WORKSHEET 1: Determining the Performance Task
UNIT PERFORMANCE
STANDARD
{What are students expected to be
able to do?}
The learner performs music of the
lowlands with appropriate pitch,
rhythm, expression and style.
TRANSFER GOAL
{What in the long run after JHS can
students do on their own with what
they learned}
The students on their own and in
the long run will be able to perform
vocal or instrumental music of the
lowlands to enrich one’s cultural
identity.
PERFORMANCE TASK
SCENARIO
{What real life situation can students
put themselves in where they can
perform the transfer goal?}
There is much foreign music
that invaded our land. With this,
the Laguna Tourism Culture
Arts Office (LTCAO) is
organizing a gathering that will
inspire students to appreciate
and perform music of the
lowlands. With expertise on
tone, quality, pitch, rhythm, and
style, the students will perform
solo, duet and in group to sing
different genre to promote the
cultural identity of the region.
We will invite students from the
different school around the
vicinity of the school.
 WORKSHEET 2: Aligned Classroom Instruction Design (ACID) Plan

Grade: 7 Quarter: 1st

Core Subject Title: Music 7 No. of Hours/Semester: 10
hours/quarter
Core Subject Description: ____________________
Culminating Performance Standard: There is much foreign music that invaded our land. With this, the
NCCA is organizing a gathering that will inspire students to appreciate and perform music of the
lowlands. With expertise on tone, quality, pitch, rhythm, and style, the students will perform solo, duet
and in group to sing different genre to promote the cultural identity of the region. We will invite students
from the different school around the vicinity of the school.
Quarter 1st :
Learning
Highest Enabling Strategy to Use in
Competencies Highest Thinking Skill
Developing the Highest Thinking Skill
to Assess
Content Performan Re-grouped to Assess
Conten
Standar ce Competenci
t KU es Assessment
ds Standards RBT Enabling
D Technique
Lev General Teaching Strategy
el W Q Strategy
PC
W A
Music of 1.
Luzon ( Applyin
g
Lowlands 2. Ide
) analyzi
ng ntifi
Geograp
The 3. cati 1.Connection
hical and evaluati
Learner The learners on, 2. Communication
Cultural 1.U ve
demonstrat should be able to: 4. Diff 3. Reasoning
Backgrou 2. U
es The learner 1. LC1 applyin ere 4. connection
nd 3. D g Ident
understandi performs music 2. LC2 ntia 5. Reasoning and
1. Vocal 4. U 5. ificat
ng of the of the lowlands 3. LC3 Creatin tion proof
Music 5. D ion
musical with 4. LC4 g , 6. connection
a) 6. U 6. and Performances
characterist appropriate 5. LC5 Enu 7. connection
Performa 7. U applyin Perf
ics of pitch, rhythm, 6. LC6 g mer 8. Reasoning and
nce 8. D orm
representati expression and 7. LC7 7. atio proof
practice; 9.D applyin ance
ve music style. 8. LC8 n, 9. Reasoning and
b) Folk 10. D g
from the 9. LC9 8. Per proof
songs;
lowlands of 10.LC10 Creatin for 10. Reasoning and
c) Sacred g
Luzon. ma proof
(Liturgical 9.
Creatin nce
and
g
Devotion 10.
al) music: Evaluati
Mass, ng
Pastores,
Senakulo
, Pasyon,
Salubong
, Flores
de Mayo,
Santacru
zan;
d)
Secular
music:
Harana,
Balitaw,
Kumintan
g, Polka;
e) Art
music:
Kundima
n.
2.
Instrume
ntal
Music
a)
Rondalla;
b) Brass
Band;
c)
Musikong
Bumbong
l
d)
Bamboo
organ;
e)
Angklung
ensemble
;
f).HimigP
angkatKa
wayan
 WORKSHEET 3: Teaching Guide
1st Quarter – Music

TOPIC/LESSON NAME Music of Luzon ( Lowlands) Geographical and Cultural Background

CONTENT STANDARDS The Learner demonstrates understanding of the musical characteristics of representative music
from the lowlands of Luzon.
PERFORMANCE STANDARDS The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.

The learners should be able to:

1. LC1
2. LC2
3. LC3
4. LC4
LEARNING COMPETENCIES 5. LC5
6. LC6
7. LC7
8. LC8
9. LC9
10.LC10

SPECIFIC LEARNING OUTCOMES

TIME ALLOTMENT 60 minutes

LESSON OUTLINE:
1. Introduction : Review any learnt song from any place in the Philippines.
2. Motivation : Sing with the learners an example of the song of lowlands.
3. Instruction : Discussion: definition, characteristics, format and types, and selection criteria.
4. Practice : Answer the following pages: 23-25
5. Enrichment : Search for Luzon highlands and lowlands songs. Study at least one song.
6. Evaluation : Assessment of learner’s knowledge through performance.

MATERIALS laptop, and textbook.

RESOURCES Active MAPEH 7 PP. 2-32 and Honing Your Skills through MAPEH 7 pp.3-30
 PROCEDURES MEETING THE LEARNERS’
NEEDS

1. INTRODUCTION Teacher Tip:

Present topic titles of music of Luzon lowlands

2. MOTIVATION Teacher Tip:

Sing with the learners an example of the song of lowlands-
a. Atin Cu Singsing p.23 b. Pasyon p.16 c. Sing Christmas carols
d. Listening:Recordings:• Gloria from Pequena Misa Solemnis (composed by Marcelo
Adonay, performed by Novo Concertante)
http://www.youtube.com/watch?v=j8aTQhio9Pc• Canticorum Jubilol/Da Pacem
Domine (performed by Tiples de Sto. Domingo, CCP) http://
www.youtube.com/watch?v=EFFnWd3GHmA• Bamboo Organ•
http://www.youtube.com/watch?v=uv2y_goeYxE• Pastores, A Waray Christmas
Tradition• http://www.youtube.com/watch?v=tBxZaiD0roU• Panunuluyan (Maytinis)•
http://www.youtube.com/watch? v=3mqMSFv5S3c&feature=related• Komedya Ilokana
by Ed Antonio• http://www.youtube.com/watch?v=Fsw_z0-JW3Y Inay (Senakulo
2010) http://youtu.be/KdbqViEEuGU Philippine Pasyon (Passion of Christ)
http://www.youtube.com/watch?v=WOeIbLIV0L4 Salubong 2010: Sta. Maria, Bulacan
http://www.youtube.com/watch? v=XnHNCdjIwoE&feature=

3. INSTRUCTION Teacher Tip:

Discussion: definition, characteristics, format and types, and selection criteria.
II. Music of Luzon Lowlands
A. Liturgy and Devotional Music
1. The mass-
2. Pastores- Tagalog carolers go singing from house to house through town streets
during advent at the start of the liturgical year. Young adults practice this during
Christmas time singing for alms.
3. Senakulo- A stage drama of the Passion of the Christ presented during Holy Week.
4. Pabasa- Is a chanting of the Pasyon that is a narrative verse of the life and passion
of Jesus Christ.
5. Salubong- It begins with the separate processi0ns of the veiled Mother Dolorosa
and the risen Christ during Easter Sunday celebration.
6. Komedya-Is a musical drama showing the conflict between Christians and Moro.
B. Colonization-Influenced Music
1. Rondalla-is an ensemble composed of stringed instruments played with the picked
or plectrum.
Parts of the Rondalla-
The rondalla instruments are the bandurria, the laud, the octavina, the guitar and the
bass-guitar (bajo de uñas).
a. the Bandurria is the mainstay of the group. It has the biggest number of players in
the family of instruments.
b. Laud-Shaped like the bandurria, but it is bigger with a longer neck and with two f
sound holes, usually plays the lower notes in accompaniments, counterparts, and in
unison with the bass. The old original laud, better known as the "lute", has a round
body in the shape of a half pear, a flat neck with seven or more frets, and a separate
pegbox bent back at an angle.
c. The octavina or Philippine octavina is a guitar-shaped Filipino instrument with a
tuning similar to the laúd. Originally a Spanish instrument, the octavina was soon
incorporated into other cultures, notably including Filipino culture
d. Guitar-Six(6)-stringed with long fretted neck which can be plucked with the fingers
or with a plectrum, larger body as the octavina with round sound hole, plays the
accompaniments, but it also plays melodies and counterparts, provides the permanent
rhythm for the group using chordal and arpeggio accompaniments.
e. Bajo de unas- Bajo de Uñas- a bass guitar which looks like a big guitar and is
played by a plectrum. It plays the bass part and serves as a rhythmic support.
2. MusikongBumbong- an ensemble which was introduced during American and
Japanese era so with the performance of the Philippine Constabulary Band in 1909.
4. PRACTICE Teacher Tip:
Answer the following pages:24-25

5. ENRICHMENT Teacher Tip:

Search for Luzon highlands and lowlands songs. Study at least one song
 6. EVALUATION Teacher Tip:
Assessment of learner’s knowledge through performance.