music

1. I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of the musical
characteristics of representative music from the lowlands of Luzon.
B. Performance
Standards
The learner performs music of the lowlands with appropriate pitch,
rhythm, expression, and style.
C. Most Essential
Learning
Competencies
(MELC) / Learning
Objectives
The learner
 Identifies the musical characteristics of representative music
selections from the lowlands of Luzon after listening;
( MU7LU-Ia-1)
 Analyzes the musical elements of some Lowlands vocal and
instrumental music selections; ( MU7LU-Ia-2)
 Explains the distinguishing characteristics of representative
Philippine music selections from Luzon in relation to its
culture and geography; ( MU7LU-Ib-3)
LEARNING OBJECTIVES
At the end of the lesson, learners should be able to:
 Analyze and understand the different aspects of folksongs.
 appreciate the significant social functions and purposes of folksong.
 Create an example of a folk song that depicts your daily life.
II. CONTENT TOPIC : MUSIC OF LOWLANDS OF THE LUZON
SUB- TOPIC : Folk songs (continuation)
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
Page/s
b. Learner Material
Page/s
Grade 7 Learners Material in Music pp.25-36
c. Textbook Pages
d. Additional
Materials from
Learning
Resources
Television , Laptop , Speaker , Power Point Presentation & Videos
IV. Procedures
A. Reviewing previous
lesson
Recall.
The teacher will ask HOTS questions:
 Where do we used or see these symbols?
 What is the significance of these symbols to music?
School Lumangbayan Integrated National High School Grade Level Grade 7
Teacher NANETTE C. BAYANI Learning Area MUSIC
Teaching
Date
August 30, 2023, Wednesday Quarter First
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
LUMANGBAYAN INTEGRATED NATIONAL HIGH SCHOOL
Pinagbayanan, San Juan, Batangas

2. B. Establishing the
purpose of the lesson
Direction: Give at least 10 examples of folk song from various
provinces.
Example: Pamulinawen, Sitsiritsit, Bahay Kubo, Magtanim ay di biro
C. Presenting
examples/instances of the
new lesson
Activity: “Let’s Explore”
Direction: The map will serve you as a guide to locate the origin of the
following folksongs.
1. Dandansoy
2. O Ilaw
3. Pamulinawen
4. Si Pelimon
5. Sitsiritsit
6. Ang Pipit
7. Manang Biday
8. Sarungbanggi
9. Bahay Kubo
10.Kapampangan Ku
D. Discussing new
concepts and practicing
new skills
The teacher will continue discussing about folk songs and its vocal
music.
F. Developing Mastery
Group Activity:
Direction: Divide the class into small groups of 3-4 students and they
will make an example of a folk song that depicts their daily life.
The group will be graded according to the rubric:
Criteria
1. Meaningful lyrics 15
2. Dynamics and Variation 10
3. Emotional Impact 5
Total 30pts.
G. Finding practical
application of concepts &
skills in daily living
HOTS questions:
1. What emotions does the folksong evoke? How does the melody
contribute to these emotions?
2. What are the themes or messages conveyed in the folksong?
3. Are there any specific instruments or musical elements used in
the folksong? If so, what do they add to the overall sound.
4. Is there any cultural significance or historical context related to
the folksong?
H. Making generalizations
and abstractions about the
lesson
The teacher asks the students and emphasizes the importance of
folksongs.
I. Evaluating Learning Activity:
Read the follwing questions and encircle the letter of the correct
answer.
1. Which of the following best describes the cultural significance of
folksongs?
a) They are only enjoyed by a small group of people.
b) They are a form of entertainment without any deeper
meaning.
c) They preserve and transmit the cultural heritage of a
community.
d) They are modern songs that have gained popularity recently.
2. What is one common theme found in many folksongs?
a) Love and romance b) Science fiction
c) Technology advancements d) Political activism

3. 3. Which of the following is NOT a characteristic of folksongs?
a) They are passed down orally through generations.
b) They often have simple melodies and repetitive lyrics.
c) They are only sung by professional musicians.
d) They reflect the experiences and values of a specific culture.
4. What is the purpose of studying folksongs?
a) To understand the historical context of a culture.
b) To analyze complex musical compositions.
c) To memorize old songs for performances.
d) To promote modern pop music.
5. Which of the following regions is NOT known for its rich tradition
of folksongs?
a) Ireland b) Africa c) China d) Antarctica
(Note: The correct answers are c, a, c, a, and d respectively)
J. Additional activities for
applications or
remediation
V. REMARKS
VI. REFLECTIONS
A. No. of learners who
earned 80% in evaluation
B. No. of learners who
require additional
activities
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 innovation or
localized materials did I
use/discover to share with
other teachers?
Prepared by:
NANETTE C. BAYANI
Teacher I
Noted by:
MARYCHRIS S. EUGENIO
Head Teacher I / School Head