Q1 Grade 7 WLP - Week1-3 JLOPEZ

Republic of the Philippines
Department of Education
Region IV-A | CALABARZON
City Schools Division of Bacoor
BACOOR NATIONAL HIGH SCHOOL- MAIN
Molino I, Bacoor City, Cavite
WEEKLY LEARNING PLAN
Quarter 1 Grade 7
Level
Week 2 Learnin MAPEH 7- MUSIC
g Area
MELCs 1. improvises simple rhythmic/melodic accompaniments to selected music from the lowlands of Luzon (MU7LU-Ic-f-5)
2. evaluates music and music performances applying knowledge of musical elements and styles. (MU7LU-Ic-h10)
3. sings folk songs from the lowlands of Luzon (MU7LU-Ia-h-7)
4. creates appropriate movements or gestures to accompany the music selections of the Lowlands of Luzon(MU7LU-Ia-h-
8)
Day Objectives Topic/s Classroom-based Activities Home-based Activities
1 The students Secular Day 1 Ask the learners to read
should be able to: Music Begin with classroom routine: Music module 6 about
1.differentiate the Elements a. Prayer the Secular Music
characteristics of of Polka b. Reminder of the classroom safety and health Elements of Polka and
kumintang and protocols Kumintang
and
polka; c. Checking of attendance
2. create simple Kumintan d. Quick “kamustahan”
rhythmic/melodic g A. Recall (Elicit) Let them accomplish the
accompaniments Ask the learners about what they have remembered on given activities on a
to selected their previous class discussion/activity about Secular separate sheet of paper.
kumintang or Music (Passion for Harana and Balitaw).
polka; and B. Motivation (Engage) a. What Is It, page/s 6-7
3. evaluate the Determine the prior knowledge of the learners Secular b. What I Can Do, page
music and music Music Elements of Polka and Kumintang . Show some 11
performances of pictures of kumintang ensemble and let them hear the c. Assessment, page 13
kumintang or sound form kumintang. Ask them to listen attentively and
polka by using the analyze the characteristics and elements of the sound
musical they heard. Explain the learning objectives of the lesson.
elements/styles. C. Discussion of concepts (Explore)
Present the lesson about Secular Music Elements of
Polka and Kumintang
D. Developing Mastery (Explain)
Check and progress the given assessment. Encourage
active class participation.
Address: Molino I, Bacoor City, Cavite

Telephone & Fax No.: (046) 417 6149
E-mail Address: 301171@deped.gov.ph
Did you notice the differences of sound produced by

stomping your feet and clapping your hands? Which
sound has the low pitch or thick sound? Of course,
the sound produced by stomping of the feet has the
lower pitch or thicker sound than the sound
produced by the clapping of the hands.
E. Application and Generalization (Elaborate)
Enrich understanding of the lesson through further
explanation and concrete examples. Let the learners do
the performance the task.
It’s time to showcase your skills!
Performance Guidelines and Mechanics: 1. Practice
singing the folk song “Magtanim ay Di Biro” 2. Create
your own rhythmic accompaniment that uses the
musical elements of polka. 3. After playing your
rhythmic accompaniment along with the singing of
the piece, play the mp3 music of Magtanim ay Di
Biro and perform your basic polka dance
movements. Refer to the rubrics
F. Evaluation
Ask the learners to do the given task. Read each
statement carefully and identify what is being described in
each.

G. Additional/Enrichment Activity (Extend)
2 The students (Vocal Day 2 Ask the learners to read

should be able and Begin with classroom routine: Music module 7 (Vocal
to: Instrume a. Prayer and Instrumental
1. identify ways b. Reminder of the classroom safety and health Music) Art Music:

of producing ntal protocols Kundiman Pangkat
sounds on Music) c. Checking of attendance Kawayan
other sources Art d. Quick “kamustahan
similar to Music: A. Recall (Elicit)
Pangkat Kundima Review the previous class discussion/activity about Let them accomplish the
Secular Music Elements of Polka and Kumintang given activities on a
Kawayan; n Pangkat
B. Motivation (Engage) separate sheet of paper.
2. differentiate Kawayan
Determine the prior knowledge of the learners about
kundiman from a. Categorize each
the new lesson. Ask the learners to engage in the
folk song; song, page 5
activity, listen attentively and analyze the characteristics
3. perform a b. What’s More,
and elements of the song and answer the guide questions.
simple rhythmic C. Discussion of concepts (Explore) page 12
accompanimen Present the lesson about Vocal and Instrumental
c. What I Can Do,
t to your page 13
Music) Art Music: Kundiman Pangkat Kawayan .
chosen d. Assessment,
Maximize class participation by oral discussion and giving
kundiman; and page, 14
of examples.
4. assess the D. Developing Mastery (Explain)
musical Check and progress the given assessment. Encourage
characteristics active class participation. Ask the learners to do the task.
of kundiman
through its
tempo, rhythm
and dynamics

explanation and concrete examples. Let the learners ask

questions for clarification. Ask the learners to do the
performance task activity.
F. Evaluation
each.

Ask the learner to do the given task.

3 The students Vocal Begin with classroom routine: Ask the learners to read
should be able Music of a. Prayer Music module 8 Vocal
to: the Luzon b. Reminder of the classroom safety and health
Music of the Luzon
1. Identify ways Lowland protocols
of producing c. Checking of attendance Lowland
sound of vocal d. Quick “kamustahan”
Let them accomplish the
music of A. Recall (Elicit)
given activities on a
lowlands of Review the previous class discussion/activity about Vocal
separate sheet of paper.
Luzon and Instrumental Music) Art Music: Kundiman a. What’s New,
2. Create a Pangkat Kawayan. page 4
simple rhythmic B. Motivation (Engage) b. What I Can Do,
accompanimen Determine the prior knowledge of the learners about page 8
t and Vocal Music of the Luzon Lowland c. Assessment,
Explain the learning objectives for the week. page 9
movements/ge
Listening activity. Ask the learners to listen to the sample
stures to a
music and complete the given table.
sample of folk
song
3. Interpret a
sample folk
song using
musical
elements
present in it C. Discussion of concepts (Explore)
4. Sing a sample Present the lesson about Vocal Music of the Luzon

folk song Lowland. Maximize class participation by oral discussion
applying the and giving of examples.
proper tempo D. Developing Mastery (Explain)
of the song Check and progress the given assessment. Ask the
learners to present their output in the class. Encourage
Answer the following questions:
1. How were you able to distinguish the different vocal
music of the lowlands of Luzon?
2. Will you able to recall examples of a particular music in
each category of the vocal music? What are they?
Folk songs:
Sacred music:
Secular music:
Art music:
3. Was it easy for you to give examples in each type of
vocal music? Why? Why
not?
explanation and concrete examples. Let the learners do
the performance the task.
Performance Task. Again, listen to Santa Clara.
Observe the rhythm of the song. Present your
performance to your subject teacher. The procedure
is presented below: 1. sing the song with mastery
through its lyrics, dynamics, tempo and rhythm 2.
create a simple rhythmic accompaniment for the
given song using improvised percussion instrument
3. perform appropriate movements or gesture for
the given song.
F. Evaluation

each
item. Write your answer on a sheet of paper.
A.MATCHING TYPE. Match column A with column B
B.IDENTIFICATION Read each statement carefully. Identify

what is being described in each statement and write your
answers in your notebook.
Explain the Home-based activities that they need to

accomplish.
Remind the learners who need remediation to attend the
Learning Remediation and Intervention Program after
class.
Prepared by: Checked by: Noted: Approved by:
JENNIFER S. LOPEZ RONNIE G. ALVAREZ EVA P. ANDRION DR. TEODORO A. GLORIANI

Teacher I Master Teacher I Head Teacher VI Principal IV

Quarter 1 Grade Level 7
Week 2 Learning MAPEH 7- MUSIC
Area
MELCs 1. identifies the musical characteristics of representative music selections from the lowlands of Luzon after listening. MU7LU-
Ia-1
2. analyzes the musical elements of some lowland vocal music selections MU7-LU-1a-2
3. identifies the musical instruments and other sound sources from lowlands of Luzon MU7LU-Ia-3
4. explore ways of producing sounds on a variety of sources that is similar to the instrument being studied. MU7LU-Ia-f-4
5. improvises simple rhythmic / melodic accompaniments to selected music from the lowlands of Luzon. MU7LU-Ic-f-5
1 The students Diagnostic Day 1 Ask the learners to read
should be able Test Begin with classroom routine: Music module 1 about the
to: e. Prayer different musical elements
 answer the f. Reminder of the classroom safety and health and musical characteristics
diagnostic protocols of representative music
test g. Checking of attendance selections from the
 follow h. Quick “kamustahan” lowlands of Luzon
instructions
in answering A. Recall (Elicit)
the test. Ask the learners about what they have remembered on
 evaluation their previous class discussion/activity.
of answers
B. Motivation (Engage)
Explain the learning objectives of taking the diagnostic test.
C. Discussion of concepts (Explore)

Present the instruction/direction of answering the
diagnostic test
Explain the purpose of the test
F. Evaluation
Test proper. Let the learner answer the diagnostic test.
accomplish.
Learning Remediation and Intervention Program after class.
2 The students Music of Day 2 Ask the learners to read
should be able Lowlands Begin with classroom routine: Music module 1 about the
to: of Luzon e. Prayer the different musical
1.cite the (Folk f. Reminder of the classroom safety and health elements and musical
musical Songs), protocols characteristics of
characteristics of elements g. Checking of attendance representative music
representative of music h. Quick “kamustahan selections from the
music selections A. Recall (Elicit) lowlands of Luzon
from the Review the previous class discussion/activity about Let them accomplish the
lowlands of elements of music they learned form elementary. given activities on a
Luzon after B. Motivation (Engage) separate sheet of paper.
listening. Determine the prior knowledge of the learners about Folk

2. determine the Songs. Ask the learners cite some familiar folk songs they d. What I know,
musical know from Lowlands Luzon. Ask them to listen attentively page/s 4
elements, and analyze the characteristics and elements of the song e. What’s More,
themes, and and ask them if they know the title of the song. page/s 13
moods present C. Discussion of concepts (Explore) f. What I Can Do,
in vocal and Present the lesson about Music of Lowlands of Luzon page 14 to be
instrumental (Folk Songs), elements of music. Maximize class perform during
music of lowland participation by oral discussion and giving of examples. F2F
of Luzon; and D. Developing Mastery (Explain)
3. appreciate the Check and progress the given assessment about Music of
unique Lowlands of Luzon (Folk Songs), elements of music.
characteristics of Encourage active class participation.
Luzon’s lowland – Modified TRUE or FALSE. Directions: Write APPROVED if
folksongs the statement is true and if not, write DISAPPROVED then
through singing identify the word that made the statement false. Accomplish
a representative this task in your activity notebook.
folk song. 1. Luzon lowland folksongs have a very distinctive Spanish
influence.
2. Folksongs are generally taught in schools.
3. Sitsiritsit is a Tagalog folksong.
4. An example of a Kapampangan folk song is Sarung Banggi.
5. The composers and lyricists of folk songs are usually
unknown.
6. Naraniag a Bulan is an example of an Ilocano folk song.
7. Folk songs are mostly short and complicated.
8. Key signatures in folk songs do not change.
9. Folk songs are based on the community’s livelihood,
tradition and culture. 10.Atin Cu Pung Singsing is an example
of a Bicolano folk song.
11.Sarung Banggi is a folk song from Batangas.
12.Pamulinawen is a folksong with a triple meter.
13.Folksongs are usually sung in the dialect of the people of
its place of origin. 14.Pamulinawen and Manang Biday are
both Tagalog folksongs.
15.All folksongs have the same story to tell.
explanation and concrete examples. Let the learners ask
questions for clarification. Then explain again the Music of
Lowlands of Luzon (Folk Songs). Ask the learners to do the
performance task activity. Explain the task to the learners to
answer the table below while they are listening to the
sample of the representative folk songs of lowlands Luzon.

F. Evaluation
Let the learner Perform a folk song that is different from
your native tongue. Refer to the rubrics for performance
guide. Clarity of voice (25 %) Volume of voice (25 %) Pitch
(25 %) Expression (25 %)

Ask the learner to do the task. The Audition. Suppose you
are going in an audition about Folk Song singing. One of the
requirements is to sing a folk song of your region or
province. Here are the mechanics for the audition:
1. You are going to sing a folk song from your region or
province.
2. The performance can be acapella or with accompaniment
(live or minus 1)
3. Record your performance in your gadget (cellphone or
computer) if possible. 4. If recording is not possible, a
schedule for a live performance will be given to you.
5. You will be graded based on the following criteria: Clarity
of voice (25 %) Volume of voice (25 %) Pitch (25 %)
Expression (25 %)
3 The students Music of Begin with classroom routine: Ask the learners to read
should be able Lowlands i. Prayer Music module 2 and 4
to: of Luzon j. Reminder of the classroom safety and health about the Music of
1. . classify Folk Songs protocols Lowlands of Luzon Folk
different and the k. Checking of attendance Songs and the Rondalla,
rondalla Rondalla, l. Quick “kamustahan” devotional music, and brass
instruments devotional A. Recall (Elicit) band. Let them accomplish

according to music, Review the previous class discussion/activity about Music of the given activities on a
their sound and brass Lowlands of Luzon (Folk Songs), elements of music separate sheet of paper.
quality, band B. Motivation (Engage)
2. appreciate Determine the prior knowledge of the learners about a. What’s New
rondalla music Music of Lowlands of Luzon Folk Songs and the Rondalla, module 2, page 6
by listening to devotional music, and brass band. b. What’s New
song samples, Explain the learning objectives for the week. module 4, page 3
and Listening activity. Try singing these songs by yourself. Then c. Now, let’s put
3. identify the listen to the music samples of the your knowledge
different musical same folk songs provided by your teacher. Compare the into action,
elements “live version” to the module 4 page 11
incorporated in instrumental version. Write your observation on the Venn d. Performance
the Luzon diagram. Task. Choose a
lowlands 1. Sitsiritsit devotional music
devotional music https://youtu.be/VlOvBedr0xA that you witness
2. Atin Cu Pung Singsing in a religious
https://youtu.be/2_dIP8s9Go8 occasion
3. Magtanim ay ‘di biro performed in
https://youtu.be/D3CT7nXiJv0 your community.
4. Pamulinawen Present to your
https://youtu.be/6bhLGt3dJXc chosen song and
5. Sarong Banggi provide a simple
https://youtu.be/4a5cO5_SU-I rhythmic
accompaniment
using materials
found in the
classroom. Add a
simple
background
knowledge about
the music’s
religious activity.
You may perform
the task on a
given schedule to
be assigned by
C. Discussion of concepts (Explore) the teacher. You
Present the lesson about The Music of Lowlands of Luzon will be graded
Folk Songs and the Rondalla, devotional music, and brass based on the
band. Maximize class participation by oral discussion and given rubrics:
giving of examples.
Ask the learners to examine the pictures bellow and answer
the questions that follow.

1. Have you experienced one of these in your community?

2. How often does this activity happen?
3. Do you think this activity also happens in other places?

Check and progress the given assessment. Ask the
learners to present their output in the class. Encourage
Now, let’s put your knowledge into action by listening again
to the sample songs being studied. Using the first set of
audio sample of each religious celebration, analyze each
music by completing the table below. Describe and explain
how the elements were used. Then answer the questions
below.

explanation and concrete examples. Let the learners do the
performance the task.

Performance Task. Choose a devotional music that you
witness in a religious occasion performed in your
community. Present to your chosen song and provide a
simple rhythmic accompaniment using materials found in
the classroom. Add a simple background knowledge about
the music’s religious activity. You may perform the task on a
given schedule to be assigned by the teacher. You will be
graded based on the following rubrics:
F. Evaluation
Ask the learners to do the given task. Read each statement
carefully and identify what is being described in each
1. It is usually played by a marching band to accompany
sagalas in procession.
2. This song is sung by a child dressed like an angel lifting the
veil of the mourning Virgin Mary.
3. It is a narrative with stanzas of five lines and eight
syllables.
4. It is sung while people offer flowers to the image of the
Virgin Mary.
5. This is usually sung by elders in the community during
Lenten season.
6. It is a group of musicians famous during fiestas and other
celebrations.
7. This instrument plays the rhythm in the brass band.

8. It is a song that is sung in a chant-like manner.
9. The cymbals is an example of what kind of instrument?
10. This celebration is done during Easter celebration.
11. It is a group of wind instrument which produce sound
through a reed.
12. The bass instrument of the wind section of the brass
band is called.
13. This wind instrument uses a slide to change pitch.
14. It is a celebration wherein sagalas show off in their
beautiful gown during a procession.
15. It is a music ensemble composed of brass wind,
woodwind, and percussion instruments.

Directions: Choose between the three Cuyunon folk song
(Kingking, Layang Pasyak, Tarinting) Sing your chosen song.

accomplish.
Learning Remediation and Intervention Program after class.
4 The students Secular Begin with classroom routine: Ask the learners to read
should be able Music a. Prayer Music module 5 about
to: (Passion b. Reminder of the classroom safety and health Secular Music (Passion for
1. differentiate for protocols Harana and Balitaw). Let
the Harana c. Checking of attendance them accomplish the given
characteristics of and d. Quick “kamustahan” activities on a separate
harana and Balitaw) A. Recall (Elicit) sheet of paper.
balitaw; Review the previous class discussion/activity Music of
2. distinguish the Lowlands of Luzon Folk Songs and the Rondalla, devotional a. let’s discover the
appropriate music, and brass band. artistic and
musical B. Motivation (Engage) cultural values,
instruments and Determine the prior knowledge of the learners about page 5
ensembles to be Secular Music (Passion for Harana and Balitaw). Explain the b. compare and
used in learning objectives for the week. contrast, page 11

accompanying let’s discover the artistic and cultural values of g. What can I Do
harana and representative music from lowlands of Luzon. But before we page/s 15-17 to
balitaw; proceed to the core of the discussion, examine the picture be perform
3. create simple below: during F2F
rhythmic and c. Assessment, page
melodic 18
accompaniments
to selected
harana and
balitaw music;
and
4. evaluate the
music and music Can you relate your personal experiences on what you have
performances of seen in the pictures? Share your interpretation on what the
harana and pictures are trying to tell you.
balitaw by using C. Discussion of concepts (Explore)
the musical Present the lesson about learners about Secular Music
elements/styles (Passion for Harana and Balitaw). Maximize class
and its relation participation by oral discussion and giving of examples.
to its
geographical D. Developing Mastery (Explain)
background and Check and progress the given assessment. Ask the
culture. learners to present their output in the class. Encourage
Performance Task. Listen to the following examples of
balitaw:
a. Tubig sa Batisan (balitaw) by Santiago S. Suarez
https://www.youtube.com/watch?v=BEu7qoOF-0k
b. Balitaw by Rancy June Micabani –
https://www.youtube.com/watch?v=2x7A9NF3-
Now, compare and contrast the characteristics and elements
of the songs you just heard in terms of the following:


explanation and concrete examples. Let the learners do the
performance the task.
Performance Task. IT’S SHOW TIME! Now that you’ve
learned the concepts about Harana and Balitaw, our next
activity will be a performance.
Performance Mechanics: 1. Select your preferred Harana or
Balitaw.
2. Create your own accompaniment and play it along with
the recorded or mp3 secular music or your live performance
of the piece.
3. Choose only one (1) from the accompaniment styles listed
below: a. Rhythmic accompaniment – (use improvised
drums to play the basic rhythmic styles of the music and
with improvisation of rhythmic ostinatos) b. Harmonic
accompaniment – (use a guitar to play the chords)
4. You may select a guitar or improvised drums in
performing the rhythmic/or harmonic accompaniment.
Ex: O Ilaw (with lyrics and chords)
https://chordify.net/chords/danilo-santos-o-ilaw-with-lyrics-
miraculako
You may perform the task on a given schedule to be
assigned by the teacher. You will be graded based on the
following rubrics:



F. Evaluation
Ask the learners to do the given task. Read each statement
carefully and identify what is being described in each

Ask the learner to do the task. Hello my dear friend. I’m glad
that you can already play simple accompaniments for
harana music. Now this is my challenge for you! Let us revive
Filipino serenade, one of our cultural icons! Do you want to
serenade your friend? Compose a simple harana for
him/her. Use the appropriate tempo and beat of harana
music. You may also use the rubrics above as guide for your
performance.
Prepared by: Checked by: Noted: Approved by:
JENNIFER S. LOPEZ RONNIE G. ALVAREZ EVA P. ANDRION DR. TEODORO A. GLORIANI

Teacher I Master Teacher I Head Teacher VI Principal IV

Quarter 1 Grade Level 7
Week 1 Learning Area MAPEH
MELCs
1 The students Introduction of Day 1 Ask the learners to read and
should be able MAPEH 7 Begin with classroom routine: research about Elements of
to: m. Prayer Music and practice and
 familiarize n. Reminder of the classroom memorize CALABARZON
with the safety and health protocols HYM, BACOOR HYM and
different o. Checking of attendance. BNHS HYM, and the GALAW
components Introduce their self. PILIPINAS.
of MAPEH p. Quick “kamustahan”
and its A. Recall
salient Review the previous
features. And discussion/activity in MAPEH their
the rules and previous year (elementary)
regulations, B. Activity/ Motivation
grading Get the interest of the student to
system, etc. lean the “MAPEH YELL”.
 Appreciate C. Abstraction/Discussion of concepts
and gain Present the salient features of
interest to MAPEH, grading system and your rules
learn more and regulation as subject teacher.
about D. Application and Generalization
MAPEH Enrich their understanding of the
 Challenge salient features of MAPEH. Let the
the students students ask questions regarding the
to be more subject.
creative and E. Evaluation
innovative. Group the students into 4 and let
them create their own short group yell
for 5 minutes and let them perform it
to the class.
Prepared by: Inspected by: Checked: Noted:
JENNIFER S. LOPEZ RONNIE G. ALVAREZ EVA P. ANDRION DR. TEODORO A.

GLORIANI
Teacher I Master Teacher I Head Teacher III Secondary School
Principal IV



Q1 Grade 7 WLP - Week1-3 JLOPEZ

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Republic of the Philippines

Address: Molino I, Bacoor City, Cavite

Did you notice the differences of sound produced by

Address: Molino I, Bacoor City, Cavite

G. Additional/Enrichment Activity (Extend)

2 The students (Vocal Day 2 Ask the learners to read

Address: Molino I, Bacoor City, Cavite

E. Application and Generalization (Elaborate)

Address: Molino I, Bacoor City, Cavite

G. Additional/Enrichment Activity (Extend)

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

B.IDENTIFICATION Read each statement carefully. Identify

G. Additional/Enrichment Activity (Extend)

Explain the Home-based activities that they need to

Address: Molino I, Bacoor City, Cavite

Prepared by: Checked by: Noted: Approved by:

JENNIFER S. LOPEZ RONNIE G. ALVAREZ EVA P. ANDRION DR. TEODORO A. GLORIANI

Address: Molino I, Bacoor City, Cavite

C. Discussion of concepts (Explore)

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

G. Additional/Enrichment Activity (Extend)

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

1. Have you experienced one of these in your community?

D. Developing Mastery (Explain)

E. Application and Generalization (Elaborate)

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

G. Additional/Enrichment Activity (Extend)

Explain the Home-based activities that they need to

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

E. Application and Generalization (Elaborate)

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

G. Additional/Enrichment Activity (Extend)

Prepared by: Checked by: Noted: Approved by:

JENNIFER S. LOPEZ RONNIE G. ALVAREZ EVA P. ANDRION DR. TEODORO A. GLORIANI

Address: Molino I, Bacoor City, Cavite

JENNIFER S. LOPEZ RONNIE G. ALVAREZ EVA P. ANDRION DR. TEODORO A.

Address: Molino I, Bacoor City, Cavite

Address: Molino I, Bacoor City, Cavite

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