Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division of Laguna
Don Manuel Rivera Memorial Integrated National High School
Bulilan Sur, Pila, Laguna
Teacher: BRYAN MON G. ROSA Subject: MAPEH - Music Educ.
Date: January 17, 2024 Grade & Section: Grade 10 – ZORILLA
Time: 2:30-3:15 Quarter: Second

I. LEARNING OBJECTIVES
A. Content  The learners demonstrates understanding of characteristic
Standard features of Afro-Latin American music and Popular music
B. Performance  The learner performs vocal and dance forms of Afro-Latin
Standard American music and selections of Popular music
C. Learning At the end of the lesson, the students should be able to:
Competencie  evaluates music and music performances using guided rubrics
s MU10AP-IIa-h-10
D. Specific Objectives
 Cognitive a. define and categorize the three eras of Original Pilipino Music
 Affective b. show appreciation towards OPM songs, singers and composers

 Psychomotor c. perform selected Original Pilipino Music using guided rubrics

II. CONTENT ORIGINAL PILIPINO MUSIC
III. RESOURCES
A. References Horizons Music and Arts Appreciation for Young Filipinos (pp. 80 - 82)
B. Learning
HORIZONS
Resources
C. Teaching
Deductive method, Activity-based Approach
Method
D. Additional
Materials https://r2.lms.deped.gov.ph
from Portal
E. Supplies PowerPoint Presentation, Laptop, Visual Aids
IV. PROCEDURE
Indicators
A. Preliminary
Activities 1. Prayer
2. Establish class norms and expectations Indicator 5
that promote a learning focused Established safe and
secure learning
environment
environment to
3. Checking of attendance enhance learning
through the consistent
implementation of
House Rules policies, guidelines and
procedures.
1. Put your cell phones in silent mode.
2. Raise your hands when you want to say
something.
3. Show respect to somebody reciting by being
attentive to what he/she is saying.
4. Be cooperative in the group activities but
avoid creating noise.

B. Activity “GAME TIME: WALEY OR TRUELI? Indicator 8

(True or False) Adapted and used
culturally appropriate
The teacher will review the learners from the teaching strategies to
address the needs of
 previous lesson entitled “Pop Music” using a learners from
game. All students are wearing numbers based indigenous groups
from their alphabetical orders in the class. The
game will be played by selected students who are
wearing Prime numbers.
Indicator 2
Prime Number: This is a natural number greater Used a range of
than 1 that is not a product of two smaller natural teaching strategies
numbers. The prime numbers between 1 – 40 are that enhance learner
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31 and 37 achievement in literacy
and numeracy skills.
The teacher will show a photo of a Pop singer
internationally with a corresponding title of a
song. The learners will jump in the “TRUELI” lane
if the pair is correct, and “WALEY” if it is not. Wait
for the signal “Go” before jumping.

Reference for the game: MEMErry Christmas Game

with Showtime fam | VICE GANDA (youtube.com)

Number 1: U M B R E L L A – Rihanna
(Answer: True)

Number 2: P E R F E C T – Ed Sheeran
(Answer: True)

Number 3: 7 R I N G S – Bruno Mars

(Answer: Waley)

Number 4: F L O W E R S – Lady Gaga

(Answer: Waley)

Number 1: A N T I – H E R O – Taylor Swift

(Answer: True)

After the activity, ask learners this question:

“Do you think that these International Pop Singers Indicator 9
made a great impact in the society especially the Used strategies for
youth in this modern world?” providing timely,
accurate, and
Right after the responses of your learners, let constructive feedback
them hear your thoughts and feedbacks from to improve learner
their answers. performance

C. Analysis PAKINGGAN MO! Indicator 8

(Wear the Shirt) Adapted and used
culturally appropriate
Instructions: teaching strategies to
address the needs of
learners from
 The teacher will divide the class into two indigenous groups
groups. Indicator 2
 Each group will fall in line, and they will Used a range of
select their leaders. teaching strategies
 There are three Extra Large shirts in front that enhance learner
of each group with labels:names to choose achievement in literacy
and numeracy skills.
from.
 Freddie Aguilar
 Regine Velasquez
 Sarah Geronimo
  The learners will decode the song, listen to
it, then learners will identify the singer.
Once identified, the leader will whisper the
correct answer then he/she will transfer it
from one person to another until it reaches
the last the person in the group and shout
the answer.
 The group who gets the highest score will
be the winner for this game and will receive
a prize after the class.

Note: In this activity, students will use the same

assigned number from the previous game. Teacher
may use sticker, number plate or improvised tags
in crafting one as long as it can be seen visibly on
their body.

1. Anak
Correct Answer: Freddie Aguilar

2. Tala
Correct Answer: Sarah Geronimo

3. Dadalhin
Correct Answer: Regine Velasquez

Additional Activity :
The students will guess the topic on the power
point presentation by means of decoding or Indicator 3
identifying a photo flashed on the television Applied a range of
screen. Whoever wins this game will have prize. teaching strategies to
Answer: Original Pilipino Music develop critical and
creative thinking, as
well as other higher-
order thinking skills.

D. Abstraction
WHAT IS ORIGINAL PILIPINO MUSIC?

In this lesson, we will be learning about the

Original Pilipino music, together with various
singers from different timelines.

INTRODUCTION
The one word that comes to mind when we think
of contemporary Philippine Music is the type
commonly known as Original Pinoy Music,
Original Pilipino Music or OPM for short.

The term was originally used to refer only to

Philippine pop songs, particularly ballads, such as
those popular after the fading of its predecessor,
the Manila Sound, in the late 1970s.

Now that you already know the definition and

history of OPM, let’s proceed to its various
timelines.
Indicator 1
Different Timelines of Original Pilipino Music Applies knowledge of
content within and
1980s – 1990s: This is regarded as the “Golden across curriculum
Era of Philippine Ballads. Timeless OPM were teaching areas:
written, composed. Songs were played constantly G10 – Quarter III:
on radio and jukebox. Singers and bands were Contemporary
Philippine Music
performing all over the country. Filipino artists
were winning in music fests all over the world.
Among the classics that emerged were those
MU10CM-IIIa-h-2: The
created by: learner analyzes the
musical characteristics
 Ryan Cayabyab of
(Kay Ganda ng Ating Musika) traditional and
 George Canseco contemporary
(Kastilyong Buhangin) Philippine
 Rey Valera music;
(Maging Sino Ka Man)

The teacher will also introduce an OPM Diva who

hails from Bunawan, Agusan Del Sur –
Indicator 8
Bayang Barrios Adapted and used
 A multi-awarded singer and songwriter culturally appropriate
known for a genre that fuses folk-pop teaching strategies to
music with the sounds and dance address the needs of
movements from Mindanao’s Lumad learners from
indigenous groups
communities. One of her most famous
and latest song last 2020 is the Bagong
Umaga. Indicator 7
Established a learner-
The teacher will play the music Bagong Umaga by centered culture by
Bayang Barrios. Then, let the learners reflect on using strategies that
the music and lyrics of the song. respond to their
linguistic, cultural,
Link: https://www.youtube.com/watch?v=pK5- socio economic and
G8TuPYE&list=RDpK5-G8TuPYE&start_radio=1 religious background

1990’s to 2000s: In this specific years, OPM was

led by artists such as Martin Nievera, Gary
Valenciano, Lea Salonga, Regine Velasquez etc.
Aside from solo artists, this era includes singing
groups and bands such as The Eraserheads,
Rivermaya and Parokya ni Edgar.

The teacher will play another music from Parokya

ni Edgar entitled “Harana.” Let the learners sing
the song chorally.

Link: https://www.youtube.com/watch?
v=Lh6DG1F8YjI

2000s to Present: In 2000s, OPM stars have

included Sarah Geronimo, Yeng Constantino,
Arnel Pineda. More recently, singers such as
Arthur Nery, Moira Dela Torre and Zack Tabudlo.
When it comes to bands - Ben&Ben, The Juans
and December Avenue were some of the highlights
of this timeline.

Let the student listen and sing the song “Sa

Susunod na Habang Buhay” by Ben&Ben. This
song was the official music of the recently movie
“Rewind” as one of the movies starred in the Metro
Manila Film Festival 2024.

Link: https://www.youtube.com/watch?
v=VTataHTIJEQ
 After the discussion, ask learners this question:
“If you’ll be given a chance to be an OPM singer,
what will you name to your first released album
that promotes the identity of Philippine Music?”

Right after the responses of your learners, let

them hear your thoughts and feedbacks from
their answers.
E. Application “PAILAH FESTIVAL” Indicator 8
(Ilokano: Let’s Sing Together) Adapted and used
culturally appropriate
Now that you already know what is all about teaching strategies to
address the needs of
Original Pilipino Music and its different timelines,
learners from
work as a group and perform one of OPM music indigenous groups
by your own choice. Please be guided with the
rubrics and mechanics in the presentation.

1. SINGING AN OPM SONG Indicator 3

2. INTERPRETATIVE DANCE USING OPM Applied a range of
3. TRANSLATION OF ENGLISH SONG TO teaching strategies to
TAGALOG develop critical and
creative thinking, as
well as other higher-
Mechanics:
order thinking skills.
 The learners will be given 5 minutes to
rehearse on their own choice of OPM.
 All learners should be included in the
performance and the leader will write the list
of the names of members and make sure
that the paper will be submitted before their
presentation.
 The performance will run from verse 1 to
chorus only to cater the two performers
Indicator 2
before the time. Used a range of
 Please be guided with the point of gradation teaching strategies
or rubrics below: that enhance learner
achievement in
Rubrics: literacy and numeracy
Musicianship : 40% skills.
 Musical elements and technique in singing
Presentation impact and showmanship : 30% Indicator 9
Used strategies for
 Confidence and group rapport during the providing timely,
performance accurate, and
Ensemble coordination and organization : 30% constructive feedback
 Cooperation before, during and after the to improve learner
group presentation performance

Let the learners pronounce the criteria correctly

guided by the teacher. After the presentation, the
teacher will provide a feedback from the
performance of the students
 I. ASSESSMENT

“QUIZ TIME: TIMELINE CHECK!”

There are five artists or singing bands in the next slides, then students
will answer the correct timeline of each numbers. They will be guided
with the following choices. Just write:

MILLENIALS: If your answer is from 1980s to 1990s Indicator 3

GEN Z: If your answer falls from 1990s to 2000s; and Applied a range of
GEN ALPHA: If your answer is 2000s to present. teaching strategies to
develop critical and
1. Sharon Cuneta creative thinking, as
Answer: GEN Z well as other higher-
order thinking skills.
2. Claire Dela Fuente
Answer: MILLENIALS

3. Jose Marie Chan

Answer: MILLENIALS

4. Cup Of Joe
Answer: GEN ALPHA Indicator 9
Used strategies for
providing timely,
5. The Eraserheads
accurate, and
Answer: GEN Z constructive feedback
to improve learner
The teacher will instruct the students to exchange their papers with their performance
seatmates and the class will answer the questions on this quiz.
II. AGREEMENT

Read and research about the Real Life Story of Francis Magalona as
“The Master Rapper” and “The Man From Manila” then answer the
following questions: Indicator 7
Established a learner-
centered culture by
 What is the biggest contribution of Francis M. in the field of Pinoy using strategies that
Rap? respond to their
linguistic, cultural,
 Do you believe that Philippine Rap will have its own breakthrough socio economic and
from the recent artists today such as Gloc 9 and Abra? religious background

 List down three to four rappers from indigenous groups all over Indicator 8
Adapted and used
the Philippines.
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous groups

Prepared by:

BRYAN MON G. ROSA

Teacher III

Checked and Observed by:

JOYSAN D. GILLACO
Master Teacher I