DAILY Section Teaching Time and Date

LEARNING LOG Learning Area: Grade Level: 7-Emerald Week 1

IN MAPEH MUSIC 7 August 29-September 01, 2023

School:
Paquet Integrated School
Quarter: I Subject Teacher: RONGEL G. GUINGAYAN
Session 1-Tue Session 2-Wed Session 3-Thu Session 4-Fri
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon.
B. Performance Standards The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C. Learning Competencies/ The learner… analyzes the musical The learner ...  sings folksongs from the
Objectives identifies the musical elements of some lowland  explains the distinguishing lowlands of Luzon.
characteristics of representative vocal and instrumental music characteristics of representative (MU7LU-Ia-h-7)
music selections from the selections. (MU7LU-Ia-2) Philippine music selections from
lowlands of Luzon after listening. Luzon in relation to its culture
(MU7LU-Ia-1) and geography. (MU7LU-Ib-3)

II. CONTENT The Music of Luzon ( Lowlands ) The Music of Luzon The Music of Luzon The Music of Luzon
( Lowlands ) ( Lowlands ) ( Lowlands )
1.Vocal Music 1.Vocal Music Secular music : Harana , Secular music : Harana , Balitaw
 Performance practice  Performance practice Balitaw , Kumintang , Polka  , Kumintang , Polka  Art music
 Folk songs  Folk songs Art music Kundiman. Kundiman.
 Sacred (Liturgical and  Sacred (Liturgical and
Devotional) Music: Mass, Pastores Devotional) Music: Mass,
, Senakulo , Pasyon , Salubong , Pastores , Senakulo , Pasyon ,
Flores de Mayo , and Santacruzan Salubong , Flores de Mayo ,
and Santacruzan
III. LEARNING RESOURCES
A. REFERENCES:
1. TG pp:
 2. LM pp:
3. Textbook pp:
4. Additional Materials Videos, audios, pictures and Videos, audios, pictures and Videos, audios, pictures and Videos, audios, pictures and
from LR flashcards flashcards flashcards flashcards
B. Other Learning
Resources:
IV. PROCEDURES
A. Reviewing previous Let the students recall the The students will render The students will pick the The students will recall the
lesson/presenting the new lesson following musical symbols being folksongs with the sacred correct picture of a sacred different Secular Music and Art
flashed in the cards by naming music by group. They will be music according to the music.
them one by one. (whole note, divided into four groups. description being given by the
quarter note, flat, g-clef, sharp,  Bahay Kubo teacher on the board. (ex.
2/4, half rest, bar line and dotted  Pasyon Flores De Mayo, Santacruzan,
note). The teacher will ask the  Leron Leron Sinta Sitritsit, Bahay kubo, Senakulo
students these questions:  Flores De Mayo With the and Paruparong Bukid)
 Where do we used or see these help of a laptop or projector.
symbols?
 What is the significance of
these symbols to music?
B. Establishing a purpose for the Play a guessing game about the The students will watch a video Let the students form their own
lesson different songs being played. about the following Secular group.
(Manang Biday, Leron -Leron Music and Art music:
Sinta, and Magtanim ay di biro,  Harana
Pasyon , Flores de Mayo,  Balitaw
Santacruzan, and Salubong) . The  Kumintang
teacher will lead the students to  Polka
the realization that Philippines is  Kundiman
rich in different kinds of music .
C. Presenting examples of the Ask the students what are other Let the students give their inner Let the students create their
new lesson songs that they have learned in thoughts regarding the video own interpretation of their
their elementary years other than they have watch. The learners chosen Secular Music or Art
the songs that they have heard. will compare these to the music.
The students will give their variety of music we have today.
answers. Examples would be:
 Bahay Kubo, Ati Cu Pung Singsing,
Sitsiritsit ,Ang Pipit , and
Salidumay.
D. Discussing new concepts and The teacher will discuss the The teacher will discuss the
practicing new skills #1 meaning folk songs, Sacred and its following Secular and Art music
examples by showing a Harana
PowerPoint about Philippine Folk  Balitaw
and Sacred Music. (See  Kumintang
attachment)  Polka
The teacher will ask these  Kundiman
questions regarding the Let the students give their own
PowerPoint: understanding about Secular
 What is the meaning of a folk Music.
song/sacred music?
 What are the different types of
folksongs and sacred music
according to their functions?
E. Discussing new concepts and Ask the students among the
practicing new skills #2 Secular Music which is has a
comparison to our music today?
F. Developing Mastery(Leads to The students will play the game The students will choose a song
formative assessment) “Name that tune.” The teacher from the Secular music and Art
will play the following songs like music and they will interpret it
Bahay kubo, Sitsiritsit, Magtanim by means of singing by group.
ay di Biro, Salubong, Pasyon and
Flores De Mayo
G. Finding practical applications Let the students choose a The learners will connect a
of concepts and skills in daily song from the given secular music to a certain story
living folksongs played. Then let of life or experiences.
them give their reactions or
opinions about the songs.
H. Making generalizations and The students will give the Let the learners sum up the
abstractions about the lesson distinguishing characteristics possible messages of the music.
of Philippine Folk Music.

I. Evaluating Learning The learners identifies the Classify the following songs
musical elements of the according to their
following folk songs and characteristics: Nasaan ka Irog
sacred music such as ko, Ave Maria, Papuri sa
Leron,Leron Sinta, Pasyon, Diyos,O ilaw and Mutya ng
Magtanim ay Di Biro, Pasig.
Santacruzan, and Salubong
J. Additional Activities/ Look for some additional Choose a song/music that The learners will compose a The learners will interview their
Remediation examples of Folk Songs and you think it has something to song by writing their own lyrics. parents or grandparents about
Sacred Music. do with your life. Write it their kind of music genre they
down. have before.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment

B. No. of learners who require

additional activities for
remediation
C. Did the remedial lesson 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
these 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: Noted:

RONGEL G. GUINGAYAN LORADEL R. SULIO
Subject Teacher School Head