SAMPLE LESSON PLAN IN MUSIC

Target Year Level:

Grade 7

Time Allotment:

60 minutes

Module No.:

Lesson No.:

Topic:

Music of the Cordilleras

Materials:

paper, TG and LG

I. MOTIVATION
1. Ask the students about their previous experience in music - creating,
appreciating, and producing.
2. Ask them how music relates to ones self and in the community.
II. ANALYSIS
1. Introduce the topic the music of the highlands of Luzon.
2. Use the K-W-L Chart to determine the prior knowledge of the students about the
topic and what they expect to learn in the lesson.
3. Draw the concept map found in the Learning Guide on the board. Discuss the
concept map for the music of the Cordilleras.
III. ABSTRACTION
1. Ask the students to clap their hands alternately, simultaneously, or individually.
2. Let them tell the differences in the sound produces through different claps.
3. Let the students discover and understand the process of producing music in the
Cordilleras.
4. Relate the production of music in the life of the village or in the affairs of the
community.
IV. APPLICATION
1. Music in the Cordilleras is communal everybody in the community participates
in the production and appreciation of music.
2. Ask for volunteers at least three students. Let the students clap the following
patterns: strong, rest, strong, rest ..... Do this as if the students are making a round
song.
V. ASSESSMENT
1. Let the students produce simple music through clapping. Observe the strong
rest strong pattern.

2. Ask the students to share their stories about the sounds that they hear and how
they or their classmates participated in the activity. Let them relate these
experiences to:

a.
b.
c.
d.
e.

Family affairs
School activities
Day to day activities in the community
Political system
World order and worldviews
VI. ASSIGNMENT
1. Let the students bring the following materials next meeting: a piece of bamboo
segment similar to tongatong, a piece of round wood at least 1 foot in length and 2
inches in diameter, or bamboo sticks of at least 1 inch in width and 1 foot in length.
2. Write a short reflection about the lesson for the day. Let them answer the
following in their Reflection Notebooks:

a. Which part of the lesson did you like most? Why?

b. Which part of the discussion did you find difficult? What do you think will be the best
strategy for you to learn that part of the lesson?
c. Which part of the lesson do you intend to learn more? How will you do that?
This lesson plan is based on the K to 12 Teaching and Learning Modules for Grade 7.
Please feel free to give your feedbacks, comments, or suggestions.
Posted by John Ximenez at 7:34 AM No comments:
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SUNDAY, JUNE 17, 2012

SAMPLE LESSON PLAN FORMAT FOR GRADE 7 MAPEH

TARGET GRADE LEVEL: GRADE 7
TIME ALLOTMENT: The time allotment for MAPEH is 60 minutes or an hour a day for four
days a week.
MODULE NO. Most of the Teaching and Learning Guides in the K to 12 Curriculum are
divided into several modules; each module is composed of one or more lessons. However,
not all learning areas provide the same number of modules. In Art, the First Quarter is
composed of five learning modules.
LESSON NO. Lesson number is optional. It is included here for the sake of determining
how many lessons have been taught by the teacher.

TOPIC: This refers to the topic for the day and not the general topic or the content standard
found in the Curriculum Guide for Grade 7
MATERIALS: List down all the materials that you and your students will need in the lesson.
I. MOTIVATION. This part of the lesson can be stated in bullet format or through an outline.
Motivation part of the lesson introduces concept or topic through an activity that will open up
or stir the interest of the students to participate in learning. Grade 7 MAPEH is studentcentered class; students do the activities and most of the talking - the teacher only
facilitates and helps in the processing of information. Motivation leads the students to
discover or to realize something that will encourage them to ask for more.
II. ANALYSIS. This part asks thought-provoking questions related to the topic for the day.
The teacher may provide sample questions or let the students formulate their own questions
regarding the lesson. To aid the students in formulating questions, short activities and
hands on experiences must be supplied by the teacher. This is the WHAT-part of the
lesson.
III. ABSTRACTION. Abstraction leads the students to critical thinking. In it, the teacher
must be able to encourage the students to formulate more questions and develop their own
concepts based on their questions. More short activities must be supplied by the teacher in
this part of the lesson in order to help the students delve into the realm of learning. This is
the WHAT IF-part of the lesson.
IV. APPLICATION. Once the students are able to ask what ifs in the discussion, the how
tos must follow immediately. The teacher must provide simple steps or instructions to help
the students arrive into their own realization. In abstraction, the concepts and ideas are
intangible or simple pure imagination while in the application part, those imaginations must
be transformed into a tangible product or actual experience.
V. ASSESSMENT. Activities must be provided by the teacher to determine what have been
learned by the students in the topic and how did they used the learning that they have
acquired in making learning meaningful to them. A rubric must be prepared by the teacher
to describe the progress made by the students in learning the topic.
VI. ASSIGNMENT. While assignment is no longer graded, it is still important to sustain
learning and must be encouraged. However, assignment should not become burden to the
students but a must-be learning experience for them. When giving an assignment, the
students must feel that they must do the task for fun and another learning experience.
Learning guides in MAPEH provide activities that the students will enjoy making at home or
even during their vacant hours.

In using this format, the teacher see his or her students as thinkers, innovators, leaders,
and artists. The teacher edifies the students. In the process of edifying students, the teacher
is pushing them to come out from their comfort zones without jeopardizing their individual
interests. When the teacher edifies his or her students, they are empowering them to take
bold steps towards learning and achieving more. The first person to believe in the capacity
of a student is his or her teacher.

This format is not mandatory or prescription to teachers. School administrators may impose
other format depending on the nature of their students. When you use this format, please
feel free to send me your feedback at sarong_amigo8@yahoo.com or at
www.facebook.com/ArtPhilippinesforGrade7

Antas o Pitch
I. LAYUNIN
Naibibigay ang kahulugan ng antas o pitch.
Napapangalanan ang mga antas o pitch sa limguhit.
Nailalapat sa limguhit ang mga antas na batay sa salitang Ingles.
II. NILALAMAN
A. Paksa: Antas o Pitch
B. Kagamitan: aklat, iskor ng musika, music pad, lapis na may pambura
C. Sanggunian: MAPEH I nina Vilma V. Perez at mga kasamahan, pp. 6-8.
III.PAMAMARAAN
A. Panimulang Gawain
Balik-aral: Natapos na natin ang talakayan tungkol sa kahulugan ng musika, mga uri ng
tunog at ang mga pinagmumulan ng musika. Bago tayo magpatuloy, magabalik-aral muna
tayo. Magtungo sa link na ito:
B. Presentasyon at Talakayan
Ang antas o pitch ay tumutukoy sa pagtaas at pagbaba ng mga sukat sa isang awitin. Ang
mga antas ng tono sa limguhit ay pinapangalanan sa pamamagitan ng mga sumusunod:
1. G-Clef o Treble Staff
Unang Guhit - E
Pangalawang Guhit - G
Pangatlong Guhit - B
Pang-apat na Guhit - D
Panglimang Guhit - F
Unang Puwang - F
Pangalawang Puwang - A
Pangatlong Puwang - C
Pang-apat na Puwang - E
Ang pangalan ng mga linya ng limguhit ay madaling matatandaan sa pamamagitan ng

sumusunod na pangugusap: Every Good Boy Does Fine

Ang pangalan ng mga puwang sa limguhit ay madali namang maaalala sa pamamagitan ng
sumusunog na pangungusap sa Ingles: Father Always Come Early
2. F-Clef o Bass Cleff
Unang Guhit - G
Pangalawang Guhit - B
Pangatlong Guhit - D
Pang-apat na Guhit - F
Panglimang Guhit - A
Unang Puwang - A
Pangalawang Puwang - C
Pangatlong Puwang - E
Pang-apat na Puwang - G
Ang mga guhit sa limguhit ay madaling matatandaan kung makakabisa ang sumusunod na
pangungusap:
a. Para sa mga linya: Good Boy Don't Forget Anything
b. Para sa mga puwang: All Cows Eat Grass
Para sa karagdagang kaalaman, magtungo sa link na ito:
IV.PAGSUSUBOK
V.KASUNDUAN