Lesson Plan In Mapeh 7

School PANOYPOY Grade level GRADE 7

INTEGRATED SCHOOL
Teacher MARY ROSE P. PASACAS Learning area Mapeh
Teaching date FEBRUARY 12,2024 Quarter THREE
3:30-4:30
I. Objevtives
A. Content standard: The learner demonstrates understanding of the musical characteristics of representative
music from Mindanao.
B. Performance Standard: the learner performs music of Mindanao with appropriate expression and style.

C. Learning Competencies/Objectives:
 describes the musical characteristics of representative music selections from Mindanao after listening;
MU7MN-IIIa-g-1
II. Content: Musical Characteristics of Mindanao in Relation to its Geography and Culture
III. Learning Resources
A. References:
1. Teacher’s/ Curriculum Guide Pages:
2. Learner’s Material’s Pages: Music and Arts 7 Learner’s Material, Page No. 88-110
3. Textbook Pages:
4. Additional Materials from Learning Resource (LR) Portal:
B. Other Learning Resources: laptop, TV Monitor,
IV. Procedures
Preliminaries
 Prayer
 Orderliness
 Checking of Attendance
 Review

IV.1. Activity Activity 1: SING WITH ME!

Direction: the teacher will give some words to the students, placing them under
their sets. These words will be sung in front of the class.

The words to be sung:

 Lugu
 Kalangan
 Lunsey
 Dikker
 Bayok
 Ya-ya
 Bayok

IV.2. Analysis Processing Questions:

Didi you enjoy the activity?

What did you feel during your performance?
What did you think to those words you sung?
IV.3. Abstraction Musical Characteristics of Mindanao in Relation to its Geography and Culture

Mindanao is the second largest and the easternmost island in the

Philippines. It is named after Maguindanaoan who constituted the largest
Sultanate. The Islamic community in the Philippines consists of ethno-linguistic
groups:

•The Maguindanao of Cotabato

•The Maranao of Lanao and Cotabato
•The Samal and Jama Mapun of the Sulu Islands of Sibutu and Cagayan De Sulu
•The Tausug of the Sulu Islands of Jolo, Siasi and Tawi-tawi
•The Yakan of Basilan and Zamboanga

Vocal Music of Mindanao

The different examples of vocal music in Mindanao are categorized as chant and
lullaby.
•Chant- is a lyrical rendition of different improvised text
•Lullaby- a chant-style or chant formula use in rocking a baby to sleep

•Yakans do his/her chantings through solo and counter or group singing. His/her
three famous everyday style chants are Lugu, Kalangan and Sa-il/Lunsey

•Maranaos have an extensive vocal repertoire such as Dikker and Bayok.

VOCAL GENRE CHARACTERISTICS
MUSIC
Lugu Chant Chants that they use in reading his/her
Qu’ran and other books they use in
his/her Islam religion
Kalangan Chant Songs that they use for serenading
his/her loved ones
Sa-il/Lunsey Chant An important chant to be sung by the
wife-to-be during the ceremony that
talks about married life
Dikker Chant Sacred songs highlighted by quotations
from the Qu’ran
Bayok Chant Semi-generic term for a lyrical rendition
of different improvised text
Ya-ya Lullaby Is a song of the Yakans to put the baby
to sleep, sung in a relax/sow manner,
soft and soothing while rocking the baby
Bayok Lullaby A Maranao term for lullaby
The most prestigious local form of vocal expression is reading the Qu’ran, heard
during the Friday noon service, before and after Ramadan, during Maulud, and in
commemorating the anniversaries of deaths. Mindanao’s Islamic communities
cover different forms and stylic differences that exists in rendering these forms.

In order to fully understand and appreciate the music and music

performances of Mindanao, let us check or analyze the elements of music.
The basic elements of music are melody, harmony, rhythm, dynamic and timbre
 and texture.
•Melody – exact production of the tune or pitch
(Does the musical interval sound right?)
•Harmony – accurate blending of sound
(Do the different pitched notes sound together and blend perfectly?)
•Rhythm - perfect timing (Is the duration of the note to be sounded being
followed?)
•Dynamics – variation and contrast in force or intensity of music
(Can the loudness and softness be heard in the piece or song? Is the emotion
retained?)
•Timbre – quality of sound (Is the tonal envelope (totality of the sound produced)
of instrument/s or voice/s better conveyed?)
•Texture - relationships among the various notes in a musical composition

IV.4. Application Activity 2: Musical characteristics and elements of the music in Mindanao

Directions: Listen carefully to the music from Mindanao. Fill in the boxes with the
musical characteristics of the following representative music. (The teacher will
provide the music representatives from Mindanao)
Representat Charact Timb Texture Rhythm Harmony Melody
ive Music eristic re (mono, (Fast, (Major, (Narrow,
(nasa homo, moderat minor) moderate,
l, poly) e, wide)
headt Slow)
one,
throa
ty)
1. Dikker
(https://
www.youtu
be.com/
watch?
v=P5GGdjF
_UG0)
2. Bayok
(Lullaby)
(https://
www.youtu
be.com/
watch?
v=A7jOR5a
D0kg)
3.
Sa-il/Lunse
y
(https://
www.youtu
be.com/
watch?
v=E4LTbf
NNH7A
 V. Assessment Activity 3:

Direction: Answer the following questions.

1. Describe the vocal music of mindanao.
2. What are the Musical Characteristics of Mindanao in Relation to its
Geography and Culture?

VI. Assignment
VII.. REMARKS
VIII. REFLECTION
A. No. of learners who earned
80% in the evaluation
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 work well? Why did
these work
F.What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovations or
localized materials did I
use/discover which I wish to
share with other teachers

Prepared by:

MARY ROSE P. PASACAs

SST-1

Checked by:

SHERYL JEAN M. GARCIA

School Head