WEEKLY LEARNING PLAN
Quarter: FIRST QUARTER
Week: ONE (1)
MELC’s Module
Content Standards
describes the musical
characteristics of
representative music
selections from the
lowlands of Luzon after
listening.
Performance Standards
performs music of the
lowlands with appropriate
pitch, rhythm, expression
and
style
Learning Competencies
The learner:
1. identifies the musical
characteristics of
representative music
selections from the
Grade Level: GRADE SEVEN (VII)
Learning Area: MUSIC
Topics Classroom-Based Activities Home-Based Activities
A. Check what you already A. What I know (page 4)
know about this lesson to
Music of Lowlands of Modified TRUE or FALSE
take.
1 Luzon Folk Songs from
the Lowlands Answer What I know (page 4)
B. What’s New( page 5)
Modified TRUE or FALSE
Try to find 16 popular folk
B. What’s New( page 5)
songs in the puzzle.
Try to find 16 popular folk
songs in the puzzle.
Follow up questions:
Follow up questions:
1. Are you familiar with the
1. Are you familiar with the
given songs in this activity?
given songs in this activity?
2. How did they become
2. How did they become
familiar to you?
familiar to you?
3. Have you tried singing those
3. Have you tried singing those
songs before? How was it?
songs before? How was it?
4. Do you like listening to
4. Do you like listening to
those type of songs? Why or
those type of songs? Why or
why not?
why not?
C. The teacher will play music
of Folk Songs : C. Listen to some samples of
lowlands of luzon after (Note: The teacher may select
listening. MU7LU-Ia-1 some folk songs below for this
activity)
2. analyzes the musical
elements of some lowland 1. Magtanim ay ‘di Biro
vocal music selections
2. Bahay Kubo
MU7-
3. Leron Leron Sinta
LU-1a-2
4. Sitsiritsit
3. sings folksongs from
the lowlands of Luzon 5. Paru-parong
MU7LU-Ia-h7
6. Pamulinawen
7. Naraniag A Bulan
8. Manang Biday
9. Dudungwen Kanto
10. Bannatiran
11. Atin Cu Pung
Singsing
12. Doredo
13. Caca O Caca
14. Y Mariang Malagu
15. Patag a Bundoc
16. Sarung Banggi
Follow up Questions
1. What can you say with the
different time signatures
(meter) of the songs.
2. Analyze the emotions
Luzon lowland folksongs.
Using the YouTube links given
in the
Activity.( page 6)
try to browse for the sample
songs for your reference then
answer the questions on the
next page. Open the YouTube
link and listen to the given
music
Follow up Questions:
(page 8)
1. What can you say about the
lyrics of the folksongs?
2. What are the dialects used
in folksongs you just heard?
3. What can you say about the
translation of the dialects in
other languages?
4. Why do folk songs not
change the key signatures?
5. How do people become
familiar with the folksongs in
the community?
6. Based from the folksongs
that you have heard, how do
folksongs depict the
community’s tradition, culture,
communicated by each song and livelihood?
(love, anger,
happiness, suffering, etc.; and
3. Observe the speed of each
song. Do they have the same
tempos? Note: If you have no gadgets or
internet access at home. Do
4. Why do you think the
one from the options below.
composers of these p a r t i c u
l a r folk songs made
it that way? 1. You may try to sing some
folk songs that are familiar to
D. WHAT’S MORE (page 14)
you or in your area. (You may
E. WHAT I HAVE LEARNED check page 9-13 for sample
(page 15) folks songs lyrics) and answer
the questions given on page 8.
F. The Audition
Suppose you are going in an
audition about Folk Song 2. Try to write the lyrics of
singing. common folk songs you know
in your community in a short
mechanics for the audition:
bond paper and answer the
1. You are going to sing a folk questions given on page 8.
song from your region or
( e.g. Pala’wan Dialect Folk
province.
Songs; Cuyonon Dialect Folk
2. The performance can be a Songs)
capella or with accompaniment
(live or minus 1)
D. WHAT I HAVE LEARNED
3. Showcase your performance (page 15)
in front of the class.
E. ASSESSMENT - HELLO,
5. You will be graded based on MIND, TEST
the criteria given by your
 teacher. F. WHAT I CAN DO - BRING
IT ON
Perform a folk song that is
G. ASSESSMENT - HELLO,
different from your native
MIND, TEST
tongue. Refer to the
rubrics for performance guide.
Record your performances
using your cellphone or other
media devices and
submit it to your facilitator
through messenger, e-mail or
other media platforms.
(page 16)

Note: Try to borrow a cellphone

or media devices to your
relatives, friends or
neighborehood to accomplish
your performance. You may
also ask some assistance to
your parents for this
performance task.

A. The teacher will recall the A. Answer What I know

previous lesson in music. ( PAGE 2-3)
Content Standards Folk Songs and the B. WHAT’S NEW (page 4)
2 Rondalla B. Listening activity

demonstrates The teacher will play music Note: For this activity the
and students will identify teacher will provide a recorded
understanding of the musical instruments used in
musical the following music.
characteristics of 1. Sitsiritsit
representative music https://youtu.be/VlOvBedr0xA
from the lowlands of 2. Atin Cu Pung Singsing
Luzon https://youtu.be/2_dIP8s9Go8
3. Magtanim ay ‘di biro
4. Pamulinawen
Performance Standards
5. Sarong Banggi
https://youtu.be/
performs music of the
D3CT7nXiJv0
lowlands with appropriate
https://youtu.be/6bhLGt3dJXc
pitch, rhythm, expression
https://youtu.be/4a5cO5_SU-I
and
style
Follow up Questions:
 Which version is simpler?
 Are there any changes in the
Learning Competencies music elements used in your
The learner: version and in the
instrumental version?
1. explains the
distinguishing  What are those changes?
characteristics of
 How about the instrumental
representative Philippine
music selections from version? What are the different
Luzon in relation to its musical
culture and geography elements present?
MU7LU-Ib-3  What are the instruments
used? How does each
2. explores ways of
music samples of folk songs
1. Sitsiritsit
https://youtu.be/VlOvBedr0xA
2. Atin Cu Pung Singsing
https://youtu.be/2_dIP8s9Go8
3. Magtanim ay ‘di biro
4. Pamulinawen
5. Sarong Banggi
https://youtu.be/
D3CT7nXiJv0
https://youtu.be/6bhLGt3dJXc
https://youtu.be/4a5cO5_SU-I
Incase that you don’t have a
music player at home. Try to
listen in the radio especially
during sundays, most fm radio
plays old songs or folk songs.
Write your observation
Compare the “live version” to
the
instrumental version.
on the Venn diagram.
C. WHAT IS IT
(read the brief discussion of
producing sounds on a instrument sound?
variety of sources similar
to the instruments being
studied MU7LU-Ib-f-4
3. sings folksongs from C. Discussion.
the lowlands of Luzon
The teacher will show different
MU7LU-Ia-h-7
pictures of the following The
Rondalla Instruments :
1. Banduria
2. Laud and Octavina
3. Guitar
4. Bajo de unas
The teacher will discuss the
instrumental music (10
minutes)
Learners Activity:
1. Based on the discussion the
learners will fill-out the table
Analyze what musical
characteristics does each folk
song have that has
a direct influence from its
the
Lesson on page 5-7. It aims to
help you discover and
understand new concepts and
skills.
D. Discussion.
(Read WHAT IS IT on page 5-
7)
ACTIVITY
Based on what you have read,
fill-out the table on page 7.
1. Choose two folk songs with
different places of origin.
2. Analyze what musical
characteristics does each folk
song have that has
a direct influence from its
place of origin.
E. Answer WHAT I HAVE
LEARNED (page 9)
F. Answer the ASSESSMENT
( page 10-11)
G. WHAT I CAN DO (page 12)
Perform a simple folksong with
an introduction about its place
of origin and its meaning.
place of origin. Record your performances
using your cellphone or other
media devices and
submit it to your facilitator
2. Stop, Look and Listen through messenger, e-mail or
other media platforms.
Let the learners listen and
analyze the music sample
listed on the table provided
Note: Do the activity on page
and distinguish the elements
13. Only for those who have no
of music.
mobile devices at home.
Tempo
- slow, moderate, fast
Melody
- was it played in the higher
register or the lower register?
Meter
- duple, triple, quadruple
Timbre
- what kind of sound was
produced (dark, light brilliant,
tremolo,
legato)
Texture
- homophonic, polyphonic,
monophonic
Dynamics
- soft, moderate, loud
Mood
- happy, sad, lazy

D. WHAT I HAVE LEARNED

The teacher will assess the
learners by asking them some
follow up questions about the
audio sample provided.
E. ASSESSMENT
( answer the assessment page
10-11)
F. Teake home activity to be
performed on next class
schedule
 WHAT I CAN DO
Perform a simple folksong with
an introduction about its place
of origin and its meaning

Learning Competencies Liturgical Music

3 A. Let the learners recall what
The learner: they already know about the A. WHAT I KNOW (page 2)
lesson to take by providing a
1. explores ways of Modified True or False. Write
pretest about liturgical music.
producing sounds on a AMEN if the statement is true
variety of sources that is Let the learners analyze the and if not encircle the
similar to picture.
wrong word and write the
the instruments being correct answer.
studied MU7LU-Ib-f-4
Ask them B. WHAT’S NEW (page 3)
2. improvises simple with follow
analyze the picture and
rhythmic / melodic up questions:
answer the questions given.
accompaniments to
(see page 3 )
selected music
from the lowlands of C. WHAT IS IT (page 7-10)
Luzon. MU7LU-Ic-f-5
1. Read the statement.
3. creates appropriate
movements or gestures to
Let the learners analyze the
accompany the music 2. Group the pictures into two
next picture. Let them
according to characteristics or
selections of the Lowlands compare the two.
features and particular
of Luzon MU7LU-Ia-h-8
Ask them functions or events they
4. evaluates music and with follow portray. (page 5-6)
music performances up
applying knowledge of questions:
musical 3. Let Us Feel the Presence
elements and styles (see page 3 ) of Our Creator (page 7)
MU7LU-Ic-h10
B. WHAT IS IT (page 4-10) Activity: Open the YouTube
link and listen to the given
The teacher will discuss the
music. Compare the musical
music that is used in liturgical
celebrations. elements of a Gregorian chant
from a current Liturgical song.
C. Let the learners observe the
different illustrations provided Write your answers on the
by the teacher. table
D. Let them group the pictures D. WHAT’S MORE (page 11)
into two according to
characteristics or features and
E. WHAT I HAVE LEARNED
particular functions or events
(page 11)
they portray.
Write your own reflections
E. With the help of a laptop or
about what you learned from
Projector, and speaker, have the lesson.
the students listen to the
audio of Liturgical songs.
F. ASSESSMENT (page 12)
After listening to these songs,
The learners are going Modified True or False. Write
AMEN if the statement is true
to identify the musical
and if not encircle the wrong
elements
word and write the correct
that they have noticed present answer on the space provided
in each song. (See page 9-10) before each number.
F. The teacher will give a follow G. WHAT I CAN DO (page13)
up questions and
Now that you can identify a
explanations.
liturgical music from other
types of music, choose
G. Let the learners give a liturgical song or song in
their inner thoughts
Regarding on how they would
react if...
1. a rock band accompanies
the choir in the Holy Mass?
your own church.
Record your performances
using your cellphone or other
media devices and submit it to
your facilitator through
messenger, e-mail or other
media platforms.

2. a beginner choir sings (See rubrics on page 13)

proudly during the mass?

Note: If recording is not

3. the best choir in the parish possible, prepare for a live
sings a chorale arrangement of performance. The schedule will
the pop song “Ikaw at be given by your teacher.

Ako” (sung by Moira) during

the communion procession?

H. Let the learners write their

own reflections about what
they learned from the lesson.
I. ASSESSMENT
(See page 12)
J. Performance Activity
(See Rubrics page 13)
Let the learners choose
a liturgical song or song in
their own church.
 K. Allow the students to
practice their chosen song, the
performance will be in front of
the class.
Learning Competencies 4 Music of Lowlands of A. Preliminary activity A. Answer page 2-3 WHAT I
Luzon B. Reviewing of previous KNOW
The learner: lessons
Devotional Music and C. Presenting New lessons B. Time to read WHAT’S NEW
1. explores ways of
Brass Band (page 4-5)
producing sounds on a
The teacher will post a
variety of sources that is C. Continue to read and
pictures of different
similar to discover WHAT IS IT (page 5-
community celebrations and
9)
the instruments being let the learners examine the
studied MU7LU-Ib-f-4 pictures : D. Activity
2. improvises simple PITCH PERFECT (page 10)
rhythmic / melodic
Based on the sound samples
accompaniments to
provided, rate the instruments
selected music from
according to pitch range (5 as
the lowlands of Luzon. the highest and 1 the lowest)
MU7LU-Ic-f-5 and the tone quality (5 is the
thickest, and
3. creates appropriate
movements or gestures to 1 is the thinnest).
accompany the music
COLOR THE BOXES WHICH
selections of the Lowlands CORRESPONDS TO YOUR
of Luzon MU7LU-Ia-h-8 Guide Questions:
1. Have you experienced one of CHOICE.
4. evaluates music and these in your community?
E. The Percussion Family
music performances
2. How often does this activity
applying knowledge of (page 11)
happen?
musical
F. Now, let’s put your
3. Do you think this activity
elements and styles knowledge into action (page
also happens in other places?
MU7LU-Ic-h10 12)
Let the learners analyze the

Learning Objectives
In this module, you will
be able to:
A. identify the d i f f e r e
n t mu s i c a l e l e m e n
tsincorporatedin
t h e Luzon
lowlands devotional
music,
B. create an audio
recording of a religious
music in an activity in
your
local community and
evaluate the performance
applying knowledge of the
musical elements
C. deepen the
understanding of the
religious activity by
distinguishing the
musical elements used.
D. Provide a rhythmic
accompaniment to songs
of different devotional
activities
of Luzon.
three illustrations and
distinguish the
similarities and their
differences by providing
answers in the venn diagram.
D. Discussion:
WHAT IS IT ( page 5-9)
With the help of power point
presentation the teacher will
explain that the Lowlands of
Luzon have various Christian
traditions which are used by
different communities and
believed to have a large impact
in preserving our culture and
faith.
Listening activity #1:
Learners will listen to different
sounds of the following
instruments while the teacher
WHAT IF (page 12- 13)
Imagine yourself in the
following situations, how
would you react to it?
Write your reactions or ideas
on the space provided.
G. WHAT I HAVE LEARNED
(page 13)
H. ASSESSMENT (page 14)
I. WHAT I CAN DO
(page 15-17)
Note: If recording is not
possible Choose between the
three Cuyunon folk song
(Kingking, Layang Pasyak,
Tarinting)
Sing your chosen song.
Prepare for a live performance.
The schedule will be given by
your teacher.
provides description of each
instruments:
The Brass Wind Family
1. The Trumpet
2. The Trombone
3. The Sausaphone
The Woodwind Family
1. The Flute
2. The Piccolo Flute
3. The Clarinet
4. The Saxophone
The Percussion Family
1. The Snare Drum
2. The Base Drum
3. The Cymbals

Listening Activity #2:

Activity
PITCH PERFECT (page 10)
(the teacher will give
instruction about this activity)

Based on the sound samples

provided, rate the instruments
according to pitch
range (5 as the highest and 1
the lowest) and the tone
quality (5 is the thickest, and
1 is the thinnest).

Listening Activity #3
Let’s put your knowledge into
action

The teacher will provide an

audio sample of each
religious celebration, the
learners will analyze each
music by completing the table
below. Describe and
explain how the elements were
used.

Presenting examples and

instances:

Let the learners imagine

themselves in the following
situations:
Let them speak and react to it?
WHAT IF…
1. we were not colonized by the
Spaniards?
2. the Pasyon or Pabasa will be
done by today’s youth?
3. those kinds of music were
not used in the celebrations or
occasions?

Abstractions about the

lesson
The teacher will ask these
questions.
1. Brass bands play an
important role in religious
celebrations how?

2. These devotional
celebrations became popular
during the early times can you
explain why?

Learning Competencies 5 Secular Music
The learner:
1. provides harmonic
accompaniments to
selected music of the
Lowlands of
Luzon MU7LU-Id-9
2. improvises simple
rhythmic/melodic
accompaniments to
selected music from
the Lowlands of Luzon
MU7LU-Ic-f-5
3. evaluates music and
music performances
applying knowledge of
musical
elements and styles
MU7LU-Ic-h10
4. explores ways of
producing sounds on a
variety of sources that is
E. Evaluating learning (page
14)
F. Provide a necessary
performance tasks (see on
pages 15-17)
A. Teacher will recap on the
last topic.
Passion for Harana and
Let the learners complete the
Balitaw
fish bone diagram by providing
ideas/concepts about sacred
music from the lowlands of
Luzon, distinguishing the
characteristics of a given
sacred music using the
musical elements.
Follow up Questions:
1. What are the 3 important
Hello! Are you doing great
today? Are you ready for more
activities like
listening, learning and
performing music from
lowlands of Luzon?
Let’s see your background
knowledge about the topic.
A. Answer WHAT I KNOW
(page 3)
B. WHAT’S NEW (page 4-5)
complete the fish bone
diagram
C. WHAT IS IT (page 6-10)
D. WHAT’S MORE ( page 11-
13)
E. WHAT I HAVE LEARNED
(page 14)
F. ASSESSMENT ( page 14)
similar to things that you have learned G. WHAT I CAN DO
about sacred music
the instruments being IT’S SHOW TIME! (page 15-18)
studied MU7LU-Ib-f-4 and its musical elements?
2. As far as sacred music and
musical elements are
concerned, what questions Note: If recording is not
Learning Objectives possible?
remained unanswered to your
In this module, you will mind? Now this is my challenge for
be able to: you! Let us revive Filipino
B. Presenting instances of
serenade; one of our cultural
A. differentiate the the new lesson
icons!
characteristics of harana
Let the learners examine the
and balitaw; Do you want to serenade your
pictures and give their
friend? Compose a simple
B. distinguish the thoughts about it.
harana for him/her.
appropriate musical
instruments and Use the appropriate tempo and
ensembles to be used in beat of harana music. You may
also use the rubrics on
accompanying harana
and balitaw; page 16-18 as guide for your
performance.
C. create simple rhythmic
and harmonic
accompaniments to Identify the differences
selected harana between picture A and picture
and balitaw music; and B
D. evaluate the music and
music performances of
C. Discussion:
harana and balitaw by
using Secular Music: Harana and
Balitaw
the musical
elements/styles and its D. compare and contrast the
relation to its characteristics and elements of
geographical background the songs you
and culture. just heard in terms of the
following:

E. Developing Mastery

Let the learners distinguish

the similarities and differences
between Harana and Balitaw
by
applying their understanding
of its musical elements.

F. Generalize their idea about

the musical characteristics of
those songs, and the
appropriate
musical instruments and
music ensembles that may be
used to accompany and to
enhance the performance of
these songs.
G. Provide an assessment
activity
H. Let the learners do the

I. “IT’S SHOW TIME!” Activity

(page 16-17) for their

performance about this lesson
Learning Competencies:
The learner
1. improvises simple
rhythmic/melodic
accompaniments to
selected music
from the lowlands of
Luzon (MU7LU-Ic-f-5)
2. evaluates music and
music performances
applying knowledge of
musical
elements and styles.
(MU7LU-Ic-h10)
3. creates appropriate
movements or gestures to
accompany the music
selections of the Lowlands
of Luzon (MU7LU-Ia-h-8)
6 Secular Music A. Check the learners
background knowledge about
Elements of Polka and
the topic.
Kumintang
(What I know- pages 2-3)
B. The learners will watch a
video about the following
Secular Music :
1. Harana
2. Balitaw
3. Kumintang
4. Polka
5. Kundiman
C. Presenting examples /
instances of the new lesson.
Let the learners give their
inner thoughts regarding the
video they have watch.
The learners will compare
these to the variety of music
Let’s see your background
knowledge about the topic.
B. WHAT I KNOW (page 2-3)
C. WHAT’S NEW -
LET’S GET STARTED
Before we explore more secular
music, let’s talk about
Batangas Lomi.
1. What made you name those
ingredients easily? How were
you able
to identify those ingredients?
What were your
considerations?
2. Among the ingredients that
you have listed, which is the
most important
one? Why?
3. If you will be instructed to
remove 3 ingredients due to
we have today.
D. Discussion:
(See What is It- pages 6-8)
The teacher will discuss the
following Secular Music
1. Kumintang
2. Polka
Let the learners give their own
understanding about the
secular music.
Ask the learners among
secular music which has a
comparison to our music
today?
E. WHAT’S MORE (page 9-11)
Assess the sample
performances of kumintang
and polka by applying your
knowledge of the musical
elements.
F. BRING IT ON
It’s time to showcase your
skills!
Performance Guidelines and
Mechanics: (see page 14-15)
limited supply,
which ingredients are you
going to remove? Why?
4. Is it necessary to remove 2
or more ingredients in cooking
Batangas lomi?
Why or why not?
Batangas
Lomi:Hungryyy?????
(page 3-4)
D. Let’s Ponder!
Like food, every music has its
own ingredients that would
describe its savors and flavors.
You are going to discover the
unique elements present in
kumintang and polka.
E. Work on this! (page 5)
Read this ->WHAT IS IT
Secular Music: Kumintang and
Polka (page 6-8)
F. WHAT’S MORE (page 9-11)
Assess the sample
performances of kumintang
and polka by applying your
knowledge of the musical
elements.
 1. Let them practice.
2. Let them perform in front of
the class.
A. WHAT I HAVE LEARNED
Write your reflection about the
topic. (page 12)
This will serve as their take
home assignment.
G. WHAT I HAVE LEARNED
Write your reflection about the
topic. (page 12)
H. Answer the ASESSMENT
(page 12-13)
I. WHAT I CAN DO - BRING IT
ON
It’s time to showcase your
skills!
Performance Guidelines and
Mechanics: (see page 14-15)

Note: If recording is not

possible try to do the
additional activity as
alternative (see page 15)

Prepared by: Noted by:

_________________________ _______________________________
Subject Teacher/s Department Head
Approved by:
HAYDEE L. MADRIÑAN
Principal II