Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Cavite
BAGBAG NATIONAL HIGH SCHOOL
Bagbag II, Rosario, Cavite

AREA: MAPEH – MUSIC 7 DATE: March 5, 2024 COMPETENCY MU7MN-IIIa-g2

CONTENT STANDARD The Learner demonstrates understanding of

the musical characteristics of representative
music from Mindanao.
PERFORMANCE STANDARD The Learner performs music of Mindanao with
appropriate expression
and style
I. Objectives At the end of the lesson, the students are
expected to:
 Analyse musical elements of some
Mindanao vocal and instrumental
music MU7MN-IIIa-g-2

 Explain the distinguishing

characteristics of representative
music selections of Mindanao in
relation to its culture and geography
MU7MN-IIIa-g-3.

II. Subject Matters

A. Major Topic MORO/ISLAMIC MUSIC
B. Sub-Topic Vocal Music of Mindanao
C. Reference Music and Arts Teacher’s Guide Grade 7, pp.
93-94
Music and Arts Learner’s Material Grade 7, pp.
91-92

D. Materials  Laptop
 Power Point Presentation
 Video clips

E. Values Integration Awareness

Nationalism

III. Procedure
A. Pedagogical Approach /  Induction Method-view from specific
Strategies point to general
 Think individually
 Direct Instruction
 Annotation of topic – Integration of
within and across subject areas

Integration in:
A.P ( e.g terminologies)
English: (e.g.; terminologies)
ESP: (e.g.; values of own culture and folk
music)
 A. Preparatory Activities:
1. Prayer
2. Greetings
3. Checking of attendance

B. Review of the past

lesson The teacher will ask the learners to recall the different
Ethno-linguistic Groups in the Islamic Community of
Mindanao through crossword puzzle for 5 minutes.
1. Maguindanao
2. Maranao
3. Samal
4. Tausug
5. Yakan

1.Ethno-linguistic
group living primarily
in south-
central Mindanao,
the largest island
in the southern
Philippines with a name meaning “people of the flood
plain”.
2. Largest of the Muslim cultural-linguistic
groups of the Philippines. Numbering more than
840,000 in the late 20th century, they live around
Lake Lanao on the southern island of
Mindanao.
3. Occupy the island of Cagayan de Sulu in
south- western Philippines. They call their island
Tana (land) Mapun and their language, Pullum
Mapun.
4. One of the largest of the Muslim (sometimes
called Moro) ethnic groups of the south-western
Philippines. They live primarily in the
Sulu Archipelago, southwest of the island of
Mindanao, mainly in the Jolo island cluster.
5. The major indigenous Filipino ethno linguistic
groups in the Sulu Archipelago. Also known as
dream weaver having a significant number of
followers of Islam, it is considered as one of the 13
Moro groups in the Philippines.

C. Establishing a The students will listen to MAGUINDANAO

Purpose of the BANGSAMORO: VOCAL CULTURE AND TRADITION
Lesson https://www.youtube.com/watch?
v=XCTobmUWuuQ

After listening they will answer the following questions:

a. What do they think is the message of the song?
b. How were the musical instruments used in
bringing about the message?
D. Discussing of New The teacher will present a Power Point Presentation
Concepts and containing the videos and descriptions of the Vocal Music
Practicing New of Mindanao: https://quizlet.com/259077123/flashcards
Skills
1. CHANTS – a lyrical rendition of different improvised
text

Yakans do their chantings through solo and

counter singing or group singing. Their three
famous everyday style chants are the
a. Lugu - chants used in reading their
Qur’an and books they use in their Islam
religion
b. Kalangan – songs used for serenading loved
ones
c. Sa-il/Lunsey – a chant to be sung by
the wife-to-be during the ceremony
d.
Maranao’s Vocal repertoire:
a. Dikker – sacred songs highlighted by
quotations from Qur’an
b. Bayok – semi-generic term for a lyrical
rendition of different improvised text

Let the students watch the suggested video

Bayok Of Maranao
=desktophttps://youtu.be/P5162icRy6Y
2. LULLABY – a chant –style or chant formula used
for rocking a baby to sleep
a. Ya-ya – song of the Yakans to put baby to
sleep
b. Bayok – Maranao term for lullaby
Islam Lullaby
https://www.youtube.com/watch?
v=MLRyHctRk1Y
E. APPLICATION: Sentence Completion. Ask the Students to complete the
following:

I have learned that_________________

I have found that __________________
I have realized that_________________ .

F. EVALUATION: A. Identify the different Islamic Community in

Mindanao:
1. from Basilan and Zamboanga
2. from Cotabato
3. From Lanao and Cotabato
4. From Sulu Islands of
Subutu and Cagayan de Sulu
5. From Sulu Islands of Jolo,
Siasi and Cagayan

B. Rearrange the scrambled letters in Column A

to find the correct answer and match it with
column B
 COLUMN A COLUMN B
6. Nagkalan a. Maranao term for
lullaby
7. Ayay b. songs used for
serenading loved
ones
8. Koyab c. song of the
Yakans to put
baby to sleep
9. Yunsel d. chants used in
reading their
Qur’an and books
they use in their
Islam religion
10. Ugul e. a chant to be
sung by the wife-
to-be during the
ceremony
Answer:
1. Yakan
2. Maguindanao
3. Maranao
4. Samal
5. Tausug
6. Kalangan
7. Ya-ya
8. Bayok
9. Lunsey
10. Lugu
ASSIGNMENT / Are you familiar of the chants and lullabies when you are
AGREEMENT still a baby? Can you still recall the lyrics? Do you have a
copy of it? Kindly bring with you tomorrow.

Prepared by:

MR.JONASH L. PALACIOS
MAPEH TEACHER

Recommending Approval: Approved:

REYNALDO B. LUNA ERNESTO M. MOJICA

Head Teacher IV School Head