Republic of the Philippines

Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City

A SEMI-DETAILED LESSON PLAN IN

GRADE 7 MUSIC - QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas
I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Cordillera
B. Identify the musical characteristics of representative selections of Cordillera
C. Listen to representative music from Cordillera
D. Explain the distinguishing characteristics of representative music from Cordillerain relation to its culture and
geography

II. Subject Matter:

A. Topic: Vocal and Instrumental Music of Cordillera
B. References: Learner’s Material, pp. 60-66
C. Materials: map of the Philippines, pictures of ethnic groups in Cordillera (bontoc, ifugao, etc.), lcd projector,
laptop, music of Cordillera, speaker, visual aids

III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
B. Priming: Show pictures of ethnic groups of Cordillera
Guide Questions:
a. Who are these ethnic groups? From what region do they belong?
b. Ask the students to locate Cordillera in the map.
c. Answer activity 1 in the learner’s material, p. 65
C. Lesson Proper

Activity: “I Hear You Cordillera”

Listen to representative songs of Cordillera: Salidummay, Oggayam, Hudhud
Listen to instrumental music of Cordillera: Gangsa ensemble and Bamboo solo/ ensemble

Analysis:

How did you find the activity? Explain.

What did you feel while listening to the songs of Cordillera/instrumental music of Cordillera? Why?
Describe the songs/instrumental music of Cordillera.
Show the pictures of Cordillera instruments and let the students describe each.
Why do you think Cordillera has this kind of music?
Why do you think the instruments are made up of bamboo and metals?
Can we identify the culture of Cordillera based on the themes of the songs and the instruments?

Abstraction: “Complete Me”

Cordillera is found in ____________. The themes of the songs are about _______, _______ and _________ because
they are related in their way of life. Among the three songs I listened to, I like __________ the most because
__________.

Application:

Why is it important to study the music of Cordillera?

Cordillera traditions and culture are on their way to extinction. As a Filipino youth, how are you going to preserve
and promote Cordillera music?
D. Assessment

Directions: Identify the picture of the musical instrument shown in each number. Choose the answer from the box
below. Write only the letters.

1 2 3

4 5 6

A. GANGSA D. KUBING
B. SAGGEYPO E. TONGATONG
C. BUNGKAKA F. PALOOK

IV. Assignment:

1. Describe Mindoro in terms of:

a. Culture
b. History
2. Describe Ambahan.
3. Identify the different musical instruments of Mindoro.

References: any Philippine Music/MAPEH book

Prepared by: Checked by:

MICHAEL R. PONCE JONATHAN L. ROQUE

MAPEH- Teacher Teacher III/ MAPEH/SPA Coordinator
 Republic of the Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City

A SEMI-DETAILED LESSON PLAN IN

GRADE 7 MUSIC - QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas

I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Mindoro
B. Identify the musical characteristics of representative selections of Mindoro
C. Listen to representative music from Mindoro
D. Explain the distinguishing characteristics of representative music from Mindoro in relation to it`s culture and
geography

II. Subject Matter:

A. Topic: Vocal and Instrumental Music of Mindoro
B. References: Learner’s Material, pp. 67-68
C. Materials: map of the Philippines, pictures of Mangyan, laptop, music of Mindoro (ambahan), speaker, visual
aids

III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
3. Review: Music of Cordillera

B. Priming: Show pictures of Mangyan

Guide Questions:
a. Who are these ethnic groups? From what region do they belong?
b. Ask the students to locate Mindoro in the map.
c. Answer activity 1 in the learner’s material, p 68
C. Lesson Proper

Activity:
Listen to representative songs of Mindoro.
Listen to instrumental music of Mindoro: Gong ensemble and Bamboo solo/ ensemble.

Analysis:
How did you find the activity? Explain.
What did you feel while listening to Ambahan/instrumental music of Mindoro? Why?
Describe the songs/instrumental music of Mindoro.
Show the pictures of Mindoro musical instruments and let the students describe each.
Why do you think Mindoro has this kind of music?
Why do you think the instruments are made up of bamboo and metals?
Can we identify the culture of Mindoro based on the themes of the songs and the instruments?

Abstraction: “Complete Me”

Mindoro is found in ____________. The themes of the songs are about _______, _______ and _________ because
they are related in their way of life. Ambahan is about ________. I learned the instruments ______________.

Application: Group Activity

Divide the class into four groups.

Each group should create a poem of 12 lines following the format of the Ambahan.
Suggested topics:
a. Friendship
b. Love (parents, opposite sex)
c. Patriotism
Indicators for Assessment: Clear Tone, Accurate Rhythm and Pitch, Consistent Phrasing

D. Assessment: Modified True or False

Directions: Read each sentence carefully. Write T if the statement is true. Write F if the statement is false, and then
change the underlined word to make it true.
1. Ambahan is composed of nine syllables per line. (answer-F, seven)
2. A jew’s harp is made up of bamboo. (answer-T)
3. The indigenous group in Mindoro is called the Mangyans. (answer-T)
4. Lantoy is the nose flute of Mindoro. (answer-T)
5. Litguit is the guitar of Mindoro. (answer-F, gitguit)

IV. Assignment:
1. Describe Palawan in terms of:
a. Culture
b. History
2. Describe Kulial
3. Identify the instruments of Palawan

References: any Philippine Music or MAPEH book

Prepared by: Checked by:

MICHAEL R. PONCE JONATHAN L. ROQUE

MAPEH- Teacher Teacher III/ MAPEH/SPA Coordinator
 Republic of the Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City

A SEMI-DETAILED LESSON PLAN IN

GRADE 7 MUSIC - QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas

I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Palawan
B. Identify the musical characteristics of representative selections of Palawan
C. Explain the distinguishing characteristics of representative music from Palawanin relation to its culture and
geography
D. Listen to representative music from Palawan

II. Subject Matter:

A. Topic: Vocal and Instrumental Music of Palawan
B. References: Learner’s Material, pp. 70-71
C. Materials: map of the Philippines, pictures of ethnic groups of Palawan (Batac, Tagbanua, Palaw’an), laptop,
music of Palawan, speaker, visual aids

III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
3. Review: Music of Mindoro
B. Priming: Show pictures of Batac, Tagbanua, and Palaw’an
Guide Questions:
a. Who are these ethnic groups? From what region do they belong?
b. Ask the students to locate Palawan in the map.
c. Answer activity 2 in the learner’s material, p.71
C. Lesson Proper

Activity:
Listen to representative songs of Palawan.
Listen to instrumental music of Palawan : Gong ensemble and Bamboo solo/ ensemble.

Analysis:
How did you find the activity? Explain.
What did you feel while listening to Kulial/instrumental music of Palawan? Why?
Describe the songs/instrumental music of Palawan.
Show the pictures of Palawan musical instruments and let the students describe each musical instruments.
Why do you think Palawan has this kind of music?
Why do you think the instruments are made up of bamboo and metals?
Can we identify the culture of Palawan based on the themes of the songs and the instruments?

Abstraction: “Complete Me”

Palawan is found in ____________. The indigenous groups of Palawan are _____, _____, and _____. The themes of
the songs are about _______, _______ and _________. I learned the instruments ______________.
Application: Group Activity
Divide the class into four groups.
Compose an eight-line “Kulial” or poem expressing contrasting emotions such as happiness and sadness.

D. Assessment:
1. Performance Rubrics
Indicators for Assessment: Clear Tone, Accurate Rhythm and Pitch, Consistent Phrasing, originality
2. Paper and Pencil Test (Short Quiz)

Directions: Identify the word/s described in each number. Choose from the box below. Write only the letter.
1. The vocal music of Palawan (answer-C)
2. Lute of Palawan (answer-A)
3. Jew’s harp of Palawan (answer-B)
4. Gong of Palawan (answer-F)
5. Characteristic of Palawan Music (answer-D)

A. Kusyapi D. Imitating Sounds of Nature

B. Aruding E. Themes on everyday living
C. Kulial F. Basal

IV. Assignment:

1. Describe Visayas in terms of:

a. Culture
b. Geographical Background
2. Describe the following vocal forms.
a. Balitaw
b. Pastores
c. Composo
3. Identify the instruments of Visayas
4. Describe the following instrumental ensembles.
a. Rondalla
b. Tultogan,
c. Binanog

References: any Philippine Music book

Prepared by: Checked by:

MICHAEL R. PONCE JONATHAN L. ROQUE

MAPEH- Teacher Teacher III/ MAPEH/SPA Coordinator
 Republic of the Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City

A SEMI-DETAILED LESSON PLAN IN

GRADE 7 MUSIC - QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas

I. Objectives:
At the end of the lesson, the learners should be able to:
A. Identify the geographical, cultural, and historical background of Visayas
B. Identify the musical characteristics of representative selections of Visayas
C. Explain the distinguishing characteristics of representative music fromVisayas in relation to its culture and
geography
D. Listen to representative music from Visayas

II. Subject Matter:

A. Topic: Vocal and Instrumental Music of Visayas
B. References: Learner’s Material, pp. 72-78
C. Materials: map of the Philippines, pictures of ethnic groups of Visayas, laptop, music of Visayas, speaker, visual
aids

III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
3. Review: Music of Palawan
B. Priming: Activity 1 “Guess Who?” LM, p.75-78
1. Show pictures of Visayan Celebrities
Guide Questions:
a. Who are these people? From what region do they belong?
b. Ask the students to locate Visayas in the map.
2. Show pictures of historical sites and features of Visayas (Magellan’s Cross, Tarsier, etc.)
Guide Questions:
a. Ask the students to tell something about the pictures shown.
b. Let the students locate the pictures in the Visayas map.
c. Based on the pictures, ask the students to tell something about Visayan history.
C. Lesson Proper

Activity:
Listen to examples of Visayan vocal and instrumental music

Analysis :
What did you feel while listening to vocal/instrumental music of Visayas? Why?
Describe the songs/instrumental music of Visayas.
Show the pictures of Visayan musical instruments and let the students describe each.
Why do you think Visayas has this kind of music?
In your own opinion, what is the message and function of Visayan music?
Can we identify the culture of Visayas based on the festivals and themes of the songs and the instruments?

Abstraction: “Complete Me”

I learned that Visayas has ____________________.
I realized that Visayan vocal music is ________________.
Application: Group Activity
Divide the class into four groups.
Create a 2-3 minute performance of any Visayan music using movements or pantomime.
Indicators for Assessment: relevance to the theme, creativity, sensitivity to the music, group cooperation
D. Assessment: Listening Test
Identify the music in each number. Choose from the given choices.
1. Balitaw 4. Matudnila
2. Ili-ilituloganay 5. Rosas Pandan
3. Dandansoy

IV. Assignment:

1. Describe Cordillera music in terms of musical elements.

2. Make an improvise instrument by group.

Indicators for Improvised Instrument Assessment:

Basic: Inappropriate; Messy and incomplete materials; Sound quality lacks similarity with that of the original
instrument.
Developing: Most materials appropriate; Decorated but messy; Neat but fragile; Sound quality somewhat similar
but not exactly similar to that of the original instrument.
Approaching Proficiency: Appropriate materials; Decorated, neat; Sound quality almost similar to that of the
original instrument
Proficient: Appropriate and creatively modified materials; Decorated within the context of the instrument; Neat
and Durable; Sound quality most similar to that of the original instruments.

Prepared by: Checked by:

MICHAEL R. PONCE JONATHAN L. ROQUE

MAPEH- Teacher Teacher III/ MAPEH/SPA Coordinator
 Republic of the Philippines
Department of Education
Region 02
Division of Santiago City
SANTIAGO CITY NATIONAL HIGH SCHOOL
Calaocan, Santiago City

A SEMI-DETAILED LESSON PLAN IN

GRADE 7 MUSIC - QUARTER 2
Music of Cordillera, Mindoro, Palawan, and the Visayas

I. Objectives:
At the end of the lesson, the learners should be able to:
A. Analyze the musical elements of some vocal and instrumental selections from Cordillera
B. Explore ways of producing sounds on a variety of sources similar to instruments being studied
C. Improvisesimple rhythmic/melodic accompanimentstoselected musicfromtheCordillera
D. Provideaccompanimentto selectedmusicoftheCordillera

II. Subject Matter:

A. Topic: Analysis of Vocal and Instrumental Music of Cordillera
B. References: Learner’s Material, pp. 60-66
C. Materials: laptop, video of hudhud, music of Cordillera, speaker, visual aids

III. Procedure:
A. Preliminary Activities
1. Prayer song
2. Attendance
B. Priming:

1. Show the video animation on the Hudhud hi Aliguyon.

2. Guide Questions:
a. What do you think the story is about?
b. Where do you think the story came from?
C. Lesson Proper

Activity: “I Hear You Cordillera”

Show the video “Hudhud hi Aliguyon (Hudhud Chants of Ifugao)” fromyoutube or listen to representative songs
of Cordillera: Salidummay, Oggayam, Hudhud
Listen to instrumental music of Cordillera: Gangsa ensemble and Bamboo solo/ ensemble
Answer activity 2 and 3 in the learner’s material, pp. 65-66

Analysis:
How did you find the activity? Explain.
Ask the students to share their answers in the analysis chart in activity 2 and 3.
Facilitate the discussion in the musical elements and classification of instruments.
How were the varied musical elements (timbre, dynamics, rhythm, pitch, form) used in bringing about the
message of the music?

Abstraction:
Answer activity 4 in the learner’s material p.8 then let the students share their answers.

Application: Group Activity

Divide the class into 4 groups.

Choose one Cordillera music (Oggayam, Hudhud, Salidmmay) and create a simple rhythmic/melodic
accompaniment.
Indicators for Assessment: Clear Tone, Accurate Rhythm and Pitch, Consistent Phrasing, originality and
creativity
D. Assessment: Group Assessment
Have them write a short poem of 8 lines and compose a melody (chant) to the poem.
Using their assigned improvised instruments, create an accompaniment to their composed chant.
Evaluate students’ performance using performance rubrics.

Performance Rubrics, LM, p.66

IV Assignment:

1. Describe Mindoro and Palawan music in terms of musical elements.

2. Make an improvise instrument by group.

Indicators for Improvised Instrument Assessment:

Basic: Inappropriate; Messy and incomplete materials; Sound quality lacks similarity with that of the original
instrument.
Developing: Most materials appropriate; Decorated but messy; Neat but fragile; Sound quality somewhat similar
but not exactly similar to that of the original instrument.
Approaching Proficiency: Appropriate materials; Decorated, neat; Sound quality almost similar to that of the
original instrument
Proficient: Appropriate and creatively modified materials; Decorated within the context of the instrument; Neat
and Durable; Sound quality most similar to that of the original instrument

Prepared by: Checked by:

MICHAEL R. PONCE JONATHAN L. ROQUE

MAPEH- Teacher Teacher III/ MAPEH/SPA Coordinator