Department of Education

Region VI – Western Visayas

Jose Borromeo Legaspi Memorial National High School
Aranas, Balete, Aklan
School: Jose Borromeo Legaspi Memorial National High School Grade Level/Section Grade 7- Venus & Earth

Name of Teacher: Mrs. MA. CECILIA U. CUATRIZ Learning Area MAPEH - Music

Teaching Date Quarter First

I. OBJECTIVES

The learner demonstrates understanding of the musical characteristics of representative music from the lowlands.
A. Content Standards

B. Performance The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
Standards
C. Learning Independent
Competencies Identifies the distinguishing Identifies the distinguishing Identifies the distinguishing Identifies the distinguishing Cooperative Learning
/Objectives musical characteristics of musical characteristics of musical characteristics of musical characteristics of Weekly Test
representative music representative music representative music representative music
selections from the lowlands selections from the lowlands of selections from the lowlands selections from the
of Luzon. Luzon. of Luzon. lowlands of Luzon.

MU7LU-Ia-1 MU7LU-Ia-1 MU7LU-Ia-1 MU7LU-Ia-1

MU7LU-Ib-3 MU7LU-Ib-3 MU7LU-Ib-3 MU7LU-Ib-3
Code
II. CONTENT

Music of Luzon ( Lowland)

Music of Luzon ( Lowland) Music of Luzon ( Lowland) Music of Luzon ( Lowland)
A. Topic Vocal Music- Liturgy &
Vocal Music-Folksongs Vocal Music-Secular Music Instrumental Music
Devotional Music
B. Duration
III. LEARNING RESOURCES
A. References
Teacher’s Guide Teacher’s Guide in Music 7 Teacher’s Guide in Music 7 Teacher’s Guide in Music 7 Teacher’s Guide in Music 7
Learner’s Material pp.5-36 pp.5-36 pp.5-36 pp.5-36
Learning Resource
Portal Learner’s Module in Music 7 Learner’s Module in Music 7 Learner’s Module in Music 7 Learner’s Module in Music
pp. 11-18 pp. 19-24 pp.25-36 7 pp. 37-49

C.Other Learning Activity materials, audio Activity materials, audio-visual Activity materials, audio- Activity materials, audio-
Resources materials, materials, visual materials, visual materials, Test Notebook in
MAPEH 7

IV. PROCEDURES

Communicating learning Communicating learning

Communicating learning Communicating learning
objective/s. objective/s.
1. Introduction objective/s. objective/s.
Review of past lessons. Review of past lessons.
Review of past lessons.

Pre- Assessment Show picture of the ff. and let Arrange the ff. scrambled Show pictures of the
*Musical Symbols students identify each: words: following & let students
*Elements of Music *Pasyon *anarah *watilab identify each:
2. Motivation
*Classification of Musical *Salubong *gnatnimuk *namidnuk *Las Pinas Bamboo Organ
Instruments *Flores de Mayo *oggnadnap *Musikong Bumbong
*Santa Cruzan *aklop *Pangkat Kawayan
Let students perform the Let students perform the Let students perform the Let students perform the
activities: activities: activities: activities:
1.Leveling off – Folksong & 1.Leveling off – Liturgy & 1.Leveling off – Secular music 1.Leveling off –Istrumental
its characteristics and Devotional music & its & its characteristics and music of the lowlands of
3. Instruction examples. characteristics and examples. examples. Luzon & its characteristics
2.Listening Activity- Phil. 2.Film Viewing Activity- Liturgy 2.Film Viewing Activity- and examples.
Folksongs from the lowlands & Devotional music from the Secular music from the 2.Film Viewing Activity-
of Luzon. lowlands of Luzon. lowlands of Luzon. Instrumental music from the
lowlands of Luzon.
Group activity Let each group perform the Let each group perform the Based on the video
Let each group choose one manner of singing the Pasyon, manner of singing the presentations, categorize
folksong from the lowlands Santa Cruzan, Flores de Mayo Harana, Kumintang, the instruments of each
4. Enrichment
of Luzon and interpret it and Salubong. Pandanggo, Polka, Balitaw & group through Hornbostel
through dance and Kundiman. Sachs classification.
movements.
 Based on the lessons
5. Finding Practical learned, how are you going
Applications to to preserve and promote
Daily Living folksongs from the lowlands
of Luzon?
What is folksong? What are
examples of folksongs from
6. Generalization and
the lowlands of Luzon?
Abstraction
Which folksong do you like
best? why?
Paper and pencil test
7. Evaluation 10 items
Based on the lessons learned,
how are you going to preserve
and promote liturgy &
devotional music from the
lowlands of Luzon?
What is liturgy & devotional
music? What are its examples
from the lowlands of Luzon?
Which do you like best? why?
Paper and pencil test
10 items
Based on the lessons
learned, how are you going to
preserve and promote secular
music from the lowlands of
Luzon?
What is secular music? What
are its examples from the
lowlands of Luzon? Which do
you like best? why?
Paper and pencil test
10 items
Based on the lessons
learned, how are you going
to preserve and promote
instrumental music from the
lowlands of Luzon?
What is instrumental music?
Classify the different
musical instruments
according to Hornbostel
Sachs classification.
Paper and pencil test
10 items

V. REMARKS
Make a compilation of Make a compilation of different Make a compilation of Make a compilation of
different examples of examples of liturgy & different examples of secular different examples of
Follow-up Activity
folksongs from the lowlands devotional music from the music from the lowlands of musical instruments from
of Luzon. lowlands of Luzon. Luzon. the lowlands of Luzon.
VI.REFLECTION
A. No. of learners who
require additional
activities for
remediation.
B. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
C. No. of learners who
continue to require
remediation.

Prepared by:
Checked by:
MA. CECILIA U. CUATRIZ
T-II MIRASOL C. PERALTA
School Principal II
 Department of Education
Region VI – Western Visayas
Jose Borromeo Legaspi Memorial National High School
Aranas, Balete, Aklan
School: Jose Borromeo Legaspi Memorial National High School Grade Level/Section Grade 7- Venus & Earth

Name of Teacher: Mrs. MA. CECILIA U. CUATRIZ Learning Area MAPEH - Arts
June 11-15, 2018
Teaching Date Quarter First

I.OBJECTIVES Monday Tuesday Wednesday Thursday Friday

The learner demonstrates understanding of the salient features of the arts of Luzon (highlands & Lowlands) by showing the relationship of elements
Content Standards of art and processes among culturally diverse communities in the country.

The learner creates artworks showing the characteristic elements of the arts of Luzon (highlands & lowlands).
Performance Standards

*Identifies the characteristics
Learning Competencies of arts and crafts in specific
/Objectives areas in Luzon.
*Analyze elements and
principles of art in the
production of one’s arts &
crafts in Luzon (highlands &
lowlands).
*Identifies the characteristics
of arts and crafts in specific
areas in Luzon.
*Analyze elements and
principles of art in the
production of one’s arts &
crafts in Luzon (highlands &
lowlands).
*Identifies the characteristics
of arts and crafts in specific
areas in Luzon.
*Analyze elements and
principles of art in the
production of one’s arts &
crafts in Luzon (highlands &
lowlands).
Reflect on and appreciate Independent
the functionality of the Cooperative Learning
selected artifacts and art Weekly Test
objects from the highlands
and lowlands of Luzon.

A7EL-Ib-1 A7EL-Ib-1 A7EL-Ib-1 A7PL-Ih-1

Code
A7EL-Ia-2 A7EL-Ia-2 A7EL-Ia-2 A7PL-Ih-2
II.CONTENT

Arts & Crafts of Ilocos Arts & Crafts of

Arts & Crafts of Cagayan Arts & Crafts of Luzon
Topic Region & Cordillera CALABARZON & Bicol
Valley & Central Luzon (Highlands & Lowlands)
Administrative Region (CAR) Region
Duration 1 hour 1 hour 1 hour 1 hour
III.LEARNING RESOURCES
A. References
 Teacher’s Guide in Art 7
Teacher’s Guide
pp.151-158
Learner’s Material
Learning Resource
Learner’s Module in Music 7
Portal
pp. 145-152
Activity materials, visual
B.Other Learning
materials,
Resources
IV.PROCEDURES
Communicating learning
1.Introduction objective/s.
Pre- Assessment
*Elements of Arts
2.Motivation *Principles of Arts
*Art Processes
Let students perform the
activities:
1.Leveling off – Arts & Crafts
of Ilocos Region & CAR- its
characteristics and
3.Instruction examples.
2. Let each group choose
one arts and crafts of Ilocos
and CAR and analyze the
dominant elements &
principles used.
4.Enrichment Group activity
Let each group identify the activity on pp.158-159
similarities and differences of
Teacher’s Guide in Art 7
pp.158-164
Learner’s Module in Art 7 pp.
152-159
Activity materials, visual
materials,
Communicating learning
objective/s.
Review of past lessons.
Show picture of the ff. and let
students identify each:
*Vakul *Singkaban
*Bakwat
*Giant lanterns or Parol
*Tumauini Church in Isabela
Let students perform the
activities:
1.Leveling off – Arts & Crafts
of Cagayan Valley & Central
Luzon- its characteristics and
examples.
2. Let each group choose one
arts and crafts of Cagayan
Valley & Central Luzon and
analyze the dominant
elements & principles used.
Let each group perform the
Teacher’s Guide in Art 7
pp.164-168
Learner’s Module in Music 7
pp.160-162
Activity materials, visual
materials,
Communicating learning
objective/s.
Review of past lessons.
Show pictures of the following
& let students identify each:
*Ukit of Paete
*HIgantes
*Balisong
*Kiping
Let students perform the
activities:
1.Leveling off – Arts & Crafts
of CALABARZON & Bicol
Region, its characteristics
and examples.
2. Let each group choose one
arts and crafts of
CALABARZON & Bicol
Region and analyze the
dominant elements &
principles used.
Let each group perform the
activity on pp.168
Teacher’s Guide in Arts 7
pp.180-183
Learner’s Module in Music
7 pp. 173-177
Activity materials, visual Test Notebook in
materials, MAPEH 7
Communicating learning
objective/s.
Review of past lessons.
Guess the Picture
Show to class pictures of
selected arts & crafts from
Luzon. Let them identify the
name and place it was
originated.
Individual Activity:
Make your own reflection.
1.In your own opinion, why
are most of our artifacts are
functional rather than for
display and enjoyment
only?
2.Compare the dif. designs
from each province..How
similar or different are they
from each other?
Group activity.
Make a table similar on
p.182 and give the needed
 information.
Cordillera and Ilocos textiles.
Based on the lessons learned, Based on the lessons
Based on the lessons
5.Finding Practical how are you going to preserve learned, how are you going to What did you discover after
learned, how are you going
Applications to and promote arts and crafts of preserve and promote arts studying the arts a
to preserve and promote arts
Daily Living Cagayan Valley & Central and crafts of CALABARZON & crafts of Luzon?
and crafts of Ilocos & CAR?
Luzon? & Bicol Region?
What are examples of arts & What are examples of arts &
What are examples of arts &
craft of Cagayan Valley & crafts of CALABARZON & Give at least 15 arts and
6.Generalization crafts of Ilocos & CAR?
Central Luzon? Which artwork Bicol Region? Which artwork crafts of Luzon and identify
and Abstraction Which artwork you think you
you think you can also make? you think you can also make? its functionality.
can also make? why?
why? why?
Paper and pencil test Paper and pencil test Paper and pencil test Paper and pencil test
7.Evaluation 10 items 10 items 10 items 10 items

V. REMARKS
Make a compilation of Make a compilation of different Make a compilation of Make a scrapbook of the
different examples of arts & examples of arts & crafts of different examples of arts & different arts & crafts of
Follow-up Activity
crafts of Ilocos & Cordillera Cagayan Valley & Central crafts of CALABARZON & Luzon based on your
Autonomous Region. Luzon? Bicol Region? compilation.
VI.REFLECTION
No. of learners who
earned 80% on the
formative
assessment
No. of learners who
require additional
activities for
remediation.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation.
 Department of Education
Region VI – Western Visayas
Jose Borromeo Legaspi Memorial National High School
Aranas, Balete, Aklan
School: Jose Borromeo Legaspi Memorial National High School Grade Level/Section Grade 7- Venus & Earth

Name of Teacher: Mrs. MA. CECILIA U. CUATRIZ Learning Area MAPEH – P.E.
June 18-22, 2018
Teaching Date Quarter First

I.OBJECTIVES Monday Tuesday Wednesday Thursday Friday

The learner demonstrates understanding of guidelines and principles in exercise program design to achieve personal fitness.
Content Standards

The learner designs an individualized exercise program to achieve personal fitness.

Performance Standards

Learning Competencies *Identify physical activities

/Objectives that aid in the development
of different physical fitness
components.
*Demonstrate understanding
of physical fitness
components.
*Identify the characteristics of
a physically fit and unfit
*Undertakes physical fitness *Undertakes physical *Undertakes physical
person.
assessments fitness assessments fitness assessments
*Undertakes physical fitness
assessments

PE7PF-Ia-h-23 PE7PF-Ia-h-23 PE7PF-Ia-h-23 PE7PF-Ia-h-23 PE7PF-Ia-h-23

Code
II.CONTENT

Components of
Components of Physical Components of Physical Components of Physical
Components of Physical Physical
Topic Fitness/Physical Fitness Fitness/Physical Fitness Fitness/Physical Fitness
Fitness Fitness/Physical
Assessments Assessments Assessments
Fitness Assessments
Duration 1 hour 1 hour 1 hour 1 hour 1 hour
III.LEARNING RESOURCES
A. References
Teacher’s Guide Teacher’s Guide in PE 7 Teacher’s Guide in PE 7 Teacher’s Guide in PE 7 Teacher’s Guide in PE 7 Teacher’s Guide in
Learner’s Material pp.9-17 pp.18-20 pp.9-17 pp.9-17 PE 7 pp.9-17
Learning Resource
Portal Learner’s Module in PE 7 pp. Learner’s Module in PE 7 pp. Learner’s Module in PE 7 pp. Learner’s Module in PE 7 Learner’s Module in
4-12 12-16 4-12 pp. 4-12 PE 7 pp. 4-12

Assessment
Activity materials, visual Activity materials, visual Assessment materials, visual Assessment materials,
materials, visual
materials materials materials visual materials
B.Other Learning materials
Resources

IV.PROCEDURES

Communicating
Communicating learning Communicating learning Communicating learning Communicating learning
learning objective/s.
objective/s. objective/s. objective/s. objective/s.
1.Introduction Review of past
Review of past lessons. Review of past lessons. Review of past lessons.
lessons.

A. General warm up-do a 10 A. General warm up-do a 10 A. General warm up-do a A. General warm up-
minute slow jog. minute slow jog. 10 minute slow jog. do a 10 minute slow
Pre- Assessment
B. Dynamic Warm up-lunge, B. Dynamic Warm up-lunge, B. Dynamic Warm up-lunge, jog.
Test #1
2.Motivation high knee & carioca. high knee & carioca. high knee & carioca. B. Dynamic Warm
Test#2
up-lunge, high knee
PAR-Q & YOU
& carioca.

A. Perform activity on p. 13
A. General warm up-do a 10
B. Small group discussion A. Orientation and
minute slow jog. A. Orientation and test
about exercise program, A. Orientation and test test protocols.
B. Dynamic Warm up-lunge, protocols.
health benefits of exercise & protocols. B. Perform physical
high knee & carioca. B. Perform physical fitness
3.Instruction exercise program and smart B. Perform physical fitness fitness assessment-
C. Group activity on p. 12 assessment- 3 minute step
guide to goal setting. assessment- paper juggling standing long jump,
D. Group discussions- test zipper test & sit and
C. Perform physical fitness and hexagon agility test stork balance stand
components of physical reach.
assessment-getting height and test & stick drop test
fitness
weight/ computing for BMI
4.Enrichment Group activity- bodily Make a short and long term Perform cool down exercises. Perform cool down Perform cool down
movements that will develop goals using SMART. exercises. exercises.
 different components
physical fitness.
5.Finding Practical Based on the lessons
Applications to learned, why is physical
Daily Living fitness important for teens?
6.Generalization What are components of
and Abstraction physical fitness?
of
Based on the lessons learned,
What do you think should be
done to become a physical fit
person?
Are you a physically fit
individual? Explain
Evaluate and compare
results.
What should be done to
improve your cardiovascular
endurance and flexibility?
Evaluate and compare Evaluate and
results. compare results.
What should be
What should be done to
done to improve
improve your coordination
your power, balance
and agility?
& reaction time?

Paper and pencil test Paper and pencil test

Performance Performance Performance
7.Evaluation 10 items 10 items
Evaluation Evaluation Evaluation

V. REMARKS
List at least 5 physical Bring meter
Follow-up Activity Bring stopwatch or
activities daily which help to stick, 24
Assignment cellphone with timer.
improve physical fitness. inches ruler
VI.REFLECTION
No. of learners who
earned 80% on the
formative
assessment
No. of learners who
require additional
activities for
remediation.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation.

Checked by:
MIRASOL C. PERALTA
 School Principal II

Department of Education
Region VI – Western Visayas
Jose Borromeo Legaspi Memorial National High School
Aranas, Balete, Aklan
School: Jose Borromeo Legaspi Memorial National High School Grade Level/Section Grade 7- Venus & Earth

Name of Teacher: Mrs. MA. CECILIA U. CUATRIZ Learning Area MAPEH – Health

Teaching Date Quarter First

June 25-29, 2018

I.OBJECTIVES Monday Tuesday Wednesday Thursday Friday

The learner demonstrates understanding of holistic health and its management of health concerns, the growth and development of adolescents and
Content Standards
how to manage its challenges.
The learner appropriately manages concerns and challenges during adolescence to achieve holistic health.
Performance Standards

Learning Competencies
/Objectives *Discusses the concept of
Identify the physical,
holistic health. Independent
Describes developmental mental, emotional, social
*Explains the dimensions of Cooperative Learning
milestones as one grow. and moral-spiritual changes
holistic health. Weekly Test
during adolescence period.

H7GD-Ia-12/H7GD-Ib-13 H7GD-Id-e-16 H7GD-Id-e-18

Code
II.CONTENT

Changes in the Health

Stages of Growth and
Topic Holistic Health Dimensions during
Development
Adolescence
Duration 2 hours 1 hour 1 hour
III.LEARNING RESOURCES
A. References
Teacher’s Guide Teacher’s Guide in Health 7 Teacher’s Guide in Health 7 Teacher’s Guide in Health 7
Learner’s Material pp.274-282 pp.282-287 pp.287-291
Learning Resource
Portal Learner’s Module in Health 7 Learner’s Module in Health 7 Learner’s Module in Health
pp. 215-225 pp. 225-227 7 pp. 227-233

Activity materials, visual

Activity materials, visual Activity materials, visual Activity materials, visual
materials of stages of
materials materials materials
development
B.Other Learning
Test Notebook
Resources

IV.PROCEDURES

Communicating learning Communicating learning Communicating learning Communicating learning

objective/s. objective/s. objective/s. objective/s.
1.Introduction
Review of past lessons. Review of past lessons. Review of past lessons.

How does human grow and Every day, when you look at
Pre- Assessment
develop? yourself in the mirror, what
2.Motivation Health Appraisal
In what phase of changes have you observe?
development are you now?
A. Let the students complete
A. Group activity
jigsaw puzzle of a man
Each group will identify
showing different dimensions
A. Show to the class a picture changes that took place
of health.
of different stages of during adolescence
B. Give their own concept of
development. Group 1-physical changes
holistic health based on the
B. Let students give a brief Group 2- emotional
drawing/puzzle.
description of each stages of changes
3.Instruction C. Small group discussions
development and its Group 3-social changes
about the different
developmental task. Group 4-mental changes
dimensions of health
C. Role play the different Group 5-moral/spiritual
assigned to each group.
developmental tasks in every changes
D. Group reporting.
stages of development. B. Group
Clarification of important
reporting/consolidation of
concepts about holistic
ideas
health.
4.Enrichment Group activity-Let each group Classify the different Clarification of important
list down some activities or developmental task according concepts about changes

5.Finding Practical
Applications to
Daily Living
6.Generalization
and Abstraction
7.Evaluation
V. REMARKS
Follow-up Activity
Assignment
VI.REFLECTION
No. of learners who
earned 80% on the
formative assessment
No. of learners who
require additional
activities for
remediation.
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
No. of learners who
continue to require
remediation.
Checked by:
MIRASOL C. PERALTA
their own health practices and
let them identify each
according to dimension of
health.
Based on the lessons learned
role play healthy practices to
develop/improve holistic
health.
What is holistic health? What
are its different dimensions?
Paper and pencil test
10 items
List down at least 3 positive
behaviors or activities that will
improve your holistic health.
to stages of development.
Why is it important that each
individual should be aware of
the different stages of
development and its
corresponding developmental
tasks?
Which stages of development
needs most of the parents/
attention and focus?
Paper & Pencil Test
10 items
that occur during
adolescence.
How do you manage the
different changes you are
actually experiencing right
now? How do you feel
about it?
What are the different
changes that took place
during adolescence?
Paper & Pencil Test
10 items
List down some problems
which you have encounters
related to the different changes
during adolescence.
 School Principal II

Department of Education
Region VI – Western Visayas
Jose Borromeo Legaspi Memorial National High School
Aranas, Balete, Aklan
School: Jose Borromeo Legaspi Memorial National High School Grade Level/Section Grade 7- Venus & Earth

Name of Teacher: Mrs. MA. CECILIA U. CUATRIZ Learning Area MAPEH - Music

Teaching Date Quarter First

VII. OBJECTIVES

D. Content Standards

E. Performance
Standards
F. Learning
Competencies
/Objectives

Code
VIII. CONTENT

C. Topic

D. Duration
IX. LEARNING RESOURCES
A. References
Teacher’s Guide
Learner’s Material
Learning Resource
Portal

C.Other Learning
Resources

X. PROCEDURES

8. Introduction

9. Motivation

10. Instruction

11. Enrichment

12. Finding Practical

Applications to
Daily Living
 13. Generalization and
Abstraction

14. Evaluation

XI.REMARKS
Follow-up Activity
XII. REFLECTION
D. No. of learners who
earned 80% on the
formative
assessment
E. No. of learners who
require additional
activities for
remediation.
F. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
G. No. of learners who
continue to require
remediation.
 SCHOOL: JOSE BORROMEO LEGASPI MEMORIAL NATIONAL HIGH SCHOOL GRADE LEVEL: GRADE 7- VENUS & JUPITER
DAILY LESSON LOG TEACHER: MA. CECILIA U. CUATRIZ LEARNING AREA: MUSIC
IN MAPEH 7 TEACHING DATES: July 2-6, 2018 QUARTER: FIRST QUARTER
Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. CONTENT STANDARDS The learners demonstrate understanding of the musical characteristics of representative music from the lowlands of Luzon.

B. PERFORMANCE The learners perform music of the lowlands with appropriate pitch, rhythm, expression and style.
STANDARDS
C. LEARNING 1. Analyze the musical elements of some lowland vocal music selections. (MU7LU-Ia-2)
COMPETENCIES/OBJE 2. Explains the distinguishing characteristics of representative Philippine music selections from Luzon in relation to its culture and geography.
C-TIVES (Write the code (MU7LU-Ib-3)
for each) 4. Explores ways of producing sounds on a variety of sources that is similar to the instruments being studied; (MU7LU-Ib-f-4)
5. Improvises simple rhythmic/melodic accompaniments to selected music from the Lowlands of Luzon; (MU7LU-Ic-f-5)

II. CONTENT Vocal Music of the Lowland of Luzon during

Vocal Music of the Lowland of Luzon 2: Spanish American and Japanese periods
Influence in Secular Music
Instrumental Music
Secular music: Harana, Balitaw, Kumintang, Polka a) Rondalla;
Art Music: Kundiman b) Brass Band;
c) Musikong Bumbongl
d) Bamboo organ;
e) Angklung ensemble;
f) Himig Pangkat Kawayan
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide TG, pages 12-23
Pages
2. Learner’s Materials LM, pages 13-17
pages
3. Textbook Pages
4. Additional Materials
from Learning
 Resource (LR) portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES

I/CL
A. Reviewing previous RECAP/ORAL RECITATION RECAP/ORAL RECITATION RECAP ORAL RECITATION
lesson or presenting the ASK: ASK: Ask:
new lesson 1. What are the sacred music 1. What are the vocal music of Call in a student/s to do the 1. What are the
of Lowland of Luzon? the Lowland of Luzon during recapitulation of what have instrumental
2. What are the sacred songs Spanish period? discussed last Monday and music of
in the mass? 2. What are the social Tuesday. Lowland of
functions of the music of the Luzon influence
Lowland of Luzon during by the
Spanish period? Americans and
Japanese?
2. What are the
social functions
of the
instrumental
music of the
Lowland of
Luzon influence
by the
Americans and
Japanese?

B. Establishing a purpose
for the lesson The learners will learn the secular music of lowland of Luzon influence by The learners will learn the secular music of lowland of
Spanish. Luzon influence by Americans and Japanese.
C. Presenting
examples/instances of When you heard the word “Harana”, Have you watch some
the new lesson what comes in your mind? Philippines old movies
showing band in any
occasions such as Fiesta,
Wedding, and etc.?

What are the instruments in

the band?
D. Discussing new concepts CLASS DISCUSSION CLASS DISCUSSION
 and practicing new skills
#1 Discussion about the secular and Art Discussion about the
music of Lowland of Luzon. instrumental music of the
Lowland of Luzon influenced
by the Americans and
Japanese.
E. Discussing new concepts
and practicing new skills MUSIC LISTENING MUSIC LISTENING
#2
Ask the learners to listen and Ash the learners to
analyze the lyrics of some secular listen and analyze the
music of Lowland of Luzon and lyrics of some
answer the following guide instrumental music of
questions after each song. Lowland of Luzon and
1. What is the function of the answer the following
music? guide questions after
2. What do you think is the each song.
message of the music? 3. What is the
function of the
instrumental
music?
4. When does the
instrumental
music
played/used?
F. Developing mastery 5. What are the instrumental music of Lowland of
(leads to Formative 3. What are the secular music of Lowland of Luzon influence by the Luzon influence by the Americans and
assessment 3) Spanish? Japanese?
4. What are the social functions of the music of Luzon? 6. What are the social functions of the instrumental
music of the Lowland of Luzon influence by the
Americans and Japanese?
G. Finding practical COOPEARTIVE LEARNING
application of concepts `Let the student ask their parents or grandparents if they know some local
and abstractions about Harana. Let them ask their parents to teach them the song and have them Group the students into five groups and assign either of
the lesson share it in class the next day. the two art songs to each group. Ask them to rehearse
singing it as a group. They may add actions and/or a
musical accompaniment on the guitar/or improvised
musical instruments. (Performance will be presented
 by next meeting)

Discuss the rubrics for evaluation.

H. Making generalization
and abstractions about
the lesson
Folk Music of the Lowlands of Luzon during Spanish period
 Vocal Music – Harana and Kumintang(song of varied topics), Polka
(Leron-Leron Sinta, Pamulinawen)
 Instrumental Music- Pandanggo (Pangasinan), Polka (Tagalog, Ilocano) ,
Rondalla
 Cultural Context (History and Traditions) – Spanish colonisation, Catholic
religion
 Composition – Kundiman (art songs); Instrumental music
 Social Functions: Music for Festivities and Recreation, Work (Planting and
Farming), Courtship, Social Commentary and Patriotism
 Performance Styles / Techniques : Use of the Plectrum
Folk Music of the Lowlands of Luzon during
American and Japanese period
 Vocal Music –Zarzuela (Danza, Balse)
 Instrumental Music –Symphonic Band (Philippine
Constabulary Band), Musiko Bumbong
 Cultural Context (History and Traditions) – American
and Japanese periods in the Philippines
 Composition – Ang Maya (Jose A. Estella), Bituing
Marikit (Nicanor Abelardo)
 Social Functions – Music for Recreation, Social
Commentary and Patriotism
 Performance Styles / Techniques – Ensemble Playing

I. Evaluating learning Answer summative test

#5
 Test proper
 Checking
 Recording of
result
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?
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
with other
teachers?

CHECKED BY:

MIRASOL C. PERALTA
School Principal II
 Department of Education
Region VI – Western Visayas
Jose Borromeo Legaspi Memorial National High School
Aranas, Balete, Aklan
School: Jose Borromeo Legaspi Memorial National High School Grade Level/Section Grade 7- Venus & Earth

Name of Teacher: Mrs. MA. CECILIA U. CUATRIZ Learning Area MAPEH - Music

Teaching Date Quarter First

XIII. OBJECTIVES

G. Content Standards

H. Performance
Standards
 PE7PF-Ia-h-23  PE7PF-Ia-h-23
I. Learning  Undertakes physical activity and  Undertakes physical activity and
Competencies physical fitness assessments physical fitness assessments
/Objectives  PE7PF-Ia-24 set goals based on  PE7PF-Ia-24 set goals based on
assessments results assessments results
 PE7PF-Ib-25 identifies training  PE7PF-Ib-25 identifies training
guidelines and FITT principles guidelines and FITT principles
 PE7PF-Ib-26 recognizes barriers to  PE7PF-Ib-26 recognizes barriers to
exercise exercise
 PE7PF-Ic-27 prepares an exercise  PE7PF-Ic-27 prepares an exercise
program program

Code
XIV. CONTENT
 PPFT PROGRAM
E. Topic

F. Duration
XV. LEARNING RESOURCES
A. References
Teacher’s Guide
Learner’s Material
Learning Resource
Portal

C.Other Learning PPFT Kit/ Chart, extra Towel, t-

Resources shirt, timer, and empty sacks of rice
for the next PPFT activities, MP3 of PPFT Kit/ Chart, extra Towel, t-shirt, timer,
and empty sacks of rice for the next PPFT
songs for execises activities, MP3 of songs for execises

XVI. PROCEDURES

15. Introduction Get your resting Pulse Rate Get your resting Pulse Rate

16. Motivation Warm up exercises Warm up exercises

T-CHART OF Your Fitness Program

(Goal Setting, Choose Exercise and
FITT Principle)
Why is it important to have a set of
17. Instruction realistic and attainable goals in your
PPFT Exercise Program?
Discuss the training guide to be
consider.
*Discuss the MAximal Oxygen Consumption
and the functions of Skills-related fitness
*Discuss the procedure in 40 meter sprint,
Hexagonal Agility Test and Quick-Stick
Reaction Time Tester Test
 What are the possible
Why is it important to maintain our Reaction
18. Enrichment barriers to exercise? Do the Time, Agility And Speed?
concept map.
19. Finding Practical
Study the suggested activity Discuss the do’s and don’ts in conducting
Applications to activities. What are the safety precautions?
program.
Daily Living

20. Generalization and Relate and do your own Relate and do your own Activity pyramid.
Abstraction Activity Pyramid.

What are some

avenues of
physical activity
21. Evaluation
which you may
undertake in your
daily routine.
XVII. REMARKS
How to prepare your own exercise
Do the Speed, Agility and Reaction Time TEst
Follow-up Activity program? Make your own personalized
Get the Pulse Rate after the activities
Exercise Program /Plan
XVIII. REFLECTION
H. No. of learners who
extra Towel, t-shirt, timer, and empty sacks of
earned 80% on the
rice for the next PPFT activities, MP3 of
formative songs for exercises
assessment
I. No. of learners who
require additional
activities for
remediation.
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation.