GRADE 1 to 12 School SAN JUAN NATIONAL HIGH SCHOOL Grade Level 7

DAILY LESSON Teacher LAILA P. RILI Learning Area MAPEH - MUSIC

LOG Teaching Dates and Time WEEK 1 - 4 Quarter 1ST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content
I. OBJECTIVE(S) knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.

A. Content Standard The learner demonstrates understanding of the musical characteristics of music from the lowlands of Luzon
B. Performance Standard The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C. Learning Competency/Objectives Identify the musical characteristics of representative music selections from the lowlands of Luzon.
Write the LC code for each. Analyze the musical elements of selected lowland vocal music selections;
Sing folksong from the Lowlands of Luzon
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Folksongs of the Luzon (Lowlands) Liturgy and Devotional Music Secular music
III. LEARNING RESOURCES
A. References K-12 Curriculum K-12 Curriculum K-12 Curriculum
1. Teacher’s Guide pages pages 10-19 pages 20-25 pages 26-37
2. Learner’s Materials pages Pages 9-18 pages 19-24 pages 25-36
3. Additional Materials from Learning keyboard, Video Clips, laptop, audio, visual, pictures
Resource (LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Reviewing previous lesson or presenting the Pre-Assessment: Firming up the students understanding on the Recap of the previous Present a Bicol song
new lesson Refer to LM pp.6-8 different musical elements used in folk songs. lesson about Liturgy and let them sing it.
The music elements are the following: and Devotional Music “Ako Baga Ikos”
Review the Elements of Music and the Timbre or Tone Color, Rhythm, Melody, through listening to a
different Philippine music styles. Form, Harmony and texture, sample music.

B. Establishing a purpose for the lesson
Refer to LM pp. 9 -11 Let the students watch or listen to the
Give some historical facts about folk songs following video excerpts or song clips.
https://www.jstor.org/stable/3383136?seq=1#page_scan_ Discuss the Elements of Music used in Folk
tab_contents
songs.
(Refer to LM p.10)
Discuss the different rhythmic patterns most
common in a folk song, the time signature,
Counting the beats in every measure, and
the syllables used in text or lyrics.
Refer to TG p. 26 (Secular Music)
Group activity: Divide the class into six group.
Each group will present the history, composers
and sample music of the following topics:.
Harana, Kumintang, Pandanggo, Polka, Balitaw
and Kundiman.
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C. Presenting examples/Instances of the new
lesson
Name at least 5 folk songs that you know.
Identify the place of origin or the region.
Listening Activity: Listen to a recording or live
playing of a love folk song.
Question: How does it feel when you express
your admiration to someone through a song?
https://www.youtube.com/watch?v=olYrH1r2JS
A
Listening Activity:
https://www.youtube.com/watch?v=f8TgQ0aagls
https://www.youtube.com/watch?v=Nc2cLyZmEJA
MANANG BIDAY
https://www.youtube.com/watch?v=F3G5CKxen5U
DANDANSOY
https://www.youtube.com/watch?v=v-
ZNinrJYHM ANG PIPIT
Ask the students of a folksong they knew in Group Presentation:
Bicol. Let them sing several lines. The students will present their Group work
activities.
Have the students answer the following:
1. What do you think is the message Listening Activity:
and function of the song? Selected Harana, Kumintang, kundiman songs
2. How are the music elements used to
put the message across?

Activity 1: Song Interpretation

Interpret the message of the song through
drawing.
D. Discussing new concepts and practicing new Listening Activity: (Discussion) Video presentation Video presentation
skills # 1  Listen to other examples of folk songs. Let Teacher may introduce the characteristics of (Harana, (Polka, Balitaw,
the students write their ideas and concept liturgical and devotional songs of Luzon. Kumintang, Kundiman)
about the songs they have listened to.  Listen to Luzon musical examples Pandanggo)
and point out the musical
E. Discussing new concepts and practicing new Lecture-Discussion Lecture-Discussion
skills # 2
https://www.youtube.com/watch?v=firHRhLsprc&li characteristics.
on Harana, on Polka, Balitaw
st=RDQMWcjtuH0U6B8&start_radio=1  Group the student and have them
study the notated examples of Kumintang and and kundiman,
 Through listening to different folk songs, the liturgical and devotional music. Pandannggo
students will learn the culture, lifestyle of the
people in a particular region.
 From the initial hearing, the students will be
guided with the essential questions:
- How culture is reflected in our folk
songs?
- Why do Philippine folk songs vary in
style?
- Do you think our folk songs are still
relevant today?
F. Developing mastery Discuss the different characteristics of a folk (Group collaboration) Refer to LM p. 26 Refer to LM p. 29
(leads to Formative Assessment 3) song Group Activity Listening Activity: (Group Activity)
Harana
2
 - Strophic (give the meaning and Divide the class into 4 groups. Each group Select a folk song Rubric presented to
example) will be assigned to sing a folksong afterwards that best describe the students.
Uses the same melody, repeated over and over ask the students to analyze the different your emotions and
with different text for each repetition. Example: songs feelings to a dear
Leron – Leron Sinta friend since
childhood days.
Question:
How folk song
radiates your inner
feelings?
G. Finding practical application of concepts and Let the students make their own humorous Ask the students to perform with their group
skills in daily living song lyrics based from their daily life routine the assigned presentation Perform the interpretation of the song through
using the melody of Leron – leron Sinta or other dance and movements, illustration, and collage
common folk song.
H. Making generalizations and abstractions about Ask the learners about the lesson they have Processing the lesson Criteria:
the lesson learned. Ask the learners about the lesson they have Clear Illustration of movements
learned Meaningful movements
I. Evaluating learning Assessing the students with their performance. (Group singing contest) Appropriate expression
Sing Liturgical and Devotional songs with
appropriate elements.
J. Additional activities for application or Let them make their own “Harana” lyrics.
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
VI. REFLECTION when you meet them, you can ask them relevant questions.
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 works?
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: Noted:

LAILA P. RILI RHODORA E. OSEA

Teacher I MAPEH Department head
3
 GRADE 1 to 12
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
D. CONTENT
E. LEARNING RESOURCES
C. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3. Additional Materials from
Learning Resource (LR)portal
D. Other Learning Resource
F. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
School SAN JUAN NATIONAL HIGH SCHOOL Grade Level 7
Teacher LAILA P. RILI Learning Area MUSIC
Teaching Dates and Time WEEK 5 - 8 Quarter 1ST
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner demonstrates understanding of the musical characteristics of music from the lowlands of Luzon
The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
Identify musical instruments under Brass band. Explains the distinguishing characteristics of representative
Perform/demonstrate sample/ improvised instrument under Brass Philippine music selections from Luzon in relation to its culture
band. and geography.
Explain the use of Brass instrument; its ensemble and its native MU7LU-Ib-3
alternative Explore ways of producing sounds on a variety of sources that is
similar to the instruments being used
MU7LU-Ib-f-4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Instrumental Music (Lowlands) Instrumental Music (Lowlands)
pages 39-41 Pages 43-47
Pages 37-41 Pages 42- 46
Power point presentation, laptop, audio, visual, flash cards Power point presentation, laptop, audio, visual, puzzle card.
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Refer to LM pp. 25-36 Refer to LM pp 37 -41
Refer to LM pp. 38 Explains the distinguishing characteristics of representative Philippine
music selections from Luzon in relation to its culture and geography.
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C. Presenting
examples/Instances of
the new lesson
A. Discussing new concepts and
practicing new skills # 1
B. Discussing new concepts and
practicing new skills # 2
C. Developing mastery
(leads to Formative
Assessment 3)
D. Finding practical application
of concepts and skills in daily
living
E. Making generalizations and
abstractions about the lesson
F. Evaluating learning
G. Additional activities for
application or remediation
G. REMARKS
H. REFLECTION
H. No. of learners who earned 80% in
the evaluation
Watching You tube video of Brass Bands Performing.
Present pictures as references if students can recognize.
Activity 1: Group Activity
Divide students into 4 groups. Each group member will select one
material inside their classroom which they will perform as instruments
with their chosen musical piece or song.
Let students watch school marching band and play at least let them
simulate/play with Brass instruments.
Brass Band is a kind of ensemble of woodwind, brass and percussion
Formative assessment
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Explore ways of producing sounds on a variety of sources that is
similar to the instruments being used
Watching video of MusikongBumbong performing. Present pictures of
Las Piñas Bamboo Organ and Pangkatkawayan.
Divide the students into 5 groups. Each group will be given a puzzle
card. Each group will choose a leader to describe the picture made
from the puzzle.
Let students watch a video of Marching Band and Playing the
Pangkat Kawayan Musical instrument. And play at least let them
simulate/ play with the pangkat kawayan musical instrument.
Las Piñas Bamboo Organ is a Philippine National Treasure.
Musikong bumbong is Filipino marching bands that use bamboo
woodwind instrument.
Pangkat kawayan, popularly known as the “Singing Bamboos of the
Philippines”, is an orchestra that plays music using nontraditional
bamboo instruments.
Make a poster of the Las Piñas Bamboo Organ. What can you
say about it? Be creative and at the same time, be sure that it is
informative.
Using the same group.
Each group will be making a simple bamboo instrument.
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 I. No. of learners who require
additional activities for remediation
who scored below 80%
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these work?
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by:

LAILA P. RILI
Teacher I

Noted by:

RHODORA E. OSEA
MAPEH Coordinator