Republic of the Philippines

Department of Education
REGION XIII- CARAGA
SCHOOLS DIVISION OF BUTUAN CITY
PIGDAULAN NATIONAL HIGH SCHOOL
PIGDAULAN, BUTUAN CITY

SEMI-DETAILED LESSON PLAN IN MAPEH 7

Learning Area Grade Level Quarter Section Teaching Date

Del Mundo, October 9,
MUSIC 7 1st
Kintanar, Cabrera 2023
The learner demonstrates understanding of the musical
A. Content Standards
characteristics of representative music from the lowlands of Luzon.

The learner performs music of the lowlands with appropriate pitch,

B. Performance Standards
rhythm, expression and style
Describes the musical characteristics
of representative music selections Code MU7LU-Ia-1
C. Learning Competencies
from the lowlands of Luzon after
listening.
I. SPECIFIC LEARNING At the end of the session, the students will be able to:
OUTCOME a. Identify the different musical elements;
b. Recognize the elements of music from the music of Luzon; and
c. Select one song describing its elements of music.
II. SUBJECT MATTER

CHARACTE
RISTICS OF
ARTS
AND
CRAFTS IN
LUZON
(HIGHLAND
S AND
LOWLANDS
)
CHARACTE
RISTICS OF
ARTS
AND
CRAFTS IN
LUZON
 (HIGHLAND
S AND
LOWLANDS
)
Music of Lowlands of Luzon Folk Songs from the Lowlands -
Different musical elements
III. PROCEDURE
A. Preparatory Activities  Kumustahan
 Prayer
 Checking of Attendance
B. Review of the past  The teacher will have a recall on the creation of Arts and
lesson Crafts of Luzon (Highlands and Lowlands) Attire, Fabrics,
and Tapestries
C. Motivation  The teacher will play a video and ask the students to stand
up and dance
D. Lesson Proper
 Activity: Word Hunt
1. ACTIVITY  The teacher will present a puzzle. The students will find the
words associated to elements of music.
 The teacher will discuss the elements of music

The first element is Rhythm. Rhythm is the regular repeated

pattern of sounds. It serves as the pulse of the musical
composition. This element has three components: beat, tempo
and meter. Do you think you can identify these components in a
certain music while listening to it? Have you experienced nodding
your head or tapping your foot every time you hear music? If so,
2. ANALYSIS
you are actually feeling the beat of the music. In singing your
favorite videoke tune, you are actually singing the rhythm because
of the different note durations of the lyrics of the song. Tempo is
the speed of the beat. Every music has its own speed which
depends on the mood of the whole music. Most happy tunes are
fast while sad music is relatively slow. The meter, which composes
of time signature is the combination of strong beats (accent) and
weak beats…..
3. ABSTRACTION  The Teacher will summarize the Different musical elements
 What is the importance of musical elements
 4. APPLICATION  The teacher asks the students to select one song and
describe the elements of music from the chosen song.
IV. EVALUATION  The teacher asks the students to answer the following in the
notebook.
1. _ _ _ _ _ _: the organized sequence of single notes.
2. _ _ _ _ _ _: is the regular repeated pattern of sounds.
3. _ _ _ _ _: is the quality of sound heard
4. _ _ _ _ _ _ _ _: the softness and loudness of the music
5. _ _ _ _ _ _: is all about the thickness of the sound
V. ASSIGNMENT  Task: Choose 1 folk song. Analyze the elements of music
VI. Remarks 
VII. Reflection 
A. No. of learners who earned
70% on the formative
assessment
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 teaching 
strategies worked well? Why
did this 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?

Submitted by:

THANALINE GRACE J. MOZO

Substitute Teacher Noted by:

Checked by: ELLA MAY A. ARCENAL

School Principal I
NANCY F. SALINAS
Designated Makabayan Department Head

Republic of the Philippines

Department of Education
REGION XIII- CARAGA
SCHOOLS DIVISION OF BUTUAN CITY
PIGDAULAN NATIONAL HIGH SCHOOL
PIGDAULAN, BUTUAN CITY
 SEMI-DETAILED LESSON PLAN IN MAPEH 7

Learning Area Grade Level Quarter Section Teaching Date

Del Mundo, October 10,
MUSIC 7 1st
Kintanar, Cabrera 2023
The learner demonstrates understanding of the musical
A. Content Standards
characteristics of representative music from the lowlands of Luzon.

The learner performs music of the lowlands with appropriate pitch,

B. Performance Standards
rhythm, expression and style
Describes the musical characteristics
of representative music selections Code MU7LU-Ia-1
C. Learning Competencies
from the lowlands of Luzon after
listening.
I. SPECIFIC LEARNING At the end of the session, the students will be able to:
OUTCOME a. Describe the musical characteristics of folk songs;
b. Appreciate the folk songs from the lowlands of Luzon; and
c. Select one song analyzing its dialect, melody, tempo, texture,
meter and theme.
II. SUBJECT MATTER

CHARACTE
RISTICS OF
ARTS
AND
CRAFTS IN
LUZON
(HIGHLAND
S AND
LOWLANDS
)
CHARACTE
RISTICS OF
ARTS
AND
CRAFTS IN
LUZON
(HIGHLAND
 S AND
LOWLANDS
)
Music of Lowlands of Luzon Folk Songs from the Lowlands
III. PROCEDURE
A. Preparatory Activities  Kumustahan
 Prayer
 Checking of Attendance
B. Review of the past  The teacher will have a short recap of the different musical
lesson elements
C. Motivation  The teacher will play a video and ask the students to stand
up and dance
D. Lesson Proper
 Activity: Word Hunt
1. ACTIVITY  The teacher will present a puzzle. The students will find the
words associated to elements of music.
2. ANALYSIS  The teacher will discuss the elements of music

Folk songs in general have the following characteristics

A. The lyrics are according to the native tongue.
Because songs are based on the daily experiences of the people
in a particular place and the message of the songs needs to be
understood easily to be appreciated, the lyrics of the songs are
written or sung in their own dialects. For example, the Tagalog folk
songs came from the people who speak Tagalog. (Bahay Kubo,
Leron, Leron Sinta, Magtanim ay „Di Biro). The Ilocanos have their
own (Manang Biday and Pamulinawen). The Kapampangan9s
Atin Cu Pung Singsing, and the Bicolano9s Sarung Banggi are just
a few among the folk songs of Luzon that are sung in their own
dialects. Why do you think it is important for a folk song to be sung
or written in their native tongue?
B. Passed down through oral tradition to family or community
members, hence, learned by mere memorization
Singing is a form of social bonding among early Filipino families.
Because they did not have access to internet, T.V. and radio
during that time, singing folksongs became their favorite pastime.
C. Unknown composers and lyricists
Most composers of Filipino folk songs are unknown because
songs are just based on daily experiences and are passed down
orally.
D. Simple key signature of the song
 Do you know how to play a guitar? If you can play this instrument,
you can try to play a simple folk song. While playing, you will
notice that it starts with a particular key (key of G for example) and
ends in that same key. That only shows the simplicity of the Luzon
folk songs.
E. Duple, triple, or, quadruple are common meters used
These meters were very common during that time. The dances
and common songs are based on these meters. The composers of
the folk songs adopted these rhythmic patterns to their
compositions. What folk songs do you know? Can you identify the
meters used based on the discussion in the review section of this
module? F. Primarily based on the community9s culture, tradition
and livelihood
3. ABSTRACTION  The Teacher will summarize the Different musical elements
 What is the importance of musical elements
4. APPLICATION  The teacher asks the students to select one folk songs
among the teacher presented analyzing by completing the
table. DIALEC (Tagalog, Ilocano, etc.) MELODY (major,
minor scale), DYNAMICS (softness or loudness of sound),
TEMPO, TEXTURE, METER (duple, triple, quadruple),
Mood (happy, sad, etc.) THEME (love, religious, work, etc)
the youtube links are provided for your reference of the
song samples.
IV. EVALUATION  The teacher asks the students to answer the following in the
notebook.
Directions: Write APPROVED if the statement is true and if not,
write DISAPPROVED and identify the word that made the
statement false. Accomplish this task in your activity notebook.
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  The teacher asks the students to answer the question in an
essay form.
Question: Based from the folksongs that you have heard, how do
folksongs depict the community’s tradition, culture, and livelihood?
VI. Remarks 
 VII. Reflection 
A. No. of learners who earned
70% on the formative
assessment
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 teaching 
strategies worked well? Why
did this 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?

Submitted by:

THANALINE GRACE J. MOZO

Substitute Teacher

Checked by:

NANCY F. SALINAS
Designated Makabayan Department Head

Noted by:

ELLA MAY A. ARCENAL

School Principal I

Republic of the Philippines

Department of Education
REGION XIII- CARAGA
SCHOOLS DIVISION OF BUTUAN CITY
PIGDAULAN NATIONAL HIGH SCHOOL
PIGDAULAN, BUTUAN CITY

SEMI-DETAILED LESSON PLAN IN MAPEH 7

Learning Area Grade Level Quarter Section Teaching Date

 Del Mundo, October 11,
MUSIC 7 1st
Kintanar, Cabrera 2023
The learner demonstrates understanding of the musical
A. Content Standards
characteristics of representative music from the lowlands of Luzon.

The learner performs music of the lowlands with appropriate pitch,

B. Performance Standards
rhythm, expression and style
Explores ways of producing sounds on a
C. Learning Competencies variety of sources that is similar to Code MU7LU-Ib-f-4
the instruments being studied
I. SPECIFIC LEARNING At the end of the session, the students will be able to:
OUTCOME a. Identifies the folk songs and the rondalla;
b. Appreciate the folk songs and the rondalla music; and
c. Perform a Luzon folk song with a live accompaniment.
II. SUBJECT MATTER

CHARACTE
RISTICS OF
ARTS
AND
CRAFTS IN
LUZON
(HIGHLAND
S AND
LOWLANDS
)
CHARACTE
RISTICS OF
ARTS
AND
CRAFTS IN
LUZON
(HIGHLAND
S AND
LOWLANDS
 )
Folk Songs and the Rondalla
III. PROCEDURE
A. Preparatory Activities  Kumustahan
 Prayer
 Checking of Attendance
B. Review of the past  The teacher will have a short recap of the Music of
lesson Lowlands of Luzon Folk Songs from the Lowlands
C. Motivation  The teacher will play a video and ask the students to
familiarize the songs
D. Lesson Proper
 Activity: Listen to the music samples of the same folk songs
1. ACTIVITY provided by the teacher. Compare them through a Venn
diagram
 The teacher discusses the following topics
• Rondalla
2. ANALYSIS
• The Rondalla Instruments
• Luzon folk songs
3. ABSTRACTION  The Teacher will summarize the Folk Songs and the
Rondalla music
4. APPLICATION  The teacher asks the students to select one folk song and
Perform with a live accompaniment.
IV. EVALUATION  The teacher will ask some questions and asks the students
to write the answers on their notebook

1. What do you notice

about the melody? What
instrument played it?
2. How about the mood
of the pieces? How can
you say that it shows a
happy
mood, a sad mood, a relax
mood, a playful mood, a
patriotic mood?
3. Suppose all the
instruments will only play
the melody of the piece,
what do
you think will be your
general impression about
the piece?
4. How does the
dynamics of the piece
affect its overall sound?
Which is better,
a piece with dynamics or
without dynamics? Why?
5. If ever you will choose
your rondalla instrument,
what will it be? Why?
1. What do you notice
about the melody? What
instrument played it?
2. How about the mood
of the pieces? How can
you say that it shows a
happy
mood, a sad mood, a relax
mood, a playful mood, a
patriotic mood?
3. Suppose all the
instruments will only play
the melody of the piece,
what do
you think will be your
general impression about
the piece?
4. How does the
dynamics of the piece
affect its overall sound?
Which is better,
a piece with dynamics or
 without dynamics? Why?
5. If ever you will choose
your rondalla instrument,
what will it be? Why?
V. ASSIGNMENT  The teacher asks the students to listen each of the given
folksong and answer the question.
How would you differentiate the characteristics of the Tagalog,
Ilocano, and Bicolano folksongs?
VI. Remarks 

VII. Reflection 
A. No. of learners who earned
70% on the formative
assessment
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 teaching 
strategies worked well? Why
did this 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?

Submitted by:

THANALINE GRACE J. MOZO

Substitute Teacher

Checked by:

NANCY F. SALINAS
Designated Makabayan Department Head
Noted by:

ELLA MAY A. ARCENAL

School Principal I

Republic of the Philippines

Department of Education
REGION XIII- CARAGA
SCHOOLS DIVISION OF BUTUAN CITY
PIGDAULAN NATIONAL HIGH SCHOOL
PIGDAULAN, BUTUAN CITY

SEMI-DETAILED LESSON PLAN IN MAPEH 7

Learning Area Grade Level Quarter Section Teaching Date

Del Mundo, October 12,
MUSIC 7 1st
Kintanar, Cabrera 2023
The learner demonstrates understanding of the musical
A. Content Standards
characteristics of representative music from the lowlands of Luzon.

The learner performs music of the lowlands with appropriate pitch,

B. Performance Standards
rhythm, expression and style
Explores ways of producing sounds on a
C. Learning Competencies variety of sources that is similar to Code MU7LU-Ib-f-4
the instruments being studied
I. SPECIFIC LEARNING At the end of the session, the students will be able to:
OUTCOME a. Descibe the Liturgy and Devotional Music;
b. Value the Liturgy and Devotional Music incorporated to
Christian practices; and
c. Perform one religious song.
II. SUBJECT MATTER

CHARACTE
RISTICS OF
ARTS
AND
CRAFTS IN
LUZON
(HIGHLAND
S AND
LOWLANDS
)
CHARACTE
RISTICS OF
ARTS
AND
 CRAFTS IN
LUZON
(HIGHLAND
S AND
LOWLANDS
)
Liturgy and Devotional Music
III. PROCEDURE
A. Preparatory Activities  Kumustahan
 Prayer
 Checking of Attendance
B. Review of the past  The teacher will have a short recap on Folk songs and
lesson Rondalla
C. Motivation  The teacher will play a video and ask the students to
familiarize the songs
D. Lesson Proper
 Activity: The teacher will provide scrambled letters and asks
1. ACTIVITY
to the students to guess the word.
 The teacher discusses the following topics
• religious music of lowlands of Luzon
2. ANALYSIS • Filipino music adapted to suit Philippine culture and
tradition
• Indigenous Philippine musical forms
3. ABSTRACTION  The Teacher will summarize the Liturgy and Devotional
Music
4. APPLICATION  The teacher asks the students to select religious music and
perform it with the group.
IV. EVALUATION  The teacher asks the students to write the answers on their
 notebook
Modified True or False. Write AMEN if the statement is true and if
not encircle the
wrong word and write the correct answer on the space provided
before each number.
_____________ 1. Our deep faith in God was adopted from the
Portuguese.
_____________ 2. The Philippines is the only Christian nation in
Asia.
_____________ 3. All types of music can be played in a Mass.
_____________ 4. Singing is another form of prayer
_____________ 5. The community is the main celebrant of the
Holy Mass.
_____________ 6. Music Ministers are the ones responsible for
choosing the songs for
the mass.
_____________ 7. There are rules to be followed in selecting
music for the liturgy.
_____________ 8. There are no musical elements present in a
liturgical music.
_____________ 9. All parts of the mass should be sung at all
times.
_____________ 10. A chant is not a song.
_____________ 11. Julian Felipe is the first Filipino to compose a
mass.
_____________ 12. The community must actively take part in
every liturgical
celebration.
_____________ 13. Majority of our population are Christians.
_____________ 14. The lyrics or text of a liturgical song must be
in accordance to
Catholic teaching.
_____________ 15. The Constitution on the Sacred Liturgy gives
rules about Liturgical
Music.

1. What do you notice

about the melody? What
instrument played it?
2. How about the mood
of the pieces? How can
you say that it shows a
happy
mood, a sad mood, a relax
mood, a playful mood, a
patriotic mood?
3. Suppose all the
instruments will only play
the melody of the piece,
what do
you think will be your
general impression about
the piece?
4. How does the
dynamics of the piece
affect its overall sound?
Which is better,
a piece with dynamics or
without dynamics? Why?
5. If ever you will choose
your rondalla instrument,
what will it be? Why?
1. What do you notice
about the melody? What
instrument played it?
2. How about the mood
of the pieces? How can
you say that it shows a
happy
mood, a sad mood, a relax
mood, a playful mood, a
patriotic mood?
3. Suppose all the
instruments will only play
the melody of the piece,
what do
you think will be your
general impression about
the piece?
4. How does the
dynamics of the piece
affect its overall sound?
Which is better,
 a piece with dynamics or
without dynamics? Why?
5. If ever you will choose
your rondalla instrument,
what will it be? Why?
V. ASSIGNMENT  The teacher asks the students to listen each of the given
religious song and answer the question.
Describe the elements of these religious music
a. Melody
b. Pitch
c. Timbre
d. Texture
e. Rhythm
VI. Remarks 

VII. Reflection 
A. No. of learners who earned
70% on the formative
assessment
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 teaching 
strategies worked well? Why
did this 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?

Submitted by:

THANALINE GRACE J. MOZO

Substitute Teacher
Checked by:

NANCY F. SALINAS
Designated Makabayan Department Head

Noted by:

ELLA MAY A. ARCENAL

School Principal I