A SEMI

-
DETAILED LESSON PLAN IN
GRADE 7 MUSIC
-
QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the
Visayas
I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Cordillera
B. Identify the musical characteristics of representative selections of Cordillera
C. List
en to representative music from Cordillera
D. Explain the distinguishing characteristics of representative music from Cordillerain relation to its culture and
geography
II. Subject Matter:
A. Topic: Vocal and Instrumental Music of Cordillera
B. Refere
nc
es: Learner’s Mate
rial, pp. 60
-
66
C. Materials: map of the Philippines, pictures of ethnic groups in Cordillera (bontoc, ifugao, etc.), lcd projector,
laptop, music of Cordillera, speaker, visual aids
III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
B. Priming: Show pictures of ethnic groups of Cordillera
Guide Questions:
a. Who are these ethnic groups? From what region do they belong?
b. Ask the students to locate Cordillera in the map.
c. Answer activity 1 in the
learner’s material, p.
6
5
C. Lesson Proper
Activity: “I Hear You Cordillera”
Listen to representative songs of Cordillera: Salidummay, Oggayam, Hudhud
Listen to instrumental music of Cordillera: Gangsa ensemble and Bamboo solo/ ensemble
Analysi
s:
How did you find the activity? Explain.
What did you feel while listening to the songs of Cordillera/instrumental music of Cordillera? Why?
Describe the songs/instrumental music of Cordillera.
Show the pictures of Cordillera instruments and
let the students describe each.
Why do you think Cordillera has this kind of music?
Why do you think the instruments are made up of bamboo and metals?
Can we identify the culture of Cordillera based on the themes of the songs and the instruments?
Abstraction: “Complete Me”
Cordillera is found in ____________. The themes of the songs are about _______, _______ and _________ because
they are related in their way of life. Among the three songs I listened to, I like __________ the most because
__________.
Application:
Why
is it important to study the music of Cordillera?
Cordillera traditions and culture are on their way to extinction. As a Filipino youth, how are you going to preserve
and promote Cordillera music?
D. Assessment
Directions: Identify the picture of
the musical instrument shown in each number. Choose the answer from the box
below. Write only the letters.
1
2
3
4
5
6
A. GANGSA
D. KUBING
B. SAGGEYPO
E. TONGATONG
C. BUNGKAKA
F. PALOOK
IV. Assignment:
1. Describe Mindoro in terms of:
a. Culture
b. History
2. Describe Ambahan.
3. Identify the different musical instruments of Mindoro.
References: any Philippine Music/MAPEH book
Prepared by:
Checked by:
MICHAEL R. PONCE
JONATHAN L. ROQU
E
MAPEH
-
Teacher
Teacher III/ MAPEH/SPA Coordinator
Republic of the Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City
A SEMI
-
DETAILED LESSON
PLAN IN
GRADE 7 MUSIC
-
QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas
I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Mindoro
B. Identify
the musical characteristics of representative selections of Mindoro
C. Listen to representative music from Mindoro
D. Explain the distinguishing characteristics of representative music from Mindoro in relation to it`s culture and
geography
II. Subject
Matter:
A. Topic: Vocal and Instrumental Music of Mindoro
B. Reference
s: Learner’s Material, pp. 67
-
68
C. Materials: map of the Philippines, pictures of Mangyan, laptop, music of Mindoro (ambahan), speaker, visual
aids
III. Procedure:
A. Preliminary
Activities
1. Prayer song
2. Attendance
3. Review: Music of Cordillera
B. Priming: Show pictures of Mangyan
Guide Questions:
a. Who are these ethnic groups? From what region do they belong?
b. Ask the students to locate Mindoro in the map.
c. Answer activity 1
in the learner’s material, p 68
C. Lesson Proper
Activity:
Listen to representative songs of Mindoro.
Listen to instrumental music of Mindoro: Gong ensemble and Bamboo solo/ ensemble.
Analysis:
How did you find the activit
y? Explain.
What did you feel while listening to Ambahan/instrumental music of Mindoro? Why?
Describe the songs/instrumental music of Mindoro.
Show the pictures of Mindoro musical instruments and let the students describe each.
Why do you think
Mindoro has this kind of music?
Why do you think the instruments are made up of bamboo and metals?
Can we identify the culture of Mindoro based on the themes of the songs and the instruments?
Abstraction: “Complete Me”
Mindoro is found in ______
______. The themes of the songs are about _______, _______ and _________ because
they are related in their way of life. Ambahan is about ________. I learned the instruments ______________.
Application: Group Activity
Divide the class into four groups.
Each group should create a poem of 12 lines following the format of the Ambahan.
Suggested topics:
a. Friendship
b. Love (parents, opposite sex)
c. Patriotism
Indicators for Assessment: Clear Tone, Accurate Rh
ythm and Pitch, Consistent Phrasing
D. Assessment: Modified True or False
Directions: Read each sentence carefully. Write T if the statement is true. Write F if the statement is false, and then
change the underlined word to make it true.
1. Ambahan i
s composed of nine syllables per line. (answer
-
F, seven)
2. A jew’s harp is made up of bamboo. (answer
-
T)
3. The indigenous group in Mindoro is called the Mangyans. (answer
-
T)
4. Lantoy is the nose flute of Mindoro. (answer
-
T)
5. Litguit is the guitar
of Mindoro. (answer
-
F, gitguit)
IV. Assignment:
1. Describe Palawan in terms of:
a. Culture
b. History
2. Describe Kulial
3. Identify the instruments of Palawan
References: any Philippine Music or MAPEH book
Prepared by:
Checked by:
MICHAEL R. PONCE
JONATHAN L. ROQUE
MAPEH
-
Teacher
Teacher III/ MAPEH/SPA Coordinator
Republic of the Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City
A SEMI
-
DETAILED LESSON PLAN IN
GRADE 7 MUSIC
-
QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas
I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Palawan
B. Identify the musical characteristics of representative selections of Palawan
C. Explain the distinguishing characteristics of representative music from Palawanin relation to
its culture and
geography
D. Listen to representative music from Palawan
II. Subject Matter:
A. Topic: Vocal and Instrumental Music of Palawan
B. References: Learne
r’s Material, pp. 70
-
71
C. Materials: map of the Philippines, pictures of ethnic groups
of Palawan (Batac, Tagbanua, Palaw’an), laptop,
music of Palawan, speaker, visual aids
III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
3. Review: Music of Mindoro
B. Priming: Show pictures of Batac, Tagbanua, and Palaw’an
Guide Questions:
a. Who are these ethnic groups? From what region do they belong?
b. Ask the students to locate Palawan in the map.
c. Answer activity 2
in the learner’s material, p.71
C. Lesson Proper
Activity:
Listen to representative songs of Palawan.
Listen to instrumental music of Palawan : Gong ensemble and Bamboo solo/ ensemble.
Analysis:
How did you find the activity? Explain.
What did you feel while listening to Kulial/instrumental music of P
alawan? Why?
Describe the songs/instrumental music of Palawan.
Show the pictures of Palawan musical instruments and let the students describe each musical instruments.
Why do you think Palawan has this kind of music?
Why do you think the instru
ments are made up of bamboo and metals?
Can we identify the culture of Palawan based on the themes of the songs and the instruments?
Abstraction: “Complete Me”
Palawan is found in ____________. The indigenous groups of Palawan are _____, _____, and _
____. The themes of
the songs are about _______, _______ and _________. I learned the instruments ______________.
Application: Group Activity
Divide the class into four groups.
Compose an eight
-
line “Kulial” or poem expressing contrasting emotions s
uch as happiness and sadness.
D. Assessment:
1. Performance Rubrics
Indicators for Assessment: Clear Tone, Accurate Rhythm and Pitch, Consistent Phrasing, originality
2. Paper and Pencil Test (Short Quiz)
Directions: Identify the word/s described
in each number. Choose from the box below. Write only the letter.
1. The vocal music of Palawan (answer
-
C)
2. Lute of Palawan (answer
-
A)
3. Jew’s harp of Palawan (answer
-
B)
4. Gong of Palawan (answer
-
F)
5. Characteristic of Palawan Music (answer
-
D)
A. Kusyapi D. Imitating Sounds of Nature
B. Aruding E. Themes on everyday living
C. Kulial F. Basal
IV. Assignment:
1. Describe Visayas in terms of:
a. Culture
b. Geographical Background
2. Describe the following vocal forms.
a. Balitaw
b. Pastores
c. Composo
3. Identify the instruments of Visayas
4. Describe the following instrumental ensembles.
a.
Rondalla
b.
Tultogan,
c.
Binanog
References: any Philippine Music book
Prepared by:
Checked by:
MICHAEL R. PONCE
JONATHAN L. ROQUE
MAPEH
-
Teacher
Teacher III/ MAPEH/SPA Coordinator
Republic of the Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City
A SEMI
-
DETAILED LESSON P
LAN IN
GRADE 7 MUSIC
-
QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas
I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Visayas
B. Identify the musical characteristics of representative selections of Visayas
C. Explain the distinguishing characteristics of representative music fromVisayas in relation to its culture and
geography
D. Listen to representative music from Visayas
II
. Subject Matter:
A. Topic: Vocal and Instrumental Music of Visayas
B. References
: Learner’s Material, pp. 72
-
78
C. Materials: map of the Philippines, pictures of ethnic groups of Visayas, laptop, music of Visayas, speaker, visual
aids
III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
3. Review: Music of Palawan
B. Priming: Act
ivity 1 “Guess Who?” LM, p.75
-
78
1. Show pictures of Visayan Celebrities
Guide Questions:
a. Who are these people? From what region do they belong?
b. Ask the students to locate Visayas in the map.
2. Show pictures of historical sites and features of Visayas (Magellan’s Cross, Tarsier, etc.)
Guide Questions:
a. Ask the students to tell something about the pictures shown.
b. Let the students loc
ate the pictures in the Visayas map.
c. Based on the pictures, ask the students to tell something about Visayan history.
C. Lesson Proper
Activity:
Listen to examples of Visayan vocal and instrumental music
Analysis :
What did you feel while listening to vocal/instrumental music of Visayas? Why?
Describe the songs/instrumental music of Visayas.
Show the pictures of Visayan musical instruments and let the students describe each.
Why do you think Visayas has th
is kind of music?
In your own opinion, what is the message and function of Visayan music?
Can we identify the culture of Visayas based on the festivals and themes of the songs and the instruments?
Abstraction: “Complete Me”
I learned that Visayas
has ____________________.
I realized that Visayan vocal music is ________________.
Application: Group Activity
Divide the class into four groups.
Create a 2
-
3 minute performance of any Visayan music using movements or pantomime.
Indicators for A
ssessment: relevance to the theme, creativity, sensitivity to the music, group cooperation
D. Assessment: Listening Test
Identify the music in each number. Choose from the given choices.
1. Balitaw 4. Matudnila
2. Ili
-
ilituloganay 5. Rosas Pandan
3.
Dandansoy
IV. Assignment:
1. Describe Cordillera music in terms of musical elements.
2. Make an improvise instrument by group.
Indicators for Improvised Instrument Assessment:
Basic:
Inappropriate; Messy and incomplete materials; Sound quality lacks similarity with that of the original
instrument.
Developing:
Most materials appropriate; Decorated but messy; Neat but fragile; Sound quality somewhat similar
but not exactly similar to
that of the original instrument.
Approaching Proficiency:
Appropriate materials; Decorated, neat; Sound quality almost similar to that of the
original instrument
Proficient:
Appropriate and creatively modified materials; Decorated within the context
of the instrument; Neat
and Durable; Sound quality most similar to that of the original instruments.
Prepared by:
Checked by:
MICHAEL R. PONCE
JONATHAN L. ROQUE
MAPEH
-
Teacher
Teacher III/ MAPEH/SPA Coordinator
Republic of the
Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City
A SEMI
-
DETAILED LESSON PLAN IN
GRADE 7 MUSIC
-
QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas
I. Objectives:
At the end of the lesson, the learners should be able to:
A.
Analyze the musical elements of some vocal and instrumental selections from Cordillera
B.
Explore ways of producing sounds on a variety of sources similar to instruments being s
tudied
C.
Improvisesimple rhythmic/melodic accompanimentstoselected musicfromtheCordillera
D.
Provideaccompanimentto selectedmusicoftheCordillera
II. Subject Matter:
A. Topic: Analysis of Vocal and Instrumental Music of Cordillera
B. References: Lear
ner’s Material,
pp. 60
-
66
C. Materials: laptop, video of hudhud, music of Cordillera, speaker, visual aids
III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
B. Priming:
1. Show the video animation on the Hudhud hi Aliguyon.
2. Guide Questions:
a. What do you think the story is about?
b. Where do you think the story came from?
C. Lesson Proper
Activity: “I Hear You Cordillera”
Show the video “Hudhud hi Aliguyon (Hudhud Chants of Ifugao)” fromyoutube or listen to repres
entative songs
of Cordillera: Salidummay, Oggayam, Hudhud
Listen to instrumental music of Cordillera: Gangsa ensemble and Bamboo solo/ ensemble
Answer activity 2 and 3 in t
he learner’s material, pp. 65
-
66
Analysis:
How did you find the activity?
Explain.
Ask the students to share their answers in the analysis chart in activity 2 and 3.
Facilitate the discussion in the musical elements and classification of instruments.
How were the varied musical elements (timbre, dynamics, rhythm, pitch,
form) used in bringing about the
message of the music?
Abstraction:
Answer activity 4 in the learner’s material p.8 then let the students share their answers.
Application: Group Activity
Divide the class into 4 groups.
Choose one Cordillera music (Oggayam, Hudhud, Salidmmay) and create a simple rhythmic/melodic
accompaniment.
Indicators for Assessment: Clear Tone, Accurate Rhythm and Pitch, Consistent Phrasing, originality and
creativity