LESSON PLAN IN MAPEH 7

GRADE
QUARTER/DOMAIN DATE PAGE NO.
LEVEL

7 3rd Quarter - MUSIC

I. OBJECTIVES

A. Content Standards The learner…

Demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.

The learner…
B. Performance Standards
Performs music of Mindanao with appropriate expression and style.

The leaner…
C. Learning Competencies/
- Identifies the musical instruments and other sound sources of
Objectives
representative music selections from Mindanao. (MU7MN-IIIa-g-
3)
- Analyzes the musical elements of some Mindanao vocal and
instrumental music. (MU7MN-IIIa-g2)

II. CONTENT

Subject Matter: Bamboo Ensemble Instrumental Music

III. LEARNING
RESOURCES

A. References

1. Teacher’s
Guide pages

2. Learner’s MUSIC 7 QUARTER 3- Module 3: ISLAMIC MUSIC OF MINDANAO (Bamboo Ensemble

Materials pages Instrumental Music). Pages 5-14

3. Textbook pages

4. Additional Materials from

Learning Resource
(LR) Portal

B. Other Learning
Resources

PowerPoint Presentation, Laptop, and TV

Youtube Links:
1. Suling https://www.youtube.com/watch?v=sLUVRSdHPrs
1. Materials:
2. Gabbang https://youtu.be/-AR0heXocsA
3. Kubing https://www.youtube.com/watch?v=Wz3MRp6bBes
4. Seronggagandi https://www.youtube.com/watch?v=u2-_WAhSe4Q

2. Strategy: Lecture, HOTS Questioning, and Collaborative Tasks

IV. PROCEDURES

1. Greetings
Warm-up Drills 2. Prayer
3. Checking of Attendance

A. Reviewing previous Teacher: Before we begin the new lesson, let us review what you learned in the previous lesson.
lesson or presenting the
new lesson REMEMBER ME!
Direction: Guess the bamboo instrument being presented using the scrambled word.
 1. Akkaubng – Bungkaka 2. Otilang – Tongali

3, Tongtonga - Tongatong 4.
Baliuw – Ulibaw

5. Tepateg - Pateteg

The teacher will present the objectives to the class…

 Identifies the musical instruments and other sound sources of
representative music selections from Mindanao.
 Analyzes the musical elements of some Mindanao vocal and
instrumental music.

YOU BELONG WITH ME!

B. Establishing a purpose Direction: Identify the following instruments to its classification. Use the
for the lesson illustration below to place your answer.

Clarinets Maracas Tubas

Guitar Trumpet Gongs
Flutes Violin Xylophones
Rattles Cello Bandurria

AEROPHONE CHORDOPHONE IDIOPHONE

C. Presenting examples/
instances of the new lesson VIDEO ANALYSIS

Teacher: Let us begin our journey with this activity. The class will now be divided into four
groups.

Direction: Observe the video and identify the instruments you think are used in it. Then,
respond to the following questions below. You can watch the video by clicking on the link
provided below. Answer this activity in one-half crosswise.

Link: https://www.youtube.com/watch?v=N0YP4EDFGUM

Processing questions:
 1. How many instruments have you seen in the video?
2. Are the instruments you see in the video familiar to you?
3. What materials were used in making the instruments?

Activity 1: FILL MY SQUARE!

Direction: With the same group, carefully read the clues or descriptions to complete the puzzle.
D. Discussing new concepts
and practicing new skills #1 Copy the puzzle in your activity notebook and write the letter in each box to form the words
being described. Choose your answer from the word pool below:

ACROSS
2. It is considered the tallest grass on Earth which incidentally is the main material used in the
instruments to be discussed in this module.
4. It consists of a group of musical instruments being played together in a single performance.
5. It is a pattern commonly used in Islamic arts, architecture, and the like. 8. It is an ethnic group
that is considered as one of the largest Muslim tribes that live primarily in Sulu archipelago.
9. It is a term relating to Muslims.

DOWN
1. It is a native wooden xylophone from Sulu that is made of suspended bamboo tone bars.
3. It is a Maranao musical instrument made from an ornamented bamboo tube and is classified
as zither.
6. How many strings does a Seronggagandi have?
7. They are placed over the hole of Seronggagandi which makes its tube a resonator.

Processing Questions:
1. What do you think are the words in the puzzle about?
2. How are these words related to Islamic music of Mindanao?
3. What conclusion can you draw from the words regarding Islamic music of Mindanao?

E. Discussing new concepts Activity 2: THE WONDER OF ME!

and practicing new skills #2
Direction: Listen to the sample music found at the links below. They are videos that feature the
bamboo ensemble music of the Islamic people of Mindanao. Evaluate their music performances
using the different elements of music listed in the table below. Focus your attention on how the
performers express their feelings through performance, on the techniques they use, and on how
they relate themselves to the music. Write in your notebook your observations, reactions, and
evaluation using the table below. Remember to answer the questions that follow.

1. Suling https://www.youtube.com/watch?v=sLUVRSdHPrs
2. Gabbang https://youtu.be/-AR0heXocsA
3. Kubing https://www.youtube.com/watch?v=Wz3MRp6bBes
4. Seronggagandi https://www.youtube.com/watch?v=u2-_WAhSe4Q
 1. What instruments did you see in the video? How were you able to identify it?
2. Describe the instrument as well as the characteristics of the melody when
played/sounded.
Activity 3. TRACE MY FOOTPRINTS!

Directions: Below is a “Bamboo Plant Bank” that aims to determine what you realized and
learned about Islamic bamboo ensemble music. Choose three bamboo instruments and trace the
extent of geographical influences and cultural tradition embedded in the use of the instruments.
Copy the illustration below and fill out each part of the bamboo with appropriate information
(trunk – name of the instrument, branches – tribes/places where similar instruments are found;
leaves – cultural tradition of the people/function of the instruments). Do this in your activity
notebook.

F. Developing Mastery

Processing Questions:
1. How did you find the activity? Why did you feel that way?
2. In relation to geographical influences and cultural heritage or appreciation, to what extent
(great, moderate, or less) did you learn the musical instruments in the bamboo ensemble of the
Islamic people of Mindanao? Support/ explain your answer.

G. Finding practical Activity 5: DANCE IT OUT!

applications of concepts
and skills in daily living Direction: Watch the video clips again. Choose one bamboo ensemble music of the Islamic
people of Mindanao and create simple body/dance movements. Practice the dance movements
with your chosen musical piece. Use the rubric below to evaluate your performance.

Performance Rubrics:

4 3 2 1
Choreography Performs the Performs the Performs the Performs the
and Artistic movements movements movements movements
Expression with high level with mastery with low or no with no mastery
of mastery, while creating mastery and is and is not
while creating sufficient not capable of capable of
several choreography creating creating
formations in on the dance formations in formations in
the dance floor floor the dance floor the dance floor
Execution and Demonstrates Demonstrates Demonstrates Demonstrates
Mastery of precise and the movements limited very low
Dance skillful with coordination coordination
 Movements execution of the competence and and competence and competence
movements confidence in the execution in the execution
with high level of movements of movements;
of confidence with low level with low level
confidence confidence
Behavior Demonstrates Demonstrates Demonstrates Behaves
during appropriate generally accepted inappropriately
Performances behaviour accepted behaviour toward the
toward the behaviour toward the dance and
dance and toward the dance but group mates.
group mates; dance and struggles to
dances group mates; dance
harmoniously dances harmoniously
and gracefully harmoniously with group
with with group mates
mates

Randomly call a learner to complete any of the open-ended sentences below about the
H. Making generalizations
topic.
and abstractions about the
lesson
1. I learned that ________________________________________________
2. I found it difficult to __________________________________________
3. I need to know to _____________________________________________
4. Next meeting, I want to __________________________________________

I. Evaluating learning IDENTIFICATION:

Directions: Read carefully and identify what is being asked in each item. Choose the correct
answer in the box. Write your answer in a one-half crosswise.

GABBANG TOGO OR TANGKEL KUBING SULING

SERONGAGANDI SAUNAY KULINTANG A TAMLANG

TUMPONG PALENDAG TAGUTOK / KAGUL

___________1. This variety of end blown flute has six finger holes and a ring surrounding the
blowing end of the tube. The pitch of the instrument is controlled by the five - finger holes on
the top and one finger hole at the bottom. The fingering position and the speed of the airflow
blown by the mouth changes the wavelength of sound resonance and the tone frequency.
___________2. It is a lip valley flute regarded as the toughest bamboo flute to play as the player
must shape his or her lips against its tips to make a sound.
___________3. It is the most common flute played by the Maguindanao. It makes sound
through a bamboo reed on top of the instrument and when the air stream produced is passed over
an airhole atop of the instruments.
___________4. It is a six-holed bamboo reed (thin strip materials made from giant cane) flute
capped by a sampung simud (mouth guard), wherein the house of the resonating chamber is
made of palm leaves and the trumpet part is made of coconut leaf.
____________5. It is an embellished guitar-like instrument which is made of bamboo tube
closed by a node at both ends. A hole is cut into the bamboo under the two chords’ slit loose
side from the outer skin fiber of the bamboo that serves as resounding part. The two strings
lifted by bamboo sticks are given tension by means of a wooden bridge situated over a whole
making the tube a resonator.
____________6. An instrument of Maguindanao is made from bamboo tube closed on both ends
by nodes. It is approximately 50cm long with small opening for more resonance. It has strings
etched out of the body attached at both ends. Small movable wooden frets are inserted beneath
the near ends of the string (numbers vary five to eleven) to put more tensions.
____________7. It is made of bamboo with either plain or more ornate designs. It has dye-
painted handles with accompanying bamboo containers. It produces various sounds by placing
the instruments between lips while plucking the bamboo tongue.
____________8. It is considered as an important and the most popular instrument in Sulu. It is
used to accompany Tausug vocal music (songs for entertainment) Sindil (sung verbal
competition), Liangkit (long solo pieces) and folk narrative song parang sabil as kissa.
___________9. It is a different kind of bamboo xylophone of the Maguindanaon that uses a
 thick variety of bamboo. It produces a sound by hitting the ends of the blades. It is used as a
practice instrument and takes the place of the brass kulintang in the ensemble.
___________10. It is a type of bamboo-scraper gong or slit drum of the Maguindanaon and
Visayans is played in the rice paddies to guard against/scare away voracious birds.

Direction: Write a journal explaining how Islamic music relate to the culture of the people and
J. Additional activities for geography. You may include pictures, drawings, other creative ideas, and important acquired
application or remediation concepts to make your journal interesting.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress
this week. What works? What else needs to be done to help the students learn? Identify what
VI. REFLECTION
help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.

A. No. of learners who

earned 80% on the
formative assessment

B. No. of learners who

require additional
activities for remediation

C. Did the remedial lessons

work? No. of learners
have caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of the teaching

strategies worked well?
Why did this work?

F. What difficulties or
challenges which my
principal or supervisor
can help me solve?

G. What innovation or
localized material did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

KENNETH FRITZ N. BORLA PETER JOHN D. GENOBIAGON

Student Teacher Cooperating Teacher