Nakpil, Kieth Kyno M.
3rd Year – BPED
Semi-Detailed Lesson Plan
In
Music Grade 7
I. OBJECTIVES
At the end of 60 minutes’ discussion, learner can perform the following
with at least 80% proficiency level:
a) Identifies the different secular music from the Lowlands of Luzon
b) Sings folksongs of the lowlands of Luzon accompanied by
improvised instrument available in surrounding and create
appropriate movements or gestures to accompany the music
selections
c) Appreciates the significant social functions and purposes of
secular music
II. TOPIC/SUBJECT MATTER
a) Topic: Secular Music of Luzon (vocal form)
b) Material: visual aid, speaker, laptop and music
c) References: MAPEH 7, Kto12 Curriculum Compliant, Miranda,
Quennie S. et al, page 14-20.
d) Value infusion: Develop appreciation and love to our very own
music
III. LESSON PROPER
Daily Routine
Check Technicalities (sounds, voice, clear visuals, etc.)
Prayer
Greetings
Checking of Attendance
Review:
The following questions are guide for Reviewing:
1. What was our previous discussion all about?
2. What is sacred music?
3. What is the different sacred music of Luzon? Give one.
4. What can you say about sacred music of Luzon?
A. Activity (Motivation)
Mechanics
1. The title is “I hum, you guess!”
2. I will hum the song and you will guess the title of it.
3. Raise your hand if you know the answer
B. Abstraction
Discussion
What is Secular Music (Vocal Form)?
Spanish-influenced dance music and art songs express their
feelings towards each other and the environment, their history,
and their religious belief through voice and musical
instruments.
What are the Secular Music of Luzon (Vocal Form)?
Harana – A traditional practice of courtship in which a young
man woos a maiden through a song
Polka – Philippine folk song and dances are formed into this
structure (Leron-leron Sinta, Pamulinawen, Magtanim ay di
biro, Sitsiritsit).
Kumintang – A war song that became famous for the
Batangueno
Kundiman – Traditional Filipino song that expresses love and
also heroism.
Pandanggo – A courtship dance but it can also refer to a type of
song to entertain the farmers in the rice field.
Balitaw – A dialogue or courtship song in triple meter. Mostly
in 2 and 3 part forms an arrange with counter melodies.
C. Application
Let’s have an activity. Now, form a group of 4 and create a short presentation:
at least 1-2 minutes, you are going to choose a song from the secular music of
Luzon and sing it, accompanied by improvised instrument available in
surrounding and create appropriate movements or gestures to accompany
the music selections.
Choose one secular music and pick a song:
1. Harana
2. Polka
3. Kumintang
4. Kundiman
5. Pandanggo
6. Balitaw
Your performance will be rated as follows:
Criteria for singing secular Music
Musicality – 40%
Creativity – 30%
Mastery – 20%
Unity – 10%
Total – 100%
IV. EVALUATION
Identification
Direction: Identify the different secular music of Luzon being defined
below. Write only your answer on ¼ sheet of paper.
1. It is a war song that became famous for the Batangueno.
2. It is a traditional practice of courtship in which a young man woos
a maiden through a song.
3. Traditional Filipino song that expresses love and also heroism.
4. A courtship dance but it can also refer to a type of song to
entertain the farmers in the rice field.
5. Philippine folk song and dances are formed into this structure
(Leron-leron Sinta, Pamulinawen, Magtanim ay di biro, Sitsiritsit).
6. Spanish-influenced dance music and art songs express their
feelings towards each other and the environment, their history,
and their religious belief through voice and musical instruments.
7. A dialogue or courtship song in triple meter. Mostly in 2 and 3 part
forms an arrange with counter melodies.
Key to Correction
1. Kumintang
2. Harana
3. Kundiman
4. Pandanggo
5. Polka
6. Secular Music
7. Balitaw
V. ASSIGNMENT
Direction: Compose at least 3 stanza of song inspired by our love to the
culture and traditions of our society. Write it on a short band paper.
Prepare by:
Kieth Kyno M. Nakpil
