Republic of the Philippines

Department of Education
Region V
Regional Center Site, Rawis, Legazpi City 4500

School Grade Level Grade 7

Teacher Learning Area MAPEH

Teaching Dates &

Quarter First quarter
Time

DETAILED LESSON PLAN (DLP) IN MAPEH

Music: Liturgical and Devotional Music

I. OBJECTIVES

A. Content Standards The Learner demonstrates understanding of the characteristics of Music from the lowlands of Luzon.

B. Performance The Learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
Standards
C. Learning Learning Competency: Explains the distinguishing characteristics of representative Philippine music
Competencies/Obje selections from Luzon in relation to its culture and geography. (MU7LU-Ib-3)
ctives
(Write the LC Code A. Explains the distinguishing characteristics of Liturgical and Devotional Music of Luzon specifically
for each) Bicol Region in relation to its culture and geographical location through video analysis.

B. Create concepts of Liturgical and Devotional Music of Bicol region through a variety presentation.

C. Make a reflection message based from their experience and presentation conducted.

II. CONTENT Liturgical and Devotional Music

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Music and Arts Teachers Guide Grade 7 pp. 20-24
pages
2. Learner’s Music and Arts Learners Module Grade 7 pp. 19-24
Materials pages
3. Additional
Material for
Learning
Resource(LR)
portal
4. Other Learning https://prezi.com/m/mzhpmivye6o3/music-of-the-lowlands-of-luzon/
Resource
mygrade7music.blogspot.com/2014/05/music-of-lowlands-of-luzon-1-music-for.html?m=1

IV.PROCEDURES

A. Review The teacher will ask the learners to

recall the different folksongs of
Luzon(lowland) through crossword
puzzle for 5 minutes.
 Answers:
1. Atin Cu Pung SingSing
2. Pamulinawen
3. Bahay Kubo
4. Sitsiritsit
5. Paru Parong Bukid

B. Presentation of the *The teacher will read the objectives of the lesson.
Lesson
This activity is intended for schools without much
technology
*The teacher can sing locally made liturgical and
devotional music and/or can let the students sings some
examples of liturgical and devotional music. Also, the
teacher can flash pictures taken on actual conduct of
liturgical and devotional music.
This activity is intended for technology-
oriented school
* The teacher will let the students watch a
video presentation of the different Liturgical
and Devotional Music of the Bicol region for
10 minutes.
Sample Mass song in Bicol: (The teacher can also use the following links
below as suggested instructional materials)
*Ama Niamo Liturgical Devotional
Source: https://m.youtube.com/watch?v=xOXmiTEAN2w Mass Pasyon
Salubong
* Kordero kan Diyos
Flores de Mayo
Source:
Santa Cruzan
https://www.youtube.com/watch?v=3cPMHIl47R0
Pasyon: https://m.youtube.com/watch?
*Kamurawayan sa Diyos v=JNBqOorodF4&t=18s
Source: https://m.youtube.com/watch?v=9gTEyAwPgoA https://m.youtube.com/watch?
v=k32Nz5cYh0Y&t=25s
Pasyon Salubong: https://m.youtube.com/watch?
v=IA3QWLZo8HE
Flores de mayo & Santacruzan:
https://m.youtube.com/watch?
v=94QjRvWHKus

(the teacher may modify or choose any other

song familiar to their locale.

Source:https://sa.kapamilya.com/absnews/
abscbnnews/media/abs-cbnnews/a_images/azure/
20140415_pabasa_lent-aa.jpg

Salubong
Source: http://www.bicolstandard.com/2014/04/salubong-
virac-cathedral-catanduanes.html

Flores De mayo
Sources:
https://bulusanruralvagabond.wordpress.com/2014/05/17
/flores-may-rites-of-bulusan-1/

Santa Cruzan
 Source: http://ffemagazine.com/flores-de-mayo-queen-
festivals/
C. Development of the
Lesson This activity is intended for schools without
much technology
*After the singing or flashing of pictures, let the
students explain the distinguishing
characteristics of Liturgical and Devotional
Music of Luzon specifically Bicol
Region in relation to its culture and religion
through its tone, melody, color, and
graphical illustration.
Semantic Web
This activity is intended for technology-oriented
school
*After the video presentation, the learners will explain the
distinguishing
characteristics of Liturgical and Devotional Music of
Luzon specifically Bicol Region in relation to its culture and
religion in a form of semantic web.
*This will be done in a facilitated discussion for 10
minutes.
Semantic Web
 LITURGICAL LITURGICAL
MUSIC MUSIC

(*Another semantic web for Devotional Music.) (*Another semantic web for Devotional Music.)

D. Evaluation *The teacher will allow the students to demonstrate concepts of the Liturgical and Devotional Music of Bicol
region through a variety presentation. The class will be divided into four (4) groups with the following task:

 Group 1. Pasyon/Mass (the students will sing either a pasyon or mass song)
 Group 2. Salubong (the students will present the task through a
dramatization)
 Group 3. Flores de Mayo (the students will perform a devotional act through a dance performance)
 Group 4. Santacruzan (the students will interpret a santacruzan through a visual timeline
presentation)

*This activity will have a 15 -minute preparation. Each group will be given a two-minute presentation.

Group presentation: The class will present their assigned task and will be graded based from the given
rubrics.

Presentation Rubric
Name/Group No.: _____________________________Date: ___________________

Skills 20 points 15 points 10 points 5 points Score

Elements Elements Elements are Elements are Needs
Music: Rhythm, are clearly slightly slightly significant
Melody, Dynamics observed, observed, observed. improvement
(for group 1) well well in all aspects.
executed, executed, and
Drama: Character, and organized.
Dialogue, Plot organized.
(for group 2)

Dance: Body, Form,

Direction
(for group 3)

Visual Arts: Line,

Form, Color
(for group 4)

Clarity of Concept The The The The

and Appeal presentation presentation presentation presentation
has a superb has a good needs needs
appeal and concept and improvement significant
concept. It is better visual and concept improvement
clearly acuity. calls for in all aspects.
understood further
and has reviews.
exemplary
visual acuity.
Delivery, Mastery of The The The The
Content presentation presentation presentation presentation
has a superb has a good needs needs a
delivery, and delivery and improvement thorough and
 mastery is mastery is and consistent
strictly somehow steps/words improvement
observed. shown. must be in both
memorized delivery and
and mastery.
understood.
Cooperation/ All of the Only 85% of Only 50% Only 25% of
Participation group the group of the group the group
members members members members
participated participated in participated in participated in
in the the the the
presentation. presentation. presentation. presentation.
Use of Time The group The group The group The group
uses the has exceeded has exceeded has exceeded
time allotted 2 minutes of 3 minutes of 5 minutes of
for the the time the time the time
presentation allotted in the allotted in the allotted in the
productively presentation presentation presentation
and and does not and does not and does not
efficiently. show show show
efficiency and efficiency and efficiency and
productivity. productivity. productivity.

Total Score: ____________

* After the presentation, each group shall have a representative that will give a reflection message or a
statement for a minute based from their experience and presentation conducted.
E. Assignment / What are the existing practices of your Barangay when it comes to patronizing liturgical and devotional
Agreement music? You can bring audio recordings, picture, or a story written if any to identify similarities and
differences of the practices observed.

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?
Annex 1B to Deped Order No. 42, s. 2016

Group 4. Santacruzan (the students will interpret a santacruzan through a visual timeline presentation)

History

Flores, from Spanish flores or “flowers,” also known as Flores de Mayo (flowers of May), Flores de Maria (flowers of Mary) or alay (offering), may refer to the whole
Flower Festival celebrated in the month of May in tribute to the Virgin Mary . The Santacruzan was a novena procession remembering St. Helena’s mythical finding
of the cross.

324 AD

St. Helena was the mother of Constantine the Great. According to legends, 300 years after the death of Christ, at the age of 75, she went to Calvary to conduct a
search for the Cross. After some archeological diggings at the site of the Crucifixion, she unearthed three crosses. She tested each one by making a sick servant lie
on all three. The cross where the servant recovered was identified as Christ’s. St. Helena’s feast day falls on August 8 but the anniversary of the finding of the Cross
is on May 3rd, in the Philippines, this celebration took the form of the Mexican Santa Cruz de Mayo.

1800

This Filipino tradition (“The Queen of May Festivities”), introduced by the Spanish conquerors, is more than 100 years old and lives on even in Europe and America.
Filipino Communities and Associations all over the world rejoice the Santacruzan with the same pageantry and glamour as the townsfolk in their homeland.
Filipino-Americans in New Orleans uphold the tradition courtesy of The Franzuela Family. In Europe, the Euro-Santacruzan is hosted by The Filipino Community in
Belgium. In the month of May, Filipinos don’t need to stop to smell the flowers.

It is also stated that Flores de Mayo are one of the many influences by the Spaniards to the Philippines culture and tradition.
 Prepared by:

Daren L. Tejada, MT-I Mark Glenn L. Tejada, T-III Harmel Rose G. Vargas, T-I
Irosin North High School Bulan National High School Gallanosa National High School
(SDO)Sorsogon Division Office (SDO)Sorsogon Division Office (SDO)Sorsogon Division Office