Grade 7 (MUSIC 3rd Quarter)

DETAILED
LESSON PLAN
IN MUSIC 7
(Third Quarter)
DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
Province: Sorsogon City Division EPS: Rico Estur

Subject Area: MAPEH (Music) Grade level: Grade – VII
Team Member 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
ii | Region V/Daily Lesson Plan/2019-2020

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

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
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
iii | Region V/Daily Lesson Plan/2019-2020

Explores ways of producing sounds on a variety of sources that is similar to the
instruments being studied (MU7MN-IIIb-h-4) ................................................ 33
Mindanao (MU7LV-IIIc-h-5) .......................................................................... 33
Sing songs from Mindanao (MU7LV-IIId-h-7) ............................................... 33

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 | Region V/Daily Lesson Plan/2019-2020

Detailed Lesson Plan in Music
Grade 7
Quarter 3 Lesson 1
I.OBJECTI
VES
A. Content The learner demonstrates understanding of the musical characteristics of
Standard representative music from Mindanao
B. The learner performs music of Mindanao with appropriate expression and
Performan style
ce
Standard
C. A. Identifies the musical characteristics of representative music
Learning selections from Mindanao after listening MU7MN-IIIa-g1
Competenc
ies 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. MORO/ISLAMIC MUSIC
CONTENT
III.
LEARNIN
G
RESOURC
ES
A.
References
Music and Arts Teacher’s Guide Grade 7, pp. 93-94
1.Teacher’
s Guide
pages
Music and Arts Learner’s Material Grade 7, pp. 91-92
2.Learner’s
Material
pages
3.Textbook
pages
http://m.youtube.com/watch?v=reffH9YQzXk
4.Additiona https://m.youtube.com/watch?v=XCTobmUWuuQ&t=73s
l Materials http://m.youtube.com/watch?v=E4LTbfNNH7A8
from https://m.youtube.com/watch?v=5y1BFnnGWlc
Learning
Resources
(LR) portal
IV.
PROCEDU
RES
A.Review 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.
1 | Region V/Daily Lesson Plan/2019-2020

LYRICS:
Ili-ili tulog anay,
Wala diri imong nanay.
Kadto Tienda bakal papay.
Ili ili tulog anay.
B. The teacher will ask the students to read aloud the lesson objectives.
Establishin At the end of the lesson the students should be able to:
ga A. define the chants and lullaby of Mindanao and each type through
Purpose of listening and analyzing the song;
the Lesson 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 Yakan
Maranao 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.)

C.
Presenting Average Learners Advanced
Examples Learners
of the New
Lesson Using a Power Point Presentation, the teacher will give Using a Power
short discussion about the ethnolinguistic group of Point
Mindanao. Presentation,
the learners
will read
information
about the
Then the teacher will let the students listen to a musical ethnolinguistic
selection from Mindanao (Maguindanao Bangsamoro: group of
Vocal Culture and Tradition. Mindanao and
Link: will ask them to
https://m.youtube.com/watch?v=XCTobmUWuuQ&t=73s 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 Average Learners Advanced Learners
New
Concepts After listening, the students will After listening, the students will
and identify the musical characteristics of identify the musical
Practicing the music played through small group characteristics of the music
New Skills discussion (SGD) using the guide played through small group
#1 questions below for about 10 minutes. discussion (SGD) using the
After the SGD, each group will share guide questions below for about
briefly their output in class. 10 minutes. After the SGD, each
group will share briefly their
Guide questions: output in class.

1. What do you think is the
message of the music played? Guide questions:
2. What did you feel after 1. Based on what you
listening to it? have heard, give at
3. Describe the music using a least 3 different
word. Use the table below. moods that you have
felt while listening to
Musical Group the music.
characteristics Observation 2. Is the music sacred or
Ex. Tempo Fast or slow in secular vocal form?
Dynamics Loud or soft Explain the
Pitch High or low 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 Group
characteristics Observation
Tempo
Dynamics
Pitch
E. Average Learners Advanced Learners

Discussing The teacher will play a short video The teacher will play a short video
New clips of chants and lullaby from clips of chants and lullaby from
Concepts Mindanao. Mindanao.
and
Practicing Link: Link:
Skills #2 Chants: Chants:
http://m.youtube.com/watch?v=E4L http://m.youtube.com/watch?v=E4L
TbfNNH7A8 TbfNNH7A8
Lullaby: Lullaby:
https://m.youtube.com/watch?v=5y https://m.youtube.com/watch?v=5y
1BFnnGWlc 1BFnnGWlc
After the video presentation, the After the video presentation, the
students will give the distinguishing students will give the distinguishing
characteristics of chants and characteristics of chants and
lullaby. lullaby.

With the help of the video The teacher will give each group a
presented and the definitions of reading material containing various
each type of vocal music of definition of chants and lullabies
Mindanao, the students will explain and with the help of the video
their understanding about it through presented they will try to create
a group presentation. their own concepts or their
Each group will be given 5 minutes understanding of the words in the
to prepare. diagram.
F.
Developing Average Learners Advanced Learners
Mastery Group Task: Each group will be given a
(leads to Group 1 explain chant and lullaby. different task.
formative Group 2 explain Lugu and Kalangan. Group 1- explain the meaning of
assessmen Group 3 Lunsey, Dikker and Bayok chant and lullaby. give examples
t) Group 4 Yaya and bayok Group 2- give an example/ your
own definition about lugu and
kalangan (chant).
VOCAL MUSIC OF MINDANAO
Group 3- give an example/ your
own definition about Sa-il, Lunsey
CHANT LULLABY and Bayok (chant).
(definition) (definition) Group 4- give an example/ your
own definition about Ya-Ya and
a. Lugu a. yaya Bayok under Lullaby.
(description) (description)
b. Kalangan VOCAL MUSIC OF MINDANAO

(description) b. Bayok
(description)
c. Sa-il/Lunsey CHANT LULLABY
(description)
(definition) (definition)
d. Dikker
(description) f. Lugu c. ya
(description) ya
e. Bayok (descriptio
(description) g. Kalangan d.n) Ba
(description) yo
k
h. Sa-il/Lunsey (descriptio
(description)
n)
i. Dikker
(description)
j. Bayok
(description)
G. Finding
Practical What do you think is the contribution of the Music of Mindanao in the
Application development of Filipino Music?
of
Concepts
and Skills
in Daily
Living

H. Making Sentence Completion. Ask the Students to complete the following:
Generalizat
ion and I have learned that ___________________________________
Abstraction I have found that ____________________________________
s about the I have realized that ____________________________.
Lesson
I. The class will perform by groups and each group will sing a sample song of
Evaluating Mindanao. They will be given 10 minutes to prepare and 2-5 minutes’
Learning presentation. The presentation will be evaluated using the rubrics below.
Criteria EXCELL GOOD SATISFACT FAIR NEEDS

ENT 47-45 ORY 39-35 IMPROVEM
50-48 points 44-40 points ENT
points points 34-30
points
Voice Good Good Can sing but Cannot Cannot sing
quality singing singing has a hard sing but at all
voice and voice but time can hum
sing in sometim following the a few
tune es not in tune lines
tune
Over-all Always Usually Sometimes Rarely Did not
performa demonstr demonst demonstrate demonst demonstrat
nce ate rate appropriate rate e
appropria appropri tune in appropri appropriate
te tune in ate tune performing ate tune tune in
performin in and in performing
g and performi connecting performi and
connectin ng and with the ng and connecting
g with the connecti audience to connecti with the
audience ng with convey the ng with audience to
to convey the message of the convey the
the audience the song. audience message of
message to to the song.
of the convey convey
song. the the
message message
of the of the
song. 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

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?

Grade 7
Quarter 3 Lesson 2
I. OBJECTIVES
A. Content The Learner demonstrates understanding of the musical
Standards characteristics of representative music from Mindanao.
B. Performance The Learner performs music of Mindanao with appropriate expression
Standards and style.
C. Learning Analyse musical elements of some Mindanao vocal and
Competencie instrumental music MU7MN-IIIa-g-2
s/Objectives
Explain the distinguishing characteristics of representative
music selections of Mindanao in relation to its culture and
geography MU7MN-IIIa-g-3
II. CONTENT Moro/Islamic Music: Vocal Music of Mindanao
III. LEARNING
RESOURCE
S
A. References
1. Teacher’s Music and Arts Teachers Guide Grade 7 pp. 93-94
Guide pages
2. Learner’s Music and Arts Learners Module Grade 7 pp. 91-92
Materials
pages
3. Additional
Material for
Learning
Resource(LR
) portal
4. Other https://www.britannica.com/topic/Maguindanao-people
Learning https://www.britannica.com/topic/Maranao
Resource https://prezi.com/vyitumnh6_h2/the-jama-mapun-or-literally-people-of-
mapun-occupy-the-is/
https://www.britannica.com/topic/Tausug
https://en.wikipedia.org/wiki/Yakan_people
IV. PROCEDUR
ES

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. Ethno-linguistic group living

primarily in south-
central 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 south-
western Philippines. They
1. Maguindanao call their island Tana (land)
Mapun and their language,
2. Maranao Pullum Mapun.
3. Samal 4. One of the largest of the
4. Tausug Muslim (sometimes called
5. Yakan 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. 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.
B. Establishing a The teacher together with the students will check their output on the
Purpose of the puzzle they answered in the beginning of the lesson. The teacher will
Lesson 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.

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.
http://www.seasite.niu.edu/Tagalog/Cynthia/Mindanao/ethnolingusticg
roups.htm#Tausug
C. Presenting The students will listen to MAGUINDANAO BANGSAMORO: VOCAL
Examples of the CULTURE AND TRADITION
New Lesson 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 The teacher will present a Power Point Presentation containing the
New videos and descriptions of the Vocal Music of Mindanao:
Concepts https://quizlet.com/259077123/flashcards
and
Practicing 1. CHANTS – a lyrical rendition of different improvised text
New Skills
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

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
Islam Lullaby
https://www.youtube.com/watch?v=MLRyHctRk1Y
B. Evaluating 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 COLUMN B
6. Nagkalan a. Maranao term for lullaby
7. Ayay b. songs used for serenading
loved ones
8. Koyab c. song of the Yakans to put
baby to sleep
9. Yunsel d. chants used in reading their
Qur’an and books they use
in their Islam religion
10. Ugul 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 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
Agreement with you tomorrow.
V. REMARKS
VI..REFLECTION

A. No. of Learners who
earned 80% on the formative
assessment
have caught up with the
lesson
continue to require
remediation
did this work?

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?

Grade 7
Quarter 3 Lesson 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of the musical
Standards characteristics of representative music from Mindanao.
B. Performance The learner performs music of Mindanao with appropriate
Standards expression and style.
C. Learning Analyze musical elements of some Mindanao Vocal Music
Competencies/ MU7MN-IIIa-g-2
D. Objectives
geography MU7MN-IIIa-g-3
II. CONTENT Moro/Islamic Music: Vocal Music of Mindanao

III. LEARNING
RESOURCES
B. References
5. Teacher’s Music and Arts Teachers Guide Grade 7 pp. 94-95
Guide
pages
6. Learner’s Music and Arts Learners Module Grade 7 pp. 93
Materials
pages
7. Additional
Material for
Learning
Resource(L
R) portal
8. Other https://www.youtube.com/watch?v=kNP2djEaUJA
Learning
Resource
IV. PROCEDURES

A. Review 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.
B. Establishing a The students will listen to this video of the following chants in
Purpose of the Islamic Community:
Lesson
 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 al-
Sharif) 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 Before presenting the video to be used in the next activity the
Examples of the following terminologies will be discussed:
New Lesson 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.

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.
D. Discussing of Group them into 5 and let them listen to the “Islamic Chant”
New Concepts https://www.youtube.com/watch?v=3wwTe1ETmGw
and Practicing With the help of the video, they need to complete the concept map by
New Skills writing what they had understood about vocal music in the boxes below
RUBRICS IN THE GROUP PRESENTATION:
2
4 3 1
E. Evaluation Approache
Above Meets Below
s
Standards Standards Standards
Standards
Group
Group Group Group
member
member member member did
participate
participate participate not
d fully in
Participatio d fully in d fully in participate
almost
n every few in any
every
discussion discussion discussion
discussion
s and s and and
s and
decision decision decision
decision
Contributio Student Student Student Student did
n contributed contributed contributed not
greatly to adequately very little contribute
the final to the final to the final any work to
presentatio presentatio presentatio the final
n n n presentatio
n
Oral Student Student Student Student did
Presentatio spoke spoke did not not present
n clearly and clearly and speak very or was not
concisely concisely , clearly or prepared to
rehearsed seemed to concisely , present
their part practice a didn’t
of the little for seem to
presentatio their part practice
n of the
presentatio
n
Group The whole The whole The group There was

Collaborati group group did not little or no
on worked worked work very group
incredibly well well collaboratio
together together n, everyone

well worked on
together their own.
F. Assignment / Define the following terms:

Agreement 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
have caught up with the
lesson
continue to require
remediation
did this work?

encounter which my
supervisor/principal/departm
ent head help me solve?
localized materials did I
use/discover which I wish to
share with other teachers?

Grade 7
Quarter 3 Lesson 4
I. OBJECTIVES
The learner:
A. Content
 demonstrates understanding of the musical
Standard
characteristics of representative music from Mindanao
The learner:
B. Performance
 performs music of Mindanao with appropriate expression
Standard
and style
Identifies the musical characteristics of representative
C. Learning music selections from Mindanao after listening (MU7MN-
Competency/ IIIa-g-1)
Objectives
geography
(MU7MN-IIIa-g-3)
II. CONTENT
UNIT III: MUSIC OF MINDANAO

Instrumental Music – Kulintang Ensemble
III. LEARNING PROCESS

A. References
Music and Arts (Pages 96-98)

1. Teacher’s Guide
2. Learner’s Music and Arts (Pages 94-96)

Material
3. Textbook Enjoy Life with Music and Arts (Pages 38-39)
IV. PROCEDURE
The teacher will show pictures of Kulintang ensemble
A. Reviewing instruments.
previous lesson
or presenting the Student Inquiry:
new lesson Who among you here knows these musical instruments?
B. Establishing a
purpose for the The teacher will show the lesson objectives.
lesson

Short video clip presentation of Kulintang Ensemble.
C. Presenting
instances for the Video from https://www.travelswithmusic.com
lesson.
D. Discussing new
concepts and The teacher will present a power point presentation containing
practicing new the pictures and description of the Kulintang ensemble and its
skills #1 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_DP6sJE3DV-
BiihO1QhP-
Ogj_9ltErAiuBioKxQOShxN-dr5tA
BABANDIR
https://i1.wp.com/www.philippineg
enerations.org/wp-
content/uploads/2009/08/babendil
.jpg?fbclid=IwAR2BfpMM3OZj4nP
0qj6kPyK8BhBrERBKJKb5wC_V1
Z31QEigf6HFVy_lHb8

DEBAKAN
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:
E. Developing
THINK LOOK AND LISTEN
Mastery (Leads
Instruction:
to formative
assessment)
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.
F. Finding practical
applications of Describe the Kulintang ensemble music that you listened to.
concepts and As a young Filipino, do you think it is important for you to know
skills in daily these traditional instruments from Mindanao? Why?
living
What are the usual celebrations and rituals in the Philippines or

G. Making
in your home town that you know?
Generalizations
and abstractions
Differentiate the instrumental music used in the celebration and
about the lesson
rituals in your home town to the Kulintang ensemble instruments
of Mindanao?
H. Evaluating Test A. Identification (Items 1-5)
Learning Name the Kulintang Ensemble Instrument.
3._______
1._______
4._______
2._______ 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. Test B.
1. Agung 1. Agung
2. Debakan 2. Kulintang
3. Babandir 3. Debakan
4. Gandingan 4. Babandir
5. Kulintang 5. Gandingan
I. Assignment 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
assessment
did this work?

encounter which my
other teachers?

Grade 7
Quarter 3 Lesson 5
I. OBJECTIVES
CONTENT  The learner demonstrates understanding of the
STANDARDS musical characteristics of representative music from
Mindanao.
PERFORMANCE  The learner performs music of Mindanao with
STANDARDS appropriate expression and style.
LEARNING Identifies the musical characteristics of representative music
COMPETENCIE selections from Mindanao after listening (MU7MN-IIIa-g-1)
S/ OBJECTIVES
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)

B. References
1.Teacher’s Guide Music and Arts 7 Teacher’s Guide pp. 102-103
Pages
2. Learner’s Music and Arts 7 Learner’s Material pp.100-101
Materials Pages
3. Textbook
Pages
4. Additional  https://www.youtube.com/watch?v=I9O2GdUsAgMDocum
Materials from ent4
Learning  https://youtu.be/uZ4eKUJOhYK
Resources Portal  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

A. Reviewing The teacher will ask the learners to distinguish the difference
previous lessons between gongs and bamboo instruments of varied ethnic
or presenting the groups from Mindanao.
new lesson
B. Establishing a The teacher will flash the lesson objectives and the students
purpose for the will read aloud it.
lesson
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 Film Viewing or Music Listening

examples/  The learners will watch or listen carefully to “Sanlibutan” by
instances of the : Ang Grupong Pendong
new lesson
Video:
(https://www.youtube.com/watch?v=I9O2GdUsAgMDocume
nt4)
D. Discussing The teacher will ask the class to identify the different
new concepts and musical instruments they heard.
practicing new
(Answers: kudyapi, kubing, guitar, kulintang, drums, hand
skills # 1
bells )
E. Discussing  The teacher will ask the learners the manner of playing
new concepts and musical instruments like kudyapi, kubing, guitar,
practicing new kulintang, drums and hand bells..
skills #2
(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 )

F. Developing  Does the song’s melody and mood give you a feeling of the
mastery (leads to same traditional Mindanao ritual or celebration? If yes,
Formative why?
Assessment 3) (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)
G. Finding  What is the effect of using modern text and melodic
practical progression and mixed with the traditional Mindanao
applications of gong ensemble/ other instruments on the modern
concepts and generation?
(Answer: It sounded more modern and more appealing to the
skills in daily
youth.)
living
 What are the musical elements used in the song
“Sanlibutan” by: Ang Grupong Pendong?
POSSIBLE ANSWERS:
Vocal Tones/Timbre –
H. Making Female voice: Mezzo Soprano/ Normal Range
generalizations Male voice: Baritone/ Normal Range
and abstractions Rhythm- Regular or Steady beat
about the lesson Texture- Thick/Polyphonic
Form- Intro: Strophic / A /
Verses: Binary / A / B /
Chorus: Strophic (A)
Interlude: Ternary / A / B / C /
6. Extro: Strophic / A /
I. Evaluating 1. What are the different musical instruments used by
learning ethnic groups from Mindanao?
2. How were the musical elements used in Mindanao
Ethnic Music?
V. REMARKS
VI..REFLECTION
assessment

did this work?

encounter which my
other teachers?

Grade 7
Quarter 3 Lesson 6
I. OBJECTIVES:
A. Content Standard The learner demonstrates understanding of:
The learner demonstrates understanding of the musical
characteristics of representative music from Mindanao.
B. Performance The learner performs music of Mindanao with
Standard appropriate expression and style.
C. Learning Improvises simple rhythmic/melodic accompaniments to
Competencies 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 Non-Islamic
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pp. 105-106
pages
2.Learner’s Material pp. 102-104
pages
3.Textbook pages
4.Additional  https://youtu.be/7j9XpTwJLB4
Materials from  https://www.youtube.com/watch?v=kpOfEwZeF6Q
Learning Resources  https://youtu.be/uOnlwhuUYgw
(LR) portal  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-the-
lumad/
 https://www.rappler.com/newsbreak/iq/99572-map-
islam-philippines
 https://www.youtube.com/watch?v=yiBDrzdoe9E
 https://www.youtube.com/watch?v=zMvgTkJr8f4&featur
e
IV. PROCEDURES
A. Review 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)

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)
Answer:
1. Gong sound
2. Bamboo sound
3. Gong sound
4. Bamboo sound
5. Gong sound
B. Establishing Activity 2: “Odd One Out”
Purpose of the lesson 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/

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 Video Presentation:

Example of the New The teacher will play “Mindanao Lumads”. source:
Lesson “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.
D. Discussing New Based from the video, the teacher will ask the following
Concepts and questions:
Practicing New Skills
#1 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 Activity: Guided singing with improvised rhythmic

Concepts and pattern: (For advance & average learners)
Practicing Skills #2

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 Group Activity: (for Advance and Average Learners)

Mastery (leads to
formative assessment) 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 Teacher will ask the learners the question below:
Application of 1. As a student, why is it important to learn the music of
Concepts and Skills in Lumads?
Daily Living
H. Making Complete the sentences below:
Generalization and 1. Today I learned about the music of
Abstractions about the ____________________________________________.
Lesson 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 4 3 2 1
Rhythm The The beat The beat The beat
beat is is secure is is usually
secure and the somewha erratic
and the rhythms t erratic. and
rhythms are Some rhythms
are mostly rhythms are
accurat accurate. are seldom
e for There are accurate. accurate

the a few Frequent detracting
scales duration or significan
being errors. repeated tly from
sung. But these duration the
do not errors. overall
detract Rhythm performa
from the problems nce.
overall occasion
performa ally
nce. detract
from the
overall
performa
nce.
Pitch Virtually An Some Very few
no occasion accurate accurate
errors. al pitches, or secure
Pitch is isolated but there pitches.
very error, but are
accurat most of frequent
e the time and/or
pitch is repeated
accurate errors.
and
secure.
Dynamics Dynami Dynamic Dynamic Attention
c levels levels are levels to
are typically fluctuate dynamic
obvious accurate but can levels is
, and be not
consist consisten discerned obvious.
ent, t. .
and an
accurat
e
interpre
tation to
the
style of
music
being
sung.
Expressio Perform Typically Sometim Rarely
n & Style s with a performs es demonstr
creative with performs ates
nuance nuance with expressio
and and style nuance n and
style in that is and style style.
respons indicated that is Just
e to the in the indicated plays the
score score or in the notes.
and which is score or
limited suggeste which is
coachin d by suggeste
g instructio d by
n or peer. instructor
or peer.

Movemen Movem Movemen Movemen Most of
ts ents ts are ts are the
are consisten somewha movemen
consist t and t ts are
ent and mostly consisten inconsist
accurat accurate t and ent and
e with with the somewha inaccurat
the song t accurate e with the
song. with the song.
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 “Internet Film Viewing”

for Remediation 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.
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?

localized materials did
I use which I wish to
share with other
teachers?

Grade 7
Quarter 3 Lesson 7
I.OBJECTIVES
The learner;
A.Content Standard  demonstrates understanding of the musical
The learner;
B.Performance  performs Music of Mindanao with appropriate
Standard expression and style.
C.Learning
Competencies 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
A. Reviewing the describe the materials used.
previous lesson
or presenting the
new lesson
https://www.bing.com/images/search?view=detailV2&ccid=o3mli
0LF&id=09D777DC1262791BD465CAC037AC0EC288E3906D
&thid=OIP.o3mli0LFBmfMrGvhezm0uQHaFj&mediaurl=https%3

a%2f%2fupload.wikimedia.org%2fwikipedia%2fcommons%2fthu
mb%2fa%2fae%2fAgung_08.jpg%2f1200px-
Agung_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%2fKontra-
Gapi_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.iMWVYBnRC2wNFE-
267qIMQHaD2&mediaurl=https%3a%2f%2fupload.wikimedia.or
g%2fwikipedia%2fcommons%2fthumb%2f5%2f5a%2fSuling.jpg
%2f1200px-
Suling.jpg&exph=623&expw=1200&q=SULING&simid=6080024
88745789382&selectedIndex=2&ajaxhist=0
B. Establishing a ACTIVITY 1
Purpose for the The students will create simple ryhthmic sound using their body
Lesson 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 Ask the following questions?

Examples/instanc  What do you see in the picture?
es of the New  Where do you think these indigenous people came
Lesson from?

 https://www.bing.com/images/search?view=detailV2&cci
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 Non-
Muslim and Non-Christians?
Discussion on the following:
D. Discussing New  LUMAD – A collective term for groups of Indigenous
Concepts and people from Mindanao, which means native.
Practicing New - Known as Non-Muslim and Non- Christians.
Skills #1
 Musical Instruments of Lumad
- Hand-made
- Made of bamboo; either
 Carved
 Cut
 Sliced
 Madeinto smaller sticks
- Drums are made of wood and animal skin
E. Discussing New ACTIVITY 2

Concepts and Let the students listen to the chavacano folk song “No Te Vayas
Practical Skills #2 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 ACTIVITY 3
Mastery (leads to The students will be grouped into five (5).
formative
assessment) #3

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 The Lumads uses materials that can be found in nature like
Apllication of bamboo, animal skin and wood to produce sound and create
Concepts and music.
Skills in Daily
Living Ask the question.
Will you use the musical instruments of the Lumads to
accompany modern songs that we have today? Why?
H. Making What can you say about the Lumads musical instruments?
Generalization What are the materials used to create those musical
and Abstraction instruments?Where do they find those materials?
about the Lesson
I. Evaluating Group Performance.
Learning The students’ performance in Activity #3 will be rated following
the rubric below.
RUBRIC 3 2 1
RHYTHM Students Students Students
succesfully successfully successfully
improvise improvise improvise
ryhtmic ryhthmic rhythmic
accompanim accompanim accomppani
ent using the ent but with ment but with
improvised 1-2 errors 3 or more
instrument using the errors using
improvised the
instruments. improvised
instrument.
DYNAMIC Improvised Improvised Improvised
S instrument is instrument is instrument is
played loud played but is played but
enough for not loud only half of
the class to enough for all the class can
hear. the class to hear.
hear.
PERFORM Plays the Plays the Plays the
ANCE improvised improvised improvised
DELIVERY instrument instrument instrument
with with some with little
enthusiasm enthusiasm enthusiasm
and energy and energy and energy
during the during the during the
entire song. entire song. entire song.
J. Assignment/ Improve rhythmic skills by practicing it using modern songs.
Agreement
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
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.

Grade 7
Quarter 3 Lesson 8
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of the musical
B. Performance The learner performs music of Mindanao with appropriate
Standard expression and style.
C. Learning Improvises simple rhythmic/melodic accompaniments to
Competencies 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 MUSIC OF MINDANAO
III. LEARNING
RESOURCES
A. References
1.Teacher’s pp. 110
Guide pages
2.Learner’s pp. 106-107
Material pages
3.Textbook pages
4.Additional
Materials from
Learning Resources
(LR) portal
IV. PROCEDURES
A. Review
The teacher will remind the learners the pointers to remember
during performance.
B. Establishing a CLASS CULMINATING ACTIVITY
Purpose of the Teacher may take a draw lots on what group will be the first to
Lesson perform. (use rolled papers with 1-4 numbers, or popsicle sticks
with different colors with assigned numbers on each color.)
C. Presenting 10 Minutes Preparation before the Performance.
Examples of the Review the rubrics below which was given a day before the
New Lesson performance and give each group a copy for evaluation.
CATEGOR 4 3 2 1
Y
Rhythm Appropriate Appropriate Most of the Constructi
materials materials construction on
were were materials materials
selected selected. were were not
modified in appropriate, appropriat
ways that but 1-2 were e for the
made them not. purpose.
even better
for the
purpose

Pitch The The The Pieces are
instrument instrument instrument missing or
shows shows is neatly falling off.
considerabl considerabl constructed Seems
e attention e attention but is fragile \”slapped
to to and will together\”
construction construction probably not in a hurry.
. It is sturdy, . It is stand up to
neat and will reasonably being
stand up to sturdy and played more
repeated neat and will than once.
playing over stand up to
a period of being
time. played more
than once.
Dynamics Presenter Instrument Instrument Instrument
speaks is shown to is shown to is shown
loudly and class and its class and its to class
clearly. use is use is and is
Instruments demonstrate demonstrate named.
is visible to d. The d. The The
class and its instrument instrument student
use is is named is named cannot
demonstrate and the and the describe
d. The process for presenter the
instrument making is describes a process
is named described few of the used to
and the clearly. It steps in make it or
process for was hard to making it. cannot
making it is hear the demonstra
described presenter. te it.
clearly.
Expression Class time Class time Class time Class time
and Style was used was used was not was not
wisely. wisely. Time always used used
Much time and effort wisely, but wisely and
and effort went into student the
went into planning, clearly did student
planning, design, and some put in no
design, and construction addtional additional
construction . Student work at effort.
. The could have home.
student put in more
clearly time and
worked at effort at
home as home.
well as at
school.
Tone Steps and Steps and Steps and Plan was
Quality materials materials materials seriously
were were were incomplete
outlined in a outlined in a outlined in a or not
fashion that fashion that fashion but sequential
could be could be had 1-2 even after
followed by followed by gaps that teacher
anyone anyone require feedback.
without without explanation
additional additional even after
explanation explanation teacher

s. No s. Some feedback
teacher help teacher help was given.
was needed was needed
to to
accomplish acomplish
this. this.
TOTAL
SCORE
Interpretati Total Score/5
on (AL)
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 Each group will perform their chosen music (vocal or instrumental/
Application of Islamic or Non-Islamic) on stage. They are going to apply all the
Concepts and Skills musical knowledge and skills they have learned.
in Daily Living
H. Making Create a Values Continuum which you had in your presentation
Generalization and following the table below:
Abstractions about What went Right What went wrong
the Lesson
I. Evaluating The Teacher will announce the scores of each group and explains
Learning things for improvement on the next performance.
J. Review the past lessons about Music of Mindanao in preparation
Assignment/Agreem for the third periodical exam.
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

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?

Grade 7
Quarter 3 Lesson 9
I. OBJECTIVES
A. CONTENT
STANDARDS  The learner demonstrates understanding of the
musical characteristics of representative music from
Mindanao.
B. PERFORMANC  The learner performs music of Mindanao with
E STANDARDS appropriate expression and style.
C. LEARNING Sings songs from Mindanao MU7LV-IIId-h-7
COMPETENCIE
S/ Provides accompaniment to selected music of Mindanao
MU7LV-IIIc-9
OBJECTIVES
II. CONTENT
Moro/Islamic Music
•What to Perform

C. References
1.Teacher’s Guide Music and Arts 7 Teacher’s Guide pp. 103-104
Pages
2. Learner’s Music and Arts 7 Learner’s Material pp.101-102
Materials Pages
3.Textbook Pages
4. Additional  https://www.youtube.com/watch?v=I9O2GdUsAgMDocu
Materials from ment4
Learning  https://youtu.be/uZ4eKUJOhYK
Resources Portal  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

A. Reviewing
previous lessons
or presenting the
new lesson
B. Establishing a  Presentation of learning competencies

purpose for the
lesson
Presenting
examples/
instances of the
new lesson
Discussing new  The class will be given five-minutes preparation
concepts and before the presentation.
practicing new
skills # 1
Discussing new To know the order of the presentations, the teacher will ask
concepts and the group leaders for the draw lots of their number.
practicing new
skills #2
Developing The teacher will explain the rubrics for their performance.
Mastery (leads to
Formative
Assessment 3)
G. Finding
practical
applications of
concepts and
skills in daily living
H. Making
generalizations
and abstractions
about the lesson

I. Evaluating The learners will present their five (5)-minute group
learning presentation. They will be rated guided by this rubric:
Category 4 3 2 1
Rhythm The beat is The beat is The beat is The beat is
secure and secure and somewhat usually
the rhythms the rhythms erratic. Some erratic and
are accurate are mostly rhythms are rhythms are
for the scales accurate. accurate. seldom
being sung. There are a Frequent or accurate
few duration repeated detracting
errors. But duration significantly
these do not errors. from the
detract from Rhythms overall
the overall problems performance.
performance. occasionally
detract from
the overall
performance
Pitch Virtually no An Some Very few
errors. Pitch occasional accurate accurate or
is very isolated pitches, but secure
accurate. error, but there are pitches.
most of the frequent
time pitch is and/or
accurate and repeated
secure. errors.
Dynamics Dynamic Dynamic Dynamic Attention to
levels are levels are levels dynamic
obvious, typically fluctuate but levels is not
consistent, accurate and can be obvious.
and an consistent. discerned.
accurate
interpretation
of the style of
music being
sung.
Expression Performs Typically Sometimes Rarely

and Style with a performs performs demonstrates
creative with nuance with nuance expression
nuance and and style that and style that and style.
style in is indicated is indicated Just plays the
response to in the score in the score notes.
the score or which is or which is
and limited suggested by suggested by
coaching. instructor or instructor or
peer. peer.
Tone Tone is Tone is Tone is often The tone is
Quality consistently focused, focused, often not
focused, clear, and clear and focused,
clear, and centered centered, but clear, or
centered through the sometimes centered
throughout normal the tone is regardless of
the ranged of singing uncontrolled the range
the voice. range. in the normal significantly
Extremes in singing detracting
range range. from the
sometimes Extremes in overall
cause tone to range are performance.
be less usually
controlled. uncontrolled.
Tone quality Occasionally
typically the tone
does not quality
detract from detracts from
the overall
performance. performance.
Note:

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
assessment
did this work?

encounter which my
other teachers?

Grade 7 (MUSIC 3rd Quarter)

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DETAILED

Province: Sorsogon City Division EPS: Rico Estur

Team Member 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

ii | Region V/Daily Lesson Plan/2019-2020

A. Identifies the musical characteristics of representative music selections from

Analyse musical elements of some Mindanao vocal and instrumental music

Analyze musical elements of some Mindanao Vocal Music MU7MN-IIIa-g-2 13

Identifies the musical characteristics of representative music selections from

Identifies the musical characteristics of representative music selections from

Improvises simple rhythmic/melodic accompaniments to selected music from

iii | Region V/Daily Lesson Plan/2019-2020

Improvises simple rhythmic/melodic accompaniments to selected music from

Sings songs from Mindanao MU7LV-IIId-h-7 ................................................ 42

iv | Region V/Daily Lesson Plan/2019-2020

Mindanao in relation to its culture and geography MU7MN-IIIa-g3

C. Sing songs from Mindanao MU7LV-IIId-h-7

1 | Region V/Daily Lesson Plan/2019-2020

Activity: Picture Analysis

Maranao Samal jama Mapun

2 | Region V/Daily Lesson Plan/2019-2020

3 | Region V/Daily Lesson Plan/2019-2020

E. Average Learners Advanced Learners

4 | Region V/Daily Lesson Plan/2019-2020

b. Kalangan VOCAL MUSIC OF MINDANAO

5 | Region V/Daily Lesson Plan/2019-2020

Criteria EXCELL GOOD SATISFACT FAIR NEEDS

6 | Region V/Daily Lesson Plan/2019-2020

F. What difficulties did I

7 | Region V/Daily Lesson Plan/2019-2020

8 | Region V/Daily Lesson Plan/2019-2020

1. Ethno-linguistic group living

1. TAUSUG (people of the current) were the first tribe in the

9 | Region V/Daily Lesson Plan/2019-2020

After listening they will answer the following questions:

Let the students watch the suggested video

10 | Region V/Daily Lesson Plan/2019-2020

B. Rearrange the scrambled letters in Column A to find the

11 | Region V/Daily Lesson Plan/2019-2020

F. What difficulties did I

12 | Region V/Daily Lesson Plan/2019-2020

II. CONTENT Moro/Islamic Music: Vocal Music of Mindanao

13 | Region V/Daily Lesson Plan/2019-2020

Vocal expressions in chant form can also be observed before and

14 | Region V/Daily Lesson Plan/2019-2020