Instructional Plan (iPlan) Tool_v.

05

Instructional Planning is the process of systematically planning, developing, evaluating, and managing
the instructional process by using principles of teaching and learning (DepED Order No. 42, s. 2016).
iPlan No.: 1 Learning Area: Music Grade Level: VII Quarter:1 Duration: 1 hour
Learning Competency/ies: Code:
(Taken from the Curriculum Identifies the musical characteristics of representative music
Guide) selections from the lowlands of Luzon after listening MU7LU-Ia-1

Key Concepts / Folk songs from the lowlands of Luzon have different characteristics. These are originally
Understandings to be passed down orally, learned through rote, sung in their own dialect, composers and
Developed lyricists are usually unknown and the concepts are based on nature or people’s work,
tradition and culture.

I. Terminal Learning Objectives (TLO)

A. Cognitive Domain
Knowledge - The fact or condition of knowing something with familiarity gained through experience or association .
Category Behavioral Verbs What should learners know?
Creating generate, hypothesize, plan, design, develop, Produce a simple composition on
The learner can put elements together to form produce, construct, formulate, assemble, devise
a functional whole, create a new product or the characteristics of the folk songs
point of view of the lowlands of Luzon.

B. Psychomotor Domain
Skills (manual or physical skills) - The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively
carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something.
Category Behavioral Verbs What should learners do with what
they know?
Origination arrange, build, combine, compose, construct, Design a group presentation
Creating new movement patterns to fit a create, design, initiate, make, originate showing the different
particular situation or specific problem.
Learning outcomes emphasize creativity based characteristics of music selection
upon highly developed skills. from the lowlands of Luzon.
C. Affective Domain
Attitude – The growth in feelings or emotional areas and a settled way of thinking or feeling about someone or something, typically one that is reflected in
a person’s behavior.
Category Behavioral List of Attitudes What Attitude can be integrated in the
Verbs lesson?
Internalizing values act, self-esteem, self-confidence, wellness, respect, Listen with interest to the selected
(Characterization): Has a discriminate, honesty, personal discipline, perseverance, representative music selection from
value system that controls
display, sincerity, patience, critical thinking, open- the lowlands of Luzon.
their behavior. The behavior
is pervasive, consistent, and influence, mindedness, interest, courteous, obedience,
predictable. Instructional listen, modify, hope, charity, fortitude, resiliency, positive vision,
objectives are concerned perform, acceptance, determined, independent , gratitude,
with the student's general
practice, tolerant, cautious, decisive, self-control, calmness,
patterns of adjustment
(personal, social, propose, responsibility, accountability, industriousness,
emotional). qualify, industry, cooperation, optimism, satisfaction,
question, persistent, cheerful, reliable, gentle, appreciation
revise, of one’s culture, globalism, compassion, work
serve, ethics, creativity, entrepreneurial spirit, financial
solve, literacy, global, solidarity, making a stand for the
verify good, voluntariness of human act, appreciation of
one’s rights, inclusiveness, thoughtful,
seriousness, generous, happiness, modest,
authority, hardworking, realistic, flexible,
considerate,
sympathetic, frankness
D. Affective Domain
Values - A learner's principles or standards of behavior; one's judgment of what is important in life. It goes beyond the learner’s life on earth. It includes
more than wealth and fame, and would affect the eternal destiny of millions. It is advocated to intentionally in order to add value to people every day.

Category Behavioral List of Values What Values can be integrated in the

Verbs lesson?
Internalizing values act, 1. Maka-Diyos s patriotism while listening to the
(Characterization): Has a discriminate, love of god, faith, trusting, spirituality, inner musical selection.
value system that controls
display, peace, love of truth, kindness, humble
their behavior. The behavior
is pervasive, consistent, and influence, 2. Maka-tao
predictable. Instructional listen, modify, concern for others, respect for human rights,
objectives are concerned perform, gender equality, family solidarity, generosity,
with the student's general
practice, helping, oneness
patterns of adjustment
(personal, social, propose, 3. Makakalikasan
emotional). qualify, care of the environment, disaster risk
 question, management, protection of the environment,
revise, responsible consumerism, cleanliness, orderliness,
serve, saving the ecosystem, environmental
solve, sustainability
verify 4. Makabansa
peace and order, heroism and appreciation of
heroes, national unity, civic consciousness, social
responsibility, harmony, patriotism,
productivity
II. Content: Folksongs of Luzon ( Lowlands)
III. Learning Resources: LM Music and Arts VII, pp9-18
TG Music and Arts VII pp. 10-19
You tube:
1.Manang Biday (http://www.you.tube.com/watch?v=Nc2cLyZmEJA)
2.Kapangpangan- Atin Ku Pung Singsing (http://www.you.tube.com/watch?v=jb4ZfE_3rPY)
3. Tagalog Magtanim ay Di Biro (http://www.you.tube.com/watch?v=4NLwmATSHbo)
4. Bicolano- Sarung Banggi (https://www.youtube.com/watch?v=gIHyPsFkgkI)
5. “Paru-Parong Bukid” (http://www.you.tube.com/watch?v=Z8LU6NswiDQ)

IV. Procedures
1. Introductory Activity ( 5minutes). This part introduces the lesson content. Although at times optional, it is usually included to serve as a warm-up activity to
give the learners zest for the incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs when it is conducted in a pleasurable
and comfortable atmosphere.
E n
Domain/Categories Behavioral Verbs
C Remembering identify, retrieve,
recognize, duplicate, list,
O memorize, repeat,
describe, reproduce
G Understanding interpret, exemplify,
classify, summarize, infer,
N compare, explain,
paraphrase, discuss
I Applying execute, implement,
demonstrate, dramatize,
T interpret, solve, use,
illustrate, convert,
I discover
Analyzing differentiate, distinguish,
V compare, contrast,
organize, outline,
E attribute, deconstruct
Evaluating coordinate, measure,
detect, defend, judge,
argue, debate, describe,
critique, appraise,
evaluate
P Perception choose, describe, detect,
differentiate, distinguish,
S identify, isolate, relate,
select
Y Set begin, display, explain,
move, proceed, react,
C show, state, volunteer
Guided Response copy, trace, follow, react,
H reproduce, respond
Mechanism assemble, construct,
O dismantle, display, fasten,
fix, heat, manipulate,
M measure, mend, mix,
organize, sketch
O Complex overt Skills demonstrated are
response the same with
T mechanism. However,
adjective must be added
O to indicate better, quicker,
and more accurate
R performance
Adaptation alter, change, rearrange,
reorganize, revise, vary,
modify
a b l e r s
Curriculum Instructions
Contextualization
1. What Local Heritage Theme/s
that can be used to
contextualize the lesson?
A. Annual Rites (Festivals, and
Rituals (Historical/Religious
Festivals, Local Cultural Festivals,
Local Delicacies/Products
Festivals, Rituals, Wedding
Ritual, Palihi Ritual, Burial
Ritual)
B. Literary Anthologies Written
In Local Language (BALITAW,
BALAK, Folktales/ Short Stories,
Local Heroes)
C. Historical Events (Indigenous
Materials, Indigenous Cultural
Communities/ Indigenous
People, Indigenous Games)
D. Topography, Flora/ Fauna
(Falls, Mountains, River, Cave,
Trees, Flower, Fauna)
E. Food & Local products
G. Role Model Family Answer “Pre-Assessment: C” ; LM page 7
(See Answer Key TG pages 7 )
2. What core/enduring values
that can be used to
contextualize the curriculum?
a) Maka-Diyos
Love of God, Faith, Trusting,
Spirituality, Inner Peace, Love of
truth, Kindness, Humble
b) Maka-tao
Concern for Others, Respect for
human rights, Gender equality,
Family Solidarity, Generosity,
Helping, Oneness
c) Makakalikasan
Care of the environment,
Disaster Risk Management,
Protection of the Environment,
Responsible Consumerism,
Cleanliness, Orderliness, Saving
the ecosystem, Environmental
sustainability
d) Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness,
Social responsibility, Harmony,
Patriotism, Productivity
3. What community situations
can be used to contextualize the
curriculum?
a) weather condition/climate
b) traditions
c) beliefs
d) livelihood
A Receiving ask, choose, describe, e) advancement of technology
Phenomena erect, follow, give, hold,
F identify, locate, name,
point to, reply, select, sit,
F study, use
Responding to aid, answer, assist,
E Phenomena comply, conform, discuss,
greet, help, label,
C perform, practice,
present, read, recite,
T report, select, tell, write

I Valuing work, complete,

demonstrate,
V differentiate, explain,
follow, form, initiate,
E invite, join, justify,
propose, read, report,
select, share, study
Organization adhere, alter, arrange,
combine, compare,
complete, defend,
explain, formulate,
generalize, identify,
integrate, modify, order,
organize, prepare, relate,
synthesize
2. Activity/Strategy (12 minutes). This is a direct purposeful experience and an interactive strategy to elicit learner’s prior learning experience. It serves as a
springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as: individual or group reflective
exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk , debates, journal
writing, conferences, essays, stories, poems, storytelling, listening activities, reading, calculations, experiments, comparisons, number games, using evidence, formulating
and testing hypothesis, deductive and inductive reasoning, concept maps, graphs, charts, art products, metaphorical thinking, visualization videos, slides, visual
presentations, athletic activities, manipulatives, hands-on demonstrations, miming/mimicking/representing, playing music, singing, rapping, whistling, clapping,
analyzing sounds and music, community-involvement projects, cooperative learning, team games, per tutoring, social activities, sharing, student choice, journal writing,
self-evaluation, personal instruction, independent study, ecological field trips, environmental study, caring for plants and animals, outdoor work, pattern recognition, and
the like may be created. Clear instructions should be considered in this part of the lesson.
The Framework in Selecting Activities for Differentiated Instruction is presented below:
Climate Knowing the Assessment Learning Tasks
Learners
• Nurturing • Complex • Learning Styles • Traditional Assessments- refer to conventional methods of testing, usually TAPS
• Inclusive • Challenging • Thinking Styles standardized and use pen and paper with multiple-choice, true or false or • Total Group
• Multi-sensory • Questioning  Mastery Level of matching type test items. • Alone
• Stimulating Competency • Authentic assessments - refer to assessments wherein students are asked to • Paired
 Gender perform real-world tasks that demonstrate meaningful application of what they • Small Group
have learned.
The Instructional Strategy to be used could be as follows:
Constructivist Inquiry-Based Reflective Collaborative Integrative
• include activities that • utilized activities that are • include activities that • include • include • provide historical
promote active learning mentally engaging and promote deeper questions for activities and backgrounds for each
• use graphic organizers Interesting exploration of the meaningful exercise for idea/skill
to help learners • provide activities for practice content discussion group • include activities and
understand the and feedback • promote divergent • integrate • encourage questions that require
concepts • use questions that are thinking thought-provoking cooperation leaners to examine
• consider the thought-provoking • promote critical ideas and among students connections to other
background knowledge • use activities for thinking and creativity challenging • provide disciplines
and prior experiences differentiated learning • seek deeper activities opportunities for • use varied activities based
of the learners • provide examples, understanding and • allow the group planning on the learning styles
• include pre- explanations, and illustrations appreciation learners to do and of the learners
assessment activities that are relevant to the of concepts independent study evaluation • focus on concept learning
contexts of the learners
E n a b l e r s
Domain/ Behavioral Curriculum Learning Styles Gender and Learner Instructions for
Categories Verbs Contextualizati Characteristics Diverse Learners
on Visual Auditory Kinestheti Boys Girls
Modality Modality c/Tactile
Modality
C Rememb identify, 1. Local Heritage - Learner - Learner’s - Learner - Show -
Theme/s can be remembers papers and starts a more areas Generally
ering retrieve, in the brain
used to information notebooks project demonstr
O recognize, contextualize the better if always seem before dedicated ate a
duplicate, lesson: he/she messy. reading the to spatial- focus on
writes it - When directions. mechanical verbal-
G list, strengths
A. Annual Rites down. Iearner - Learner emotive
memorize, - Often
(Festivals, and - Learner reads, hates to sit processin
N repeat, Rituals looking at he/she at a desk for misdiagnos g
describe, ed with
(Historical/Religio the person needs to use long periods - Girls are
learning
I reproduce us Festivals, Local helps keep his/her index of time. generally
 Understa interpret, Cultural Festivals, him/her finger to - Learner disabilities hardwired
Local focused. track the prefers first and to be less
T nding exemplify, attention-
Delicacies/Produc - Learner place on the to see impulsive,
classify, ts Festivals, needs a line. something deficit enabling
I summarize, Rituals, Wedding quiet place - Learner done and issues them to
Ritual, Palihi to get my doesn’t then to do it - Boys’ sit still,
infer, brains need
Ritual, Burial work done. follow him/herself. focus,
V compare, more rest
Ritual) - When a written - Learner read, and
explain, B. Literary learner directions uses the trial times write at
E paraphrase, during a
Anthologies takes a test, well. and error an earlier
day of
discuss Written In Local he/she can - If learner approach to age
learning.
Language see the hears problem- - Girls’
Applying execute, (BALITAW, BALAK, textbook something, solving.
- Boys are
hardwirin
implement, hardwired
Folktales/ Short page in he/she will - Learner to be g
demonstrate Stories, Local his/her remembers likes to read single-task demonstr
, dramatize, Heroes) head. it. his/her focused ates
C. Historical - Learner - Writing has textbook - Many strength
interpret, Events needs to always been while riding in
boys have
solve, use, (Indigenous write down difficult for an exercise a difficult multitaski
illustrate, Materials, directions, the learner. bike. time sitting ng
convert, Indigenous not just - Learner - Learner still to hear - Girls, on
Cultural take them often takes the the other
discover Communities/ verbally. misreads frequent teacher’s hands,
Analyzing differentiate Indigenous - Music or words from study breaks. story, as are more
, distinguish, People, background the text- - Learner has they are predispos
Indigenous noise (i.e.,“them” a difficult movement- ed to
compare, driven
Games) distracts for “then”). time giving cooperati
contrast, D. Topography, learner - Learner step-by-step (kinesthetic ve
organize, Flora/ Fauna attention would rather instructions. ) in their negotiatio
learning
outline, (Falls, Mountains, from the listens and - Learner
process
n, have a
attribute, River, Cave, Trees, task at learns than enjoys sports much
- “Boys do
Flower, Fauna) hand. reads and and does easier
deconstruct E. Food & Local - Learner learns. well at
their best
time with
work when
Evaluatin coordinate, products doesn’t - Learner is several teachers impulse Listening
g measure, G. Role Model always get not very different establish control, Activity-
detect, Family the good at types of authentic and can Listen carefully
meaning of interpreting sports. purpose sit “criss-
defend, 2. Core/enduring a joke. an - Learner cross- to the following
and
judge, values that can be - Learner individual’s uses his/her meaningful apple- selected folk
argue, used to doodles body hands when , real-life sauce” in songs.( Teacher
debate, contextualize the and draws language. describing connection the shall observed
curriculum: pictures on - Pages with things. s.” reading
describe, A. Maka-Diyos the margins small print - Learner has (Gurian, circle with students’
critique, Love of God, of his/her or poor to rewrite or 2006). ease interest while
appraise, Faith, Trusting, notebook quality type his/her - Topics of - Girls listening)
Spirituality, Inner pages. copies are class notes learning tend to
evaluate particularly Suggested folk
Peace, Love of - Learner difficult for to reinforce verbalize
truth, Kindness, has trouble learner to the material. interesting during songs:
Humble following read. to boys problem 1.Ilocano-
include
B. Maka-tao lectures. - Learner’s
ideas they
solving via Manang Biday
Concern for - Learner eyes tire cooperati (http://www.you.tube.c
can
Others, Respect reacts very quickly, even on and om/watch?
directly v=Nc2cLyZmEJA)
for human rights, strongly to though interactiv
apply to
Gender equality, colors. his/her their lives e learning 2.Kapangpangan-
Family Solidarity, vision check- (science Atin Ku Pung
Generosity, up is always projects
Helping, Oneness fine.
Singsing
involving (http://www.you.tube.c
C. the om/watch?
Makakalikasan germinatio v=jb4ZfE_3rPY)
Care of the n of a 3. Tagalog
environment, seed, etc.).
Disaster Risk - Allow Magtanim ay Di
Management, boys to Biro
Protection of the choose (http://www.you.tube.c
Environment, topics in om/watch?
reading v=4NLwmATSHbo)
Responsible
Consumerism, that 4. Bicolano-
Cleanliness, appeal to Sarung Banggi
Orderliness, them (https://www.youtube.c
Saving the (superhero om/watch?
ecosystem, es, v=gIHyPsFkgkI)
nonfiction
Environmental
works,
sustainability
etc.). * How do you
D. Makabansa
describe the
Peace and order,
Heroism and songs that you
Appreciation of heard?
P Perceptio choose, Heroes, National
Unity, Civic
n describe, Consciousness,
S detect, Social
differentiate responsibility,
Y , distinguish, Harmony,
Patriotism,
identify, Productivity
C isolate,
relate, select
H Set begin, 3. Community
situations can be
display,
used to
O explain, contextualize the
move, curriculum:
M proceed, a) weather
condition/climate
react, show,
b) traditions
O state, c) beliefs
volunteer d) livelihood
T Guided copy, trace, e) advancement
of technology
Response follow, react,
O reproduce,
respond
R Mechanis assemble,
m construct,
dismantle,
display,
fasten, fix,
heat,
manipulate,
measure,
mend, mix,
organize,
sketch
Complex Skills
overt demonstrate
response d are the
same with
mechanism.
However,
adjective
must be
added to
indicate
better,
quicker, and
more
accurate
performanc
e
Adaptati alter,
on change,
rearrange,
reorganize,
revise, vary,
modify
A Receiving ask, choose,
Phenome describe,
F na erect,
follow, give,
F hold,
identify,
E locate,
name, point
C to, reply,
select, sit,
T study, use
Receiving ask, choose,
I Phenome describe,
na erect,
V follow, give,
hold,
E identify,
locate,
name, point
to, reply,
select, sit,
study, use
 Respondi aid, answer,
ng to assist,
Phenome comply,
na conform,
discuss,
greet, help,
label,
perform,
practice,
present,
read, recite,
report,
select, tell,
write

Valuing work,
complete,
demonstrate
,
differentiate
, explain,
follow, form,
initiate,
invite, join,
justify,
propose,
read, report,
select,
share, study
Organiza adhere,
tion alter,
arrange,
combine,
compare,
complete,
defend,
explain,
formulate,
generalize,
identify,
integrate,
modify,
order,
organize,
prepare,
relate,
synthesize

Multiple Descriptions Instructions

Intelligences
Visual-Spatial Think in terms of physical space, as do architects and sailors. Very aware of their Design a concept map on
environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be the characteristics of the
taught through drawings, verbal and physical imagery. Tools include models, graphics, music from the lowlands of
charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, Luzon.
multimedia, texts with pictures/charts/graphs.
Bodily- Use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. Present the characteristics
kinesthetic They like movement, making things, touching. They communicate well through body of the music from the
language and be taught through physical activity, hands-on learning, acting out, role lowlands of Luzon through
playing. Tools include equipment and real objects. body movements.
Musical Show sensitivity to rhythm and sound. They love music, but they are also sensitive to Perform the characteristics
sounds in their environments. They may study better with music in the background. of the music from the
They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out lowlands of Luzon through
time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. singing.
Interpersonal Understanding, interacting with others. These students learn through interaction. They
have many friends, empathy for others, street smarts. They can be taught through
group activities, seminars, dialogues. Tools include the telephone, audio conferencing,
time and attention from the instructor, video conferencing, writing, computer
conferencing, E-mail.
Intrapersonal Understanding one's own interests, goals. These learners tend to shy away from others. Write a synthesis on the
They're in tune with their inner feelings; they have wisdom, intuition and motivation, characteristics of the music
as well as a strong will, confidence and opinions. They can be taught through from the lowlands of Luzon
independent study and introspection. Tools include books, creative materials, diaries,
privacy and time. They are the most independent of the learners.
Linguistic Using words effectively. These learners have highly developed auditory skills and often
think in words. They like reading, playing word games, making up poetry or stories.
They can be taught by encouraging them to say and see words, read books together.
Tools include computers, games, multimedia, books, tape recorders, and lecture.
Logical Reasoning, calculating. Think conceptually, abstractly and are able to see and explore
-Mathematic patterns and relationships. They like to experiment, solve puzzles, ask cosmic
al questions. They can be taught through logic games, investigations, mysteries. They
need to learn and form concepts before they can deal with details.

3. Analysis (7 minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings about the topic at hand. Critical points
are organized to structure the discussions allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are
included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to understand the new concepts or
skills that are to be presented in the next part of the lesson.
E n a b l e r s
Domain/Categories Behavioral Verbs Curriculum Essential/Main Questions
Contextualization (Aligned with content and
performance standards)
C Remembering identify, retrieve, recognize, duplicate, list, 1. What Local Heritage
Theme/s that can be used to
memorize, repeat, describe, reproduce
contextualize the lesson?
O Understanding interpret, exemplify, classify, summarize, infer, A. Annual Rites (Festivals,
compare, explain, paraphrase, discuss and Rituals
G (Historical/Religious
Applying execute, implement, demonstrate, dramatize, Festivals, Local Cultural
interpret, solve, use, illustrate, convert, discover Festivals, Local
N Delicacies/Products
Analyzing differentiate, distinguish, compare, contrast, Festivals, Rituals, Wedding Distinguish the purpose of the
I organize, outline, attribute, deconstruct Ritual, Palihi Ritual, Burial songs.
Ritual) *What do you think is the
B. Literary Anthologies
T purpose of the song?
Written In Local Language
Evaluating coordinate, measure, detect, defend, judge, (BALITAW, BALAK, Folktales/
I argue, debate, describe, critique, appraise, Short Stories, Local Heroes)
evaluate C. Historical Events
(Indigenous Materials,
V Indigenous Cultural
Communities/ Indigenous
E People, Indigenous Games)
D. Topography, Flora/ Fauna
(Falls, Mountains, River,
P Perception choose, describe, detect, differentiate, Cave, Trees, Flower, Fauna)
distinguish, identify, isolate, relate, select E. Food & Local products
S G. Role Model Family
Set begin, display, explain, move, proceed, react,
show, state, volunteer 2. What core/enduring
Y values that can be used to
Guided copy, trace, follow, react, reproduce, respond React to the songs heard.
contextualize the
Response curriculum? *Which of the songs you
C
a) Maka-Diyos heard you like the most?
Mechanism assemble, construct, dismantle, display, fasten, Love of God, Faith, Trusting,
H Spirituality, Inner Peace,
fix, heat, manipulate, measure, mend, mix, Love of truth, Kindness,
organize, sketch Humble
O
Complex overt Skills demonstrated are the same with b) Maka-tao
response mechanism. However, adjective must be added Concern for Others, Respect
M for human rights, Gender
to indicate better, quicker, and more accurate equality, Family Solidarity,
O performance Generosity, Helping,
Adaptation alter, change, rearrange, reorganize, revise, Oneness
vary, modify c) Makakalikasan
T Care of the environment,
Disaster Risk Management,
O Protection of the
Environment, Responsible
Consumerism, Cleanliness,
R Orderliness, Saving the
A Receiving ask, choose, describe, erect, follow, give, hold, ecosystem, Environmental
Phenomena identify, locate, name, point to, reply, select, sit, sustainability
d) Makabansa
F study, use Peace and order, Heroism
Responding to aid, answer, assist, comply, conform, discuss, and Appreciation of Heroes,
F Phenomena greet, help, label, perform, practice, present, National Unity, Civic
Consciousness, Social
read, recite, report, select, tell, write
responsibility, Harmony,
E Patriotism, Productivity
Valuing work, complete, demonstrate, differentiate, Share their feelings after
C explain, follow, form, initiate, invite, join, justify, 3. What community listening to the songs.
situations can be used to
propose, read, report, select, share, study *Why do you like it?
contextualize the
T Organization adhere, alter, arrange, combine, compare, curriculum?
complete, defend, explain, formulate, a) weather
I generalize, identify, integrate, modify, order, condition/climate
b) traditions
organize, prepare, relate, synthesize c) beliefs
V d) livelihood
e) advancement of
E technology
Transition Question What are the characteristics of the folk songs from the lowlands of Luzon?
 Statement
Others
4. Abstraction (10 minutes). This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be emphasized. This is
organized as a lecturette (individual, paired, small group) that summarizes the learning highlighted from the activity, analysis, and new inputs in this part of the lesson.
1. Present here the key concepts/understanding you want the learners to develop. Do this in an interactive manner (direct and
purposeful experience for the learners).
(Discussion)
*Folk songs are songs written by the folks and are sung to accompany daily activities such as farming, fishing, and
putting the baby to sleep.

Characteristics of folk songs are as follows:

* originally passed down orally
* learned through rote
* short and simple
* sung in their own dialect
* mood can be sentimental, playful, and humorous
* composers and lyricists are usually unknown
* the concepts are based on nature or people’s work, tradition and culture.

2. Let the learners (Add here the objective for Knowledge) using the (state here what you will use: activity sheet, template, table,
etc.) with clear instructions provided.

Let the students produce a simple composition on the characteristics of the folk songs of the lowlands of Luzon.

3. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

4. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

5. Application (12 minutes). This part is structured to ensure the commitment of the learners to do something to apply their new learning in their own
environment.
1. Let the learners (Add here the objective for Skill) using the (state here what you will use: activity sheet, template, table, etc.)
with clear instructions provided.

 Group Activity:
1. Design a group presentation showing the different characteristics of music selection from the lowlands of Luzon.
Choose one or a combination from the suggested differentiated activities:
A. Concept map
B. Body movements
C. Compose and sing ( see attached sample composition)
2. Display patriotism during the group performance.

Note: The teacher will present the rubrics prior to the performance.

2. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

3. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

6. Assessment (6 minutes). Assessment is for the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment
may be given before, during, or after the lesson). The Teacher may choose any from the Assessment Methods below:
Assessment Methods Sample Assessment Specific Instructions
Are the ways you gather evidence of a Activities
learner’s progress over time. The four
assessment methods commonly used
to find out what learners know and
understand (knowledge) and what they
can do (skills) are:
a) Observation Investigative activities,
(Teachers make formal and informal Role Play, Oral
observations of learners’ performance Presentations, Dances,
or behaviors based on assessment Musical Performances,
criteria) Skill Demonstrations,
Group Activities (e.g.
Choral Reading),
Debates, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiments
b) Talking to Learners / Hands-on Math Activities,
Written Work and Essays,
Conferencing Picture Analyses, Comic
(Teachers talk to and question learners
Strips, Panel Discussions,
to gain insights on their understanding
Interviews, Think-Pair-
and progress and to clarify their
Share Activities, Reading
thinking; often referred to as
conferencing)
c) Analysis of Learners’ Worksheets for all *The teacher rates the students’ performance using rubrics.
learning areas, Essays,
Products * Complete the statements. Write this in your journal notebook.
Concept Maps/Graphic
(Teachers judge the quality of products 1. When I listened to the selected music of the Lowlands of Luzon, I feel
Organizers, Projects,
created by learners according to
agreed criteria)
Models, Artworks, Multi- __________________________________________________.
media Presentations,
Products made in
2. To show love of my country, I will _________________________.
technical-vocational
learning areas
d) Tests Skills Performance Tests,
(Teachers set quizzes to determine Practicum, Pen and
learners’ ability to demonstrate Paper Tests, Pre and Post
mastery of a skill or knowledge and Test, Diagnostic Tests,
understanding of content) Oral Tests

7. Assignment (2 minutes). Fill-in below any of the four purposes of the assignment:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson 1. What are the elements of music?
2. Describe and give examples of each element.
8. Wrap-up/Concluding Activity (5 minutes).
Describe how you will complete the lesson and bring the work to a Singing of Tagalog Folk Song – “Paru-Parong Bukid” (http://www.you.tube.com/watch?
conclusion/end. This can be done by: v=Z8LU6NswiDQ)
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong
quotation, a short song, an anecdote, parable or a letter that
inspires the learners to do something to practice their new learning.
V. Remarks - Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
(Note: This part is accomplished after lesson presentation.)

VI. Reflections - Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Indicate below whichever is/are appropriate.
(Note: This part is accomplished after lesson presentation.)
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation.
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 learning
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?
 Rubrics in Group Performance
(P.S. To the users of this Comments Suggestions
DLP: Points Indicators
To improve this DLP, Shows eagerness and cooperation to do the task,
please send your 10
participate actively, do great help to the group.
comments and
suggestions to the writer Shows eagerness and cooperation to do the task,
8
whose details appear good followers only.
below. Thanks.) 6 Participated but late, with teacher’s supervision.
Activity was done but does not show eagerness
User Name 4 School or cooperate.Division/Office Contact Details
to participate
Cellphone email
2 No interest in participating in the activities.

Created by:

NAME SCHOOL DIVISION POSITION EMAIL ADDRESS

Analene C. Autentico Tagum Sur NHS Bohol SST-III analene.autentico001@deped.gov.ph
Victoria J. Raya Camaya-an High School Bohol SST-III rayavictoria@gmail.com
Heraldine A. Cañete Toledo City Science High School Toledo City SST-III heraldine_canete15@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others

SAMPLE COMPOSITION
(tune of Leron Leron Sinta)

Folk songs are sung in our own dialect

Short and simple, learned through rote
Mode can be playful, sentimental and humorous
These are the characteristics of Luzon’s lowland songs