GRADE 8 School DOLORES MACASAET NHS Grade Level 8

DAILY LESSON Teacher PONCE LITO C. MONTECILLO Learning MAPEH (ARTS)

Area
LOG
Teaching Dates and OCTOBER 28-31,2019 Quarter THIRD
Time

SESSION 1 SEESION 2 SESSION 3 SESSION 4

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
I. OBJECTIVES 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.
Content Standard The leaner should demonstrate The leaner should The leaner should The leaner should The leaner should
understanding of common musical demonstrate demonstrate demonstrate demonstrate
instrument of particular South, Central and understanding of understanding of understanding of understanding of
West Asia common musical common musical common musical common musical
instrument of instrument of instrument of instrument of
particular South, particular South, particular South, particular South,
Central and West Central and West Central and West Central and West
Asia Asia Asia Asia

Performance Standard The learner should perform South, Central The learner should The learner should The learner should The learner should
and West Asian song with appropriate perform South, perform South, perform South, perform South,
pitch and rhythm, expression and style Central and West Central and West Central and West Central and West
Asian song with Asian song with Asian song with Asian song with
appropriate pitch appropriate pitch appropriate pitch appropriate pitch
and rhythm, and rhythm, and rhythm, and rhythm,
expression and style expression and style expression and style expression and style

Learning 1. enumerate the musical instruments of 1. classify the 1. identify the 2 1. identify the 2 1. recall the tune of
Competency/Objectives Indian music musical instruments vocal styles in division of Jewish Zum Gali Gali
Write the LC code for each. of India Pakistan singing music
2. give the importance of each Indian
instrumental music

1
 3. group the Indian instrumental music using 2. differentiate 2. listen to Ghazal 2. listen to the song 2. Interpret the
a graphic organizer carnatic and and Qawali music Zum Gali Gali meaning of Zum
Hindustani music Gali Gali
3. Give some 3. give appreciation
3. give description of similarities and by singing with their 3. Participate
carnatic and differences of India respected groups actively a
Hindustani music to Pakistan music performance in a
group

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.
II. CONTENT Musical instruments of India Carnatic and Vocal styles in Division of Jewish Zum Gali Gali
Hindustani music Pakistan singing music

III. LEARNING
RESOURCES
A. References Music and Arts of Asia Music and Arts of Music and Arts of Music and Arts of Music and Arts of
Asia Asia Asia Asia
JOURNEY TOWARS MAPEH 8 K-12
JOURNEY TOWARS JOURNEY TOWARS JOURNEY TOWARS JOURNEY TOWARS
MAPEH 8 K-12 MAPEH 8 K-12 MAPEH 8 K-12 MAPEH 8 K-12

Teacher’s Guide
pages
Learner’s Materials 106 – 107 110 – 119 123 – 126 127, 135 – 136 139
pages
Textbook pages 274 – 276 276 - 277 278 - 279 279 - 282

Additional Materials www.youtube.com./watch?v=GvwHsfxFGQ Learners’ module Pakistani Ghazal- Learners’ module Learners’ module
from Learning rahat fateh ali khan-best qawwali Payam e Mashriqs
Resource (LR)portal Ghazal Video of the song
youtube.com
Youtube.com

2
 Rahat fateh ali
khan-best qawwali,

Youtube.com

Other Learning 239, 241 240 241 - 242 244

Resources
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
IV. PROCEDURES 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. ACTIVITY The students will listen to the sample music Students will classify Students will listen 1. discuss the division 1. divide the
Reviewing Previous Lesson of India, Pakistan and Israel the musical to the sample of Jewish music students into groups
or Presenting the New
instruments of India music of Ghazal
Lesson 2. listen to the song 2. let them recall the
and Qawali
Zum Gali Gali song through
repitions

B. ANALYSIS Identify the music if it is from India, Pakistan Differentiate Analyze the music Explain the meaning Tell the students to
Establishing a Purpose for and Israel Carnatic and heard if it is an of the song analyze the song
the Lesson
Hindustani music example of Ghazal through their own
through discussion of or Qawwali way
the lesson
C. ABSTRACTION Sharing of ideas Determine the Ask the students
similarities and about the lesson of
Presenting
difference of the song
Examples/Instances of the
Lesson Pakistan

D.
APLICATION/EVALUATION
Discussing New Concepts
and Practicing New Skills
Checking of students’ shared ideas Let the students do Checking of student Practical exam of
the activity 3 on answers singing
page 119

3
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
VI. REFLECTION 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.
No. of learners who
earned 80% in the
evaluation

No. of learners who

require additional
activities for remediation
who scored below 80%

Did the remedial lessons

work? No. of learners
who have caught up
with the lesson

4
No. of learners who
continue to require
remediation

Which of my teaching
strategies worked well?
Why did these work?

What difficulties did I

encounter which my
principal or supervisor
can help me solve?

What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

5
 GRADE 1 to 12 School Grade Level 8
DAILY LESSON Teacher Learning MAPEH (ARTS)
Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 5 SESSION 6 SESSION 7 SESSION 8

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
I. OBJECTIVES 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.
Content Standard
the salient features of the salient features of the salient features of that the South, West,
the arts of South, West, the arts of South, West, the arts of South, West, and Central Asian
and Central Asia by and Central Asia by and Central Asia by countries have a rich,
showing the relationship showing the relationship showing the relationship artistic and cultural
of the elements of art of the elements of art of the elements of art tradition from prehistoric
and processes among and processes among and processes among to
culturally diverse culturally diverse culturally diverse present times
communities in the communities in the communities in the
region region region

Performance Standard create artworks showing create artworks showing create artworks showing create artworks showing
the characteristic the characteristic the characteristic the characteristic
elements of the arts of elements of the arts of elements of the arts of elements of the arts of
East Asia East Asia East Asia East Asia

Learning incorporate the design, trace the external Create arts and crafts derive elements from
Competency/Objectives form, and spirit of South, (foreign) and internal that can be locally traditions/history of a
Write the LC code for each. West, and Central Asian (indigenous) influences assembled with local community for one’s
artifacts and objects to that are reflected in the materials, guided by artwork
one’s creation design of an artwork and local traditional
in the making of a craft techniques (e.g.,
Ghonghdis, Marbling
Technique, etc.)

6
 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.
Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India, Arts of South Asia– India,
II. CONTENT West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi West Asia – Iran, Saudi
Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey, Arabia, and Turkey,
Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan, Central Asia – Pakistan,
Tibet Tibet Tibet Tibet
III. LEARNING RESOURCES
References
Music and Arts 8 Music and Arts 8 Music and Arts 8 Music and Arts 8
Learner’s Module and Learner’s Module and Learner’s Module and Learner’s Module and
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

Teacher’s Guide p.62 A8PL-IIIh-3 A8PL-IIIh-4 A8PR-IIIc-e-1 A8PR-IIIf-2

pages

Learner’s Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning Resources

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
IV. PROCEDURES 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.
Reviewing previous lesson Let the learners read the Yesterday, we learned Present some pictures of We had discussed the
or presenting the new lesson about the art of about the art of artworks contributed by unique arts and crafts of
lesson Pakistan Pakistan, let’s now visit Tajiks like inscriptions with South Asia– India, West
the neighbouring images of people, Asia – Iran, Saudi Arabia,
countries of Uzbekistan, architectural and Turkey Central Asia
– Pakistan, Tibet. Now,
7

Establishing a purpose for learn the importance of
the lesson appreciating a work of
art
Presenting Let us tour the Pakistan
examples/Instances of and incorporate the
the new lesson design, form, and spirit of
artifacts and objects to
one’s creation
Discussing new concepts Describe the unique
and practicing new skills lines, color, forms and
#1 shapes found in
Pakistan‟s truck art.
Discussing new concepts Use the different motifs
and practicing new skills and designs as
#2 manifested in
representative folk arts
Developing mastery
(leads to Formative Give your impressions on
Assessment 3) how Pakistanis use the
Kazakhstan, and
Tajikistan.
Explain the importance
of following the direction
correctly to clearly see
the visual details on the
said project.
Present some pictures of
artworks contributed by
Tajiks like inscriptions with
images of people,
architectural
monuments, household
structure and souvenirs.
Ask the students to
prepare the workplace
for smooth application
of procedures on clay
pot designing.
Let students compare
this art work with the
artworks of the
Philippines.
Identify contributions
made by the named
countries in the field of
monuments, household we will talk about the
structure and souvenirs. elements from
traditions/history of a
community for one’s
artwork
Explain the importance How important is the
of following the direction elements from
correctly to clearly see traditions/history of a
the visual details on the community for one’s
said project. artwork in the South
Asia– India, West Asia –
Iran, Saudi Arabia, and
Turkey Central Asia –
Pakistan, Tibet?
Ask the students to How it intertwines with
prepare the workplace the enriching history,
for smooth application religions and
of procedures on clay philosophies of the
pot designing subcontinent
Plan the design you How strong sense of
want to be painted on design can be observed
your pot. Keep in their modern as well as
in mind the elements in their traditional forms
and principles of design
in Indian art
Use the different motifs Show the picture of the
and designs as doll. Ask the students to
manifested in choose the right dress to
representative folk arts signify the country where
it came from in Central
Asia
Why do you think that Compare the
most common theme in development of crafts in
Japan for printmaking specific areas of a
country, according to
8
 elements of arts in their arts like architecture, describes scenes from traditional specialized
artwork painting and folk arts everyday life? expertise, functionality,
and availability of
resources
Finding practical Show video presentation Now, let the learners Tell the learners to follow SUMMATIVE EVALUATION
application of concepts about the truck art of process the things that the instruction in clay pot DRESS ME UP!!!
and skills in daily living Pakistan to further they have learned about designing and border Dress me up according
understand how lines, Central Asia – Pakistan, design in their to the country I came
colors, shapes, balance Tibet art. Through art Module on page from in Central Asia.
and repetition can give work in their module. __. Describe the designs,
more meaning and forms, colors and style to
significance to the art of signify the country I
Central Asia came from. Part III-
Activity 1.
Making generalizations How strong sense of How do you feel while How do you apply the What did you observe
and abstractions about design can be observed doing the activity? usual theme of South about the arts of South
the lesson in their modern as well as Asia– India, West Asia – Asia– India, West Asia –
in their traditional forms Iran, Saudi Arabia, and Iran, Saudi Arabia, and
Turkey Central Asia – Turkey Central Asia –
Pakistan, Tibet and the Pakistan, Tibet
use of indigenous
materials available in the
locality?
Evaluating learning Compare our Pinoy jeep Which part of the Did I enjoy working on Analyze the elements
with their truck art with procedure did you find this praise-worthy from traditions/history of
regards to the color, difficult to do? project? a community for one’s
design, forms and artwork
shapes.
Additional activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
VI. REFLECTION 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.
No. of learners who earned
80% in the evaluation
9
No. of learners who require
additional activities for
remediation who scored
below 80%

Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

No. of learners who continue

to require remediation

Which of my teaching
strategies worked well? Why
did these work?

What difficulties did I

encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

GRADE 1 to 12 School Grade Level 8

10
 DAILY LESSON Teacher Learning MAPEH (ARTS)
Area
LOG
Teaching Dates and Quarter THIRD
Time

SESSION 9 SESSION 10
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
I. OBJECTIVES 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.
Content Standard That the South, West, That the South, West, and Central
and Central Asian Asian countries have a rich,
countries have a rich, artistic and cultural tradition from
artistic and cultural prehistoric to
tradition from present times
prehistoric to
present times

Performance Standard exhibit completed exhibit completed artworks for

artworks for appreciation and critiquing
appreciation and
critiquing

Learning show the relationship of

Competency/Objectives
Write the LC code for each.
the development of
crafts in specific
countries in South Asia,
West Asia, and Central
Asia, according to
functionality, traditional
specialized expertise,
and availability of
resources
 show the commonalities
and differences of the
cultures of the South Asian,
West Asian, and Central
Asian countries in relation
to Philippine culture

mount an exhibit using
completed South-West-
Central Asian-inspired
crafts in an organized
manner

11
 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.
Arts of South Asia– Arts of South Asia– India, West
II. CONTENT India, West Asia – Iran, Asia – Iran, Saudi Arabia, and
Saudi Arabia, and Turkey, Central Asia – Pakistan,
Turkey, Central Asia – Tibet
Pakistan, Tibet
III. LEARNING RESOURCES
References
Music and Arts 8 Music and Arts 8 Learner’s
Learner’s Module and Module and Curriculum Guide
Curriculum Guide

Teacher’s Guide p.64A8PR-IIIf-3 P. 65A8PR-IIIh-4 /A8PR-IIIg-5

pages

Learner’s Materials
pages
Textbook pages
Additional Materials
from Learning
Resource (LR)portal
Other Learning
Resources
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
IV. PROCEDURES 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.
Reviewing previous Show some examples Summary of the arts of South,
lesson or presenting the of border designs to West, and Central Asia.
new lesson class.
Establishing a purpose for Ask the students why Appreciate the ethnic and
the lesson created designs are unique characteristics of art form
usually with repeated,
12
 radial, alternative and style through creating and
motifs or border design. viewing similar artworks
Presenting Let the students Appreciate the use of art to
examples/Instances of prepare the work place discover the glorious past of their
the new lesson and the materials. people
Explain to the class the
importance of following
the
directions/instructions
correctly.
Discussing new concepts Compare the Discuss how they exhibit ornate,
and practicing new skills development of crafts very intricate and colorful motifs
#1 in specific areas of a where a voluptuous feeling is
country, according to given unusually free expression.
traditional specialized
expertise, functionality,
and availability of
resources
Discussing new concepts What Philippine designs Discuss the commonalities and
and practicing new skills look similar to the differences of the cultures of the
#2 designs of India? South Asian, West Asian, and
Central Asian countries in relation
to Philippine culture

Developing mastery Is my work worth Compare the work of arts of the

(leads to Formative emulating? How was I Philippines with the work of arts in
Assessment 3) able to come up with terms of forms, motifs, shapes and
this emulous project? designs.
Finding practical Ask students to give Create an art exhibit focusing on
application of concepts any suggestion on how the arts of central and West Asia
and skills in daily living to improve the design using your own artworks.
as border for picture
frame, bulletin board,
notebooks and others.
Making generalizations Did I enjoy working on What did you learn about South,
and abstractions about my border design and West, and Central Asian Arts?
the lesson soap sculpture art?

13
 What did you feel while doing the
activities?

Evaluating learning Encourage students to Each student will compile all their
display their work for outputs about the arts of South,
assessment. West, and Central Asia. Show
creativity in presenting their
output about the lesson
Additional activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
VI. REFLECTION 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.
No. of learners who earned
80% in the evaluation

No. of learners who require

additional activities for
remediation who scored
below 80%

Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

No. of learners who continue

to require remediation

14
Which of my teaching
strategies worked well? Why
did these work?

What difficulties did I

encounter which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

15