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Unit 1
SUBJECT: Music LEVEL: Grade 7
UNIT TITLE: Music of Lowlands of Luzon TOTAL NUMBER OF SESSIONS: 8
I. TOPIC COVERAGE:
Music of Lowlands of Luzon
1. Vocal Music
2. Instrumental Music
II. CONTENT STANDARD: Demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon
A. ACADEMIC
1. Learning to THINK: Understands distinct characteristics of music from the lowlands of Luzon
2. Learning to DO: Applies knowledge and skills learned in performing the music of lowlands of Luzon
3. Learning to FEEL: Appreciates Philippine culture through the music of lowlands of Luzon
4. Learning to COMMUNICATE: Explains the significance of music to the life and culture of Filipinos
5. Learning to INTUIT: Derives insights and inspiration from the sample music of lowlands of Luzon
6. Learning to LEAD: Encourages holistic development through music of Lowland Luzon
7. Learning to BE: Young Filipino music appreciator
19
IV. ACHIEVING THE ENDSTATES OF THIS UNIT
A. Essential Questions for this Unit
1. How will the distinct characteristics of the music of the lowlands of Luzon contribute in promoting national unity and identity?
2. Why is pride of place important in nation-building?
B. Materials, Methods, and Activities that should be undertaken to Achieve the ENDSTATES
Learning materials Methods Activities
Power point presentation Lecture-Discussion Creating
Video clips of Vocal music of Luzon Music Listening Performing
Audio clips of Luzon music Name the Tune/Title
C. Product/Performance Outputs
1. Creating and performing music of Luzon
20
WHOLE BRAIN LESSON PLAN
1st Quarter
SUBJECT: Music GRADE: Grade 7
UNIT TITLE: Music of Lowlands of Luzon WEEK: 1
LESSON TITLE: Vocal Music of Luzon NUMBER OF SESSIONS: 4
I. CONTENT
1. Folk Song
2. Devotional Music
3. Secular Music
1. Learning to THINK: Understands distinct characteristics of music from the lowlands of Luzon
2. Learning to DO: Applies knowledge and skills learned in performing the music of the lowlands of Luzon
3. Learning to FEEL: Appreciates Philippine culture through the music of the lowlands of Luzon
4. Learning to COMMUNICATE: Explains the significance of music to the life and culture of Filipinos
5. Learning to INTUIT: Derives insights and inspiration from the sample music of the lowlands of Luzon
6. Learning to LEAD: Encourages holistic development through music of Lowland Luzon
7. Learning to BE: Young Filipino music lover
21
III. ESSENTIAL QUESTIONS:
1. What values can be derived from the music of the lowlands of Luzon?
2. Why is it important to preserve and promote the music of lowlands of Luzon?
2. ACQUIRE NEW KNOWLEDGE After listening, ask the students their impression about the music.
22
What was the greatest influence of the Spanish colonization?
23
Attachment 1
4 3 2 1
Tone is focused, clear and Tone is often focused, clear
Tone is consistently focused,
centered throughout the and centered, but Tone is often not focused,
clear and centered
Tone Quality normal range. Highs and sometimes the tone is not clear or centered regardless
throughout the range of the
lows are occasionally out of controlled in any range being of the range being sung.
voice. Intonation is accurate.
tune. sung.
Performs with a lot of
Performs with the style Occasionally demonstrates
expression indicated by the Rarely demonstrates
indicated by the score or the style indicated by the
Expression and Style score or genre and expression and style; merely
genre, but needs to be more score or genre through the
demonstrates creativity with sings the notes.
consistent. performance.
the selection.
An occasional, isolated error, Some accurate pitches, but
Virtually no errors. Pitch is Very few accurate or secure
Pitch however, most pitches are there are frequent and/or
quite accurate. pitches.
accurate. repeated errors.
The pulse is secure and the The pulse is somewhat off, The pulse is not secure and
The pulse is secure and the
rhythms are mostly accurate. yet some rhythms are the rhythms are not
Rhythm rhythms are accurate. No
There are a few, isolated accurate. Several errors in accurate. Several errors in
errors in duration.
duration errors. duration. duration.
Diction Diction is understandable,
Diction is very Diction is somewhat Diction is difficult to
yet the vowels are not open
understandable. Vowels are understandable. Vowels understand. Vowels are not
consistently and the
open and consonants are need to be more open and open and consonants are not
consonants need more
precise. consonants more precise. precise.
precision.
24
Attachment 2
4 3 2 1
Student uses all space Student intersects the space Student uses space within Student moves only within
Choreography provided, vertically a well as of others around him/her on own immediate area on narrow restricted personal
horizontally horizontal plane horizontal space
All members participate in Most members participate in Some members participate
One member participates in
the dance. The group is well the dance. The group is put in the dance. The group is
Coordination of Movements the dance. The group is a
put together. Good effort together ok, but not not put together at all. Effort
mess. No effort at all.
from everyone. everyone is trying. is minimal.
The group rarely shows a
The group shows a good The group attempts to keep
The group is outstandingly basic understanding of
understanding of tempo and a rhythm but often gets off
accurate in beat, tempo, tempo and beat, but
Timing beat but periodically gets off beat and speeds up or falls
rhythms and dance sometimes falls behind
beat or makes errors in behind. Doesn’t follow beat
sequences. and/or speeds up in places
rhythm. in music.
or makes errors in rhythm.
Effort shows in close and
Effort shows in close Effort shows in general
appropriate matching of
Expression and Execution of matching of music and match of movements to Effort seems minimal with
music and movements and
Movements movements and in the music and in number of few movements
in the variety and number of
number of movements movements
movements
Interpretation of Music Song has little or no relevant
Important, meaningful song
Song has a clear message The rhythm of the song is meaning, and the rhythm is
with appropriate rhythm
and the rhythm is conducive fitting, but it is not seemingly not appropriate for a dance
which supports movement
for movement purposes. unimportant. performance. Just “Bubble-
and dance.
Gum” distraction.
25
Attachment 3
Rhythmic Accuracy The rhythm is always on The rhythm is mostly on The rhythm is sometimes The rhythm is almost never on
time, maintains a steady time for the most part, on time, sometimes time, does not maintain a
beat, and includes only maintains a steady beat, maintains a steady beat, steady beat, and rarely includes
quarter and eighth notes. and includes mostly and includes some quarter quarter and eighth notes.
quarter and eighth notes. and eighth notes.
Creativity The presentation utilizes The presentation utilizes The presentation utilizes The presentation does not
extensive ornamentation ornamentation and some ornamentation and utilize ornamentation nor
and complex rhythms. complex rhythms. at times, complex rhythms. complex rhythms.
Interpretation Phrases flow naturally, Most music flows from one Some music flows from Phrases are detached or
instrument played like phrase to next. Instrument one phrase to next. separated and do not flow
singing. Rhythmic and is, at times, played like together.
melodic emphasis singing.
26
naturally falls on beats.
Musical Effect The presentation exceeds The presentation meets The presentation The presentation does not
expectations with regard expectations with regard demonstrates developing demonstrates musical effect,
to confidence of to confidence of musical effect, with regard with regard to confidence of
performance, fluency, performance, fluency, to confidence of performance, fluency,
intonation, tone, and intonation, tone, and performance, fluency, intonation, tone, and
articulation. articulation. intonation, tone, and articulation.
articulation.
27
WHOLE BRAIN LESSON PLAN
1st Quarter
SUBJECT: Music GRADE: Grade 7
UNIT TITLE: Music of Lowlands of Luzon WEEK: 2
LESSON TITLE: Instrumental Music of Lowland of Luzon NUMBER OF SESSIONS: 4
I. CONTENT
1. Brass Band
2. Musikong Bumbong
3. Pangkat Kawayan
1. Learning to THINK: Understands distinct characteristics of music from the lowlands of Luzon
2. Learning to DO: Applies knowledge and skills learned in performing the music of the lowlands of Luzon
3. Learning to FEEL: Appreciates Philippine culture through the music of the lowlands of Luzon
4. Learning to COMMUNICATE: Explains the significance of music to the life and culture of Filipinos
5. Learning to INTUIT: Derives insights and inspiration from the sample music of the lowlands of Luzon
6. Learning to LEAD: Encourages holistic development through music of Lowland Luzon
7. Learning to BE: Young Filipino music lover
28
III. ESSENTIAL QUESTIONS:
1. What values can be derived from the music of the lowlands of Luzon?
2. Why is it important to preserve and promote the music of lowlands of Luzon?
Processing Questions
What instrument was used in the particular music?
Describe the instruments used.
What is the instrument made of?
How was it played?
29
3) APPLY NEW KNOWLEDGE Activity 3:Performance Task (Differentiated Activities as a dancer,
musician)
Create music using improvised materials
Sing folksong from the lowlands of Luzon
Create appropriate movements or gestures to selected music of
the lowlands of Luzon
30
Attachment 1
4 3 2 1
Tone is focused, clear and Tone is often focused, clear
Tone is consistently focused,
centered throughout the and centered, but Tone is often not focused,
clear and centered
Tone Quality normal range. Highs and sometimes the tone is not clear or centered regardless
throughout the range of the
lows are occasionally out of controlled in any range being of the range being sung.
voice. Intonation is accurate.
tune. sung.
Performs with a lot of
Performs with the style Occasionally demonstrates
expression indicated by the Rarely demonstrates
indicated by the score or the style indicated by the
Expression and Style score or genre and expression and style; merely
genre, but needs to be more score or genre through the
demonstrates creativity with sings the notes.
consistent. performance.
the selection.
An occasional, isolated error, Some accurate pitches, but
Virtually no errors. Pitch is Very few accurate or secure
Pitch however, most pitches are there are frequent and/or
quite accurate. pitches.
accurate. repeated errors.
The pulse is secure and the The pulse is somewhat off, The pulse is not secure and
The pulse is secure and the
rhythms are mostly accurate. yet some rhythms are the rhythms are not
Rhythm rhythms are accurate. No
There are a few, isolated accurate. Several errors in accurate. Several errors in
errors in duration.
duration errors. duration. duration.
Diction Diction is understandable,
Diction is very Diction is somewhat Diction is difficult to
yet the vowels are not open
understandable. Vowels are understandable. Vowels understand. Vowels are not
consistently and the
open and consonants are need to be more open and open and consonants are not
consonants need more
precise. consonants more precise. precise.
precision.
31
Attachment 2
4 3 2 1
Student uses all space Student intersects the space Student uses space within Student moves only within
Choreography provided, vertically a well as of others around him/her on own immediate area on narrow restricted personal
horizontally horizontal plane horizontal space
All members participate in Most members participate in Some members participate
One member participates in
the dance. The group is well the dance. The group is put in the dance. The group is
Coordination of Movements the dance. The group is a
put together. Good effort together ok, but not not put together at all. Effort
mess. No effort at all.
from everyone. everyone is trying. is minimal.
The group rarely shows a
The group shows a good The group attempts to keep
The group is outstandingly basic understanding of
understanding of tempo and a rhythm but often gets off
accurate in beat, tempo, tempo and beat, but
Timing beat but periodically gets off beat and speeds up or falls
rhythms and dance sometimes falls behind
beat or makes errors in behind. Doesn’t follow beat
sequences. and/or speeds up in places
rhythm. in music.
or makes errors in rhythm.
Effort shows in close and
Effort shows in close Effort shows in general
appropriate matching of
Expression and Execution of matching of music and match of movements to Effort seems minimal with
music and movements and
Movements movements and in the music and in number of few movements
in the variety and number of
number of movements movements
movements
Interpretation of Music Song has little or no relevant
Important, meaningful song
Song has a clear message The rhythm of the song is meaning, and the rhythm is
with appropriate rhythm
and the rhythm is conducive fitting, but it is not seemingly not appropriate for a dance
which supports movement
for movement purposes. unimportant. performance. Just “Bubble-
and dance.
Gum” distraction.
32
Attachment 3
Rhythmic Accuracy The rhythm is always on The rhythm is mostly on The rhythm is sometimes The rhythm is almost never on
time, maintains a steady time for the most part, on time, sometimes time, does not maintain a
beat, and includes only maintains a steady beat, maintains a steady beat, steady beat, and rarely includes
quarter and eighth notes. and includes mostly and includes some quarter quarter and eighth notes.
quarter and eighth notes. and eighth notes.
Creativity The presentation utilizes The presentation utilizes The presentation utilizes The presentation does not
extensive ornamentation ornamentation and some ornamentation and utilize ornamentation nor
and complex rhythms. complex rhythms. at times, complex rhythms. complex rhythms.
Interpretation Phrases flow naturally, Most music flows from one Some music flows from Phrases are detached or
instrument played like phrase to next. Instrument one phrase to next. separated and do not flow
singing. Rhythmic and is, at times, played like together.
melodic emphasis singing.
33
naturally falls on beats.
Musical Effect The presentation exceeds The presentation meets The presentation The presentation does not
expectations with regard expectations with regard demonstrates developing demonstrates musical effect,
to confidence of to confidence of musical effect, with regard with regard to confidence of
performance, fluency, performance, fluency, to confidence of performance, fluency,
intonation, tone, and intonation, tone, and performance, fluency, intonation, tone, and
articulation. articulation. intonation, tone, and articulation.
articulation.
34
QUARTER PLAN
Unit 2
SUBJECT: Music LEVEL: Grade 7
UNIT TITLE: Music of Cordillera, Mindoro, Palawan and Visayas TOTAL NUMBER OF SESSIONS: 8
I. TOPIC COVERAGE: MUSIC OF CORDILLERA, MINDORO, PALAWAN and VISAYAS
II. CONTENT STANDARD: The learner demonstrates understanding and application of musical skills related to the music of Cordillera,
Mindoro and Visayas.
A. ACADEMIC
1. Learning to THINK: Understands distinct characteristics of music from Cordillera, Mindoro, Palawan and Visayas
2. Learning to DO: Applies knowledge and skills learned in creating musical forms and improvised musical instrument
that depict the music of Cordillera, Mindoro, Palawan and Visayas
3. Learning to FEEL: Appreciates the uniqueness of music in Cordillera, Mindoro, Palawan and Visayas
4. Learning to COMMUNICATE: Explains the importance of music as a powerful tool in communication
5. Learning to INTUIT: Derives insights and inspiration from musical pieces or experiences
6. Learning to LEAD: Encourages music appreciation in the community
7. Learning to BE: Young Filipino music lover
35
IV. ACHIEVING THE ENDSTATE OF THIS UNIT
B. Materials, Methods, and Activities that should be undertaken to Achieve the ENDSTATES
Audio clips
C. Product/Performance Outputs
1. Creating and Performing
36
VI. ASSESSMENT DESIGN
37
WHOLE BRAIN LESSON PLAN
2nd Quarter
SUBJECT: MUSIC GRADE: 7
UNIT TITLE: MUSIC OF CORDILLERA, MINDORO, PALAWAN AND VISAYAS WEEK :1
LESSON TITLE: Music of Cordillera and Mindoro NUMBER OF SESSIONS: 4
I. CONTENT
1. Cordillera
2. Mindoro
1. Learning to THINK: Understands distinct characteristics of music from Cordillera and Mindoro.
2. Leaning to DO: Applies knowledge and skills learned in creating musical forms and improvised musical instrument that depict the
music of Cordillera and Mindoro.
3. Learning to FEEL: Appreciates the uniqueness of music in Cordillera and Mindoro
4. Learning to COMMUNICATE: Describes how music of Cordillera and Mindoro contributes to the performance of musical production.
5. Learning to INTUIT: Imagines impact or influence of one’s work towards others
6. Learning to LEAD: Encourages music appreciation in the community
7. Learning to BE: Young Filipino music lover
38
III. ESSENTIAL QUESTIONS:
1. What are the functions of music in the community?
2. What are the distinct characteristics of their music?
Audio clips
39
3) APPLY NEW KNOWLEDGE Activity 3: Performance Task
Create an improvised musical instrument using cans, bottles, etc. and play the
improvised musical using a tempo of 120-150 bpm.
4) ASSESSMENT, CLOSURE AND REFLECTION Let the students contemplate on this question: In your own opinion, state the
functions of music in the community.
40
Attachment 1
41
WHOLE BRAIN LESSON PLAN
2nd Quarter
SUBJECT: MUSIC GRADE: 7
UNIT TITLE: MUSIC OF CORDILLERA, MINDORO, PALAWAN AND VISAYAS WEEK :2
LESSON TITLE: Music of Palawan and Visayas NUMBER OF SESSIONS: 4
I. CONTENT
Music of Palawan and Visayas
1. Learning to THINK: Understands distinct characteristics of music from Palawan and Visayas.
2. Leaning to DO: Applies knowledge and skills learned in creating musical forms and improvised musical instrument that depict the music
of Palawan and Visayas.
3. Learning to FEEL: Appreciates the uniqueness of music in Palawan and Visayas.
4. Learning to COMMUNICATE: Describes how music of Palawan and Visayas contributes to the performance of musical production
5. Learning to INTUIT: Imagines impact or influence of one’s work towards others
6. Learning to LEAD: Encourages music appreciation in the community
7. Learning to BE: Young Filipino music lover
42
III. ESSENTIAL QUESTIONS:
1. What is the relationship of Philippine Music from Palawan and Visayas to the lives of the people?
2. What are the distinct characteristics of Palawan and Visayan music?
Audio clips
43
present it to the class.
4) ASSESSMENT, CLOSURE AND REFLECTION Let the students contemplate on this question: In your own opinion, state the
functions of music in the community.
44
Attachment 1
45
QUARTER PLAN
Unit 3
SUBJECT: Music LEVEL: Grade 7
UNIT TITLE: Music of Mindanao TOTAL NUMBER OF SESSIONS: 8
I. TOPIC COVERAGE:
Music of Mindanao
1. Islamic Music
2. Non-Islamic Music
II. CONTENT STANDARD: The learner demonstrates understanding of the musical characteristics of representative music from Mindanao.
A. ACADEMIC
1. Learning to THINK: Understands distinct characteristics of music from Mindanao
2. Leaning to DO: Applies knowledge and skills learned in creating appropriate musical elements and styles of Mindanao
3. Learning to FEEL: Appreciates the beauty and richness of Filipino indigenous music
4. Learning to COMMUNICATE: Explains the importance of music as a powerful expression of emotion
5. Learning to INTUIT: Derives insights and inspiration from musical pieces and experiences
6. Learning to LEAD: Encourages self-development of basic concept through arts and music
7. Learning to BE: Young Filipino Musician
46
IV. ACHIEVING THE ENDSTATES OF THIS UNIT
A. Essential Questions for this Unit
1. How does cultural knowledge promote equality in the tradition, culture of beliefs within the society?
2. What is the role of Mindanao music in promoting cultural awareness?
B. Materials, Methods, and Activities that should be undertaken to Achieve the ENDSTATES
Learning materials Methods Activities
Power point presentation Lecture-Discussion Creating
Video clips of Vocal music of Luzon Music Listening Performing
C. Product/Performance Outputs
1. Creating and performing music of Mindanao
47
WHOLE BRAIN LESSON PLAN
Unit 3
SUBJECT: Music GRADE: Grade 7
UNIT TITLE: Music of Mindanao WEEK: 1
LESSON TITLE: Islamic Music NUMBER OF SESSIONS: 4
I. CONTENT
Islamic Music
1. Vocal Music
2. Instrumental Music
48
III. ESSENTIAL QUESTIONS:
1. What values can be derived from culture and practices of Islamic society?
2. Why is it important to develop cultural identity and pride of place?
2. ACQUIRE NEW KNOWLEDGE After listening, ask the students their impression about the music.
49
4) ASSESSMENT, CLOSURE AND REFLECTION Evaluation of performance through a culminating activity.
50
Attachment 1
CRITERIA 4 3 2 1
Overall The student improvises within The student improvises within The student, with frequent The student does not improvise
Improvisation specified guidelines. The specified guidelines. Minor assistance, improvises within within specified guidelines,
student displays skill and a high inaccuracies do not affect the specified guidelines. Some Numerous errors detract from
degree of accuracy, and models overall result. The student inaccuracies detract from the the overall result.
creativity. demonstrates creativity. overall result.
Rhythmic The rhythm is always on time, The rhythm is mostly on time The rhythm is sometimes on The rhythm is almost never on
Accuracy maintains a steady beat, and for the most part, maintains a time, sometimes maintains a time, does not maintain a
includes only quarter and eighth steady beat, and includes steady beat, and includes some steady beat, and rarely includes
notes. mostly quarter and eighth quarter and eighth notes. quarter and eighth notes.
notes.
Creativity The presentation utilizes The presentation utilizes The presentation utilizes some The presentation does not
extensive ornamentation and ornamentation and complex ornamentation and at times, utilize ornamentation nor
complex rhythms. rhythms. complex rhythms. complex rhythms.
Interpretation Phrases flow naturally, Most music flows from one Some music flows from one Phrases are detached or
instrument played like singing. phrase to next. Instrument is, at phrase to next. separated and do not flow
Rhythmic and melodic emphasis times, played like singing. together.
naturally falls on beats.
Musical Effect The presentation exceeds The presentation meets The presentation demonstrates The presentation does not
expectations with regard to expectations with regard to developing musical effect, with demonstrates musical effect,
confidence of performance, confidence of performance, regard to confidence of with regard to confidence of
fluency, intonation, tone, and fluency, intonation, tone, and performance, fluency, performance, fluency,
articulation. articulation. intonation, tone, and intonation, tone, and
articulation. articulation.
51
Attachment 2
52
WHOLE BRAIN LESSON PLAN
Unit 3
SUBJECT: Music GRADE: Grade 7
UNIT TITLE: Music of Mindanao WEEK: 2
LESSON TITLE: Non-Islamic Music NUMBER OF SESSIONS: 4
I. CONTENT
Non-Islamic
1. Vocal Music
2. Instrumental Music
II. LEARNING ENDSTATES:
A. ACADEMICS
53
III. ESSENTIAL QUESTIONS:
1. What values can be derived from culture and practices of Non-Islamic society?
2. Why is it important to develop cultural identity and pride of place?
54
Attachment 1
CRITERIA 4 3 2 1
Overall The student improvises within The student improvises within The student, with frequent The student does not improvise
Improvisation specified guidelines. The specified guidelines. Minor assistance, improvises within within specified guidelines,
student displays skill and a high inaccuracies do not affect the specified guidelines. Some Numerous errors detract from
degree of accuracy, and models overall result. The student inaccuracies detract from the the overall result.
creativity. demonstrates creativity. overall result.
Rhythmic The rhythm is always on time, The rhythm is mostly on time The rhythm is sometimes on The rhythm is almost never on
Accuracy maintains a steady beat, and for the most part, maintains a time, sometimes maintains a time, does not maintain a
includes only quarter and eighth steady beat, and includes steady beat, and includes some steady beat, and rarely includes
notes. mostly quarter and eighth quarter and eighth notes. quarter and eighth notes.
notes.
Creativity The presentation utilizes The presentation utilizes The presentation utilizes some The presentation does not
extensive ornamentation and ornamentation and complex ornamentation and at times, utilize ornamentation nor
complex rhythms. rhythms. complex rhythms. complex rhythms.
Interpretation Phrases flow naturally, Most music flows from one Some music flows from one Phrases are detached or
instrument played like singing. phrase to next. Instrument is, at phrase to next. separated and do not flow
Rhythmic and melodic emphasis times, played like singing. together.
naturally falls on beats.
Musical Effect The presentation exceeds The presentation meets The presentation demonstrates The presentation does not
expectations with regard to expectations with regard to developing musical effect, with demonstrates musical effect,
confidence of performance, confidence of performance, regard to confidence of with regard to confidence of
fluency, intonation, tone, and fluency, intonation, tone, and performance, fluency, performance, fluency,
articulation. articulation. intonation, tone, and intonation, tone, and
articulation. articulation.
55
Attachment 2
56
QUARTER PLAN
Unit 4
SUBJECT: Music LEVEL: Grade 7
UNIT TITLE: Music of Philippine Festivals and Theatrical Forms TOTAL NUMBER OF SESSIONS: 8
I. TOPIC COVERAGE:
Music of Philippine Festivals and Theatrical Forms
1. Festivals of Luzon, Visayas, Mindanao
2. Philippine Theater
II. CONTENT STANDARD: Learner demonstrates understanding and application of musical skills related to selected Philippine Festivals and
demonstrates understanding and application of musical skills related to theatre.
A. ACADEMIC
1. Learning to THINK: Understands distinct characteristics of regional festivals and Philippine musical theatre
2. Leaning to DO: Applies knowledge and skills learned in performing Philippine festival and Philippine musical theatre
3. Learning to FEEL: Appreciates the beauty and richness of Filipino cultural heritage
4. Learning to COMMUNICATE: Explains the importance of music as a powerful communication tool
5. Learning to INTUIT: Derives insights and inspiration from festival dances and theatrical forms or experiences
6. Learning to LEAD: Encourages holistic development through arts and music
7. Learning to BE: Young Filipino music lover
57
IV. ACHIEVING THE ENDSTATES OF THIS UNIT
A. Essential Questions for this Unit
1. How does cultural knowledge promote national unity and identity?
2. What is the role of theatre and cultural festivals in promoting cultural awareness?
B. Materials, Methods, and Activities that should be undertaken to Achieve the ENDSTATES
Learning materials Methods Activities
Power point presentation Lecture-Discussion Creating
Video clips of festivals Music Listening Performing
Sample Academic Text
Audio clips of Luzon, Visayas and
Mindanao music
C. Product/Performance Outputs
1. Creating and performing music of Luzon
W. CHUNKING/OUTLINING THE UNIT
Lesson I: Festivals of Luzon, Visayas, Mindanao
Lesson II: Philippine Theater
58
WHOLE BRAIN LESSON PLAN
4th Quarter
SUBJECT: Music GRADE: Grade 7
UNIT TITLE: Music of Philippine Festivals and Theatrical Forms WEEK: 1
LESSON TITLE: Festivals of Luzon, Visayas and Mindanao NUMBER OF SESSIONS: 4
I. CONTENT
Festivals of Luzon, Visayas and Mindanao
59
III. ESSENTIAL QUESTIONS:
1. What values can be derived from cultural presentations and festivals?
2. Why is it important to develop cultural identity and pride of place?
60
3) APPLY NEW KNOWLEDGE Activity 3: Performance Task (Differentiated Activities – As a
dancer, musician, costume designer)
61
Attachment 1
RUBRIC FOR COSTUME DESIGN
CATEGORY 4 3 2 1
COSTUME DESIGN The costume design wholly The costume design The costume design The costume design is found
represents the relatively represents the inadequately represents the to be out of compliance
literary/historical character literary/historical character literary/historical character with the dress code and
poorly represents the
character
AESTHETICS (Artistry) Costume design is put Costume design is put Costume design is put Costume design is put
together extremely well. together well. All together adequately. The together poorly.
Every aspect of the garment components of the costume costume stays together well, Construction was put above
looks purposeful and works work together. There are 1-2 but solutions distract from artistry and the garment
to create a single work of art areas where the construction the art and beauty of the looks sloppy.
conflicts with the design. final product.
ORIGINALITY The design is unique and The design is quite original The design is conventional The design lacks in
creative. and presentable and similar to others originality and creativity
EFFORT/TIME Stays focused on the project Stays focused most of the Works, but loses focus or Student rarely works unless
at all times, used class time time, used most class time needs frequent reminders. reminded or nagged.
very well. well.
62
Attachment 2
POINT SCALE MASTERY (Correct execution ORIGINALITY (Concepts, theme, BEHAVIOR/TEAM WORK
of steps and choreography) style)
4 - OUTSTANDING Display high level of mastery Extremely outstanding choice of Exhibits outstanding level of
and creativity as seen in music that accurately expresses the discipline and team work before,
routine relevant to the theme/concept presented. during and after the performance.
identified festival.
3 - VERY SATISFACTORY Display mastery and creativity Excellent choice of music in Exhibits very satisfactory dance
as seen in routine relevant to relation to theme/concept discipline and teamwork during and
the identified festival. presented, but does not accurately after the performance.
express the theme presented.
2 - SATISFACTORY Display mastery and creativity The music was good enough to Exhibits satisfactory discipline and
as seen in routine construction hold some relation to the theme/ teamwork before, during and after
but with no relevance of concept presented. the performance.
movements to identified
festival.
1 – NEEDS IMPROVEMENT Display low level of mastery The music did not accurately Exhibits improving discipline and
and creativity as seen in express the theme presented teamwork before, during and after
routine and no relevance of the performance.
movements to the identified
festival.
63
Attachment 3
64
Attachment 4
4 3 2 1
Tone is focused, clear and Tone is often focused, clear
Tone is consistently focused,
centered throughout the and centered, but Tone is often not focused,
clear and centered
Tone Quality normal range. Highs and sometimes the tone is not clear or centered regardless
throughout the range of the
lows are occasionally out of controlled in any range being of the range being sung.
voice. Intonation is accurate.
tune. sung.
Performs with a lot of
Performs with the style Occasionally demonstrates
expression indicated by the Rarely demonstrates
indicated by the score or the style indicated by the
Expression and Style score or genre and expression and style; merely
genre, but needs to be more score or genre through the
demonstrates creativity with sings the notes.
consistent. performance.
the selection.
An occasional, isolated error, Some accurate pitches, but
Virtually no errors. Pitch is Very few accurate or secure
Pitch however, most pitches are there are frequent and/or
quite accurate. pitches.
accurate. repeated errors.
The pulse is secure and the The pulse is somewhat off, The pulse is not secure and
The pulse is secure and the
rhythms are mostly accurate. yet some rhythms are the rhythms are not
Rhythm rhythms are accurate. No
There are a few, isolated accurate. Several errors in accurate. Several errors in
errors in duration.
duration errors. duration. duration.
Diction Diction is understandable,
Diction is very Diction is somewhat Diction is difficult to
yet the vowels are not open
understandable. Vowels are understandable. Vowels understand. Vowels are not
consistently and the
open and consonants are need to be more open and open and consonants are not
consonants need more
precise. consonants more precise. precise.
precision.
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WHOLE BRAIN LESSON PLAN
4th Quarter
SUBJECT: Music GRADE: Grade 7
UNIT TITLE: Music of Philippine Festivals and Theatrical Forms WEEK: 2
LESSON TITLE: Theatrical Forms NUMBER OF SESSIONS: 4
I. CONTENT
Theatrical Forms
1. Komedya
2. Sarsuela
3. Bodabil
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SOCIAL RESPONSIVENESS
Values importance of Philippine Festival dances in promoting cultural awareness and heritage
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3) APPLY NEW KNOWLEDGE Activity 3: Performance Task (Differentiated Activities – As a singer,
musician, costume designer) Create their own version of Komedya,
Sarsuela or Bodabil.
Singer
Stage performance
Create costumes to be used in the performance
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Attachment 1
CATEGORY 4 3 2 1
COSTUME DESIGN The costume design wholly The costume design The costume design The costume design is found
represents the relatively represents the inadequately represents the to be out of compliance
literary/historical character literary/historical character literary/historical character with the dress code and
poorly represents the
character
AESTHETICS (Artistry) Costume design is put Costume design is put Costume design is put Costume design is put
together extremely well. together well. All together adequately. The together poorly.
Every aspect of the garment components of the costume costume stays together well, Construction was put above
looks purposeful and works work together. There are 1-2 but solutions distract from artistry and the garment
to create a single work of art areas where the construction the art and beauty of the looks sloppy.
conflicts with the design. final product.
ORIGINALITY The design is unique and The design is quite original The design is conventional The design lacks in
creative. and presentable and similar to others originality and creativity
EFFORT/TIME Stays focused on the project Stays focused most of the Works, but loses focus or Student rarely works unless
at all times, used class time time, used most class time needs frequent reminders. reminded or nagged.
very well. well.
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Attachment 2
POINT SCALE MASTERY (Correct execution ORIGINALITY (Concepts, theme, BEHAVIOR/TEAM WORK
of steps and choreography) style)
4 - OUTSTANDING Display high level of mastery Extremely outstanding choice of Exhibits outstanding level of
and creativity as seen in music that accurately expresses the discipline and team work before,
routine relevant to the theme/concept presented. during and after the performance.
identified festival.
3 - VERY SATISFACTORY Display mastery and creativity Excellent choice of music in Exhibits very satisfactory dance
as seen in routine relevant to relation to theme/concept discipline and teamwork during and
the identified festival. presented, but does not accurately after the performance.
express the theme presented.
2 - SATISFACTORY Display mastery and creativity The music was good enough to Exhibits satisfactory discipline and
as seen in routine construction hold some relation to the theme/ teamwork before, during and after
but with no relevance of concept presented. the performance.
movements to identified
festival.
1 – NEEDS IMPROVEMENT Display low level of mastery The music did not accurately Exhibits improving discipline and
and creativity as seen in express the theme presented teamwork before, during and after
routine and no relevance of the performance.
movements to the identified
festival.
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Attachment 3
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Attachment 4
4 3 2 1
Tone is focused, clear and Tone is often focused, clear
Tone is consistently focused,
centered throughout the and centered, but Tone is often not focused,
clear and centered
Tone Quality normal range. Highs and sometimes the tone is not clear or centered regardless
throughout the range of the
lows are occasionally out of controlled in any range being of the range being sung.
voice. Intonation is accurate.
tune. sung.
Performs with a lot of
Performs with the style Occasionally demonstrates
expression indicated by the Rarely demonstrates
indicated by the score or the style indicated by the
Expression and Style score or genre and expression and style; merely
genre, but needs to be more score or genre through the
demonstrates creativity with sings the notes.
consistent. performance.
the selection.
An occasional, isolated error, Some accurate pitches, but
Virtually no errors. Pitch is Very few accurate or secure
Pitch however, most pitches are there are frequent and/or
quite accurate. pitches.
accurate. repeated errors.
The pulse is secure and the The pulse is somewhat off, The pulse is not secure and
The pulse is secure and the
rhythms are mostly accurate. yet some rhythms are the rhythms are not
Rhythm rhythms are accurate. No
There are a few, isolated accurate. Several errors in accurate. Several errors in
errors in duration.
duration errors. duration. duration.
Diction Diction is understandable,
Diction is very Diction is somewhat Diction is difficult to
yet the vowels are not open
understandable. Vowels are understandable. Vowels understand. Vowels are not
consistently and the
open and consonants are need to be more open and open and consonants are not
consonants need more
precise. consonants more precise. precise.
precision.
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