This lesson plan introduces students to liturgical and devotional music from the lowlands of Luzon through listening activities and group work. Students will be divided into groups to analyze musical elements of songs like "Regina Coeli" and "Pasyon". They will then choose a song like "Flores de Mayo" or "Santacruzan" to perform for evaluation based on a rubric. Finally, students will answer conceptual questions about the influence of Spanish colonization on Philippine music and religious song traditions.

1. SAMPE LESSON PLAN IN MAPEH GRADE 7
(MUSIC 1st
Quarter)
I. Objective
Analyze the musical elements ofsome Lowland vocal and instrumental music selections
II. Content and Materials
A. Music ofthe Lowlands ofLuzon 1: Liturgy and Devotional Music
B. Reference: Learner’s Module in Music Grade 7 pages: 8-12
Curriculum Guide page: 40
C. Materials:
Equipment: laptop, projector, multi-media speaker, tablet
Software: PowerPoint presentation, sample songs downloaded from youtube.com
D. Concept: Liturgy and devotional music representations ofthe lowlands are usually influenced by
the colonization ofthe country by the Spaniards which lasted for more than 3 centuries.
III. Procedure:
A. Introductory Activity:
1. Drill:
The teacher will present a PowerPoint for the drill part of the lesson.
2. Motivation:
Appreciate the cultural past of the Philippines through vocal and instrumental music selections.
Students will listen to the songs listed below:
1. Regina Coeli
2. Pasyon
3. Dios Te Salve
4. Exultet
5. Pastores a Belen
(Teacher will play the songs for this particular part of the lesson.)
2. Are youfamiliarwith
the songsyou have
listened?YesorNo and
Why?
3. What activities are
they used to?
Guide
Questions:
1. With the songsyou
have justlistenedto,
whattype of songsare
they?

2. B. Development ofthe Lesson:
1st
Activity:
The class will be grouped into 7 groups. (Teacher is given freedomto find waysor style in
grouping the students.) The teacher will present vocal music selections as a listening activity for the
students. After the activity, students will analyze the different musical elements found in every songs
presented/assigned to every group. Answers or responses will be written on a Manila paper and will be
presented to the class by the group leader.
Group 1 – Mass
Group 2 – Pastores a Belen
Group 3 – Senakulo
Group 4 – Pasyon
Group 5 – Salubong
Group 6 – Flores de Mayo
Group 7 – Santacruzan
2nd
Activity:
The teacher will discuss the songs presented to class through a PowerPoint presentation.
(The teacher is expected to unlock or define the terms liturgical and devotional before going to class
discussion.)
3rd
Application:
Student in their past grouping will choose from either Flores de Mayo or Santacruzan songs as
their musical piece that they are going to perform to the class. Performance will be rated according to
the rubrics presented below. While the group is performing one of the members of the group will
record a video which is to be presented the next meeting.
CATEGORY Outstanding (5) Excellent (4) Good (3) Average (2) Poor (1)
Singing Voice
Students' singing
voice is of the
highest quality, nice
to listen to, and
advanced for their
age. Solo singing is
encouraged.
Students' singing
voice is great
quality, nice to listen
to and appropriate
for their age. Solo
singing is
appropriate.
Students' singing
voice is above
average, pleasant to
listen to but not a
typicalsolo voice.
Students' singing
voice is average
and not solo
quality.
Students' singing
voice is not
pleasant to listen to
and would not
blend in a group.
Tonal Memory
Students' has a
superior musical ear
with no mistakes
made.
Students' has an
excellent musical ear
with 1-3 mistakes
made.
Students' has a fair
musical ear with 4-
6 mistakes made.
Students' has little
musical ear with 7 -
10 mistakes made.
Students' shows no
true musical ear
with over 10
mistakes made.
Stage Presence
Students' has
superior stage
presence with
outstanding facial
expressions and
body movement.
Students' has
excellent stage
presence with a
pleasant face and
body movement.
Students' has a nice
stage presence with
non-distracting
facial expression
and body
movement.
Students has fair
stage presence with
lack of facial
expression and
body movement.
Students' has poor
stage presence with
awkward facial
expression and
body movement.
Source: http://mygrade7music.blogspot.com
Source: rubistar.com

3. 4th
Conceptualization:
These following questions will be ask:
1. What are different songs under mass?
2. Did you like the songs sample you have heard a while ago? Yes or No and Why?
3. What do you think would have happened if we were not colonized by the Spaniards? Do you think
we will have these kinds of songs?
IV. Evaluation:
The evaluation will be made through a Digital Quiz
V. Assignment:
Remedial Reinforcement Enrichment
Activity 1
A. What are the different elements ofmusic?
B. What are the songs you knowunder mass?
C. List down liturgical or devotional songs sung during religious festivals.