Instructional Plan (iPlan) Tool_v.

05

Instructional Planning is the process of systematically planning, developing, evaluating, and managing the
instructional process by using principles of teaching and learning (DepED Order No. 42, s. 2016).
iPlan No.: 2 Learning Area: Music Grade Level: Quarter: 1 Duration: 1 hour
VII
Learning Competency/ies: Code:
(Taken from the Curriculum Analyses the musical elements of some lowland vocal and MU7LU-Ia-2
instrumental music selections.
Guide)
Key Concepts / Lowland vocal and instrumental music of Luzon have different musical elements.
Understandings to be Folk, Liturgy and Devotional, Secular, and Instrumental Music vary in melody, pitch,
Developed timbre, texture and rhythm.

I. Terminal Learning Objectives (TLO)

A. Cognitive Domain
Knowledge - The fact or condition of knowing something with familiarity gained through experience or association.
Category Behavioral Verbs What should learners know?
Creating generate, hypothesize, plan, design, develop, 1. Formulate an analysis of the
The learner can put elements together to produce, construct, formulate, assemble, devise
form a functional whole, create a new musical elements of vocal and
product or point of view instrumental music of the
lowlands of Luzon.

B. Psychomotor Domain
Skills (manual or physical skills) - The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively
carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something.
Category Behavioral Verbs What should learners do with what
they know?
Origination arrange, build, combine, compose, construct, 1. Create a table showing the
Creating new movement patterns to fit a create, design, initiate, make, originate musical elements of vocal and
particular situation or specific problem.
Learning outcomes emphasize creativity instrumental music of the
based upon highly developed skills. lowlands of Luzon.
C. Affective Domain
Attitude – The growth in feelings or emotional areas and a settled way of thinking or feeling about someone or something, typically one that is reflected in a
person’s behavior.
Category Behavioral List of Attitudes What Attitude can be integrated in
Verbs the lesson?
Internalizing values act, self-esteem, self-confidence, wellness, respect, Influence cooperation among the
(Characterization): Has a discriminate, honesty, personal discipline, perseverance, group members in creating the table
value system that controls
display, sincerity, patience, critical thinking, open- showing the musical elements of
their behavior. The
behavior is pervasive, influence, mindedness, interest, courteous, obedience, vocal and instrumental music of
consistent, and listen, hope, charity, fortitude, resiliency, positive the lowlands of Luzon.
predictable. Instructional modify, vision, acceptance, determined, independent ,
objectives are concerned
perform, gratitude, tolerant, cautious, decisive, self-
with the student's general
patterns of adjustment practice, control, calmness, responsibility,
(personal, social, propose, accountability, industriousness, industry,
emotional). qualify, cooperation, optimism, satisfaction, persistent,
question, cheerful, reliable, gentle, appreciation of one’s
revise, culture, globalism, compassion, work ethics,
serve, creativity, entrepreneurial spirit, financial
solve, literacy, global, solidarity, making a stand for
verify the good, voluntariness of human act,
appreciation of one’s rights, inclusiveness,
thoughtful, seriousness, generous, happiness,
modest, authority, hardworking, realistic,
flexible, considerate,
sympathetic, frankness
 D. Affective Domain
Values - A learner's principles or standards of behavior; one's judgment of what is important in life. It goes beyond the learner’s life on earth. It includes
more than wealth and fame, and would affect the eternal destiny of millions. It is advocated to intentionally in order to add value to people every day.
Category
Internalizing values
(Characterization): Has a
value system that controls
their behavior. The
behavior is pervasive,
consistent, and
predictable. Instructional
objectives are concerned
with the student's general
patterns of adjustment
(personal, social,
emotional).
II. Content: Musical Elements of Lowlands of Luzon
III. Learning Resources:
IV. Procedures
1. Introductory Activity ( 5minutes). This part introduces the lesson content. Although at times optional, it is usually included to serve as a warm-up
activity to give the learners zest for the incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.
Domain/Categories
( Remembering
Understanding
Applying
Behavioral List of Values What Values can be integrated in the
Verbs lesson?
act, 1. Maka-Diyos Practice oneness in analyzing the
discriminate, love of god, faith, trusting, spirituality, inner musical elements of the selected
display, peace, love of truth, kindness, humble vocal and instrumental music.
influence, 2. Maka-tao
listen, concern for others, respect for human rights,
modify, gender equality, family solidarity, generosity,
perform, helping, oneness
practice, 3. Makakalikasan
propose, care of the environment, disaster risk
qualify, management, protection of the environment,
question, responsible consumerism, cleanliness,
revise, orderliness, saving the ecosystem,
serve, environmental sustainability
solve, 4. Makabansa
verify peace and order, heroism and appreciation of
heroes, national unity, civic consciousness,
social responsibility, harmony, patriotism,
productivity
LM Music and Arts VII, pp 9-46
TG Music and Arts VII pp. 10-49
You tube: Pamulinawen- an Ilocano song (https://www.youtube.com/watch?v=nr-Ok2neDuE);
a.. Leron-Leron Sinta(https://www.youtube.com/watch?v=rEpBKZJcyYI): Music score- LM page 34
b. Dios Te Salve ( https://www.youtube.com/watch?v=gtLoTRL6Evl) music score – Lm page 24
c. Mutya ng Pasig ( https://www.youtube.com/watch?v=KxPVxAHhHEKs): music score _LM page 28
d. Pangkat Kawayan (https://www.youtube.com/watch?v=C35luDCb2JY)
E n a b l e r s
Behavioral Verbs Curriculum Instructions
Contextualization
identify, retrieve, 1. What Local Heritage 1. Post on the board a table showing the
Theme/s that can be used to
recognize, duplicate, list, types of musical elements. Let the students
contextualize the lesson?
memorize, repeat, A. Annual Rites (Festivals, and pair the given meta strips of the musical
describe, reproduce Rituals (Historical/Religious elements.(Pitch, Melody, Texture, Form,
Festivals, Local Cultural Rhythm)
Festivals, Local
Delicacies/Products Festivals,
Musical Types
Rituals, Wedding Ritual, Palihi
Elements
Ritual, Burial Ritual)
B. Literary Anthologies High , low
Written In Local Language Ascending , Descending
(BALITAW, BALAK, Folktales/ Duple, triple, quadruple
Short Stories, Local Heroes)
Monophonic, homophonic,
C. Historical Events
polyphonic
(Indigenous Materials,
Strophic, binary, ternary, rondo
Indigenous Cultural
interpret, exemplify, Communities/ Indigenous
classify, summarize, People, Indigenous Games)
D. Topography, Flora/ Fauna
infer, compare, explain, (Falls, Mountains, River, Cave,
paraphrase, discuss Trees, Flower, Fauna)
execute, implement, E. Food & Local products
demonstrate, dramatize, G. Role Model Family
interpret, solve, use, 2. What core/enduring values
illustrate, convert, that can be used to
discover contextualize the curriculum?
 Analyzing differentiate, a) Maka-Diyos
Love of God, Faith, Trusting,
distinguish, compare,
Spirituality, Inner Peace, Love
contrast, organize, of truth, Kindness, Humble
outline, attribute, b) Maka-tao
deconstruct Concern for Others, Respect
for human rights, Gender
Evaluating coordinate, measure, equality, Family Solidarity,
detect, defend, judge, Generosity, Helping, Oneness
argue, debate, describe, c) Makakalikasan
critique, appraise, Care of the environment,
Disaster Risk Management,
evaluate Protection of the
P Perception choose, describe, Environment, Responsible
detect, differentiate, Consumerism, Cleanliness,
S distinguish, identify, Orderliness, Saving the
ecosystem, Environmental
isolate, relate, select sustainability
Y Set begin, display, explain, d) Makabansa
move, proceed, react, Peace and order, Heroism and
C show, state, volunteer Appreciation of Heroes,
National Unity, Civic
Guided copy, trace, follow, Consciousness, Social
H Response react, reproduce, responsibility, Harmony,
respond Patriotism, Productivity
O Mechanism assemble, construct,
3. What community situations
dismantle, display, can be used to contextualize
M fasten, fix, heat, the curriculum?
manipulate, measure, a) weather condition/climate
O b) traditions
mend, mix, organize,
c) beliefs
sketch d) livelihood
T Complex overt Skills demonstrated are e) advancement of technology
response the same with
O mechanism. However,
adjective must be added
R to indicate better,
quicker, and more
accurate performance
Adaptation alter, change, rearrange,
reorganize, revise, vary,
modify
A Receiving ask, choose, describe,
Phenomena erect, follow, give, hold,
F identify, locate, name,
point to, reply, select,
F sit, study, use
Responding to aid, answer, assist,
E Phenomena comply, conform,
discuss, greet, help,
C label, perform, practice,
present, read, recite,
T report, select, tell, write

I Valuing work, complete,

demonstrate,
V differentiate, explain,
follow, form, initiate,
E invite, join, justify,
propose, read, report,
select, share, study
Organization adhere, alter, arrange,
combine, compare,
complete, defend,
explain, formulate,
generalize, identify,
integrate, modify, order,
organize, prepare,
relate, synthesize
2. Activity/Strategy (8 minutes). This is a direct purposeful experience and an interactive strategy to elicit learner’s prior learning experience. It serves
as a springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as: individual or
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise,
gallery walk , debates, journal writing, conferences, essays, stories, poems, storytelling, listening activities, reading, calculations, experiments, comparisons,
number games, using evidence, formulating and testing hypothesis, deductive and inductive reasoning, concept maps, graphs, charts, art products,
metaphorical thinking, visualization videos, slides, visual presentations, athletic activities, manipulatives, hands-on demonstrations,
miming/mimicking/representing, playing music, singing, rapping, whistling, clapping, analyzing sounds and music, community-involvement projects,
cooperative learning, team games, per tutoring, social activities, sharing, student choice, journal writing, self-evaluation, personal instruction, independent
study, ecological field trips, environmental study, caring for plants and animals, outdoor work, pattern recognition, and the like may be created. Clear
instructions should be considered in this part of the lesson.
The Framework in Selecting Activities for Differentiated Instruction is presented below:
Climate Knowing the Assessment Learning Tasks
Learners
• Nurturing • Complex • Learning Styles • Traditional Assessments- refer to conventional methods of testing, usually TAPS
• Inclusive • Challenging • Thinking Styles standardized and use pen and paper with multiple-choice, true or false or • Total Group
• Multi-sensory • Questioning  Mastery Level of matching type test items. • Alone
• Stimulating Competency • Authentic assessments - refer to assessments wherein students are asked to • Paired
 Gender perform real-world tasks that demonstrate meaningful application of what they • Small Group
have learned.
The Instructional Strategy to be used could be as follows:
Constructivist Inquiry-Based Reflective Collaborative Integrative
• include activities that • utilized activities that are • include activities that • include • include • provide historical
promote active learning mentally engaging and promote deeper questions for activities and backgrounds for each
• use graphic Interesting exploration of the meaningful exercise for idea/skill
organizers to help • provide activities for practice content discussion group • include activities and
learners understand and feedback • promote divergent • integrate • encourage questions that require
the concepts • use questions that are thinking thought-provoking cooperation leaners to examine
• consider the thought-provoking • promote critical ideas and among students connections to other
background knowledge • use activities for thinking and creativity challenging • provide disciplines
and prior experiences differentiated learning • seek deeper activities opportunities for • use varied activities based
of the learners • provide examples, understanding and • allow the group planning on the learning styles
• include pre- explanations, and illustrations appreciation learners to do and of the learners
assessment activities that are relevant to the of concepts independent evaluation • focus on concept learning
contexts of the learners study
E n a b l e r s
Domain/ Behavioral Curriculum Learning Styles Gender and Learner Instructions for
Categories Verbs Contextualiza Characteristics Diverse
tion Learners
Visual Auditory Kinesthet Boys Girls
Modalit Modality ic/Tactile
y Modality
C Rememb identify, 1. Local Heritage - Learner - Learner’s - Learner - Show more -
Theme/s can be remember papers and starts a areas in the Generally
ering retrieve,
used to s notebooks project brain demonst
O recognize, contextualize the informatio always before dedicated to rate a
duplicate, lesson: n better if seem reading the spatial- focus on
G list, he/she messy. directions. mechanical verbal-
A. Annual Rites writes it - When - Learner strengths emotive
memorize,
(Festivals, and down. Iearner hates to sit - Often processin
N repeat, Rituals - Learner reads, at a desk for misdiagnosed g
describe, (Historical/Religi looking at he/she long periods with learning - Girls are
I reproduce ous Festivals, the person needs to of time. disabilities generally
Local Cultural helps keep use his/her - Learner and hardwire
Underst interpret, Festivals, Local him/her index finger prefers first attention- d to be
T anding exemplify, Delicacies/Produ focused. to track the to see deficit issues less
classify, cts Festivals, - Learner place on the something - Boys’ brains impulsive
I summarize, Rituals, Wedding needs a line. done and need more ,
Ritual, Palihi quiet place - Learner then to do it rest times enabling
infer, Ritual, Burial to get my doesn’t him/herself. during a day them to
V compare, Ritual) work follow - Learner of learning. sit still,
explain, B. Literary done. written uses the - Boys are focus,
E paraphrase, Anthologies - When a directions trial and hardwired to read, and
Written In Local learner well. error be single-task write at
discuss Language takes a - If learner approach to focused an earlier
Applying execute, (BALITAW, test, hears problem- - Many boys age
implement, BALAK, Folktales/ he/she can something, solving. have a - Girls’
demonstrat Short Stories, see the he/she will - Learner difficult time hardwirin
Local Heroes) textbook remembers likes to read sitting still to g
e, C. Historical page in it. his/her hear the demonst
dramatize, Events his/her - Writing textbook teacher’s rates
interpret, (Indigenous head. has always while riding story, as they strength
solve, use, Materials, - Learner been an exercise are in
Indigenous needs to difficult for bike. movement- multitask
illustrate, Cultural write the learner. - Learner driven ing
convert, Communities/ down - Learner takes (kinesthetic) - Girls, on
discover Indigenous directions, often frequent in their the other
 Analyzin differentiat People, not just misreads study learning hands, Group Activity
Indigenous take them words from breaks. process are more
g e,distinguis “Audio Clip
Games) verbally. the text- - Learner - “Boys do predispo
h, compare, D. Topography, - Music or (i.e.,“them” has a their best sed to Presentation”
contrast, Flora/ Fauna backgroun for “then”). difficult work when cooperati Distinguish the
organize, (Falls, d noise - Learner time giving teachers ve following musical
Mountains, distracts would step-by- establish negotiati elements of the
outline,
River, Cave, learner rather step authentic on, have song
attribute, Trees, Flower, attention listens and instructions. purpose and a much Pamulinawin
deconstruct Fauna) from the learns than - Learner meaningful, easier
( Ilocano song)
E. Food & task at reads and enjoys real-life time with
(https://www.youtu
Local products hand. learns. sports and connections. impulse
be.com/watch?v=nr
G. Role Model - Learner - Learner is does well at ” (Gurian, control,
-Ok2neDuE)
Family doesn’t not very several 2006). and can
always get good at different - Topics of sit “criss- a. Melody
2. the interpreting types of learning cross- Ans.
Core/enduring meaning an sports. particularly apple- Descending and
values that can of a joke. individual’s - Learner interesting sauce” in
Static
be used to - Learner body uses his/her to boys the
contextualize the doodles language. hands when include ideas reading b. Pitch
curriculum: and draws - Pages with describing they can circle Ans. Low
A. Maka-Diyos pictures small print things. directly with ease c. Rhythm
Love of God, on the or poor - Learner apply to - Girls
Ans. 2
Faith, Trusting, margins of quality has to their lives tend to
Spirituality, Inner his/her copies are rewrite or (science verbalize 4 (duple)
Peace, Love of notebook difficult for type his/her projects during d. Texture
truth, Kindness, pages. learner to class notes involving the problem Ans. Polyphonic
Humble - Learner read. to reinforce germination solving
e. Form
B. Maka-tao has - Learner’s the of a seed, via
Concern for trouble eyes tire material. etc.). cooperati Ans. Binary
Evaluati coordinate, Others, Respect following quickly, - Allow boys on and
ng measure, for human rights, lectures. even to choose interactiv
Gender equality, - Learner though topics in e
detect, Family Solidarity, reacts very his/her reading that learning
defend, Generosity, strongly to vision appeal to
judge, Helping, Oneness colors. check-up is them
argue, C. always fine. (superheroe
Makakalikasan s, nonfiction
debate, Care of the works, etc.).
describe, environment,
critique, Disaster Risk
appraise, Management,
Protection of the
evaluate Environment,
P Percepti choose, Responsible
on describe, Consumerism,
S detect, Cleanliness,
Orderliness,
differentiat Saving the
Y e, ecosystem,
distinguish, Environmental
C identify, sustainability
D. Makabansa
isolate, Peace and order,
H relate, Heroism and
select Appreciation of
O Set begin, Heroes, National
Unity, Civic
display, Consciousness,
M explain, Social
move, responsibility,
O proceed, Harmony,
Patriotism,
react, Productivity
T show,
state, 3. Community
O volunteer situations can be
used to
Guided copy, trace, contextualize the
R Respons follow, curriculum:
e react, a) weather
reproduce, condition/climat
e
respond b) traditions
Mechani assemble, c) beliefs
sm construct, d) livelihood
e) advancement
dismantle,
of technology
display,
fasten, fix,
 heat,
manipulate,
measure,
mend, mix,
organize,
sketch
Complex Skills Which line of
overt demonstrat the song has an
respons ed are the ascending
e same with melody? (Sing
mechanism the chosen
. However, line.)
adjective
must be
added to
indicate
better,
quicker,
and more
accurate
performanc
e
Adaptati alter,
on change,
rearrange,
reorganize,
revise, vary,
modify
A Receivin ask,
g choose,
F Phenom describe,
ena erect,
F follow,
give, hold,
E identify,
locate,
C name,
point to,
T reply,
select, sit,
I study, use
Receivin ask,
V g choose,
Phenom describe,
E ena erect,
follow,
give, hold,
identify,
locate,
name,
point to,
reply,
select, sit,
study, use
Respond aid,
ing to answer,
Phenom assist,
ena comply,
conform,
discuss,
greet, help,
label,
perform,
practice,
 present,
read,
recite,
report,
select, tell,
write

Valuing work,
complete,
demonstrat
e,
differentiat
e, explain,
follow,
form,
initiate,
invite, join,
justify,
propose,
read,
report,
select,
share,
study
Organiza adhere, If you are to
tion alter, modify the
arrange, texture of the
combine, song
compare, Pamulinawin,
complete, what texture
defend, will you
explain, use/apply?
formulate,
generalize,
identify,
integrate,
modify,
order,
organize,
prepare,
relate,
synthesize

Multiple Descriptions Instructions

Intelligences
Visual- Think in terms of physical space, as do architects and sailors. Very aware of their
Spatial environments. They like to draw, do jigsaw puzzles, read maps, daydream. They Illustrate the pitch of the
can be taught through drawings, verbal and physical imagery. Tools include selected song using a line
models, graphics, charts, photographs, drawings, 3-D modeling, video, chart.
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
Bodily- Use the body effectively, like a dancer or a surgeon. Keen sense of body Move your body according
kinesthetic awareness. They like movement, making things, touching. They communicate well to the melody of the song
through body language and be taught through physical activity, hands-on learning,
acting out, role playing. Tools include equipment and real objects.
Musical Show sensitivity to rhythm and sound. They love music, but they are also sensitive Clap/Tap/Stamp the
to sounds in their environments. They may study better with music in the rhythm of the selected
background. They can be taught by turning lessons into lyrics, speaking song.
rhythmically, tapping out time. Tools include musical instruments, music, radio,
stereo, CD-ROM, multimedia.
Interpersona Understanding, interacting with others. These students learn through interaction.
l They have many friends, empathy for others, street smarts. They can be taught News Casting
through group activities, seminars, dialogues. Tools include the telephone, audio
 conferencing, time and attention from the instructor, video conferencing, writing,
computer conferencing, E-mail.
Intrapersona Understanding one's own interests, goals. These learners tend to shy away from
l others. They're in tune with their inner feelings; they have wisdom, intuition and Making a Journal
motivation, as well as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books, creative
materials, diaries, privacy and time. They are the most independent of the
learners.
Linguistic Using words effectively. These learners have highly developed auditory skills and
often think in words. They like reading, playing word games, making up poetry or Power point presentation
stories. They can be taught by encouraging them to say and see words, read books
together. Tools include computers, games, multimedia, books, tape recorders, and
lecture.
Logical - Reasoning, calculating. Think conceptually, abstractly and are able to see and
Mathematic explore patterns and relationships. They like to experiment, solve puzzles, ask
al cosmic questions. They can be taught through logic games, investigations,
mysteries. They need to learn and form concepts before they can deal with
details.

3. Analysis (5 minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings about the topic at hand.
Critical points are organized to structure the discussions allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to
understand the new concepts or skills that are to be presented in the next part of the lesson.
E n a b l e r s
Domain/Categories Behavioral Verbs Curriculum Essential/Main Questions
Contextualization (Aligned with content and
performance standards)
C Remembering identify, retrieve, recognize, duplicate, list, 1. What Local Heritage
Theme/s that can be used
memorize, repeat, describe, reproduce
to contextualize the
O Understanding interpret, exemplify, classify, summarize, lesson?
infer, compare, explain, paraphrase, discuss A. Annual Rites (Festivals,
G and Rituals
Applying execute, implement, demonstrate, (Historical/Religious
dramatize, interpret, solve, use, illustrate, Festivals, Local Cultural
N Festivals, Local
convert, discover
Delicacies/Products
I Analyzing differentiate, distinguish, compare, contrast, Festivals, Rituals, Wedding How did you distinguish the
organize, outline, attribute, deconstruct Ritual, Palihi Ritual, Burial musical elements of the
Ritual) song Pamulinawin?
T B. Literary Anthologies
Evaluating coordinate, measure, detect, defend, judge, Written In Local Language
I argue, debate, describe, critique, appraise, (BALITAW, BALAK,
evaluate Folktales/ Short Stories,
Local Heroes)
V C. Historical Events
(Indigenous Materials,
E Indigenous Cultural
Communities/ Indigenous
People, Indigenous
P Perception choose, describe, detect, differentiate, Games)
distinguish, identify, isolate, relate, select D. Topography, Flora/
S Fauna (Falls, Mountains,
Set begin, display, explain, move, proceed, react, River, Cave, Trees, Flower,
show, state, volunteer Fauna)
Y E. Food & Local products
Guided copy, trace, follow, react, reproduce, respond G. Role Model Family
C Response
Mechanism assemble, construct, dismantle, display, 2. What core/enduring
values that can be used to
H fasten, fix, heat, manipulate, measure, mend, contextualize the
mix, organize, sketch curriculum?
O Complex overt Skills demonstrated are the same with a) Maka-Diyos
Love of God, Faith,
response mechanism. However, adjective must be
Trusting, Spirituality, Inner
M added to indicate better, quicker, and more Peace, Love of truth,
accurate performance Kindness, Humble
O Adaptation alter, change, rearrange, reorganize, revise, b) Maka-tao
Concern for Others,
vary, modify Respect for human rights,
T Gender equality, Family
Solidarity, Generosity,
O Helping, Oneness
c) Makakalikasan
Care of the environment,
R Disaster Risk
A Receiving ask, choose, describe, erect, follow, give, Management, Protection
Phenomena hold, identify, locate, name, point to, reply, of the Environment,
Responsible Consumerism,
F select, sit, study, use Cleanliness, Orderliness,
Responding to aid, answer, assist, comply, conform, discuss, Saving the ecosystem,
F Phenomena greet, help, label, perform, practice, present, Environmental
read, recite, report, select, tell, write sustainability
d) Makabansa
E Peace and order, Heroism
Valuing work, complete, demonstrate, differentiate, and Appreciation of Share your feelings while
C explain, follow, form, initiate, invite, join, Heroes, National Unity, listening the selected songs.
justify, propose, read, report, select, share, Civic Consciousness, Social How do you feel while
responsibility, Harmony,
T study Patriotism, Productivity listening to the selected
songs?
I Organization adhere, alter, arrange, combine, compare, 3. What community
complete, defend, explain, formulate, situations can be used to
contextualize the
V generalize, identify, integrate, modify, order, curriculum?
organize, prepare, relate, synthesize a) weather
E condition/climate
b) traditions
c) beliefs
d) livelihood
e) advancement of
technology
Transition Question What are the different musical elements?
Statement
Others
4. Abstraction (10 minutes). This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be
emphasized. This is organized as a lecturette (individual, paired, small group) that summarizes the learning highlighted from the activity, analysis, and new
inputs in this part of the lesson.
1. Present here the key concepts/understanding you want the learners to develop. Do this in an interactive manner (direct and
purposeful experience for the learners).

Music plays a very important role in our daily lives. Music is the art of combining and regulating
sounds of varying pitch to produce melodious harmony expressive of various ideas and
emotions in significant forms through the elements of rhythm, tempo, melody, form, harmony,
timbre and dynamic.

* Lowland vocal and instrumental music of Luzon have different musical elements.
Folk, Liturgy and Devotional, Secular, and Instrumental Music vary in melody, pitch, timbre, texture and rhythm.

Elements of Music
Rhythm – is the basic element of music, the only one which can exist independently of
the others. It means the placement of sounds in time and beats in music.
Melody – refers to the tune of a song or piece of music.
Tempo – The Italian word at the beginning of a music piece that indicates how slow or
fast the piece.
Timbre – is also known as tone color. It refers to the quality of sound of one voice or instrument
Texture – refers to the number of layers as well as the type of layers used in a
composition and how these layers are related. It may be monophonic (single melodic
line), polyphonic (two or more melodic lines) and homophonic (a main melody
accompanied by chords)
Dynamics – refers to the degree of loudness or softness of a piece of music. It also
indicates whether there is a change in volume.
Harmony – refers to the combination of notes (or chords) played together and the
relationship between a series
Pitch – is the relative lowness and highness of a sound. The pitch of a sound is based
on the frequency of vibration and the size of the vibrating object.

A folk song also known as traditional music or song, is a narrative sing that uses traditional
melodies. It depicts a particular topic which has short and simple theme that deals with people
feelings, thoughts and ideas.

Folk Song is originally passes down orally to members of the family and usually the composers and lyricist are
unknown.

Music of lowland Luzon may be divided into: Music for Liturgy and devotional music; secular
music with Spanish Influences and the music during the American Regime and Japanese
Occupations.

Vocal Music is music that uses and emphasizes the human voice.
 The music for Liturgy and Devotional of the lowlands of Luzon reflects impact of Spanish colonization which
lasted in three centuries, and how the introduction of Christianity affected religious practices of the ethno-
linguistic groups.
 Secular Music refers to any music that is not religious in nature.
 Instrumental Music – type of music produced by playing a musical instrument.

2. Let the learners (Add here the objective for Knowledge) using the (state here what you will use: activity sheet, template,
table, etc.) with clear instructions provided.

* Formulate an analysis of the musical elements of vocal and instrumental music of the lowlands of Luzon.

3. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity
sheet, template, table, etc.) with clear instructions provided.

4. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

5. Application (15 minutes). This part is structured to ensure the commitment of the learners to do something to apply their new learning in their own
environment.
1. Let the learners (Add here the objective for Skill) using the (state here what you will use: activity sheet, template, table, etc.)
with clear instructions provided.

Divide the class into four (4) groups. Analyze the different songs according to its musical elements
(see attached sheet)
a. Leron-Leron Sinta(https://www.youtube.com/watch?v=rEpBKZJcyYI): Music score- LM page 34
b. Dios Te Salve ( https://www.youtube.com/watch?v=gtLoTRL6Evl) music score – Lm page 24
c. Mutya ng Pasig ( https://www.youtube.com/watch?v=KxPVxAHhHEKs): music score _LM page 28
d. Pangkat Kawayan (https://www.youtube.com/watch?v=C35luDCb2JY)

Sample Vocal Music Pitch Melody Rhythm Texture Form

1. Leron-Leron Sinta (Folk)
2. Dios Te Salve Flores de Mayo
(Devotional)
3. Mutya ng Pasig (Secular)
Sample Instrumental Music
4. Pangkat Kawayan

2. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

3. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

6. Assessment (12 minutes). Assessment is for the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b)
Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder:
Formative Assessment may be given before, during, or after the lesson). The Teacher may choose any from the Assessment Methods below:
Assessment Methods Sample Assessment Specific Instructions
Are the ways you gather evidence of Activities
a learner’s progress over time. The
four assessment methods commonly
used to find out what learners know
and understand (knowledge) and
what they can do (skills) are:
a) Observation Investigative activities,
(Teachers make formal and informal Role Play, Oral
observations of learners’ Presentations, Dances,
performance or behaviors based on Musical Performances,
assessment criteria) Skill Demonstrations,
Group Activities (e.g.
Choral Reading),
Debates, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiments
b) Talking to Learners / Hands-on Math
Activities, Written Work
Conferencing
and Essays, Picture
(Teachers talk to and question
Analyses, Comic Strips,
learners to gain insights on their
Panel Discussions,
understanding and progress and to
Interviews, Think-Pair-
clarify their thinking; often referred
Share Activities,
to as conferencing)
Reading
c) Analysis of Learners’ Worksheets for all
learning areas, Essays,
Products
Concept Maps/Graphic
(Teachers judge the quality of
Organizers, Projects,
products created by learners
Models, Artworks,
according to agreed criteria)
Multi-media
Presentations, Products
made in technical-
vocational learning
areas
d) Tests Skills Performance A. Group yourself according to your field of interest. Choose from any of the suggested
(Teachers set quizzes to determine Tests, Practicum, Pen activities:
learners’ ability to demonstrate and Paper Tests, Pre a. Illustration
mastery of a skill or knowledge and and Post Test, b. Body Movements
understanding of content) Diagnostic Tests, Oral c. Clap/Tap/Stamp
Tests d. News Casting
e. Power point Presentation
f. Journal Writing
B. Create a two (2) minute presentation applying the elements learned from the lowlands of
Luzon.

C. Rubrics

Rubrics in Group Performance

Points Indicators
Shows eagerness and cooperation to do the
10 task, participate actively, do great help to the
group.
Shows eagerness and cooperation to do the
8
task, good followers only.
6 Participated but late, with teacher’s supervision.
Activity was done but does not show eagerness
4
to participate or cooperate.
2 No interest in participating in the activities.

7. Assignment (2 minutes). Fill-in below any of the four purposes of the assignment:

 Reinforcing / strengthening the day’s

lesson
 Enriching / inspiring the day’s lesson Review the folk song “ Magtanim ay di Biro”, and try to identify the
different musical elements of the song.
 Enhancing / improving the day’s lesson

 Preparing for the new lesson

8. Wrap-up/Concluding Activity (3 minutes).

Describe how you will complete the lesson and bring the work to “The genuine roots of culture is folk music”- John Lydon
a conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong
quotation, a short song, an anecdote, parable or a letter that
inspires the learners to do something to practice their new
learning.
V. Remarks - Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of
time, transfer of lesson to the following day, in cases of class suspension, etc.
 (Note: This part is accomplished after lesson presentation.)

VI. Reflections - Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs
to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
(Note: This part is accomplished after lesson presentation.)
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 learning
strategies worked 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 which I
wish to share with other
teachers?

(P.S. To the users of this Comments Suggestions

DLP:
To improve this DLP,
please send your
comments and
suggestions to the
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User Name School Division/Office Contact Details

Cellphone email

Created by:
NAME SCHOOL DIVISION POSITION EMAIL ADDRESS
Analene C. Autentico Tagum Sur NHS Bohol SST-III analene.autentico001@deped.gov.ph
Victoria J. Raya Camaya-an High School Bohol SST-III rayavictoria@gmail.com
Heraldine A. Cañete Toledo City Science High Toledo City SST-III heraldine_canete15@yahoo.com
School

Bibliography

Appendices: (attach all materials that will be used)

1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others

1. Introduction…
Answer:
Elements Types
Pitch High , low
Melody Ascending , Descending
Rhythm Duple, triple, quadruple
Texture Monophonic, homophonic,
polyphonic
Form Stropic, binary, ternary,
rondo

Answer Key :

#2. Pamulinawin( Ilocano song) a. Melody Ans. Descending and Static

b. Pitch Ans. Low
c. Rhythm Ans. 2
4 (duple)
d. Texture Ans. Polyphonic
e. Form Ans. Binary

# 5.Application:
Answer: (Note: depends on the link used)

Sample Vocal Music Pitch Melody Rhythm Texture Form

1. Leron-Leron Sinta (Folk)
low Ascending, 2 Homophonic Strophic
(https://www.youtube.com/watch?v=rEpBKZ Descending 4
JcyYI) (duple)

2. Dios Te Salve (Devotional) low Ascending, 4

https://www.youtube.com/watch?v=gtLoTRL descending, 4 Homophonic Binary
6Evl)
static (Quadruple)
3. Mutya ng Pasig (Secular) 3
https://www.youtube.com/watch?v=KxPVxA High Ascending, 4 Homophonic Binary
HhHEKs)
Descending (Triple)
Sample Instrumental Music
2. Pangkat Kawayan
(https://www.youtube.com/watch?v=C35lu 2
DCb2JY) Low Ascending 4 Polyphonic Strophic
(duple)

Assignment :
Sample Vocal Music Pitch Melody Rhythm Texture Form

1. Magtanim ay Di Biro (Folk) low Ascending, 2 Homophonic Ternary

Descending 4
(duple)