Wawa National High
School Grade Level 7
School
DAILY LESSON LOG John Christian A.
Teacher Learning Area Music
ENGLISH Taparano
Teaching Dates / Time August 22, 2022 Quarter 1st
I. OBJECTIVES A. cite the musical characteristics of representative music selections from the lowlands of Luzon after listening;
B. determine the musical elements, themes, and moods present in vocal and instrumental music of lowland of Luzon; and
C. appreciate the simplicity of Luzon’s lowland folksongs.
A. Content Standard Demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon
B. Performance Standard Performs music of the lowlands with appropriate pitch, rhythm, expression and style
C. Learning Competency Performs music of the lowlands with appropriate pitch, rhythm, expression and style
II. CONTENT Music of Lowlands Luzon
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
PIVOT 4A Learner’s Material Quarter 2 pp. 25-28
pages
3. Textbook pages
4. Additional Materials G7 -Lesson-Exemplar-1st-Quarter pp. 42-46
PIVOT 4A Learner’s Material Quarter 2 pp. 25-28
from LR Portal
B. Other Learning Resource
IV. PROCEDURE
A. Reviewing previous Before we explore the music of the Luzon Lowlands, let us first recall the different musical elements that you have learned in
your previous music lessons.
lesson or presenting the Tempo
new lesson Meter
Dynamics
Melody
Harmony
Texture
Timbre
B. Establishing a purpose Direction: Try to find 16 popular folk songs in the puzzle. List down the titles of the song you are familiar with. Tell
whether it is a TAGALOG, ILOCANO, KAPAMPANGAN, and BIKOLANO. Write the title on the table below the puzzle.
for the lesson
1. Are you familiar with the given songs in this activity?
2. How did they become familiar to you?
3. Have you tried singing those songs before? How was it?
4. Do you like listening to those type of songs? Why or why not?
C. Presenting
examples/Instances of the
new lesson
Examine the table you have just accomplished.
What helped you find the songs in the puzzle?
This time try doing this activity after listening to the folk songs.
1. What can you say with the different time signatures (meter) of the songs.
2. Analyze the emotions communicated by each song (love, anger, happiness, suffering, etc.; and
3. Observe the speed of each song. Do they have the same tempos?
4. Why do you think the composers of these p a r t i c u l a r folk songs made it that way?
D. Discussing new Folk songs in general have the following characteristics
A. The lyrics are according to the native tongue.
concepts and practicing Because songs are based on the daily experiences of the people in a particular place and the message of the songs needs to be
new skills # 1 understood easily to be appreciated, the lyrics of the songs are written or sung in their own dialects. For example, the
Tagalog folk songs came from the people who speak Tagalog. (Bahay Kubo, Leron, Leron Sinta, Magtanim ay „Di Biro).
The Ilocanos have their own (Manang Biday and Pamulinawen). The Kapampangan’s Atin Cu Pung Singsing, and the
Bicolano’s Sarung Banggi are just a few among the folk songs of Luzon that are sung in their own dialects. Why do you
think it is important for a folk song to be sung or written in their native tongue?
B. Passed down through oral tradition to family or community members, hence, learned by mere memorization
Singing is a form of social bonding among early Filipino families. Because they did not have access to internet, T.V. and
radio during that time, singing folksongs became their favorite pastime.
C. Unknown composers and lyricists
Most composers of Filipino folk songs are unknown because songs are just based on daily experiences and are passed down
orally.
D. Simple key signature of the song
Do you know how to play a guitar? If you can play this instrument, you can try to play a simple folk song. While playing,
you will notice that it starts with a particular key (key of G for example) and ends in that same key. That only shows the
simplicity of the Luzon folk songs.
E. Duple, triple, or, quadruple are common meters used
These meters were very common during that time. The dances and common songs are based on these meters. The composers
of the folk songs adopted these rhythmic patterns to their compositions.
What folk songs do you know? Can you identify the meters used based on the discussion in the review section of this
module?
F. Primarily based on the community’s culture, tradition and livelihood
G. Short and simple
Aside from Tagalog, several other dialects are used by unkown composers from Luzon in composing their own lowland folk
songs such as Ilocano, Kapampangan, Pangasinense, and Bicolano. Spanish and other western influences are very evident in
the construction of the songs such as the meter used, and the minor and the major modes.
E. Discussing new concepts “YOUR SONG SOUNDS FAMILIAR”
Listen to some samples of Luzon lowland folksongs. Using the YouTube links given in the first activity, try to browse for the
and practicing new skills # sample songs for your reference then answer the questions on the next page. Open the YouTube link and listen to the given
2 music.
F. Developing mastery 1. What can you say about the lyrics of the folksongs?
2. What are the dialects used in folksongs you just heard?
(Leads to Formative 3. What can you say about the translation of the dialects in other languages?
Assessment 3) 4. Why do folk songs not change the key signatures?
5. How do people become familiar with the folksongs in the community?
6. Based from the folksongs that you have heard, how do folksongs depict the community’s tradition, culture, and
livelihood?
G. Finding practical
Think of any daily activity where you can integrate the following folksong. And described why you choose that particular
application of concepts and activity and explain why you choose that specific folksong.
skills in daily living
H. Making generalizations Process Question:
Why do you think music in Lowlands Luzon was created?
and abstractions about the How music in Lowlands Luzon was created?
lesson
I. Evaluating learning In this activity, you will analyze the given six folk songs by completing the table. DIALECT (Tagalog, Ilocano, etc.)
MELODY (major, minor scale), DYNAMICS (softness or loudness of sound), TEMPO, TEXTURE, METER (duple, triple,
quadruple), Mood (happy, sad, etc.) THEME (love, religious, work, etc) the youtube links are provided for your reference of
the song samples.
J. Additional activities for
application or remediation
K. Agreement The Audition
Suppose you are going in an audition about Folk Song singing. One of the requirements is to sing a folk song of your region
or province. Here are the mechanics for the audition:
1. You are going to sing a folk song from your region or province.
2. The performance can be a capella or with accompaniment (live or minus 1)
3. Record your performance in your gadget (cellphone or computer) if possible.
4. If recording is not possible, a schedule for a live performance will be given to you.
5. You will be graded based on the following criteria:
Clarity of voice (25 %)
Volume of voice (25 %)
Pitch (25 %)
Expression(25%)
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? 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: Checked by:
JOHN CHRISTIAN A. TAPARANO REJOY O. PANGANIBAN
Teacher II Officer in Charge
