DETAILED LESSON PLAN IN MUSIC 7

Name of Teacher CATHERINE JANE L. TEVES

Leaning Area MUSIC
Grade Level 7
Date FEBRUARY 14, 2024

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
The learner demonstrates understanding of the musical
characteristics of representative music from Mindanao
The learner performs music of Mindanao with appropriate expression
and style
a. Identifies the musical characteristics of
representative music selections from Mindanao
after listening MU7MN-IIIa-g1
b. Explains the distinguishing characteristics of
representative music selections of Mindanao in relation
to its culture and geography MU7MN-IIIa-g3
c. Sing songs from Mindanao MU7LV-IIId-h-7

II. CONTENT MORO/ISLAMIC MUSIC

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Music and Arts Teachers Guide Grade 7, pp. 93-94
Music and Arts Learners Material Grade 7, pp. 91-92
Music and Arts Learners Material Grade 7, pp. 91-92
http://m.youtube.com/watch?v=reffH9YQzXk
https://m.youtube.com/watch?v=XCTobmUWuuQ&t=73s
http://m.youtube.com/watch?v=E4LTbfNNH7A8
https://m.youtube.com/watch?v=5y1BFnnGWlc

IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Before the Lesson
A. Review previous “Good morning class!” “Good morning, Ma’am Catherine!”
lesson or presenting
the new lesson
“Kindly arrange your chair first and
pick the piece of paper or plastic under
your chair.”

“Before we start let us check first your (The class monitor will check the
attendance. “ attendance)

“To make it fast you just to say the (Student will tell the name of the
name of who are absent today.” students who are absent.)

“How are you today?” “We’re doing great, Ma’am!”

“Oh nice! That's good to hear that

everyone is okay.”

“Now, is everyone ready to listen?”

“Do you still remember the Hiligaynon

song “Ili Ili, Tulog Anay”? (Students will answer Yes in chorus)

“Oh wow! Very good students. So can

someone sing a phrase of the song “LYRICS:
and give its time signature” Ili-ili tulog anay,
Wala diri imong nanay. Kadto
Tienda bakal papay. Ili ili tulog anay.
 “It’s in 3-time signature”

B. Establishing a “Here’s the learning objectives in this

purpose for the lesson lesson that we will tackle.”

“At the end of the lesson the

students should be able to:
a. define the chants and
lullaby of Mindanao and
each type through
listening and analyzing
the song;
b. determine the musical
characteristics of chants
and lullaby through a small
group discussion;
c. Sing a lullaby through
imitating the proper tone of
the song.”
“Are we clear? Did you understand?
“Yes, Ma’am”
“So now, before we proceed to our
topic for today, group yourselves in to
4.”

“Activity: Picture Analysis

Mechanics: The class will be divided
into 4 groups. Each group will be given
a flashcard containing the names of
ethnolinguistic group of Mindanao or
(Islamic).

 Maguindano
 Tausog
 Yakan
 Maranao
 Samal jama Mapun

Answers:
1. 1. Yakan

2. And 3.

2. Maranao

3. Samal Jama Mapun

“Do everyone has a clue about our (Students answer may vary)
new topic for today?”

C. Presenting “Do you have any idea about the

examples/instances of ethnolinguistic group in Mindanao?” “Yes, Ma’am”
the new lesson

“The Islamic Community in the

 Philippines consist of ethno-linguistic
groups.”

“Very good! I know that each of you

read some of it or heard it.”

“Then. What are those groups?”

 “The Maguindano of Cotabato
 The Maranao of Lanao and
Cotabato
 The Samal And jama Mapun
of the Sulu Islands of Sibutu
and Cagayan De Sulu
 The Tausug of Sulu Islands of
Jolo Siasi, And Tawi-Tawi
 And the Yakan of Baislan and
Zamboanga.”

“Excellent! You really have insight

about the ethno-linguistic group.”

“The uniqueness of the cultures and

his/her musical practices that make up
the larger Islamic society in Mindanao
and Sulu belongs to one single
traditions."

“Now, let us all listen of the

Maguindanao Bangsamoro: Vocal
Culture and Tradition”

Maguindanao Bangsamoro ~ Vocal (Students will listen to the presented

Culture & Tradition Mindanao Peace music)
Process (youtube.com)

(Key guide reflection questions)

1. What do you think is the
message of the music?
2. How were the musical
instruments used in bringing
about the message?
During the Lesson
D. Discussing new “After listening to the music, I will give “Yes, Ma’am”
concepts and you some question. Is everyone
practicing new skills #1 ready?”

1. What do you think is the (Answers may vary)

message of the music
played?
2. What did you feel
after listening to it? (Answers may vary)
3. Describe the music
using a word. Use the
table below. (Answers may vary)

E. Discussing new “Lets now proceed.”

concepts and
practicing new skills #2 “I will play a short video clip of chants
and lullaby from Mindanao.”
 “After listening to it you will give the
characteristics of chants and lullaby.”
“Yes, Ma’am”
“Are we clear?”

Chants: http://m.youtube.com/watch?
v=E4L TbfNNH7A8

Lullaby: https://m.youtube.com/watch?
v=5y 1BFnnGWlc (Students will watch the video
presentation)
“With the help of the video presented
and the definitions of each type of
vocal music of Mindanao, you will
explain your understanding about it
through a group presentation.
Each group will be given 5 minutes to
prepare.”

“Do everyone understand what I’m

trying to say?”
“Yes, Ma’am”

“Okay, what is Chant?”

“Chant is a lyrical rendition of
Different improvised text”

Yakans do his/her chantings through

solo and counter or group singing.
His/her three famous everyday style
chants are the:

a. Lugu- chants they used in

reading his/her Qur’an and
other books they use in
his/her Islam religion.
b. Kalangan-songs that they use
for serenading their loved
ones.
c. Sa-il/ Lunsey-an important
chant to be sung by the wife
to be during the ceremony
that talks about married life.
“Addition to that, Maranaos have an
extensive vocal repertoire such as:
a. Dikker- a sacred songs
highlighted by quotations from
the Qur’an
b. Bayok- Semi-generic term for
a lyrical rendition of different
improvised text
F. Developing Each group will be given a different
Mastery task.
Group 1- explain the meaning of
chant and lullaby. give examples
Group 2- give an example/ your
own definition about lugu and
kalangan (chant).
Group 3- give an example/ your
own definition about Sa-il, Lunsey
and Bayok (chant).
Group 4- give an example/ your
own definition about Ya-Ya and
Bayok under Lullaby.
G. Finding practical What do you think is the contribution of Music frowns upon the fundamental
applications of the Music of Mindanao in the Islamic view, but the influx of foreign
concepts and skills in development of Filipino Music? Islamic cultures of the Arabs and
daily living Persians has changed this view. The
musical practices of the people in the
coastal and lowland areas of Western
Mindanao are a vital element in their
social life are the primary source of
their ethnic identities.
After the Lesson Sentence Completion. Ask the
H. Making Students to complete the following:
generalizations and
abstractions about the I have learned that
lesson I have found that
I have realized that _____

I. Evaluating learning
CLASS PERFORMANCE:
The class will perform by groups and
each group will sing a sample song of
Mindanao.
They will be given 10 minutes to
prepare and 2-5 minutes’
presentation. The presentation will be
evaluated using the rubrics below.

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 this 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?

Prepared by:

CATHERINE JANE L. TEVES

Student-Teacher

Noted by:

MARVIN D. ABAD
Resource Teacher