Cittadini School

Caterina and Giuditta Cittadini School

52 Magsaysay Road, San Antonio, San Pedro, Laguna
S.Y. 2018 – 2019

UNIT: THE PHILIPPINE FESTIVALS AND THEATRICAL FORMS: AN INTRODUCTION

LESSON 4: The Philippine Festivals and Theatrical Forms
Time Frame: 10 days
STAGE 1 – DESIRED LEARNING OUTCOMES
TARGET VALUES MEANING – MAKING
 Love for the country ENDURING UNDERSTANDING (EU) ESSENTIAL QUESTION (EQ)
 Philippine theatre appreciation Students will understand that knowing the
How might knowledge of Philippine theatrical forms can
 Creativity and resourcefulness characteristics of different Philippine theatrical forms
promote better understanding of the Filipino culture?
 Collaboration and cooperation promote better understanding of the Filipino culture.
CONTENT STANDARD TRANSFER
The Learner …
Students on their own and in the long run will be able to perform excerpts/selections from Philippine musical
demonstrates understanding and application of musical
theatre by applying the musical skills related to theatre.
skills related to theatre.
PERFORMANCE STANDARD ACQUISITION
The Learner … The Learner …
performs excerpts/selections from Philippine musical 1. identifies musical characteristics of selected Philippine festivals and theatrical forms through video or live
theatre performances. MU7FT-IVa-g-1
2. narrate the origins and cultural background of selected Philippine festival/s. MU7FT-IVa-d-2
3. describes how the music contributes to the performance of the musical production. MU7FT-IVe-h-4

LEARNING TARGETS
ACQUISITION
1. I CAN identify musical characteristics of selected Philippine festivals and theatrical forms through video or live performances;
2. ICAN narrate the origins and cultural background of selected Philippine festival/s; and
3. I CAN describe how the music contributes to the performance of the musical production.
MEANING - MAKING
1. I CAN explain the distinguishing characteristics of representative Philippine festivals and theatrical forms; and
2. I CAN describe how a specific idea or story is communicated through music in a particular Philippine musical theatre.

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QUARTER FOUR
 TRANSFER
1. I CAN perform excerpts/selections from Philippine musical theatre.

STAGE 2 – ASSESSMENT EVIDENCE

ACQUISITION
ACTIVITY 1. Short Video Clips Marathon
Students will watch various short video clips about the different Philippine festivals and theatrical forms.
ACTIVITY 2. Story Telling
Students will create a big book about the different Philippine festivals and will narrate its origin and cultural background.
ACTIVITY 3. Frayer Model
Using the Frayer Model, students will explain the distinguishing characteristics of the selected Philippine festivals.

STAGE 2 – ASSESSMENT EVIDENCE

MEANING - MAKING
GUIDED GENERALIZATION
Sandugong Panaginip Walang Sugat Paglipas ng Dilim Sampaguita
ESSENTIAL QUESTION
(EQ) VISUAL COMPONENT
 What are the dominant
How might knowledge of theatrical elements?
Philippine theatrical forms  How are these employed
can promote better in the performance?
understanding of the Filipino  What are the dominant
culture? principles, conventions, or
techniques that are used
in the performance?
DRAMATIC COMPONENT
 What is the significance
of the central theme to
you in terms of personal,
historical, social, or
political value?
LITERARY COMPONENT
 What is the theme of the
theatre play?
 What are the other sub –

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 themes that affect the
central theme?

COMMON IDEAS IN REASON:

ESSENTIAL UNDERSTANDING (EU)

Students will understand that knowing the characteristics of different Philippine theatrical forms promote better understanding of the
Filipino culture.

HOLISTIC RUBRIC
GUIDED GENERALIZATION
4 3 2 1
The response is well-developed that The response is complete that examines The response is incomplete and/or The response provides evidence of an
examines the topic and presents several the topic and presents related oversimplified to examine the topic and attempt to examine the topic and
related information. information. presents few related information. presents irrelevant information.

STAGE 2 – ASSESSMENT EVIDENCE

TRANSFER

GRADE 7 – MUSIC
QUARTER FOUR
 Transfer Goal
Students on their own and in the long run will be able to perform excerpts/selections from Philippine musical theatre by applying the musical skills related to theatre.

Scaffold 1 – Directed Prompt: “Essay Writing”

Students will read the plot of “Walang Sugat”. After that, they will be asked to write an essay about changing the plot if they were the writer of the play.
Scaffold 2 – Open Prompt: “Script Writing”
The class will be divided into two and will re-enact the play, “Walang Sugat” in a modern and original versions.
Scaffold 3 – Guided Transfer: “General Rehearsal”
The class will have their final general rehearsal for the play “Walang Sugat”.
Scaffold 4 – Transfer: “Theatrical Production”
Students will perform a short theatrical production entitled “Walang Sugat”, in modern and original versions.

STAGE 3 – LEARNING PLAN

EXPLORE
Time Frame: 1-3 days

LECTURE DISCUSSION: Philippine Festivals

ACTIVITY 1. Short Video Clips Marathon
Selected Philippine festivals will be introduced to the class watching various short video clips about it.
 Aklan – Ati-atihan
 Davao – Kadayawan
 Marinduque – Moriones
 Cebu – Sinulog
 Bicol – Ibalon
 Batangas – Sublian

ACTIVITY 2. Story Telling

After a short discussion for the introduction of the selected Philippine festivals, students will create a big book about the different Philippine festivals and will narrate its origin

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and cultural background.
ACTIVITY 3. Frayer Model
Then, using the Frayer Model, students will explain the distinguishing characteristics of the selected Philippine festivals.

FIRM – UP
Time Frame: 1-5 days

LECTURE DISCUSSION: Types and Characteristics of Komedya

Activity 4: Venn Diagram
The introduction about Komedya will take place. Its definition, characteristics and types of Komedya (Secular and Religious Komedya) will be discussed. After the discussion, in
a ½ crosswise, students will work in pairs and compare and contrast the types of Komedya within five minutes. Sharing of ideas will be done right after the activity.

LECTURE DISCUSSION: Sarsuwela and Bodabil

Activity 5. SCAFFOLD 1 – Directed Prompt: “Essay Writing”
Introduction to the different elements involved in theatre in general will be discussed. As part of the examples, students will watch an excerpt of a Sarsuwela like Sandugong
Panaginip, Sampaguita, Paglipas ng Dilim and Walang Sugat as well as Bodabil like Dalagang Bukid and Marina. But the students will focused on the Sarsuwela entitled
“Walang Sugat”. After that, they will be asked to change the plot of the story as part of their script writing exercise.

Activity 6. SCAFFOLD 2 – Open Prompt: “Script Writing”

The class will be divided into two groups, for modern and original version. In preparation for their theatrical production, students will have their script writing. Each group will
choose whose script of their group mates will be used for the production. The length of the production should be one hour or less and will not exceed in the said time.

Activity 7. SCAFFOLD 3 – Guided Transfer: “General Rehearsal”

The class will have their final general rehearsal for the play “Walang Sugat”. Props, costume, and the main stage should be prepared beforehand. Everything should be in
place and the actors and actresses have memorized the script already. Each group will have two hours for the general rehearsal and will be given a chance to polish every
scenes quickly.

DEEPEN
Time Frame: 1 day

STAGE 2 – ASSESSMENT EVIDENCE

MEANING - MAKING
GUIDED GENERALIZATION
Sandugong Panaginip Walang Sugat Paglipas ng Dilim Sampaguita
ESSENTIAL QUESTION

GRADE 7 – MUSIC
QUARTER FOUR
(EQ) VISUAL COMPONENT
 What are the dominant
How might knowledge of theatrical elements?
Philippine theatrical forms  How are these employed
can promote better in the performance?
understanding of the Filipino  What are the dominant
culture? principles, conventions,
or techniques that are
used in the performance?
DRAMATIC COMPONENT
 What is the significance
of the central theme to
you in terms of personal,
historical, social, or
political value?
LITERARY COMPONENT
 What is the theme of the
theatre play?
 What are the other sub –
themes that affect the
central theme?

COMMON IDEAS IN REASON:

ESSENTIAL UNDERSTANDING (EU)

Students will understand that knowing the characteristics of different Philippine theatrical forms promote better understanding of the
Filipino culture.

HOLISTIC RUBRIC
GUIDED GENERALIZATION
4 3 2 1
The response is well-developed that The response is complete that examines The response is incomplete and/or The response provides evidence of an
examines the topic and presents several the topic and presents related oversimplified to examine the topic and attempt to examine the topic and

GRADE 7 – MUSIC
QUARTER FOUR
related information. information. presents few related information. presents irrelevant information.

Activity 8: SCAFFOLD 4 – Transfer “Theatre Production”

Time Frame: 1 day

PERFORMANCE TASK
“Ethnic Performance”
GOAL To present a sarsuwela in both modern and original version
ROLE You as a PRODUCTION DIRECTOR
You as a DANCER
You as an SINGER
AUDIENCE MAPEH Teacher
Students
SITUATION February is Arts month. The Grade 7 students are asked to make a presentation of a sarsuwela entitled “Walang Sugat” in modern and original versions.
PRODUCT The students will either dance or sing. The theme must be conveyed creatively using any appropriate media.
STANDARD Their output will be assessed based on musicality, voice inflection, creativity and resourcefulness, and performance skills.

ANALYTIC RUBRIC
CRITERIA Outstanding (10) Satisfactory (8) Developing (6) Beginning (4) Score
Musicality All group members exhibit Most of the group members Group members can Group members have
(Degree of difficulty – complexity evidence of performing exhibit evidence of performing somewhat remember of trouble in practicing and
and intricacy in the use of rhythmic vocal technique, vocal technique, musicianship what they practiced and are performing the vocal
patterns in various meters) musicianship and timing and timing (tempo) trying to perform the vocal technique, musicianship and
(tempo) exceptionally. satisfactorily. technique, musicianship and timing (tempo)
timing (tempo) reasonably. appropriately.
Voice inflection Excellent voice inflection is Proper voice inflection is 2-3 mispronunciations but 5-6 incorrect voice
(Pitch accuracy – a rise or fall in observed. There is observed. There is blending of voice inflection is good. inflections, voices assigned
the sound of a person’s voice; a excellent blending of voices, harmonious and Blending is not consistently are not performed as it
change in the pitch or tone of a voices, very harmonious synchronized, has good harmonious and should be. Committed 3-5
person’s voice) and synchronized. Very enunciation, no words are synchronized.  mispronunciations.
good enunciation, no mispronounced. 
words are mispronounced. 
Creativity and Demonstrates Demonstrates adequate and Demonstrates considerable Demonstrates poor
Resourcefulness extraordinary proper personalization, personalization, personalization,

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 (Originality and creativity is shown personalization, resourcefulness and / or resourcefulness and / or resourcefulness and / or
all throughout the performance; resourcefulness and / or originality
COLUMN A in the musical originalityBin the musical
COLUMN originality in the musical
utilized the resources available) originality in the musical arrangements.
______1. Bodabil A. Drama arrangements. arrangements.
arrangements. ______2. Komedya B. Theatre / Melodrama
Performance Skills The performers draw the The performers
______3. Moro – moro communicate The performers are generally
C. Entertainment The performers are not that
(Behavior during performance – judges in to want to______4.
watch Sarsuwela
with audience / judges D. through focused, but only some
Secular Drama focused on making eye
projection of eye contact and them and is able to eye contact, facial and body attempt made to grab contact, concentrated or
cheerful facial expressions with the engage the audience expression and is able to attention of the audience not committed to
audience) completely all throughout engage the judges, but and judges through eye performance.
their performance. occasionally loses focus. contact and good facial
expression.
Total Score

SUMMATIVE ASSESSMENT
In a one whole sheet of paper, students will answer the following items.

I. TRUE OR FALSE. Colour the circle blue if the sentence is correct and red if the sentence is incorrect.
1. The Kadayawan Festival is the celebration of good harvest in Davao City. BLUE
2. Every third Sunday of January Sinulog festival is celebrated where Mary is the centre of the festivity. RED
3. Senakulo and Siete Palabras are example of secular komedya that re performed in churches. RED
4. Music has a very big part in celebrating the different festivals in the Philippines that adds beauty to the colourful costumes and designs to it. BLUE

II. MATCHING TYPE. Match column A with column B. Write your answer on the space provided before each number.

II. PROCESS. Answer the question briefly.

 As a Grade 7 student, what strategy are you going to do to preserve the different theatrical forms in the Philippines like komedya, sarsuwela, and bodabil?

GENERALIZATION AND ASSESSMENT

As a concluding activity, conduct a 3-2-1 activity. (Rutherford, 2008)
Identify...

GRADE 7 – MUSIC
QUARTER FOUR
 3 important concepts that interest you;
2 questions that you want to ask; and
1 idea that you need clarification

Prepared by: Reviewed and Approved by: Noted by:

Miss Chona M. Bahil Mrs. Anna Liza R. Sietereales Sr. Rea B. Pangantihon, USS
MUSIC Teacher Academic Coordinator School Principal

GRADE 7 – MUSIC
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