures will be shown by the teacher and will
ask the following questions:
1. Based from the four pictures shown, which do you think
does not belong to the group?
Source: Constantine Agustin, “Kaamulan Festival 2017”,
https://www.flickr.com/photos/biagkensiak/36636563901
Source: T’boli dance during colorful street dancing competition on
9th T’nalak Festival in Koronadal, South Cotabato, “Mark Navales”,
https://www.flickr.com/photos/14455532@N06/2684597453/in/photostream/
27 | RegionV/DailyLessonPlan/2019-2020
Source: https://www.filipinaslibrary.org.ph/himig/music-of-the-lumad/
Source: Michael Bueza, July 17, 2015,
https://www.rappler.com/newsbreak/iq/99572-map-islam-philippines
2. What can you say about the pictures?
3. How are you going to relate this pictures to a religious rites
and music?
Answer: Picture No. 4.
(Possible answer of learners) Picture No. 4 shows religious
activity of Islamic people (Moro), while those three other
pictures show activities of Lumads.
The teacher will also add additional information about the
pictures.
C. Presenting
Example of the New
Lesson
D. Discussing New
Concepts and
Practicing New Skills
#1
Video Presentation:
The teacher will play “Mindanao Lumads”. source:
“Mindanao Lumads_Mark Manalastas,” May 29, 2019,
https://www.youtube.com/watch?v=yiBDrzdoe9E
The learners will be asked to observe and take down notes
important information shown in the video.
Based from the video, the teacher will ask the following
questions:
1. What was the video about?
2. Who are the so-called Lumads?
3. How do you differentiate them from Moros?
Teacher may add additional information about Lumads and
their music.
E. Discussing New
Concepts and
Practicing Skills #2
Activity: Guided singing with improvised rhythmic
pattern: (For advance & average learners)
28 | RegionV/DailyLessonPlan/2019-2020
The teacher will demonstrate first on how to improvise
simple rhythmic patterns as accompaniment.
The teacher will play the song “El Galina Capituda” (My
Smart Hen) Chavacano Folk Song from Zamboanga.
(https://www.youtube.com/watch?v=zMvgTkJr8f4&feature) “El
Galina Capituda By:G7-Nationalistic” by tonet evangelista,
published Nov. 20, 2017.
The class will echo or imitate the song.
F. Developing
Mastery (leads to
formative assessment)
Group Activity: (for Advance and Average Learners)
The learners will be divided into four groups.
Group 1 & 2 – will sing “El Galina Capituda”
Group 3 – will accompany the first group with improvised
rhythmic pattern by clapping and/or “tunog tao”.
Group 4 – will accompany the second group using improvised
musical instruments found inside the classroom.
G. Finding Practical
Application of
Concepts and Skills in
Daily Living
H. Making
Generalization and
Abstractions about the
Lesson
Teacher will ask the learners the question below:
1. As a student, why is it important to learn the music of
Lumads?
Complete the sentences below:
1. Today I learned about the music of
.
2. The functions of the non-Islamic music are
.
3. I realized that non-Islamic music is
I. Evaluating Learning
.
Rubric for group performance:
Category
Rhythm
29 | RegionV/DailyLessonPlan/2019-2020
4
3
2
1
The
beat is
secure
and the
rhythms
are
accurat
e for
The beat
is secure
and the
rhythms
are
mostly
accurate.
There are
The beat
is
somewha
t erratic.
Some
rhythms
are
accurate.
The beat
is usually
erratic
and
rhythms
are
seldom
accurate
the
scales
being
sung.
a few
duration
errors.
But these
do not
detract
from the
overall
performa
nce.
Pitch
Virtually
no
errors.
Pitch is
very
accurat
e
Dynamics
Dynami
c levels
are
obvious
,
consist
ent,
and an
accurat
e
interpre
tation to
the
style of
music
being
sung.
Perform
s with a
creative
nuance
and
style in
respons
e to the
score
and
limited
coachin
g
An
occasion
al
isolated
error, but
most of
the time
pitch is
accurate
and
secure.
Dynamic
levels are
typically
accurate
and
consisten
t.
Expressio
n & Style
30 | RegionV/DailyLessonPlan/2019-2020
Typically
performs
with
nuance
and style
that is
indicated
in the
score or
which is
suggeste
d by
instructio
n or peer.
Frequent
or
repeated
duration
errors.
Rhythm
problems
occasion
ally
detract
from the
overall
performa
nce.
Some
accurate
pitches,
but there
are
frequent
and/or
repeated
errors.
detracting
significan
tly from
the
overall
performa
nce.
Dynamic
levels
fluctuate
but can
be
discerned
.
Attention
to
dynamic
levels is
not
obvious.
Sometim
es
performs
with
nuance
and style
that is
indicated
in the
score or
which is
suggeste
d by
instructor
or peer.
Rarely
demonstr
ates
expressio
n and
style.
Just
plays the
notes.
Very few
accurate
or secure
pitches.
Movemen
ts
Movem
ents
are
consist
ent and
accurat
e with
the
song.
Movemen
ts are
consisten
t and
mostly
accurate
with the
song
Movemen
ts are
somewha
t
consisten
t and
somewha
t accurate
with the
song.
Most of
the
movemen
ts are
inconsist
ent and
inaccurat
e with the
song.
Rubric taken from Grade 7 Learner’s Material for Music and
Arts, modification was made.
Group Activity: (for Advance and Average learners)
(4 Groups: Same Group)
Each group will add appropriate movements or gestures to
their first activity as they sing the song “El Galina Capituda”.
They will be given 10 minutes to practice before the
presentation. Each group will be given a maximum of 2
minutes for the final presentation. Their presentation will be
rated according to the rubric.
J. Additional Activity
for Remediation
“Internet Film Viewing”
Watch any Lumad or Moro social function, ritual or ceremony
via you tube for more familiarization of Non-Islamic music.
V - REMARKS
VI - REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require activities for
remediation.
C. Did the remedial
lesson/s 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
this work?
F. What difficulties did
I encounter which my
supervisor/principal/de
partment head help me
solve?
31 | RegionV/DailyLessonPlan/2019-2020
G. What innovation or
localized materials did
I use which I wish to
share with other
teachers?
32 | RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 7
I.OBJECTIVES
A.Content Standard
B.Performance
Standard
C.Learning
Competencies
The learner;
 demonstrates understanding of the musical
characteristics of representative music from Mindanao.
The learner;
 performs Music of Mindanao with appropriate
expression and style.
Explores ways of producing sounds on a variety of sources
that is similar to the instruments being studied
(MU7MN-IIIb-h-4)
Improvises simple rhythmic/melodic accompaniments to
selected music from Mindanao (MU7LV-IIIc-h-5)
Sing songs from Mindanao (MU7LV-IIId-h-7)
II. CONTENT
Music of Mindanao (What to Understand)
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide
pp. 107-108
Pages
2. Learner’s Material
pp. 104-106
pages
3. Textbook Pages
4. Additional Materials
from Learning
Rresources (LR)
portal
B.Other Learning
wikipedia.org
Resources
arkipelagobooks.com
https://www.youtube.com/watch?v=9oPjSPlpKuw
IV.PROCEDURES
Musical Instruments of Mindanao
Name the following musical instruments of Mindanao and
describe the materials used.
A. Reviewing the
previous lesson
or presenting the
new lesson
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0LF&id=09D777DC1262791BD465CAC037AC0EC288E3906D
&thid=OIP.o3mli0LFBmfMrGvhezm0uQHaFj&mediaurl=https%3
33 | RegionV/DailyLessonPlan/2019-2020
a%2f%2fupload.wikimedia.org%2fwikipedia%2fcommons%2fthu
mb%2fa%2fae%2fAgung_08.jpg%2f1200pxAgung_08.jpg&exph=900&expw=1200&q=AGUNG&simid=6080
50768487843672&selectedIndex=3&ajaxhist=0
https://www.bing.com/images/search?view=detailV2&ccid=yNO
Rn64i&id=03359A7A6B152F8643021B9B88B9C85EEDF4B8F4
&thid=OIP.yNORn64ijLBQoqxd8WX6FgHaFZ&mediaurl=http%3
a%2f%2fupload.wikimedia.org%2fwikipedia%2fcommons%2f5%
2f5d%2fKontraGapi_Gabbang.jpg&exph=1552&expw=2132&q=GABBANG&si
mid=607996892427323806&selectedIndex=0&ajaxhist=0
https://www.bing.com/images/search?view=detailV2&ccid=fi3SK
yPh&id=EF7C19791ABA9923428D16DFF5FB5A49EF5D843D
&thid=OIP.fi3SKyPhQrG_6Qa2xQyl1AHaCF&mediaurl=http%3a
%2f%2f1.bp.blogspot.com%2f_LgfJ7U78Bgc%2fTLM8FKJTByI
%2fAAAAAAAAAME%2fxEMo1GsLRfc%2fs1600%2fSerongg1.j
pg&exph=169&expw=600&q=SERONGGAGANDI+MUSICAL+I
NSTRUMENT&simid=608000594674517096&selectedIndex=3
&ajaxhist=0
https://www.bing.com/images/search?view=detailV2&ccid=iMW
VYBnR&id=2F367E9A4C62321D21F051F26C022A6BE075E09
4&thid=OIP.iMWVYBnRC2wNFE267qIMQHaD2&mediaurl=https%3a%2f%2fupload.wikimedia.or
g%2fwikipedia%2fcommons%2fthumb%2f5%2f5a%2fSuling.jpg
%2f1200pxSuling.jpg&exph=623&expw=1200&q=SULING&simid=6080024
88745789382&selectedIndex=2&ajaxhist=0
B. Establishing a
Purpose for the
Lesson
ACTIVITY 1
The students will create simple ryhthmic sound using their body
parts or “tunog tao”. The teacher will choose some of the
students to demonstrate it to the class.
At the end of the lesson the learner can demonstrate
understanding by exploring ways of producing sounds,
improvising simple rhythmic/melodic accompaniment and
singing a sample song from Mindanao.
C. Presenting
Examples/instanc
es of the New
Lesson
Ask the following questions?
 What do you see in the picture?
 Where do you think these indigenous people came
from?
34 | RegionV/DailyLessonPlan/2019-2020

D. Discussing New
Concepts and
Practicing New
Skills #1
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d=74FpehXm&id=773AFEF7B808842DFBFE84666AD1
E4B9A5BCC6C5&thid=OIP.74FpehXm5y2wThnuLMfbi
QHaJd&mediaurl=https%3a%2f%2flookaside.fbsbx.com
%2flookaside%2fcrawler%2fmedia%2f%3fmedia_id%3d
813584288985582&exph=960&expw=751&q=lumad+bo
ok+cover&simid=608012212591988096&selectedIndex=
16&ajaxhist=0
 Do you know their musical instruments or kind of music?
 What do we call the indigenous people who are NonMuslim and Non-Christians?
Discussion on the following:
 LUMAD – A collective term for groups of Indigenous
people from Mindanao, which means native.
- Known as Non-Muslim and Non- Christians.

E. Discussing New
Concepts and
Practical Skills #2
Musical Instruments of Lumad
- Hand-made
- Made of bamboo; either
 Carved
 Cut
 Sliced
 Madeinto smaller sticks
- Drums are made of wood and animal skin
ACTIVITY 2
Let the students listen to the chavacano folk song “No Te Vayas
de Zamboanga”. Students will sing the song led by the teacher.
https://www.youtube.com/watch?v=9oPjSPlpKuw
Divide the class into two (2)
One group will create simple rhythmic/melodic accompaniment
to the folk song “No Te Vayas de Zamboanga” by
clapping/”tunog tao”while the other group is singing.
F. Developing
Mastery (leads to
formative
assessment) #3
ACTIVITY 3
The students will be grouped into five (5).
35 | RegionV/DailyLessonPlan/2019-2020
They will improvise simple rythmic/melodic accompaniment to
the song “No Te Vayas de Zamboanga” using improvised
percussion instruments and they will present their output to the
class. Their performance will be rated using the rubric.
The students will be given 10 minutes to practice the activity.
G. Finding Practical
Apllication of
Concepts and
Skills in Daily
Living
The Lumads uses materials that can be found in nature like
bamboo, animal skin and wood to produce sound and create
music.
H. Making
Generalization
and Abstraction
about the Lesson
I. Evaluating
Learning
What can you say about the Lumads musical instruments?
What are the materials used to create those musical
instruments?Where do they find those materials?
J. Assignment/
Agreement
V. REMARKS
VI. REFLECTION
A. No.of learners
who earned 80%
in the evaluation.
Ask the question.
Will you use the musical instruments of the Lumads to
accompany modern songs that we have today? Why?
Group Performance.
The students’ performance in Activity #3 will be rated following
the rubric below.
RUBRIC
RHYTHM
3
Students
succesfully
improvise
ryhtmic
accompanim
ent using the
improvised
instrument
2
Students
successfully
improvise
ryhthmic
accompanim
ent but with
1-2 errors
using the
improvised
instruments.
DYNAMIC
S
Improvised
instrument is
played loud
enough for
the class to
hear.
PERFORM
ANCE
DELIVERY
Plays the
improvised
instrument
with
enthusiasm
and energy
during the
entire song.
Improvised
instrument is
played but is
not loud
enough for all
the class to
hear.
Plays the
improvised
instrument
with some
enthusiasm
and energy
during the
entire song.
1
Students
successfully
improvise
rhythmic
accomppani
ment but with
3 or more
errors using
the
improvised
instrument.
Improvised
instrument is
played but
only half of
the class can
hear.
Plays the
improvised
instrument
with little
enthusiasm
and energy
during the
entire song.
Improve rhythmic skills by practicing it using modern songs.
36 | RegionV/DailyLessonPlan/2019-2020
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lesson work? No.
of learners who
have caught of
with the lessons
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
this work?
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.
37 | RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 8
I.OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning
Competencies
The learner demonstrates understanding of the musical
characteristics of representative music from Mindanao.
The learner performs music of Mindanao with appropriate
expression and style.
Improvises simple rhythmic/melodic accompaniments to
selected music from Mindanao (MU7LV-IlIc-h-5)
Perform instruments/improvised instruments from Mindanao,
alone and or with others (MU7LV-IlIc-h-6)
Sing songs from Mindanao (MU7LV-IlId-h-7)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1.Teacher’s
Guide pages
2.Learner’s
Material pages
3.Textbook pages
4.Additional
Materials from
Learning Resources
(LR) portal
IV. PROCEDURES
A. Review
B. Establishing a
Purpose of the
Lesson
C. Presenting
Examples of the
New Lesson
MUSIC OF MINDANAO
pp. 110
pp. 106-107
The teacher will remind the learners the pointers to remember
during performance.
CLASS CULMINATING ACTIVITY
Teacher may take a draw lots on what group will be the first to
perform. (use rolled papers with 1-4 numbers, or popsicle sticks
with different colors with assigned numbers on each color.)
10 Minutes Preparation before the Performance.
Review the rubrics below which was given a day before the
performance and give each group a copy for evaluation.
CATEGOR
Y
Rhythm
38 | RegionV/DailyLessonPlan/2019-2020
4
3
2
1
Appropriate
materials
were
selected
modified in
ways that
made them
even better
for the
purpose
Appropriate
materials
were
selected.
Most of the
construction
materials
were
appropriate,
but 1-2 were
not.
Constructi
on
materials
were not
appropriat
e for the
purpose.
Pitch
The
instrument
shows
considerabl
e attention
to
construction
. It is sturdy,
neat and will
stand up to
repeated
playing over
a period of
time.
Dynamics
Presenter
speaks
loudly and
clearly.
Instruments
is visible to
class and its
use is
demonstrate
d. The
instrument
is named
and the
process for
making it is
described
clearly.
Class time
was used
wisely.
Much time
and effort
went into
planning,
design, and
construction
. The
student
clearly
worked at
home as
well as at
school.
Steps and
materials
were
outlined in a
fashion that
could be
followed by
anyone
without
additional
explanation
Expression
and Style
Tone
Quality
39 | RegionV/DailyLessonPlan/2019-2020
The
instrument
shows
considerabl
e attention
to
construction
. It is
reasonably
sturdy and
neat and will
stand up to
being
played more
than once.
Instrument
is shown to
class and its
use is
demonstrate
d. The
instrument
is named
and the
process for
making is
described
clearly. It
was hard to
hear the
presenter.
The
instrument
is neatly
constructed
but is fragile
and will
probably not
stand up to
being
played more
than once.
Pieces are
missing or
falling off.
Seems
\”slapped
together\”
in a hurry.
Instrument
is shown to
class and its
use is
demonstrate
d. The
instrument
is named
and the
presenter
describes a
few of the
steps in
making it.
Instrument
is shown
to class
and is
named.
The
student
cannot
describe
the
process
used to
make it or
cannot
demonstra
te it.
Class time
was used
wisely. Time
and effort
went into
planning,
design, and
construction
. Student
could have
put in more
time and
effort at
home.
Class time
was not
always used
wisely, but
student
clearly did
some
addtional
work at
home.
Class time
was not
used
wisely and
the
student
put in no
additional
effort.
Steps and
materials
were
outlined in a
fashion that
could be
followed by
anyone
without
additional
explanation
Steps and
materials
were
outlined in a
fashion but
had 1-2
gaps that
require
explanation
even after
teacher
Plan was
seriously
incomplete
or not
sequential
even after
teacher
feedback.
s. No
teacher help
was needed
to
accomplish
this.
TOTAL
SCORE
Interpretati
on (AL)
s. Some
teacher help
was needed
to
acomplish
this.
feedback
was given.
Total Score/5
Note: Rubrics from LM p. 107
D. Discussing New
Concepts and
Practicing New
Skills #1
E. Discussing New
Concepts and
Practicing Skills #2
F. Developing
Mastery (leads to
formative
assessment)
G. Finding Practical
Application of
Concepts and Skills
in Daily Living
H. Making
Generalization and
Abstractions about
the Lesson
I. Evaluating
Learning
J.
Assignment/Agreem
ent
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
Each group will perform their chosen music (vocal or instrumental/
Islamic or Non-Islamic) on stage. They are going to apply all the
musical knowledge and skills they have learned.
Create a Values Continuum which you had in your presentation
following the table below:
What went Right
What went wrong
The Teacher will announce the scores of each group and explains
things for improvement on the next performance.
Review the past lessons about Music of Mindanao in preparation
for the third periodical exam.
40 | RegionV/DailyLessonPlan/2019-2020
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?
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?
41 | RegionV/DailyLessonPlan/2019-2020
Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 9
I. OBJECTIVES
A. CONTENT
STANDARDS


B. PERFORMANC
E STANDARDS
C. LEARNING
COMPETENCIE
S/
OBJECTIVES
The learner demonstrates understanding of the
musical characteristics of representative music from
Mindanao.
The learner performs music of Mindanao with
appropriate expression and style.
Sings songs from Mindanao MU7LV-IIId-h-7
Provides accompaniment to selected music of Mindanao
MU7LV-IIIc-9
II. CONTENT
Moro/Islamic Music
• What to Perform
III. LEARNING PROCESS
C. References
1.Teacher’s Guide
Pages
Music and Arts 7 Teacher’s Guide pp. 103-104
2. Learner’s
Materials Pages
Music and Arts 7 Learner’s Material pp.101-102
3.Textbook Pages
4. Additional
Materials from
Learning
Resources Portal
 https://www.youtube.com/watch?v=I9O2GdUsAgMDocu
ment4
 https://youtu.be/uZ4eKUJOhYK
 https://youtu.be/L6VSIs8_AI8
 https://youtu.be/xZckngohC0w
 https://youtu.be/J-6xHfHHR44
 https://youtu.be/PhbOXmjucSs
 https://youtu.be/vO_EdyerZIY
 https://youtu.be/FjxB9sWxO3Q
 https://youtu.be/IL4zGJi6Exk
 https://youtu.be/T-qZolzDLKI
 https://youtu.be/KVz5oSLrPbc
IV. PROCEDURE
42 | RegionV/DailyLessonPlan/2019-2020
A. Reviewing
previous lessons
or presenting the
new lesson
B. Establishing a
purpose for the
lesson

Presentation of learning competencies

The class will be given five-minutes preparation
before the presentation.
Presenting
examples/
instances of the
new lesson
Discussing new
concepts and
practicing new
skills # 1
Discussing new
concepts and
practicing new
skills #2
To know the order of the presentations, the teacher will ask
the group leaders for the draw lots of their number.
Developing
Mastery (leads to
Formative
Assessment 3)
The teacher will explain the rubrics for their performance.
G. Finding
practical
applications of
concepts and
skills in daily living
H. Making
generalizations
and abstractions
about the lesson
43 | RegionV/DailyLessonPlan/2019-2020
I. Evaluating
learning
The learners will present their five (5)-minute group
presentation. They will be rated guided by this rubric:
Category
Rhythm
4
The beat is
secure and
the rhythms
are accurate
for the scales
being sung.
3
The beat is
secure and
the rhythms
are
mostly
accurate.
There are a
few duration
errors.
But
these do not
detract from
the
overall
performance.
Pitch
Virtually no
errors. Pitch
is
very
accurate.
Dynamics
Dynamic
levels
are
obvious,
consistent,
and
an
accurate
interpretation
of the style of
music being
sung.
Expression
and Style
Performs
with
a
creative
nuance and
style
in
response to
the
score
and limited
coaching.
Tone
Quality
Tone
is
consistently
focused,
clear,
and
centered
throughout
the ranged of
the voice.
Note:
44 | RegionV/DailyLessonPlan/2019-2020
1
The beat is
usually
erratic
and
rhythms are
seldom
accurate
detracting
significantly
from
the
overall
performance.
An
occasional
isolated
error,
but
most of the
time pitch is
accurate and
secure.
Dynamic
levels
are
typically
accurate and
consistent.
2
The beat is
somewhat
erratic. Some
rhythms are
accurate.
Frequent or
repeated
duration
errors.
Rhythms
problems
occasionally
detract from
the
overall
performance
Some
accurate
pitches, but
there
are
frequent
and/or
repeated
errors.
Dynamic
levels
fluctuate but
can
be
discerned.
Typically
performs
with nuance
and style that
is indicated
in the score
or which is
suggested by
instructor or
peer.
Tone
is
focused,
clear,
and
centered
through the
normal
singing
range.
Extremes in
range
sometimes
cause tone to
be
less
controlled.
Tone quality
typically
does
not
detract from
the
performance.
Sometimes
performs
with nuance
and style that
is indicated
in the score
or which is
suggested by
instructor or
peer.
Tone is often
focused,
clear
and
centered, but
sometimes
the tone is
uncontrolled
in the normal
singing
range.
Extremes in
range
are
usually
uncontrolled.
Occasionally
the
tone
quality
detracts from
overall
performance.
Rarely
demonstrates
expression
and
style.
Just plays the
notes.
Very
few
accurate or
secure
pitches.
Attention to
dynamic
levels is not
obvious.
The tone is
often
not
focused,
clear,
or
centered
regardless of
the
range
significantly
detracting
from
the
overall
performance.
After all the group performances, the teacher and learners
will give feedbacks about the different presentations.
J. Additional
activities for
application or
remediation/
Assignment
V. REMARKS
VI..REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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 this work?
F. What difficulties did I
encounter which my
supervisor/principal/departmen
t head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
45 | RegionV/DailyLessonPlan/2019-2020