Lesson Plan Name of School: PULO INTEGRATED SCHOL Date:

Name of
ROSELLE C. DE GUZMAN Week: 1
Teacher:
Subject MAPEH-MUSIC 7 Quarter: 1st

I. OBJECTIVES

At the end of the lesson, learners will be able to:

1. identifies the musical characteristics of representative music selections

from the lowlands of Luzon after listening;

2. determine the musical elements, themes, and moods present in vocal and
instrumental music of lowland or Luzon: and
3. appreciate the simplicity of Luzon’s lowland folksong.
II. SUBJECT MATTER
Topic: Folk Songs from the
Lowlands of Luzon
Reference: MAPEH 7
Materials: Visual Aids, Speaker, Music and Laptop.
III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preparatory Activity

Prayer
Everybody stand up and let us pray. (Everyone stands and leads the prayer)
Who wants to lead the prayer? Classmates, let us pray. In the name of the
Father…Amen.

Greetings
Good morning class! Good morning Maam Mica!
Please take your seats.

Checking of Attendance
Let me check your attendance. Present Maam.
Say “present” as I call your name.
(teacher checks the attendance)

B. Review of the Lesson

Now class, before we start our lesson
I
 have a question.
What was our topic last meeting? Rhythms Ma’am. Specifically, it Notes
and Rests.
Correct. I have here some flash
cards which you are going to
identify what kind of notes and
rests is this. Okay?

(teacher shows some kinds of notes (students actively participate in recitation)

and rests)

C. MOTIVATION

Before we start our lesson, (students read in chorus the folk songs of
everybody please read… lowlands)
I want you to group these songs
whether it is a TAGALOG, ILOCANO,
KAPAMPANGAN and BICOLANO.
Please raise your hand! Those who can (students will actively participate in the
activity)
answer correctly will have an additional 2
points for our short quiz later.

Did you enjoy the activity class? Yes Maam.

What can you say about the songs we Maam those are folk songs?
used in activity?

Yes. What is folk song class? Folk song is the traditional music of every
Filipino people. It is said to be the “voice of
the people”

How many folk songs do you know? A

few…
Many…

And what are those?

Yes, Ms. Legaspi? State some folk (Ms. Legaspi state some folk songs she
songs from Visayas Region that you are know)
familiar with.

Some more class?

Are you familiar with Si Yes Maam.

Pilemon, Pakitong-kitong, Ili-ili
Tulog Anay?
 That’s Good!

What are the characteristics of folk
song?
Class please read…
(explain each characteristics)
Our activity has something to do with our
topic today.
(Students read the following characteristics
of folk song)
A. The lyrics are according to the
native tongue
B. Passed down through oral
tradition to family, community
members, hence, learned by
mere memorization.
C. Unknown composers and lyricists.
D. Simple key signature of the song
E. Duple, triple, or quadruple are
common meters used.
F. Primarily based on the
community’s culture, tradition
and livelihood.
G. Short and simple.

D. PRESENTATION OF LESSON

Before we explore the music of the

Luzon Lowlands, let us first recall the
different musical elements that you have
learned from your previous lesson.

Okay, I have a question. What are the

six elements of music?
Maam, the elements of music are rhythm,
Yes. What else?
dynamics, melody, harmony, texture and
timbre.
Very Good!

E. LESSON PROPER

The first element is Rhythm which is

the regular pattern of the sounds. It
serves as the pulse of the musical
composition. This element has three
components.
Give 1 component Ms/Mr…

(Students may state beat, tempo and meter)

Correct! Do you think you can identify
these components while listening in a
certain music? Yes Maam.
 What do you usually do every time you
heard a music?

Do you nod your head or tap your

foot?

Then you are actually feeling the beat

of music!

How about the tempo? What is

tempo? Very Good!

The meter, which compose of time

signature is the combination of strong
beats and weak beats.

Give me an example of time

signature and its counting.

That is Correct!

The second element is about the

softness and loudness of the music.
What kind of element is this?

Correct. This can be gradual or

sudden/abrupt. Dynamics usually
suggest the emotional aspect of the
composition.

Next, Melody which is the most

obvious among all musical elements. It is
the organized sequence of single notes.
Based on the diagram, which of the
two do you think you can easily learn?
And why?

The vertical arrangement of

sound in musical piece is called?
It the simultaneous sounding of two or
more notes.

Another element is texture, it is all

about the thickness of the sound.
Singing or Dancing Maam.

Yes Maam.

Tempo is the speed of the beat Maam.

( time signature –
1,2,3,4) ( time
signature – 1,2,3)
( time signature – 1,2)

Dynamics Maam.

Maam the more singable or playable type

is the conjunct. The melody is easy to
sings because the notes have no skips or
leaps.

Harmony Maam.
 Lastly, the timbre which is the quality of
sound heard.

Now that you have reconstructed your

previous knowledge about the different
musical elements, you are now ready to
explore one of our cultural identities, the
Luzon Lowlands Folksongs.

F. GENERALIZATION

Luzon’s lowland music is made up of

simple vocal and instrumental music,
primarily a product of daily experiences
from folks like farmers, fishermen,
vendors, artisans, and other common
people. Family or community members
learned this music orally which they sang
in their native tongue. Mostly, the
persons who originally made this music
were unknown.

What are the musical elements?
Give me an example of Tagalog folk
song.
How about Bikolano folksong?
The musical elements are rhythm,
dynamics, melody, harmony, texture
and timbre.
Paru-Parong Bukid, Sitsiritsit, Magtanim ay Di
Biro, Leron-leron Sinta, Bahay Kubo.
Sarung Banggi
 G. APPLICATION
Okay, let’s have an activity. Form a three (3) groups and analyse the given folk
songs by completing the table. The songs will be played individually.
DIALECT [Tagalog, Ilocano, Kapampangan,
Bicolano] METER [duple, triple, quadruple]
MOOD [happy, sad, etc]
MELODY [major scale, minor
scale]
DYNAMICS [softness or loudness of
sound] TEMPO [fast, relatively slow]
TEXTURE [monophonic, polyphonic, homophonic]

FOLK SONGS Manang Biday Paru-parong Bukid Sarung Banggi

DIALECT
METER
Group MOOD 1
MELODY
Group DYNAMICS 2
TEMPO
Group TEXTURE 3

IV. EVALUATION
Modified TRUE or FALSE
Directions: Write Approved if the statement is correct and if not, Disapproved and identify
the word that made the statement false.
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.

V. ASSIGNMENT
Direction: With the same group, perform a folk song that is different from your
native tongue. Refer to the rubrics for performance guide.

Prepared by:
ROSELLE C. DE GUZMAN
LSB Teacher