Grade 7 (MUSIC 4th Grading) PDF

DETAILED
LESSON PLAN
IN MUSIC 7
(Fourth Quarter)
Detailed Lesson Plan in MAPEH Grade 7
1 | Region V/Daily Lesson Plan/2019-2020

DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
Province: Sorsogon City Division EPS: Rico Estur

Subject Area: MAPEH (Music) Grade level: Grade – 7
Team Member Role in the DLP Development
1. Rosemarie O. Del Pilar Writer/Demonstration Teacher
2. Lizel D. Lerios Writer/Demonstration Teacher
3. Julie Ann Jazareno Dela Cruz Writer/Demonstration Teacher
4. Sheila Estuaria Nepomuceno Writer/Demonstration Teacher
5. Hazel D. Herrera Writer/Demonstration Teacher
6. Richard Alaurin Delgado Writer/Demonstration Teacher
7. Karl M. Matabuena Writer/Demonstration Teacher
8. Emelinda H. Lanuza Writer/Demonstration Teacher
9. Edna D. Demdam Writer/Demonstration Teacher
10. Geraldo E. Gojar Writer/Demonstration Teacher
11. Dianne Rose N. Gojar Writer/Demonstration Teacher
12. Emelinda H. Lanuza Writer/Demonstration Teacher
13. Chairmaine D. Bautista Writer/Demonstration Teacher
14. Fatima Preciousa T. Cabug Layout Artist

Table of Contents
Identifies musical characteristics of selected Philippine Festivals and theatrical forms

through video or live performance. (MU7FT-Iva-g-1) ................................................ 4
Narrate the origins and cultural background of selected Philippine festival/s.
(MU7FT-Iva-d-2) ....................................................................................................... 4
Identify musical characteristics of selected Philippine Festivals and theatrical forms
through video or live performances. (MU7FT-IVa-g-1) .............................................. 9
Explains the distinguishing characteristics of representative Philippine Festival and
theatrical forms. (MU7FT-IVa-h-5) ............................................................................ 9
Describe how the music contributes to the performance of the musical production.
(MU7FT-IVe-h-4) .................................................................................................... 15
Identifies musical characteristics of selected Philippine Festivals and theatrical forms
through video or live performances. (MU7FT-IVa-g-1) ............................................ 20
Narrates the origins and cultural background of selected Philippine Festivals.
(MU7FT-Iva-d-2) ..................................................................................................... 20
Explains the distinguishing characteristics of representative Philippine Festival and
theatrical forms. (MU7FT-IVa-h-5) .......................................................................... 20
Narrate the origins and cultural background of selected Philippine festivals.
(MU7FT-IVa-d-2) .................................................................................................... 24
A. Explains the distinguishing characteristics of representative Philippine festivals
and theatrical forms. (MU7FT-IVa-h-5) ................................................................... 28
B. Identifies musical characteristics of selected Philippine festivals and theatrical
forms through video or live performances. (MU7FT-IVa-g-1) .................................. 28
C. Describes how the music contributes to the performance of the musical
production. (MU7FT-IVe-h-4) .................................................................................. 28
Identifies musical characteristics of selected Philippine festivals and theatrical forms
through video. (MU7FT-Iva-g-1) ............................................................................. 36
Describes how the music contributes to the performance of the musical production
(MUV7FT-IVe-h-4) .................................................................................................. 36
Describes how a specific idea or story is communicated through music in a particular
Philippine musical theatre (MUV7FT-IVe-h-7) ......................................................... 36
Sing selection/s from chosen Philippine musical theater. (MU7FT-IVe-h-7) ............ 40
Improvises simple rhythmic/melodic accompaniments to selected music from
Mindanao. (MU7LV-IlIc-h-5) ................................................................................... 45
Perform instruments/improvised instruments from Mindanao, alone and or with
others. (MU7LV-IlIc-h-6) ......................................................................................... 45
Sing songs from Mindanao. (MU7LV-IlId-h-7) ........................................................ 45

Detailed Lesson Plan in MAPEH
Grade 7
Quarter 4 Lesson 1
I. OBJECTIVES
The learners:
A. Content  demonstrate understanding and application of
Standard musical skills related to selected Philippine
Festivals
The learners:
B. Performance  performs excerpts/ selections from Philippine
Standard musical theater.
 Identifies musical characteristics of selected

C. Learning Philippine Festivals and theatrical forms through
Competency/ video or live performance. (MU7FT-Iva-g-1)
Objectives  Narrate the origins and cultural background of
selected Philippine festival/s. (MU7FT-Iva-d-2)
II. CONTENT
UNIT IV: MUSIC OF PHILIPPINE FESTIVALS AND THEATRICAL FORMS
Festivals of Aklan, Cebu and Batangas
III. LEARNING PROCESS
A. References
1. Teacher’s Guide
Music and Arts (Pages 120-121)
2. Learner’s
Music and Arts (Pages 116-117)
Material
IV. PROCEDURE
A. Reviewing Activity #1
previous lesson
How well do you know your Festival?
or presenting the
new lesson Instructions:
1. The teacher will flash several questions about the
festivals in the Bicol region.
(It can be on a power point presentation or just by
showing pictures of a specific festival)
2. The teacher will write letters A, B, C, and D on a
cardboard that will be used as the choices of the
game and paste it on the back of a chair.

3. The class will clear the middle part of the classroom
and proceed at the back side of the class room
facing the chalk board.
4. The students will choose the letter of the correct
answer and form a line in front of the chosen letter.
5. The student/s who got all the correct answer will
receive recitation points.
B. Establishing a
purpose for the The teacher will show the Lesson Objectives.
lesson
C. Presenting
instances for the
Who can give an example of different festivals from all over
the Philippines?
lesson.
D. Discussing new
concepts and The teacher will present a power point presentation
practicing new containing origin and cultural background, pictures and
skills #1 videos of the festival.
Suggested Video:
ATI-ATIHAN
https://youtu.be/nn-aZIj08_M
SINULOG
https://youtu.be/TQptNWb3kno
SUBLIAN
https://youtu.be/rzjaM_R1RKg

Activity #2
E. Developing Name the Festival
Mastery (Leads to
formative Instructions:
assessment) 1. The teacher will show three pictures of famous
festivals from different parts of the Philippines.
2. The students will identify the name of the picture of
festival shown.
3. The student who answered it correctly will receive
recitation points.
Suggested pictures:
ATI-ATIHAN FESTIVAL
https://images.robertharding.com/preview/RM/RH/HORIZONTAL/
857-95645.jpg?fbclid=IwAR01mGS7G0DU7kbZoFTY8-
Z9qrITpNutvmo0l70TSsoICvuDN79kx4yqKZA
SINULOG FESTIVAL
https://iamaileen.com/wp-
content/uploads/2015/10/sinulog-
festival-cebu-philippines.jpg
SUBLIAN FESTIVAL
https://m.facebook.com/photo.p
hp?fbid=10155798578223643&id=
128882273642&set=a.10155798
571973643&source=54
F. Finding practical What are the characteristics of the festivals of Aklan, Cebu
applications of and Batangas that you learned and how will you use these
concepts and knowledge to promote the Philippine culture?
skills in daily
living

G. Making As a young Filipino, do you think it is important for you to
Generalizations know these Festivals from different parts of the
and abstractions Philippines? Why?
about the lesson
H. Evaluating Formative Assessment
Learning Tell the learners to answer the question in their learner’s
module. Learners should use their notebook or a piece of
paper for the answers.
Activity #3
1. Divide the class into groups with five students each.
2. Discuss the different features of the three festivals.
3. Identify similarities and differences in features of the
three festivals.
(Use this format in your notebook/paper)

The similar features of Philippine Festivals described
are:
Key to correction:
Similarities:
Religious festivals and in honor of the Santo Niño.
Differences:
Cultural Background and Origin
I. Assignment Look for some materials that can be used to produce a
festival sound such as cans, bottles, whistle, and metals.
Try to play simple rhythmic pattern and bring the materials
on the next meeting.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 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?

Grade 7
Quarter 4 Lesson 2
I.OBJECTIVES
A. Content The learner:
Standard  demonstrates understanding and application of musical skills
related to Philippine Festivals.
 demonstrates understanding and application of musical skills
related to theater.
B. Performanc The learner:

e  performs excerpts/selections from Philippine musical theater.
Standard  performs songs and dances from selected Philippine festivals.
C. Learning  Identify musical characteristics of selected Philippine
Competenc Festivals and theatrical forms through video or live
y/ performances. (MU7FT-IVa-g-1)
Objectives
 Explains the distinguishing characteristics of
representative Philippine Festival and theatrical forms.
(MU7FT-IVa-h-5)
II. CONTENT What To Process
III. LEARNING RESOURCES
A. References
1.Teacher’s Music and Arts Teaching Guide, Pages 121-124
Guide pages
2.Learner’s
Material Music and Arts Learner’s Material, Pages 118-121
pages
3.Textbook
pages
4.Additional  Projector
Materials  Laptop
From  Portable Speakers
Learning  Cans
Resources  Bottles
(LR)  Whistles
portal  Metals
 Marker
B. Other Learning  http://www.youtube.com/watch?v=I7hn_ETiUig
Resources
IV. PROCEDURES
Ask the following questions.
 What have you learned from your previous lessons?
A. Review  What are the similarities and differences in features described in

the previous lesson?

B. Establishing  Presentation of the learning competencies.
Purpose of the
Lesson
Viewing Activity
 The teacher will play the video of Ati-atihan through media
player.
(Note: Do not tell any description of the video to the learner)
 Let the learners identify the following characteristics by
answering the following questions in their learner’s module.
 The teacher must let the learner to read and follow the directions
carefully.
 Learner should use their notebook or a piece of paper for the
answers.
(The learner must use this format in their notebook)
Source: Music and Arts Learner’s Material, Page 118.
What is the name of the festival? The festival is

_____________________
_________________________
_________________________
______.
DESCRIPTION OF THE FESTIVAL
C. Presenting Festival distinguishing The distinguishing
examples of characteristics characteristics of the festival are:
the new _________________________
lesson _________________________
______________.
Instruments used Instruments used are

_________________________
_________________________
______________.
Tempo The tempo is

_________________________
_________________________
______________.
Rhythm Rhythm of the music is in

_________________________
_________________________
______________.
Correct Answers:
What is the name of the festival? The festival is Ati-atihan.

DESCRIPTION OF THE FESTIVAL

Festival distinguishing The distinguishing characteristics
characteristics of the festival are:
Participants’ skins are painted in
black.
Instruments used Instruments used are:

Drums and cymbals.
Tempo The tempo is:
Moderately fast
Rhythm Rhythm of the music is in:
Quadruple meter
Source: Music and Arts Teacher’s Guide, Page 122
D. Discussing The teacher must emphasize that in every festival parade, drums or
New other instruments in rhythmical patterns plays a vital role during
Concepts processions and parades.
and
Practicing
New Skills
#1
E. Discussing
New The teacher will provide some examples of rhythmic patterns:
Concepts
and  Rhythmic Pattern A
Practicing (Refer to Music and Arts Learner’s Material, Page 119)
Skills # 2
 Rhythmic Pattern B
(Refer to Music and Arts Learner’s Material, Page 119)
F. Developing
Mastery After providing samples of rhythmical patterns, the learners will try to
(leads to perform the rhythmic pattern to enhance their skills in performing
formative rhythmic patterns through clapping, stamping and using the
assessment) materials/sources which is
G. Finding
Practical
Application
of Concepts
and Skills in
Daily Living
H. Making
Generalizati
on and
Abstraction
s about
the
Lesson

I. Evaluating Performance Activity:
Learning  The learners will be formed into groups of five each.
 By using materials that can be found around (cans, bottles, etc.),
they will create their improvised instruments.
 They will use the rhythmic patterns A or B with tempo 120-150
bpm (Number of Beats per Minute)
 Performers will shout “ VIVA SEÑOR STO. NIÑO” to mark the
end of the performance.
 Their performances are guided with this rubric:
CRITERIA 4 points 3 points 2 points 1 point

RHYTHM The beat is The beat is The beat is The beat is
secure and secure and somewhat usually
the rhythms the rhythms erratic. erratic and
are are mostly Some rhythms are
accurate for accurate. rhythms are seldom
the style of There are a accurate. accurate
music. few Frequent or detracting
durations repeated significantly
errors, but duration from the
these do errors. overall
not detract Rhythm performanc
from the problems e.
overall occasionall
performanc y detract
e. from the
overall
performanc
e.
NOTE Notes are An A few Wrong
ACCURAC consistently occasion inaccurate notes
Y accurate. inaccurate notes are consistently
note is played, detract
played, but detracting from the
does not somewhat performanc
detract from the e.
from overall overall
performanc performanc
e. e.
APPEARANC Instrument Instrument Instrument Instrument
E is is is is not
decorated decorated decorated, decorated
creatively attractively. but sort of or is very
within the messy messy.
assigned looking.
theme.

QUALITY of The The The Pieces are
CONSTRUCTI
ON instrument instrument instrument missing or
(INSTRUMENTS) shows shows is neatly falling off.
considerabl considerabl constructed Seems
e attention e attention but is “slapped
to to fragile and together” in
constructio constructio will a hurry.
n. It is n. It is probably
sturdy, neat reasonably not stand
and will sturdy and up to being
stand up to neat and played
repeated will stand more than
playing up to being once.
over a played
period of more than
time. once.
After the group presentations, the teacher and learners will give
feedback regarding on their performances.
J. Agreement/
Assignment
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
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
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?

Grade 7
Quarter 4 Lesson 3
I.OBJECTIVES
E. Content The learner:
related to Philippine Festivals.
 demonstrates understanding and application of musical skills
related to theater.
F. Performa The learner:

nce  performs excerpts/selections from Philippine musical theater.
Standard  performs songs and dances from selected Philippine festivals.
G. Learning  Describe how the music contributes to the performance of
Competen the musical production. (MU7FT-IVe-h-4)
cy/
Objective
s
II. CONTENT What To Understand
A.
References
Guide
pages
2.Learner’s
Material Music and Arts Learner’s Material, Page 121
pages
3.Textbook
pages
4.Additional
Materials
From
Learning
Resources
(LR)
portal
C. Other
Learning
Resources
IV. PROCEDURES
 The teacher will let the learners to perform again the rhythmic
A. Review
patterns performed from the previous lesson.
B.
Establishing  Presentation of the learning competency.
Purpose of the
Lesson
C.
Presenting  The learner will be asked to cite some festivals celebrated in their
examples of barangay, municipality/city, province, and in their region.

the new
lesson
H. Discussi  What makes the music of Philippine Festivals unique from other
ng festivals from other countries?
New
Concepts
and
Practicin
g New
Skills #1
K. Discussin
g New
Concepts  What do you think is/are the reason/s why foreigners love to witness
and the different festivals of the Philippines?
Practicing
Skills # 2
L. Developin
g  How does music affect one’s festival?
Mastery
(leads to
formative
assessme
nt)
M. Finding  If you are to be one of the musicians of Ati-atihan Festival, what
Practical instrument are you going to play? Explain why.
Applicatio
n of
Concepts
and Skills
in Daily
Living
N. Making The learners will be asked to complete the following sentences:
Generaliza
tion 1. I have learned that _____________________________________.
and 2. I have realized that _____________________________________.
Abstractio 3. What do I love about Philippine Festivals are
ns _______________________.
about the
Lesson
Formative Assessment
O.  The teacher will explain why music is important and will tell the
Evaluating learners to write their reflection about the topic below using their
Learning notebook or a piece of paper for the answers.
Reflection: When music or drumbeats are heard, this signals a

celebration. In your own opinion, state different reasons why music is
important in Festivals?

Music is Important in a festival because:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________________.
NOTE: Learners opinion or interpretation should be respected
(The learners will use this format)

Possible Answer:
Music is Important in a festival because:
Music gives life to every performance. A live performance is visually

appealing to the audience while music pleases the auditory senses.
Source: Music and Arts Teacher’s Guide, Page 124.
 Their answers will be guided by this rubric:

(Note: Present this rubric before they answer their reflections.)
5 points Student answered three or more reasons that are clear

and properly explained.
4 points Student answered two
reasons that are clear and
properly explained.
3 points Student answered one relevant reason that is clear and
properly explained.
2 points Student answered one relevant reason but not clear or
properly explained.
1 point Answer is irrelevant to the question.
P. Agreemen The learners will be asked to bring images or object representatives

t/ of the following Davao icons and tell something about the pictures or
Assignme objects. Present their object or pictures in class.
nt 1. Mt. Apo
2. Durian
3. Waling-waling
They will be rated according to this rubric:
4 points The pictures or objects are complete and properly

described.
3 points The pictures or objects are complete but not properly
described.

2 points Two pictures or objects are presented and not
properly described.
1 point An object is presented but not properly described.

V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% in
the evaluation.
B. No. of
learners who
require
additional
activities for
remediation who
scored below
80%
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 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?

Grade 7
Quarter 4 Lesson 4
I.OBJECTIVES
I. Content The learner:
Standard  demonstrates understanding and applicationn of musical
skills related to Philippine Festivals.
 demonstrates understanding and applicationn of musical
skills related to theater.
J. Performance The learner:

Standard  performs excerpts/selections from Philippine musical theater.
 performs songs and dances from selected Philippine festivals.
K. Learning  Identifies musical characteristics of selected
Competency/ Philippine Festivals and theatrical forms through video
Objectives or live performances. (MU7FT-IVa-g-1)
 Narrates the origins and cultural background of
selected Philippine Festivals. (MU7FT-Iva-d-2)
 Explains the distinguishing characteristics of
representative Philippine Festival and theatrical
forms. (MU7FT-IVa-h-5)
II. CONTENT Festivals of Marinduque, Davao, and Bicol (What To Know)
A. References
Guide pages
2.Learner’s
Material Music and Arts Learner’s Material, Pages 122-123
pages
3.Textbook
pages
4.Additional  Projector
Materials  Laptop
From Learning  Portable Speakers
Resources (LR)  Philippine Map
portal  Marker
 Pictures of festivals of Marinduque, Davao, and Bicol
 Manila Paper
D. Other Learning  http://jhayelie.wordpress.com/2012/07/06/Ibalong-three-heroes-
Resources of-the-bicol-epic
IV. PROCEDURES
The teacher will ask the following question to the learners:
A. Review
a. Why music is important in Festivals?
B. Establishing  Presentation of the learning competencies.

Purpose of the
Lesson

 The learners will present their take-home task.
(Note: Refer to the previous DLP; What to Understand-
Agreement/Assignment part)
C. Presenting
examples of the
new lesson
 They will be rated according to this rubric:
4 points The pictures or objects are complete and properly

described.
3 points The pictures or objects are complete but not
properly described.
2 points Two pictures or objects are presented and not
properly described.
1 point An object is presented but not properly described.
L. Discussing Using a Philippine Map (posted at the board), ask the students to
New Concepts locate the location of the following places:
and Practicing  Marinduque
New Skills #1  Davao
 Bicol
Q. Discussing Gallery Walk

New Concepts  The learners will be divided into three groups.
and Practicing  The teacher will bring reading materials and printed images
Skills # 2 regarding on the festivals of Marinduque, Davao and Bicol.
 The teacher will provide each group with one manila paper,
and writing materials (this can be pre-assigned to students
before coming to class).
 Each group will be tasked to make a report pertaining to the
festivals of Marinduque, Davao and Bicol.
 The topics are the following:
a. Moriones Festival
b. Kadayawan Festival
c. Ibalong Festival
 The learners should prepare the report assigned to them.
The report should contain important and relevant
information. The report should have the following details:
a. Topic/Title (e.g. Moriones Festival)
b. Celebration/ Reenactment of (e.g. Reenactment of the
story of Saint Longinus)
c. Place of Origin (e.g. Marinduque)
d. Historical Background (e.g. A colorful folk-religious
festival during holy week)

e. Additional Information (e.g. Moriones wear their
costumes for an entire week, scare children away and
court ladies by singing and dancing for them)
 The teacher should guide the learners while preparing the
visual materials/reports.
R. Developing Continuation of Gallery Walk
Mastery (leads  Accomplished visual materials/reports will be posted within
to formative the classroom (the teacher will distribute it to the corners of
assessment) the room) and learners will be asked to move around the
room for viewing of reports/visual materials.
(Note: Each group will be tasked to choose one presenter to
present their output to other learners roaming around)
 After the gallery walk, the teacher will ask at least 3 students
to share their findings/observation about the activity,
teacher may present and discuss the story of Ibalong for
additional festival.
Suggested Link:
http://jhayelie.wordpress.com/2012/07/06/Ibalong-three-heroes-of-the-
bicol-epic
S. Finding The teacher will ask the following questions:
Practical
Application  As a Filipino, how can you promote Philippine festivals to
of Concepts other nationalities?
and Skills in  Why do we need to celebrate festivals?
Daily Living
T. Making The learners will be asked to complete the following sentences:
Generalization
and 1. I have learned that
Abstractions _____________________________________.
about the 2. I have realized that
Lesson _____________________________________.
3. The relevance of festival to one’s community is/are
______________.
U. Evaluating Paper and Pen Test

Learning
Instruction: Identify what is being asked in each statement. Write
the answer in your paper.
________________1. A colorful folk-religious festival during holy

week.
________________2. It’s the highest peak of our country.
________________3. Moriones Festival is the reenactment of the
story of ___.
________________4. King of fruits.
________________5. Queen of Orchids.
________________6. Performers of Moriones Festivals are called
________.
________________7. A festival held in Bicol Region, aims to
express friendliness, enthusiasm, and goodwill to all people.
________________8. Moriones Festival is celebrated in the island
of _______.

________________9. Kadayawan Festival is celebrated in Davao
every third week of ____________.
________________10. The three heroes of the Bicol epic in the
town of Ibalong.
Correct Answers:
1. Moriones Festival
2. Mt. Apo
3. St. Longinus
4. Durian
5. Waling-waling
6. Morions
7. Ibalong/Ibalon Festival
8. Marinduque
9. August
10. Baltog, Handyong, and Bantong
V. Agreement/
Assignment
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
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
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?

Grade 7
Quarter 4 Lesson 5
I.OBJECTIVES
A. Content The learner…..
Standard  Demonstrates basic understanding and application of musical
skills related to selected Philippine Festivals
B. Performance The learner….

Standard  Performs excerpts/selections from Philippine
musical theater
C. Learning The learner….
Competencies Narrate the origins and cultural background of selected Philippine
festivals. (MU7FT-IVa-d-2)
II. CONTENT WHAT TO PROCESS
III. LEARNING
RESOURCES
A. References
1.Teacher’s pp. 127 -128
Guide pages
2.Learner’s pp. 123-124
Material pages
3.Textbook
pages
4.Additional
Materials from
Learning
Resources (LR)
portal
5. Other CG p. 67
Learning
Resources
IV.
PROCEDURES
A.
Review/Presentin
g the new lesson Classroom Routine: (Prayer, Checking of attendance, Presentation
of the Objectives)
 Read your book on page 122-123 about Moriones
Festival, Kadayawan Festival, and Ibalong Festival.
B. Establishing a
purpose for the Guide Questions:
lesson  What festival is held in Marinduque, Davao and Bicol?
 What festival does people show their religious belief
and activities?
 What kind of celebration was Kadayawan festival of
Davao?
 Who are the three epic heroes of Bicol Ibalong festival
is commemorated during the celebration?

C. Presenting
examples/instanc Choose among the following festivals and narrate the origin and
es of the new cultural background:
lesson a. Moriones Festival,
b. Kadayawan Festival, and
c. Ibalong Festival
D. Discussing
new concepts Using this format in your 1/2 sheet of paper
and practicing
new skills #1 The origin and cultural background of
(lead to formative _________________________
assessment)
_______________________________________________________
___
_______________________________________________________
___.
E. Discussing
new concepts
and practicing
new skills #2
F. Developing RUBRIC
mastery (Leads CATEGORY 4 POINTS 3 POINTS 2 1 POINT
to Formative POINTS
Assessment ) UNDERSTAN Students Students Student Student
DS know s the knows the has does not
STORY title of the names or trouble recall the
ELEMENT story as well descriptio naming names or
as the ns of the and descriptio
names and important describin ns of the
descriptions characters g the important
of the in the character characters
important story. s in the in the
characters. story. story.
Can tell
approximate
ly when and
where the
story
happened.
KNOWS THE The student The The The
STORY knows the student student student
story well knows the knows could not
and has story some of tell the
obviously pretty well the story story
practiced and has but did without
telling the practiced not using
story telling the appear to notes.
several story once have
times. There or twice. practiced
is no need May need . May
for notes notes need

and the once or notes 3-4
speaker twice, but times,
speaks with the and the
confidence. speaker is speaker
relatively appears
confident. ill-at-
ease.
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making
generalization
and abstraction
about the lesson
I. Evaluating
learning
J. Additional
activities for
application or
remediation
V. REMARKS
VI.
REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
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
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?

Grade 7
Quarter 4 Lesson 6
I.OBJECTIVES
A. Content Standard The learner:
 demonstrates understanding and application of musical
skills related to selected Philippine Festivals
 demonstrates understanding and application of musical
skills related to theater
B. Performance The learner:
Standard  performs excerpts/selections from Philippine musical
theater
 performs songs and dances from selected Philippine
Festivals
C. Learning A. Explains the distinguishing characteristics of representative
Competencies Philippine festivals and theatrical forms. (MU7FT-IVa-h-5)
B. Identifies musical characteristics of selected Philippine festivals

and theatrical forms through video or live performances. (MU7FT-
IVa-g-1)
C. Describes how the music contributes to the performance of the

musical production. (MU7FT-IVe-h-4)
II. CONTENT Philippine Theater: Komedya, Sarsuela, Bodabil
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide Music and Arts Teacher’s Guide Grade 7, pp. 129-130
pages
2.Learner’s Material Music and Arts Learner’s Guide Grade 7, pp. 126-127
pages
3.Textbook pages
4.Additional www.rappler.com by Henrylito D. Tacio
Materials from www.hellotravel.com
Learning Resources www.philstar.com by Celso Amo
(LR) portal www.youtube.com isaguirreable, “Komedya de Baler (Moro Moro)-
Baler Fiesta 2012: Gabi ng Kultura,” August 19, 2012
www.youtube.com Labtechbaby, “Sarsuela ni Lola,” December 18,
2010, St. Joan of Arc Parish, Evanston, Illinois
www.youtube.com Mhadel Dela Cruz, “No Money, No Honey-
Ginintuang Panahon ng Bodabil,” Pasinaya 2010, Cultural Center of
the Philippines
www.pinoyartist-biography.blogspot.com
www.facebook.com
www.jocabie.wordpress.com
IV. PROCEDURES
A. Review For Advance Learner:
The teacher will let the students arrange the jumbled letters below
and be able to describe and look for the picture that fits the answer.

SEMOOIRNE (description) ( choose a picture
VASTLEFI shown below)
DAYWANAADK (description) ( choose a picture

TIVASLEF shown below)
GNOLABI (description) ( choose a picture

VITALSEF shown below)
For Average Learner:
A colorful folk-
religious festival
SEMOOIRNE during holy week in ( choose a picture
VASTLEFI the island known as shown below)
the “heart of the
Philippines,” the
island of
Marinduque.
It is held in Davao
every third week of
August in
DAYWANAADK celebration of ( choose a picture
TIVASLEF thanksgiving for shown below)
good harvest with
colorful trival

costumes and
accessories.
In this festival, the

people parade in
the streets wearing
GNOLABI masks and ( choose a picture
VITALSEF costumes like the shown below)
heroes and villains
in the epic.
B. Establishing a The teacher will let the students know and read the following
Purpose of the objectives:
Lesson A. Explains the distinguishing characteristics of representative
Philippine festivals and theatrical forms.
(MU7FT-IVa-h-5)
B. Identifies musical characteristics of selected Philippine festivals
and theatrical forms through video or live performances.
(MU7FT-IVa-g-1)
C. Describes how the music contributes to the performance of the
musical production.
(MU7FT-IVe-h-4)
Afterwards, the teacher will let the students explain or expound the
quote below.
“The art of people is a true mirror to their minds.” – Jawaharlar

Nehru
Lead the answers of the students to the main concept.

C. Presenting The teacher will let the students watch a video of the different
Examples of the examples of Philippine Theater; Komedya, Sarsuela, Bodabil.
New Lesson
Komedya (www.youtube.com isaguirreable, “Komedya de Baler
(Moro Moro)-Baler Fiesta 2012: Gabi ng Kultura,” August 19, 2012)
Sarsuela (www.youtube.com Labtechbaby, “Sarsuela ni Lola,”

December 18, 2010, St. Joan of Arc Parish, Evanston, Illinois)
Bodabil (www.youtube.com Mhadel Dela Cruz, “No Money, No

Honey- Ginintuang Panahon ng Bodabil,” Pasinaya 2010, Cultural
Center of the Philippines)
D. Discussing New After the video presentation, let the students determine the features
Concepts and or characteristics including the musical element and singing style of

Practicing New the different examples of Philippine Theater; Komedya, Sarsuela,
Skills #1 and Bodabil.
Philippine Theater Features/Characteristics

Komedya
Sarsuela
Bodabil
E. Discussing New The teacher will present examples of Filipino Artists who
Concepts and contributed in the development of Philippine Theater. Facilitated
Practicing Skills discussion follows.
#2
Dely Atay-Atayan
Chichay
Dolphy Quizon

*suggested Local Figure
Valerio Zuňiga- From Bulan, Sorsogon who graduated in
University of the Philippines Major in Literature. His Sarsuela
composition and poems were recognized and published by the
University as learning references.
F. Developing The Teacher will ask the following questions:
Mastery (leads to
formative 1. Do you think yourself can be one of the performers in one of the
assessment) Philippine Theatrical forms? Cite reason/s.
2. Among the three Theatrical forms, which musical style would you
like to perform? Cite reasons
3. Who do you think should be a paragon or example of the youth

today among the Filipino Artists who contributed in the development
of Philippine Theater?
G. Finding Practical How this different theatrical forms helps build our country?
Application of ( Students will be grouped into 4 and will answer the above
Concepts and Skills question through a tableau and create a simple tagline of their
in Daily Living output)
H. Making Sentence Completion. Ask the Students to complete the following:
Generalization and
Abstractions about I have learned that ___________________________________
the Lesson I have found that ____________________________________
I have realized that ___________________________________
I. Evaluating The teacher will divide the class into three (3) groups and each
Learning group is assigned to select one of the theatrical forms. The group
will create an advocacy statement that will allow the youth of
present times embrace the culture of the past. Presentation follows
after the ten-minute preparation.
Category 20 points 15 points 10 points 5 points

Ideas Ideas were Ideas were Ideas were The ideas
expressed expressed somewhat seemed to
in a clear in a pretty organized be a
and clear but were collection
organized. manner, not very of
It was easy but the clear. It unrelated
to figure organizatio took more sentences.
out what’s n could than one It was very
the idea have been reading to difficult to
was about better. figure out figure out
what’s the what’s the
idea was idea was
about. about.
Message The entire Most of the Some of No attempt
message words are the words has been
is related related to are related made to
to the the to the relate the
concept concept. concept, message
and allows The but the to the
the direction of listeners concept.
listeners to thoughts do not
understand wanders learn much
much more off at one about the
about the point, but topic
topic. the
listeners
can still
learn
something
about the
topic.
Note: The rubric was taken from the textbook of Grade 7, Music
and Arts p. 132. However, few words have been modified to fit with
the topic discussed.
J. This part is optional. (The agreement or other activities and
Assignment/ remediation shall vary depending on the needs of the learners per
Agreement se.)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below
80%
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 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?

Grade 7
Quarter 4 Lesson 7
I. OBJECTIVES
A. Content Standards The learner:

 demonstrates understanding of musical skills
related to theatre.
B. Performance Standards The learner:

 performs excerpts/selections from Philippine
musical theater
 performs songs and dances from selected
Philippine festivals.
C. Learning Competencies  Identifies musical characteristics of selected

Philippine festivals and theatrical forms
through video. (MU7FT-Iva-g-1)
 Describes how the music contributes to the
performance of the musical production
(MUV7FT-IVe-h-4)
 Describes how a specific idea or story is
communicated through music in a particular
Philippine musical theatre (MUV7FT-IVe-h-7)
II. CONTENT Philippine Theater

A. Reference
1. Teacher’s Guide pp. 131-132
Pages
2. Learner’s Material pp. 128-129
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource (LR)
portal
5. Other Learning
Resource https://www.bing.com/videos/search?q=moro+moro+theatre&&v
iew=detail&mid=1331FB8A637279A508581331FB8A637279A5
0858&&FORM=VRDGARp
https://www.youtube.com/watch?v=1J03IKqkZw
https://www.youtube.com/watch?v=sWdfQYDWH9s
https://www.youtube.com/watch?v=-kxFEnA6FvY

IV. PROCEDURES
A. Review previous
lesson or presenting “Viewing Activity”
the new lesson Show a video that talks about Moro-Moro
https://www.bing.com/videos/search?q=moro+moro+theatre&&v
iew=detail&mid=1331FB8A637279A508581331FB8A637279A5
0858&&FORM=VRDGARp
B. Establishing a purpose Present the learning competencies:
for the lesson  Identifies musical characteristics of theatrical forms
through video
 Describes how the music contributes to the
performance of the musical production
 Describes how a specific idea or story is
communicated through music in a particular
Philippine musical theatre
C. Presenting examples/
Instances of the new Questions about the video Viewing Activity
lesson  What can you say about the video?
 What is being talked about?
 What festival have you seen?
D. Discussing “Viewing Activity”

new concepts and
practicing new skills 1. Moro-Moro komedya on “kababayan LA
#1  https://www.youtube.com/watch?v=1J03IKqkZw
Question: What is moro moro?
2. “SDA Modern San Dionisio Komedya/moro-moro”

 https://www.youtube.com/watch?v=sWdfQYDWH9s
Question: How do the Komedya deliver their lines?
3. “Walang Sugat Part 1” by Tanghalang Ateneo

 https://www.youtube.com/watch?v=-kxFEnA6FvY
Question: Describe the musical elements and
singing style used in the video walang sugat.
Question: Among the recorded sample of Theater

performances, which of the following videos did you
like most? Explain your reason of liking the video?
Question: Can you see yourself performing in a

Komedya? Give atleast three reasons.
E. Discussing new
concepts #2 Questions
(Students will answer the questions every after watching the
video.)
F. Developing mastery
(leads to Formative Moro-moro is a type of secular komedya portraying
Assessment) the conflict between Christians and Muslims.

At present, we hear stories about the conflicts between
Christians and Muslims.
Can you give some of the conflicts between Christians and

Muslims?
G. Finding practical
application of concepts Students will be grouped into 4 and they will create a 2
and skills in daily living minute simple komedya or moro-moro. They will choose
their own topic which discusses youth contribution to nation
building through arts.
Grouped will be given 5 minutes to discuss and rehearse

and 2 minutes for the presentation.
I. Making
generalizations and Question:
abstractions about the How are ideas/stories conveyed in a Philippine theatre?
lesson What can you say about Moro-moro? Give its
characteristics?
J. Evaluating learning Formative Assessment
Is it possible to promote peace and stop the conflicts

through komedya?
Answers will be by grouped through a 1-minute

Commercial
K. Additional activities for

application or Study the activity on pp. 129-130
remediation
V.REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lessons
D. No. of learners who
continue to require
remediation

E. Which of my teaching
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?

Grade 7
Quarter 4 Lesson 8
I.OBJECTIVES
A. Content The learner:
related to theater.
B. Performance The learner:
Standard  performs excerpts/ selections from Philippine musical
theater.
C. Learning Sing selection/s from chosen Philippine musical theater. (MU7FT-
Competencies IVe-h-7)
II. CONTENT Philippine Theatrical Forms
III. LEARNING
RESOURCES
A. References
1.Teacher’s pp.116
Guide pages
Material pages
3.Textbook
pages
4.Additional https://www.youtube.com/watch?v=iOFfLLMqPCU
Materials from https://www.youtube.com/watch?v=OAyxX8tDWHI
Learning https://www.youtube.com/watch?v=IqbME-OwVAY
Resources (LR) https://www.youtube.com/watch?v=6OtF3UanSMI
portal
IV.
PROCEDURES
A. Review
The teacher gives tips and reminders about the performance.
B. Establishing a The students were divided into four groups. Each group was assigned
Purpose of the to perform the following theatrical forms:
Lesson Group I- Ikaw Lamang
Group II- Bodabil
Group III- Tunay na Ina
Group IV- Bayani Casimiro
C. Presenting Present the Performance Rubrics and give a copy of each for
Examples of the evaluation.
New Lesson RUBRIC FOR CULMINATING ACTIVITY PHILIPPINE
THEATRICAL FORM (VOCAL PERFORMANCE)
CATEGORY 4 P0INTS 3 POINTS 2 POINTS 1 POINT
PITCH Virtually An Some Very few
no errors. occasional accurate accurate
Pitch is isolated pitches, or secure
very error but but there pitches.
accurate. most of the are
time pitch frequent
is accurate and/or
and repeated
secure. errors.

NOTE Notes are An A few Wrong
ACCURACY consisten occasional inaccurate notes
tly inaccurate notes are consistentl
accurate. note is sung y detract
sung but detracting from the
does not somewhat performan
detract from the ce.
from overall
overall performan
performan ce.
ce.
TONE Tone is Tone is Tone is The tone
QUALITY consisten focused focused, often not
tly clear and clear and in focused
focused, centered centered clear or
clear, and through but centered
centered the normal sometime regardless
througho singing s the tone of range
ut the range of is being
range of the voice. uncontroll sung
the voice. Extremes ed in the significantl
Tone has in range normal y
professio sometime singing detracting
nal s cause range of from the
quality. tone to be the voice. overall
less Extremes performan
controlled. in range ce.
Tone are usually
quality uncontroll
typically ed.
does not Occasiona
detract lly the tone
from the quality
performan detracts
ce. from
overall
performan
ce.
PREPAREDN Brings Almost Almost Often
ESS needed always always forgets
materials brings brings needed
to class needed needed materials
and is materials materials or is rarely
always to class but ready to
ready to and is sometime get work.
work. ready to s needs to
work. settle
down and
get to
work.
WORKING Almost Usually Often Rarely
WITH always listen to listens to listens to
OTHERS listens to shares shares shares
shares with and with and with and

with and supports supports supports
supports the efforts the efforts the efforts
the efforts of others. of others, of others.
of others. Does not but Often is
Tries to cause sometime not good
keep “waves” in s is not team
people the group. good team player.
working member.
well
together.
TOTAL
SCORE
Interpretation
(AL)
RUBRIC FOR CULMINATING ACTIVITY PHILIPPINE

THEATRICAL FORM
(STAGE PERFORMANCE)
CATEGORY 4 points 3 points 2 points 1 point
KNOWS THE The The The The
PERFORMAN learner learner learner learner
CE knows the knows the knows could not
stage stage some of tell the
performan performan the stage story of
ce well ce pretty performan the stage
and has well and ce, but did performan
obviously has not have ce without
practiced practiced practiced. using
the stage the stage May need notes.
presentati presentati notes 3-4
on several on once or times, and
times. twice. the learner
There is May need appears ill-
no need notes at-ease.
for notes once or
and the twice, but
learner the
speak learner is
with relatively
confidenc confident.
e.
PREPAREDN Brings Almost Almost Often
ESS needed always always forgets
materials brings brings needed
to class needed needed materials
and is materials materials or is rarely
always to class but ready to
ready to and is sometimes get work.
work. ready to needs to
work. settle
down and
get to
work.

WORKING Almost Usually Often Rarely
WITH always listen to listens to listens to
OTHERS listens to shares shares shares
shares with and with and with and
with and supports supports supports
supports the efforts the efforts the efforts
the efforts of others. of others, of others.
of others. Does not but Often is
Tries to cause sometimes not good
keep “waves” in is not good team
people the group. team player.
working member.
well
together
TOTAL
SCORE
Interpretation
(AL)
AVERAGE LEVEL AND INTERPRETATION

Level 4:-96-100% -EXCELLENT Performance!
Level 3:-89-95% - VERY GOOD Performance!
Level 2:-85-88% - SATISFACTORY Performance
Level 1:-75-84% - NEEDS IMPROVEMENT.
D. Discussing New
Concepts and
Practicing New
Skills #1
E. Discussing New
Concepts and
Practicing Skills #2
F. Developing
Mastery (leads to
formative
assessment)
G. Finding Each group of students will perform with their assigned Philippine
Practical Theatrical Forms. They are all going to apply all the knowledge and
Application of skills in performing theatrical form/s and be guided by the rubrics
Concepts and given.
Skills in Daily
Living
H. Making
Generalization and
Abstractions about
the Lesson
I. Evaluating Group performance guided with the rubrics given.
Learning
J. Post assessment using the evaluation tool.
Assignment/Agree
ment
V. REMARKS
VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
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 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?

Grade 7
Quarter 4 Lesson 9 and Lesson 10
I.OBJECTIVES
A. Content The learner demonstrates understanding of the musical characteristics
Standard of representative music from Mindanao.
B. Performance The learner performs music of Mindanao with appropriate expression
Standard and style.
C. Learning  Improvises simple rhythmic/melodic accompaniments
Competencies to selected music from Mindanao. (MU7LV-IlIc-h-5)
 Perform instruments/improvised instruments from
Mindanao, alone and or with others. (MU7LV-IlIc-h-6)
 Sing songs from Mindanao. (MU7LV-IlId-h-7)
II. CONTENT MUSIC OF MINDANAO
III. LEARNING
RESOURCES
A. References
1.Teacher’s p. 110
Guide pages
Material pages
3.Textbook pages
4.Additional
Materials from
Learning Resources
(LR) portal
IV. PROCEDURES
A. Review
The teacher will remind the learners the pointers to remember
during performance.
B. Establishing a CLASS CULMINATING ACTIVITY
Purpose of the Teacher may take a draw lots on what group will be the first to perform.
Lesson (use rolled papers with 1-4 numbers, or popsicle sticks with different
colors with assigned numbers on each color.)
C. Presenting 10 Minutes Preparation before the Performance.
Examples of the Review the rubrics below which was given a day before the
New Lesson performance and give each group a copy for evaluation.
CATEGOR 4 3 2 1
Y
Rhythm Appropriate Appropriate Most of the Constructi
materials materials construction on
were were materials materials
selected selected. were were not
modified in appropriate, appropriat
ways that but 1-2 e for the
made them were not. purpose.
even better
for the
purpose

Pitch The The The Pieces are
instrument instrument instrument missing or
shows shows is neatly falling off.
considerabl considerabl constructed Seems
e attention e attention but is fragile \”slapped
to to and will together\”
construction construction probably in a hurry.
. It is sturdy, . It is not stand up
neat and reasonably to being
will stand up sturdy and played
to repeated neat and more than
playing over will stand up once.
a period of to being
time. played
more than
once.
Dynamics Presenter Instrument Instrument Instrument
speaks is shown to is shown to is shown
loudly and class and its class and its to class
clearly. use is use is and is
Instruments demonstrat demonstrat named.
is visible to ed. The ed. The The
class and its instrument instrument student
use is is named is named cannot
demonstrat and the and the describe
ed. The process for presenter the
instrument making is describes a process
is named described few of the used to
and the clearly. It steps in make it or
process for was hard to making it. cannot
making it is hear the demonstra
described presenter. te it.
clearly.
Expression Class time Class time Class time Class time
and Style was used was used was not was not
wisely. wisely. always used
Much time Time and used wisely, wisely and
and effort effort went but student the
went into into clearly did student
planning, planning, some put in no
design, and design, and addtional additional
construction construction work at effort.
. The . Student home.
student could have
clearly put in more
worked at time and
home as effort at
well as at home.
school.
Tone Steps and Steps and Steps and Plan was
Quality materials materials materials seriously
were were were incomplet
outlined in a outlined in a outlined in a e or not
fashion that fashion that fashion but sequential

could be could be had 1-2 even after
followed by followed by gaps that teacher
anyone anyone require feedback.
without without explanation
additional additional even after
explanation explanation teacher
s. No s. Some feedback
teacher teacher was given.
help was help was
needed to needed to
accomplish acomplish
this. this.
TOTAL
SCORE
Interpretati Total Score/5
on (AL)
Note: Rubrics from LM p. 107

D. Discussing New
Concepts and
Practicing New
Skills #1
E. Discussing New
Concepts and
Practicing Skills #2
F. Developing
Mastery (leads to
formative
assessment)
G. Finding Practical Each group will perform their chosen music (vocal or instrumental/ Islamic
Application of or Non-Islamic) on stage. They are going to apply all the musical knowledge
Concepts and Skills and skills they have learned.
in Daily Living
H. Making Create a Values Continuum which you had in your presentation
Generalization and following the table below:
Abstractions about What went Right What went wrong
the Lesson
I. Evaluating The Teacher will announce the scores of each group and explains things for
Learning improvement on the next performance.
J. Review the past lessons about Music of Mindanao in preparation for the
Assignment/Agree third periodical exam.
ment
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.

B. No. of learners
who require
additional activities
for remediation
who scored below
80%
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 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?

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Grade 7 (MUSIC 4th Grading) PDF

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DETAILED

Detailed Lesson Plan in MAPEH Grade 7

1 | Region V/Daily Lesson Plan/2019-2020

Province: Sorsogon City Division EPS: Rico Estur

Team Member Role in the DLP Development

1. Rosemarie O. Del Pilar Writer/Demonstration Teacher

2. Lizel D. Lerios Writer/Demonstration Teacher

3. Julie Ann Jazareno Dela Cruz Writer/Demonstration Teacher

4. Sheila Estuaria Nepomuceno Writer/Demonstration Teacher

5. Hazel D. Herrera Writer/Demonstration Teacher

6. Richard Alaurin Delgado Writer/Demonstration Teacher

7. Karl M. Matabuena Writer/Demonstration Teacher

8. Emelinda H. Lanuza Writer/Demonstration Teacher

9. Edna D. Demdam Writer/Demonstration Teacher

10. Geraldo E. Gojar Writer/Demonstration Teacher

11. Dianne Rose N. Gojar Writer/Demonstration Teacher

12. Emelinda H. Lanuza Writer/Demonstration Teacher

13. Chairmaine D. Bautista Writer/Demonstration Teacher

14. Fatima Preciousa T. Cabug Layout Artist

2 | Region V/Daily Lesson Plan/2019-2020

Identifies musical characteristics of selected Philippine Festivals and theatrical forms

3 | Region V/Daily Lesson Plan/2019-2020

 Identifies musical characteristics of selected

4 | Region V/Daily Lesson Plan/2019-2020

5 | Region V/Daily Lesson Plan/2019-2020

6 | Region V/Daily Lesson Plan/2019-2020

(Use this format in your notebook/paper)

7 | Region V/Daily Lesson Plan/2019-2020

8 | Region V/Daily Lesson Plan/2019-2020

B. Performanc The learner:

A. Review  What are the similarities and differences in features described in

9 | Region V/Daily Lesson Plan/2019-2020

(The learner must use this format in their notebook)

Source: Music and Arts Learner’s Material, Page 118.

What is the name of the festival? The festival is

Instruments used Instruments used are

Tempo The tempo is

Rhythm Rhythm of the music is in

What is the name of the festival? The festival is Ati-atihan.

10 | Region V/Daily Lesson Plan/2019-2020

Instruments used Instruments used are:

11 | Region V/Daily Lesson Plan/2019-2020

CRITERIA 4 points 3 points 2 points 1 point

12 | Region V/Daily Lesson Plan/2019-2020

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F. Performa The learner:

15 | Region V/Daily Lesson Plan/2019-2020

Reflection: When music or drumbeats are heard, this signals a

16 | Region V/Daily Lesson Plan/2019-2020

NOTE: Learners opinion or interpretation should be respected

(The learners will use this format)

Music gives life to every performance. A live performance is visually

Source: Music and Arts Teacher’s Guide, Page 124.

 Their answers will be guided by this rubric:

5 points Student answered three or more reasons that are clear

P. Agreemen The learners will be asked to bring images or object representatives

They will be rated according to this rubric:

4 points The pictures or objects are complete and properly

17 | Region V/Daily Lesson Plan/2019-2020

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19 | Region V/Daily Lesson Plan/2019-2020

J. Performance The learner: