QUARTER PLAN

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

III. LEARNING ENDSTATES FOR THIS UNIT

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

B. HOW WILL THE LEARNING PROMOTE:

MORAL/ETHICAL FORMATION: Learner develops understanding, awareness and appreciation of culture through music.
SOCIAL RESPONSIVENESS: Appreciates uniqueness of music of lowlands of Luzon; Inspires others to develop their musical skills and talents.

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

V. CHUNKING/OUTLINING THE UNIT

Lesson I: Music of Lowlands of Luzon
1. Folk Song
a. Devotional Music
b. Secular Music
Lesson II: Instrumental Music of Lowlands of Luzon
1. Brass Band
2. Musikong Bumbong
3. Pangkat kawayan
VI. ASSESSMENT DESIGN
Pre-Assessment: Diagnostic Tests
Formative Assessment: Written, Oral Questioning and Performance
Summative Assessment: Performance-based Outputs
Product/Performance: Output/Project, Recitation, Group Performance, Individual Performance
Self-Assessment: Evaluating Individual Performance
Post-Assessment: Quarter Test

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

II. LEARNING ENDSTATES:

A. ACADEMICS

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

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Value the worth of Philippine culture through the music of the lowlands of Luzon.
SOCIAL RESPONSIVENESS
Encourages appreciation of the music of Lowlands of Luzon in the community

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?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE 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
Sample academic text

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE PRIOR KNOWLEDGE Activity 1: Music listening

Let the learners listen to selected folksongs, secular music, liturgy and
devotional from the Lowlands of Luzon.

2. ACQUIRE NEW KNOWLEDGE After listening, ask the students their impression about the music.

Activity 2: Lecture – discussion through the use of power point

presentations and ICT
 Identify the musical characteristics of selected music from the
lowland of Luzon?
 Analyze the musical elements of selected folksongs, secular
music, liturgy and devotional from the Lowlands of Luzon.
 What is the function of these music in the society?
 What specific occasions are these used?
 Describe the manner of singing the Pasyon, Santacruzan, Flores de
Mayo and Salubong.

22
  What was the greatest influence of the Spanish colonization?

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

4) ASSESSMENT, CLOSURE AND REFLECTION Evaluation of performance through a culminating activity.

Processing Question for the culminating activity:

How are you going to preserve and promote the music of the lowlands of
Luzon?

23

RUBRIC FOR SONG PERFORMANCE
4 3
Tone is consistently focused,
clear and centered
Tone Quality
throughout the range of the
voice. Intonation is accurate.
Performs with a lot of
expression indicated by the
Expression and Style score or genre and
demonstrates creativity with
the selection.
Virtually no errors. Pitch is
Pitch
quite accurate.
The pulse is secure and the
Rhythm rhythms are accurate. No
errors in duration.
Diction
Diction is very
understandable. Vowels are
open and consonants are
precise.
Attachment 1
Tone is focused, clear and
centered throughout the
normal range. Highs and
lows are occasionally out of
tune.
Performs with the style
indicated by the score or
genre, but needs to be more
consistent.
An occasional, isolated error,
however, most pitches are
accurate.
The pulse is secure and the
rhythms are mostly accurate.
There are a few, isolated
duration errors.
Diction is understandable,
yet the vowels are not open
consistently and the
consonants need more
precision.
2 1
Tone is often focused, clear
and centered, but
sometimes the tone is not
controlled in any range being
sung.
Occasionally demonstrates
the style indicated by the
score or genre through the
performance.
Some accurate pitches, but
there are frequent and/or
repeated errors.
The pulse is somewhat off,
yet some rhythms are
accurate. Several errors in
duration.
Diction is somewhat
understandable. Vowels
need to be more open and
consonants more precise.
Tone is often not focused,
clear or centered regardless
of the range being sung.
Rarely demonstrates
expression and style; merely
sings the notes.
Very few accurate or secure
pitches.
The pulse is not secure and
the rhythms are not
accurate. Several errors in
duration.
Diction is difficult to
understand. Vowels are not
open and consonants are not
precise.
24

Choreography
Coordination of Movements
Timing
Expression and Execution of
Movements
Interpretation of Music
RUBRIC FOR DANCE PERFORMANCE
4 3
Student uses all space
provided, vertically a well as
horizontally
All members participate in
the dance. The group is well
put together. Good effort
from everyone.
The group is outstandingly
accurate in beat, tempo,
rhythms and dance
sequences.
Effort shows in close and
appropriate matching of
music and movements and
in the variety and number of
movements
Important, meaningful song
with appropriate rhythm
which supports movement
and dance.
Attachment 2
Student intersects the space
of others around him/her on
horizontal plane
Most members participate in
the dance. The group is put
together ok, but not
everyone is trying.
The group shows a good
understanding of tempo and
beat but periodically gets off
beat or makes errors in
rhythm.
Effort shows in close
matching of music and
movements and in the
number of movements
Song has a clear message
and the rhythm is conducive
for movement purposes.
2 1
Student uses space within Student moves only within
own immediate area on narrow restricted personal
horizontal space
Some members participate
One member participates in
in the dance. The group is
the dance. The group is a
not put together at all. Effort
mess. No effort at all.
is minimal.
The group rarely shows a
The group attempts to keep
basic understanding of
a rhythm but often gets off
tempo and beat, but
beat and speeds up or falls
sometimes falls behind
behind. Doesn’t follow beat
and/or speeds up in places
in music.
or makes errors in rhythm.
Effort shows in general
match of movements to Effort seems minimal with
music and in number of few movements
movements
Song has little or no relevant
The rhythm of the song is meaning, and the rhythm is
fitting, but it is not seemingly not appropriate for a dance
unimportant. performance. Just “Bubble-
Gum” distraction.
25

RUBRIC FOR IMPROVISED MUSICAL INSTRUMENT and PRESENTATION
CRITERIA Advanced (4 points)
Overall Improvisation The student improvises
within specified guidelines.
The student displays skill
and a high degree of
accuracy, and models
creativity.
Rhythmic Accuracy The rhythm is always on
time, maintains a steady
beat, and includes only
quarter and eighth notes.
Creativity The presentation utilizes
extensive ornamentation
and complex rhythms.
Interpretation Phrases flow naturally,
instrument played like
singing. Rhythmic and
melodic emphasis
Attachment 3
Proficient (3 points)
The student improvises
within specified guidelines.
Minor inaccuracies do not
affect the overall result.
The student demonstrates
creativity.
The rhythm is mostly on
time for the most part,
maintains a steady beat,
and includes mostly
quarter and eighth notes.
The presentation utilizes
ornamentation and
complex rhythms.
Most music flows from one
phrase to next. Instrument
is, at times, played like
singing.
Approaching Proficiency
( 2 points )
The student, with frequent
assistance, improvises
within specified guidelines.
Some inaccuracies detract
from the overall result.
The rhythm is sometimes
on time, sometimes
maintains a steady beat,
and includes some quarter
and eighth notes.
The presentation utilizes
some ornamentation and
at times, complex rhythms.
Some music flows from
one phrase to next.
Developing ( 1 point )
The student does not improvise
within specified guidelines,
Numerous errors detract from
the overall result.
The rhythm is almost never on
time, does not maintain a
steady beat, and rarely includes
quarter and eighth notes.
The presentation does not
utilize ornamentation nor
complex rhythms.
Phrases are detached or
separated and do not flow
together.
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

II. LEARNING ENDSTATES:

A. ACADEMICS

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

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Value the worth of Philippine culture through the music of the lowlands of Luzon.
SOCIAL RESPONSIVENESS
Encourages appreciation of the music of Lowlands of Luzon in the community

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?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE 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
Sample academic text

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE PRIOR KNOWLEDGE Activity 1: Music listening

Students will try to identify the musical instruments played by

the teacher.
2. ACQUIRE NEW KNOWLEDGE Activity 2: Lecture – discussion through the use of power point
presentations and ICT
Explore ways of producing sounds on a variety of sources that is
similar to the instruments being studied

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

4) ASSESSMENT, CLOSURE AND REFLECTION Evaluation of performance through a culminating activity.

Processing Question for the culminating activity:

What will you do to preserve and promote the music of the lowlands of
Luzon?

30

RUBRIC FOR SONG PERFORMANCE
4 3
Tone is consistently focused,
clear and centered
Tone Quality
throughout the range of the
voice. Intonation is accurate.
Performs with a lot of
expression indicated by the
Expression and Style score or genre and
demonstrates creativity with
the selection.
Virtually no errors. Pitch is
Pitch
quite accurate.
The pulse is secure and the
Rhythm rhythms are accurate. No
errors in duration.
Diction
Diction is very
understandable. Vowels are
open and consonants are
precise.
Attachment 1
Tone is focused, clear and
centered throughout the
normal range. Highs and
lows are occasionally out of
tune.
Performs with the style
indicated by the score or
genre, but needs to be more
consistent.
An occasional, isolated error,
however, most pitches are
accurate.
The pulse is secure and the
rhythms are mostly accurate.
There are a few, isolated
duration errors.
Diction is understandable,
yet the vowels are not open
consistently and the
consonants need more
precision.
2 1
Tone is often focused, clear
and centered, but
sometimes the tone is not
controlled in any range being
sung.
Occasionally demonstrates
the style indicated by the
score or genre through the
performance.
Some accurate pitches, but
there are frequent and/or
repeated errors.
The pulse is somewhat off,
yet some rhythms are
accurate. Several errors in
duration.
Diction is somewhat
understandable. Vowels
need to be more open and
consonants more precise.
Tone is often not focused,
clear or centered regardless
of the range being sung.
Rarely demonstrates
expression and style; merely
sings the notes.
Very few accurate or secure
pitches.
The pulse is not secure and
the rhythms are not
accurate. Several errors in
duration.
Diction is difficult to
understand. Vowels are not
open and consonants are not
precise.
31

Choreography
Coordination of Movements
Timing
Expression and Execution of
Movements
Interpretation of Music
RUBRIC FOR DANCE PERFORMANCE
4 3
Student uses all space
provided, vertically a well as
horizontally
All members participate in
the dance. The group is well
put together. Good effort
from everyone.
The group is outstandingly
accurate in beat, tempo,
rhythms and dance
sequences.
Effort shows in close and
appropriate matching of
music and movements and
in the variety and number of
movements
Important, meaningful song
with appropriate rhythm
which supports movement
and dance.
Attachment 2
Student intersects the space
of others around him/her on
horizontal plane
Most members participate in
the dance. The group is put
together ok, but not
everyone is trying.
The group shows a good
understanding of tempo and
beat but periodically gets off
beat or makes errors in
rhythm.
Effort shows in close
matching of music and
movements and in the
number of movements
Song has a clear message
and the rhythm is conducive
for movement purposes.
2 1
Student uses space within Student moves only within
own immediate area on narrow restricted personal
horizontal space
Some members participate
One member participates in
in the dance. The group is
the dance. The group is a
not put together at all. Effort
mess. No effort at all.
is minimal.
The group rarely shows a
The group attempts to keep
basic understanding of
a rhythm but often gets off
tempo and beat, but
beat and speeds up or falls
sometimes falls behind
behind. Doesn’t follow beat
and/or speeds up in places
in music.
or makes errors in rhythm.
Effort shows in general
match of movements to Effort seems minimal with
music and in number of few movements
movements
Song has little or no relevant
The rhythm of the song is meaning, and the rhythm is
fitting, but it is not seemingly not appropriate for a dance
unimportant. performance. Just “Bubble-
Gum” distraction.
32

RUBRIC FOR IMPROVISED MUSICAL INSTRUMENT and PRESENTATION
CRITERIA Advanced (4 points)
Overall Improvisation The student improvises
within specified guidelines.
The student displays skill
and a high degree of
accuracy, and models
creativity.
Rhythmic Accuracy The rhythm is always on
time, maintains a steady
beat, and includes only
quarter and eighth notes.
Creativity The presentation utilizes
extensive ornamentation
and complex rhythms.
Interpretation Phrases flow naturally,
instrument played like
singing. Rhythmic and
melodic emphasis
Attachment 3
Proficient (3 points)
The student improvises
within specified guidelines.
Minor inaccuracies do not
affect the overall result.
The student demonstrates
creativity.
The rhythm is mostly on
time for the most part,
maintains a steady beat,
and includes mostly
quarter and eighth notes.
The presentation utilizes
ornamentation and
complex rhythms.
Most music flows from one
phrase to next. Instrument
is, at times, played like
singing.
Approaching Proficiency
( 2 points )
The student, with frequent
assistance, improvises
within specified guidelines.
Some inaccuracies detract
from the overall result.
The rhythm is sometimes
on time, sometimes
maintains a steady beat,
and includes some quarter
and eighth notes.
The presentation utilizes
some ornamentation and
at times, complex rhythms.
Some music flows from
one phrase to next.
Developing ( 1 point )
The student does not improvise
within specified guidelines,
Numerous errors detract from
the overall result.
The rhythm is almost never on
time, does not maintain a
steady beat, and rarely includes
quarter and eighth notes.
The presentation does not
utilize ornamentation nor
complex rhythms.
Phrases are detached or
separated and do not flow
together.
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.

III. LEARNING ENDSTATES FOR THIS UNIT

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

B. HOW WILL THE LEARNING PROMOTE:

MORAL/ETHICAL FORMATION: Inspires others to appreciate and preserve the cultural heritage to develop sense of pride.
SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Values importance of Philippine Music in promoting social and cultural awareness.

35
IV. ACHIEVING THE ENDSTATE OF THIS UNIT

A. Essential Questions for this Unit

1. How does cultural knowledge promote the preservation of Philippine music?
2. What is the impact of indigenous music to the young learners?

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 and Instrumental Music Listening Performing

music

Audio clips

C. Product/Performance Outputs
1. Creating and Performing

V. CHUNKING/OUTLINING THE UNIT

Lesson I: Music of Cordillera and Mindoro

Lesson II. Music of Palawan and Visayas

36
VI. ASSESSMENT DESIGN

Pre-Assessment: Diagnostic Tests

Formative Assessment: Written and Performance

Summative Assessment: Performance Based-Output

Products/Performance: Output/Project, Recitation, Group Performance, Individual Performance

Self-Assessment: Evaluating Individual Performance.

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

II. LEARNING ENDSTATES:

A. ACADEMICS

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

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Demonstrates personal uniqueness and creativity in expressing self.
SOCIAL RESPONSIVENESS
Values importance of cultural and historical background of various Philippine music.

38
 III. ESSENTIAL QUESTIONS:
1. What are the functions of music in the community?
2. What are the distinct characteristics of their music?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

Learning materials Methods Activities

Power point presentation Lecture-Discussion Creating

Video clips of Vocal and Instrumental Music Listening Performing

music

Audio clips

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

Activity 1: KWL (Known-Want-Learned)
1) ACTIVATE PRIOR KNOWLEDGE Instruction: Allow the students to fill in each column about their knowledge about the
music of Cordillera and Mindoro.
KNOWN WANT LEARNED
1. 1. 1.
2. 2. 2.
2. ACQUIRE NEW KNOWLEDGE Activity 2: Music Analysis/Listening
Instruction:
Let the students listen to the Music of Cordillera and Mindoro and let them describe
the following by checking:

39
3) APPLY NEW KNOWLEDGE
4) ASSESSMENT, CLOSURE AND REFLECTION
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.
Let the students contemplate on this question: In your own opinion, state the
functions of music in the community.
40
 Attachment 1

RUBRIC FOR PERFORMANCE

CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT

RHYTHM The beat is secured and The beat is secured and The beat is somewhat The beat is usually erratic
rhythms are accurate for the rhythms are mostly erratic. Some rhythms are and rhythms are seldom
the style of music accurate. There are few accurate. Frequent or accurate detracting
duration errors, but these repeated duration errors. significantly from the
do not detract from the Rhythm problems overall performance.
overall performance. occasionally detract from
the overall performance
NOTE ACCURACY Notes are consistently An occasional inaccurate A few inaccurate notes are Wrong notes consistently
accurate. note is played, but does played, detracting detract from the
not detract from overall somewhat from the performance.
performance overall performance.
APPEARANCE Instrument is decorated Instrument is decorated Instrument is decorated, Instrument is not
creatively within the attractively. but sort of messy looking. decorated or is very
assigned theme. messy.
QUALITY OF The instruments show The instruments shows The instruments is neatly Pieces are missing or
CONSTRUCTION considerable attention to considerable attention to constructed but is fragile falling off. Seems slapped
construction. It is sturdy, construction. It is and will probably not together in a hurry.
neat and will stand up to reasonably sturdy and stand up to being played
repeat playing over a neat and will stand up to more than once.
period of time. being played more than
once

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

II. LEARNING ENDSTATES:

A. ACADEMICS

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

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Demonstrates personal uniqueness and creativity in expressing self.
SOCIAL RESPONSIVENESS
Values importance of cultural and historical background of various Philippine music.

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?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

Learning materials Methods Activities

Power point presentation Lecture-Discussion Creating

Video clips of Vocal and Instrumental Music Listening Performing

music

Audio clips

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

Activity 1: CAF (Consider all factors)
1) ACTIVATE PRIOR KNOWLEDGE Instruction: List down all information needed in every column. (write as many as you
can)
Characteristics Culture and Arts Folk Song
Palawan 1. 1. 1.
2. 2. 2.
Visayas 1. 1. 1.
2. 2. 2.
2. ACQUIRE NEW KNOWLEDGE Activity 2: Viewing activity.
Discuss the significant features of the Music of Palawan and Visayas.

3) APPLY NEW KNOWLEDGE Activity 3: Performance Task

Immitate the music of Palawan and Visayas folk song using improvised materials and

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

RUBRIC FOR PERFORMANCE

CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT

RHYTHM The beat is secured and The beat is secured and The beat is somewhat The beat is usually erratic
rhythms are accurate for the rhythms are mostly erratic. Some rhythms are and rhythms are seldom
the style of music accurate. There are few accurate. Frequent or accurate detracting
duration errors, but these repeated duration errors. significantly from the
do not detract from the Rhythm problems overall performance.
overall performance. occasionally detract from
the overall performance
NOTE ACCURACY Notes are consistently An occasional inaccurate A few inaccurate notes are Wrong notes consistently
accurate. note is played, but does played, detracting detract from the
not detract from overall somewhat from the performance.
performance overall performance.
APPEARANCE Instrument is decorated Instrument is decorated Instrument is decorated, Instrument is not
creatively within the attractively. but sort of messy looking. decorated or is very
assigned theme. messy.
QUALITY OF The instruments show The instruments shows The instruments is neatly Pieces are missing or
CONSTRUCTION considerable attention to considerable attention to constructed but is fragile falling off. Seems slapped
construction. It is sturdy, construction. It is and will probably not together in a hurry.
neat and will stand up to reasonably sturdy and stand up to being played
repeat playing over a neat and will stand up to more than once.
period of time. being played more than
once

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.

III. LEARNING ENDSTATES FOR THIS UNIT

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

B. HOW WILL THE LEARNING PROMOTE:

MORAL/ETHICAL FORMATION: Inspires others to appreciate culture and geography
SOCIAL RESPONSIVENESS: Values importance of Mindanao music in promoting cultural and geographical awareness

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

V. CHUNKING/OUTLINING THE UNIT

Lesson I: Islamic Music
1. Vocal Music
2. Instrumental Music

Lesson II: Non-Islamic Music

1. Vocal Music
2. Instrumental Music

VI. ASSESSMENT DESIGN

Pre-Assessment: Diagnostic Tests
Formative Assessment: Written, Oral Questioning and Performance
Summative Assessment: Performance-based Outputs
Product/Performance: Output/Project, Recitation, Group Performance, Individual Performance
Self-Assessment: Evaluating Individual Performance
Post-Assessment: Quarter Test

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

II. LEARNING ENDSTATES:

A. ACADEMICS

1. Learning to THINK: Understands distinct characteristics of music from Mindanao

2. Learning 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

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Inspires others to appreciate culture and geography
SOCIAL RESPONSIVENESS
Values importance of Mindanao music in promoting cultural and geographical awareness

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?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

Learning Materials Methods Activities
Power point presentation Lecture-Discussion Creating
Video clips of Islamic Music Music Listening Performing
Audio clips of Islamic Music Name the Tune/Title

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE PRIOR KNOWLEDGE Activity 1: Music listening

Let the learners watch and listen to an example of music from Mindanao
and let them reflect the message of the music.

2. ACQUIRE NEW KNOWLEDGE After listening, ask the students their impression about the music.

Activity 2: Lecture – discussion through the use of power point

presentations and ICT
 Discuss the distinguishing characteristics of Mindanao music.
 What are the musical characteristics of Mindanao music?
 What are the different instruments used in creating their music?
 What is the role of Mindanao music in showing the richness of
Ethno-linguistic group in the cultural heritage?
3) APPLY NEW KNOWLEDGE Activity 3:Performance Task (Differentiated Activities as a dancer,
musician)
 Create music using improvised instruments
 Compose simple rhythmic pattern as musical accompaniment

49
4) ASSESSMENT, CLOSURE AND REFLECTION Evaluation of performance through a culminating activity.

Processing Question for the culminating activity:

Compare the Islamic music in your community to the other Ethno-linguistic
groups in the Philippines?

50

RUBRIC FOR IMPROVISED MUSICAL INSTRUMENT and PRESENTATION
CRITERIA 4 3
Overall The student improvises within
Improvisation specified guidelines. The
student displays skill and a high
degree of accuracy, and models
creativity.
Rhythmic The rhythm is always on time,
Accuracy maintains a steady beat, and
includes only quarter and eighth
notes.
Creativity The presentation utilizes
extensive ornamentation and
complex rhythms.
Interpretation Phrases flow naturally,
instrument played like singing.
Rhythmic and melodic emphasis
naturally falls on beats.
Musical Effect The presentation exceeds
expectations with regard to
confidence of performance,
fluency, intonation, tone, and
articulation.
Attachment 1
The student improvises within
specified guidelines. Minor
inaccuracies do not affect the
overall result. The student
demonstrates creativity.
The rhythm is mostly on time
for the most part, maintains a
steady beat, and includes
mostly quarter and eighth
notes.
The presentation utilizes
ornamentation and complex
rhythms.
Most music flows from one
phrase to next. Instrument is, at
times, played like singing.
The presentation meets
expectations with regard to
confidence of performance,
fluency, intonation, tone, and
articulation.
2 1
The student, with frequent
assistance, improvises within
specified guidelines. Some
inaccuracies detract from the
overall result.
The rhythm is sometimes on
time, sometimes maintains a
steady beat, and includes some
quarter and eighth notes.
The presentation utilizes some
ornamentation and at times,
complex rhythms.
Some music flows from one
phrase to next.
The presentation demonstrates
developing musical effect, with
regard to confidence of
performance, fluency,
intonation, tone, and
articulation.
The student does not improvise
within specified guidelines,
Numerous errors detract from
the overall result.
The rhythm is almost never on
time, does not maintain a
steady beat, and rarely includes
quarter and eighth notes.
The presentation does not
utilize ornamentation nor
complex rhythms.
Phrases are detached or
separated and do not flow
together.
The presentation does not
demonstrates musical effect,
with regard to confidence of
performance, fluency,
intonation, tone, and
articulation.
51

RUBRIC IN MUSIC PERFORMANCE (RHYTHMIC PATTERN)
CATEGORY 4 POINTS
RHYTHM The beat is secured and
rhythms are accurate for the
style of music
NOTE ACCURACY Notes are consistently
accurate.
APPEARANCE Instrument is decorated
creatively within the
assigned theme.
QUALITY OF CONSTRUCTION The instruments show
considerable attention to
construction. It is sturdy,
neat and will stand up to
repeated playing over a
period of time.
Attachment 2
3 POINTS
The beat is secured and the
rhythms are mostly
accurate. There are few
duration errors, but these do
not detract from the overall
performance.
An occasional inaccurate
note is played, but does not
detract from overall
performance
Instrument is decorated
attractively.
The instruments shows
considerable attention to
construction. It is
reasonably sturdy and neat
and will stand up to being
played more than once
2 POINTS
The beat is somewhat
erratic. Some rhythms are
accurate. Frequent or
repeated duration errors.
Rhythm problems
occasionally detract from
the overall performance
A few inaccurate notes are
played, detracting somewhat
from the overall
performance.
Instrument is decorated, but
sort of messy looking.
The instruments is neatly
constructed but is fragile and off. Seems slapped together
will probably not stand up to in a hurry.
being played more than
once.
1 POINT
The beat is usually erratic
and rhythms are seldom
accurate detracting
significantly from the overall
performance.
Wrong notes consistently
detract from the
performance.
Instrument is not decorated
or is very messy.
Pieces are missing or falling
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

1. Learning to THINK: Understands distinct characteristics of music from Mindanao

2. Learning 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

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Inspires others to appreciate culture and geography
SOCIAL RESPONSIVENESS
Values importance of Mindanao music in promoting cultural and geographical awareness

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?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

Learning Materials Methods Activities
Power point presentation Lecture-Discussion Creating
Video clips of Non-Islamic Music Music Listening Performing
Audio clips of Non-Islamic Music Name the Tune/Title
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE PRIOR KNOWLEDGE Activity 1: Music listening

Let the learners watch and listen to an example of non-Islamic music and
let them reflect the message of the music.
2. ACQUIRE NEW KNOWLEDGE After listening, ask the students their impression about the music.

Activity 2: Lecture – discussion through the use of power point

presentations and ICT
 What are the musical characteristics of Non-Islamic music?
 What are the different instruments used in creating their music?
 What is the role of Mindanao music in showing the richness of
Ethno-linguistic group in the cultural heritage?
3) APPLY NEW KNOWLEDGE Activity 3:Performance Task (Differentiated Activities as a dancer,
musician)
 Create music using improvised instruments
 Compose simple rhythmic pattern as musical accompaniment
4) ASSESSMENT, CLOSURE AND REFLECTION Evaluation of performance through a culminating activity.
Processing Question for the culminating activity:
Compare the Non-Islamic music in your community to the other Ethno-
linguistic groups in the Philippines?

54

RUBRIC FOR IMPROVISED MUSICAL INSTRUMENT and PRESENTATION
CRITERIA 4 3
Overall The student improvises within
Improvisation specified guidelines. The
student displays skill and a high
degree of accuracy, and models
creativity.
Rhythmic The rhythm is always on time,
Accuracy maintains a steady beat, and
includes only quarter and eighth
notes.
Creativity The presentation utilizes
extensive ornamentation and
complex rhythms.
Interpretation Phrases flow naturally,
instrument played like singing.
Rhythmic and melodic emphasis
naturally falls on beats.
Musical Effect The presentation exceeds
expectations with regard to
confidence of performance,
fluency, intonation, tone, and
articulation.
Attachment 1
The student improvises within
specified guidelines. Minor
inaccuracies do not affect the
overall result. The student
demonstrates creativity.
The rhythm is mostly on time
for the most part, maintains a
steady beat, and includes
mostly quarter and eighth
notes.
The presentation utilizes
ornamentation and complex
rhythms.
Most music flows from one
phrase to next. Instrument is, at
times, played like singing.
The presentation meets
expectations with regard to
confidence of performance,
fluency, intonation, tone, and
articulation.
2 1
The student, with frequent
assistance, improvises within
specified guidelines. Some
inaccuracies detract from the
overall result.
The rhythm is sometimes on
time, sometimes maintains a
steady beat, and includes some
quarter and eighth notes.
The presentation utilizes some
ornamentation and at times,
complex rhythms.
Some music flows from one
phrase to next.
The presentation demonstrates
developing musical effect, with
regard to confidence of
performance, fluency,
intonation, tone, and
articulation.
The student does not improvise
within specified guidelines,
Numerous errors detract from
the overall result.
The rhythm is almost never on
time, does not maintain a
steady beat, and rarely includes
quarter and eighth notes.
The presentation does not
utilize ornamentation nor
complex rhythms.
Phrases are detached or
separated and do not flow
together.
The presentation does not
demonstrates musical effect,
with regard to confidence of
performance, fluency,
intonation, tone, and
articulation.
55

RUBRIC IN MUSIC PERFORMANCE (RHYTHMIC PATTERN)
CATEGORY 4 POINTS
RHYTHM The beat is secured and
rhythms are accurate for the
style of music
NOTE ACCURACY Notes are consistently
accurate.
APPEARANCE Instrument is decorated
creatively within the
assigned theme.
QUALITY OF CONSTRUCTION The instruments show
considerable attention to
construction. It is sturdy,
neat and will stand up to
repeated playing over a
period of time.
Attachment 2
3 POINTS
The beat is secured and the
rhythms are mostly
accurate. There are few
duration errors, but these do
not detract from the overall
performance.
An occasional inaccurate
note is played, but does not
detract from overall
performance
Instrument is decorated
attractively.
The instruments shows
considerable attention to
construction. It is
reasonably sturdy and neat
and will stand up to being
played more than once
2 POINTS
The beat is somewhat
erratic. Some rhythms are
accurate. Frequent or
repeated duration errors.
Rhythm problems
occasionally detract from
the overall performance
A few inaccurate notes are
played, detracting somewhat
from the overall
performance.
Instrument is decorated, but
sort of messy looking.
The instruments is neatly
constructed but is fragile and off. Seems slapped together
will probably not stand up to in a hurry.
being played more than
once.
1 POINT
The beat is usually erratic
and rhythms are seldom
accurate detracting
significantly from the overall
performance.
Wrong notes consistently
detract from the
performance.
Instrument is not decorated
or is very messy.
Pieces are missing or falling
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.

III. LEARNING ENDSTATES FOR THIS UNIT

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

B. HOW WILL THE LEARNING PROMOTE:

MORAL/ETHICAL FORMATION: Inspires others to appreciate cultural heritage and develop pride of place
SOCIAL RESPONSIVENESS: Values importance of Philippine Festival dances and theatrical forms in promoting cultural awareness.

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

VI. ASSESSMENT DESIGN

Pre-Assessment: Diagnostic Tests
Formative Assessment: Written, Oral Questioning and Performance
Summative Assessment: Performance-based Outputs
Product/Performance: Output/Project, Recitation, Group Performance, Individual Performance
Self-Assessment: Evaluating Individual Performance
Post-Assessment: Quarter Test

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

II. LEARNING ENDSTATES:

A. ACADEMICS
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

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Inspires others to appreciate cultural heritage and develop pride of place
SOCIAL RESPONSIVENESS
Values importance of Philippine Festival dances in promoting cultural awareness and heritage

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?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

Learning Materials Methods Activities
Power point presentation Lecture-Discussion with ICT Creating
Video clips of Philippine theater Film Viewing Performing
Sample academic text

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE PRIOR KNOWLEDGE Activity 1: Watch and Tell (Group Activity)

Let the learners watch festival dances and let them observe the story
line, music, gestures, movements, costume used in the dance.
2. ACQUIRE NEW KNOWLEDGE After viewing, students will share their group output

Activity 2: Lecture – discussion through the use of power point

presentations and ICT
 Discuss the significant features of the festival dances.
 What is the nature and characteristics of these festival
dances?
 What are the different instruments used in these festival
dances?
 Identify the tempo used in the different festival music?
 What is the role of festival dances in showing the richness of
Filipino cultural heritage?

60
3) APPLY NEW KNOWLEDGE Activity 3: Performance Task (Differentiated Activities – As a
dancer, musician, costume designer)

Create music using improvise materials

Create costumes to be used in the performance
Choreograph dance movements/steps

4) ASSESSMENT, CLOSURE AND REFLECTION Evaluation of performance through culminating activity

Compare the festival dance in your community to other festival
dances in the Philippines?

61

CATEGORY 4 3
COSTUME DESIGN The costume design wholly
represents the
literary/historical character
AESTHETICS (Artistry) Costume design is put
together extremely well.
Every aspect of the garment
looks purposeful and works
to create a single work of art
ORIGINALITY The design is unique and
creative.
EFFORT/TIME Stays focused on the project
at all times, used class time
very well.
Attachment 1
RUBRIC FOR COSTUME DESIGN
The costume design
relatively represents the
literary/historical character
Costume design is put
together well. All
components of the costume
work together. There are 1-2
areas where the construction
conflicts with the design.
The design is quite original
and presentable
Stays focused most of the
time, used most class time
well.
2 1
The costume design
inadequately represents the
literary/historical character
Costume design is put
together adequately. The
costume stays together well,
but solutions distract from
the art and beauty of the
final product.
The design is conventional
and similar to others
Works, but loses focus or
needs frequent reminders.
The costume design is found
to be out of compliance
with the dress code and
poorly represents the
character
Costume design is put
together poorly.
Construction was put above
artistry and the garment
looks sloppy.
The design lacks in
originality and creativity
Student rarely works unless
reminded or nagged.
62

RUBRIC FOR GROUP DANCE PERFORMANCE
POINT SCALE MASTERY (Correct execution
of steps and choreography)
4 - OUTSTANDING Display high level of mastery
and creativity as seen in
routine relevant to the
identified festival.
3 - VERY SATISFACTORY Display mastery and creativity
as seen in routine relevant to
the identified festival.
2 - SATISFACTORY Display mastery and creativity
as seen in routine construction
but with no relevance of
movements to identified
festival.
1 – NEEDS IMPROVEMENT Display low level of mastery
and creativity as seen in
routine and no relevance of
movements to the identified
festival.
Attachment 2
ORIGINALITY (Concepts, theme,
style)
Extremely outstanding choice of
music that accurately expresses the discipline and team work before,
theme/concept presented.
Excellent choice of music in
relation to theme/concept
presented, but does not accurately
express the theme presented.
The music was good enough to
hold some relation to the theme/
concept presented.
The music did not accurately
express the theme presented
BEHAVIOR/TEAM WORK
Exhibits outstanding level of
during and after the performance.
Exhibits very satisfactory dance
discipline and teamwork during and
after the performance.
Exhibits satisfactory discipline and
teamwork before, during and after
the performance.
Exhibits improving discipline and
teamwork before, during and after
the performance.
63

PERFORMANCE RUBRIC IN MUSIC (RHYTHMIC PATTERN)
RHYTHM 4 POINTS
The beat is secured and
rhythms are accurate for the
style of music
NOTE ACCURACY Notes are consistently
accurate.
APPEARANCE Instrument is decorated
creatively within the
assigned theme.
QUALITY OF CONSTRUCTION The instruments show
considerable attention to
construction. It is sturdy,
neat and will stand up to
repeated playing over a
period of time.
Attachment 3
3 POINTS
The beat is secured and the
rhythms are mostly
accurate. There are few
duration errors, but these do
not detract from the overall
performance.
An occasional inaccurate
note is played, but does not
detract from overall
performance
Instrument is decorated
attractively.
The instruments shows
considerable attention to
construction. It is
reasonably sturdy and neat
and will stand up to being
played more than once
2 POINTS
The beat is somewhat
erratic. Some rhythms are
accurate. Frequent or
repeated duration errors.
Rhythm problems
occasionally detract from
the overall performance
A few inaccurate notes are
played, detracting somewhat
from the overall
performance.
Instrument is decorated, but
sort of messy looking.
The instruments is neatly
constructed but is fragile and off. Seems slapped together
will probably not stand up to in a hurry.
being played more than
once.
1 POINT
The beat is usually erratic
and rhythms are seldom
accurate detracting
significantly from the overall
performance.
Wrong notes consistently
detract from the
performance.
Instrument is not decorated
or is very messy.
Pieces are missing or falling
64

RUBRIC FOR SONG PERFORMANCE
4 3
Tone is consistently focused,
clear and centered
Tone Quality
throughout the range of the
voice. Intonation is accurate.
Performs with a lot of
expression indicated by the
Expression and Style score or genre and
demonstrates creativity with
the selection.
Virtually no errors. Pitch is
Pitch
quite accurate.
The pulse is secure and the
Rhythm rhythms are accurate. No
errors in duration.
Diction
Diction is very
understandable. Vowels are
open and consonants are
precise.
Attachment 4
Tone is focused, clear and
centered throughout the
normal range. Highs and
lows are occasionally out of
tune.
Performs with the style
indicated by the score or
genre, but needs to be more
consistent.
An occasional, isolated error,
however, most pitches are
accurate.
The pulse is secure and the
rhythms are mostly accurate.
There are a few, isolated
duration errors.
Diction is understandable,
yet the vowels are not open
consistently and the
consonants need more
precision.
2 1
Tone is often focused, clear
and centered, but
sometimes the tone is not
controlled in any range being
sung.
Occasionally demonstrates
the style indicated by the
score or genre through the
performance.
Some accurate pitches, but
there are frequent and/or
repeated errors.
The pulse is somewhat off,
yet some rhythms are
accurate. Several errors in
duration.
Diction is somewhat
understandable. Vowels
need to be more open and
consonants more precise.
Tone is often not focused,
clear or centered regardless
of the range being sung.
Rarely demonstrates
expression and style; merely
sings the notes.
Very few accurate or secure
pitches.
The pulse is not secure and
the rhythms are not
accurate. Several errors in
duration.
Diction is difficult to
understand. Vowels are not
open and consonants are not
precise.
65
 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

II. LEARNING ENDSTATES:

A. ACADEMICS

1. Learning to THINK: Understands characteristics of Philippine theater

2. Leaning to DO: Applies knowledge and skills learned in Philippine theater
3. Learning to FEEL: Appreciates the unique characteristics of Philippine theater
4. Learning to COMMUNICATE: Explains the importance of Philippine theater
5. Learning to INTUIT: Derives insights and inspiration from theatrical forms or experiences
6. Learning to LEAD: Encourages holistic development through arts and music
7. Learning to BE: Young Filipino performer

B. HOW WILL THE LEARNING PROMOTE:

ETHICAL FORMATION
Inspires others to appreciate cultural heritage and develop pride of place

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 SOCIAL RESPONSIVENESS
Values importance of Philippine Festival dances in promoting cultural awareness and heritage

III. ESSENTIAL QUESTIONS:

1. What is the role of music in Philippine theater?
2. Why is it important to develop Philippine theater?

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

Learning Materials Methods Activities
Power point presentation Lecture-Discussion with ICT Creating
Video clips of Philippine theater Film Viewing Performing
Sample academic text

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE PRIOR KNOWLEDGE Activity 1: Movie Marathon (Group Activity)

Let the learners watch Komedya, bodabil and sarsuela and let
them observe the story line, music, gestures, movements and
costume used in the performance.
2. ACQUIRE NEW KNOWLEDGE After viewing, students will share their group output

Activity 2: Lecture – discussion through the use of power point

presentations and ICT
Discuss the characteristics and examples of Philippine theater.

What is komedya, sarsuela and bodabil?

What is the role of music in performing Philippine theater?

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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

4) ASSESSMENT, CLOSURE AND REFLECTION Evaluation of performance through culminating activity.

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CATEGORY 4 3
COSTUME DESIGN The costume design wholly
represents the
literary/historical character
AESTHETICS (Artistry) Costume design is put
together extremely well.
Every aspect of the garment
looks purposeful and works
to create a single work of art
ORIGINALITY The design is unique and
creative.
EFFORT/TIME Stays focused on the project
at all times, used class time
very well.
Attachment 1
RUBRIC FOR COSTUME DESIGN
The costume design
relatively represents the
literary/historical character
Costume design is put
together well. All
components of the costume
work together. There are 1-2
areas where the construction
conflicts with the design.
The design is quite original
and presentable
Stays focused most of the
time, used most class time
well.
2 1
The costume design
inadequately represents the
literary/historical character
Costume design is put
together adequately. The
costume stays together well,
but solutions distract from
the art and beauty of the
final product.
The design is conventional
and similar to others
Works, but loses focus or
needs frequent reminders.
The costume design is found
to be out of compliance
with the dress code and
poorly represents the
character
Costume design is put
together poorly.
Construction was put above
artistry and the garment
looks sloppy.
The design lacks in
originality and creativity
Student rarely works unless
reminded or nagged.
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RUBRIC FOR GROUP DANCE PERFORMANCE
POINT SCALE MASTERY (Correct execution
of steps and choreography)
4 - OUTSTANDING Display high level of mastery
and creativity as seen in
routine relevant to the
identified festival.
3 - VERY SATISFACTORY Display mastery and creativity
as seen in routine relevant to
the identified festival.
2 - SATISFACTORY Display mastery and creativity
as seen in routine construction
but with no relevance of
movements to identified
festival.
1 – NEEDS IMPROVEMENT Display low level of mastery
and creativity as seen in
routine and no relevance of
movements to the identified
festival.
Attachment 2
ORIGINALITY (Concepts, theme,
style)
Extremely outstanding choice of
music that accurately expresses the discipline and team work before,
theme/concept presented.
Excellent choice of music in
relation to theme/concept
presented, but does not accurately
express the theme presented.
The music was good enough to
hold some relation to the theme/
concept presented.
The music did not accurately
express the theme presented
BEHAVIOR/TEAM WORK
Exhibits outstanding level of
during and after the performance.
Exhibits very satisfactory dance
discipline and teamwork during and
after the performance.
Exhibits satisfactory discipline and
teamwork before, during and after
the performance.
Exhibits improving discipline and
teamwork before, during and after
the performance.
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PERFORMANCE RUBRIC IN MUSIC (RHYTHMIC PATTERN)
RHYTHM 4 POINTS
The beat is secured and
rhythms are accurate for the
style of music
NOTE ACCURACY Notes are consistently
accurate.
APPEARANCE Instrument is decorated
creatively within the
assigned theme.
QUALITY OF CONSTRUCTION The instruments show
considerable attention to
construction. It is sturdy,
neat and will stand up to
repeated playing over a
period of time.
Attachment 3
3 POINTS
The beat is secured and the
rhythms are mostly
accurate. There are few
duration errors, but these do
not detract from the overall
performance.
An occasional inaccurate
note is played, but does not
detract from overall
performance
Instrument is decorated
attractively.
The instruments shows
considerable attention to
construction. It is
reasonably sturdy and neat
and will stand up to being
played more than once
2 POINTS
The beat is somewhat
erratic. Some rhythms are
accurate. Frequent or
repeated duration errors.
Rhythm problems
occasionally detract from
the overall performance
A few inaccurate notes are
played, detracting somewhat
from the overall
performance.
Instrument is decorated, but
sort of messy looking.
The instruments is neatly
constructed but is fragile and off. Seems slapped together
will probably not stand up to in a hurry.
being played more than
once.
1 POINT
The beat is usually erratic
and rhythms are seldom
accurate detracting
significantly from the overall
performance.
Wrong notes consistently
detract from the
performance.
Instrument is not decorated
or is very messy.
Pieces are missing or falling
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RUBRIC FOR SONG PERFORMANCE
4 3
Tone is consistently focused,
clear and centered
Tone Quality
throughout the range of the
voice. Intonation is accurate.
Performs with a lot of
expression indicated by the
Expression and Style score or genre and
demonstrates creativity with
the selection.
Virtually no errors. Pitch is
Pitch
quite accurate.
The pulse is secure and the
Rhythm rhythms are accurate. No
errors in duration.
Diction
Diction is very
understandable. Vowels are
open and consonants are
precise.
Attachment 4
Tone is focused, clear and
centered throughout the
normal range. Highs and
lows are occasionally out of
tune.
Performs with the style
indicated by the score or
genre, but needs to be more
consistent.
An occasional, isolated error,
however, most pitches are
accurate.
The pulse is secure and the
rhythms are mostly accurate.
There are a few, isolated
duration errors.
Diction is understandable,
yet the vowels are not open
consistently and the
consonants need more
precision.
2 1
Tone is often focused, clear
and centered, but
sometimes the tone is not
controlled in any range being
sung.
Occasionally demonstrates
the style indicated by the
score or genre through the
performance.
Some accurate pitches, but
there are frequent and/or
repeated errors.
The pulse is somewhat off,
yet some rhythms are
accurate. Several errors in
duration.
Diction is somewhat
understandable. Vowels
need to be more open and
consonants more precise.
Tone is often not focused,
clear or centered regardless
of the range being sung.
Rarely demonstrates
expression and style; merely
sings the notes.
Very few accurate or secure
pitches.
The pulse is not secure and
the rhythms are not
accurate. Several errors in
duration.
Diction is difficult to
understand. Vowels are not
open and consonants are not
precise.
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