S.

Y 2019- 2020

LEARNING PLAN in MAPEH 8 (MUSIC)

DATES: Nov. 4-15, 2019 QUARTER: 3rd

WEEK: TEACHER: MS. CHERRY MAE L. CARREDO

CONTENT STANDARD: The student demonstrates understanding of common and distinct musical
characteristics of South Asia and Middle East.

PERFORMANCE STANDARD: The student performs Southeast Asia and the Middle East music with
appropriate pitch, rhythm, expressions, and style.

ESSENTIAL UNDERSTANDING:
The students will understand that..
1. Studying foreign music connects people of different nationalities.
2. Digital learning boosts the student’s confidence and enhances their musical works.

ESSENTIAL QUESTION:
The students will explore responses to the following questions:
1. How is the music of India distinct in musical form and style?
2. How does culture affect music?
3. How does one musical style influence another?
4. What determines a style of music? Why does each instrument and voice have its own timbre?

LEARNING COMPETENCIES:
The learners will know:
1. explains how music of a South Asian and the Middle East country relate to its geography and culture;
2. listens perceptively to music of South Asia and the Middle East;
3. sings songs of South Asia and the Middle East;
4. analyzes musical elements of selected songs andinstrumental pieces heard and performed;
5. explores ways of producing sounds on a variety of sources that would simulate instruments being
studied;
6. improvises simple accompaniment to selected South Asia and the Middle East music;
7. performs on available instruments from South Asia and Middle East;
8. evaluates music and music performances applying knowledge of musical elements and style.

FIRST MEETING

Learning Targets:
1. explain how South Asian and Middle Eastern music relates to its geography and culture;
2. listen perceptively to the music of India;
3. sings songs of India;
4. analyze musical elements songs and instrumental pieces heard and performed;
5. perform on available instruments from South Asia and the Middle East; and
6. evaluate music and music performances applying knowledge of musical elements and style.

Subject Matter: Music of India

I. PRELIMINARIES (10 minutes)

A. Prayer
B. Checking of Attendance
C. Classroom Setting

II. LESSON PROPER

A. Explore (15 minutes)

1. Introduce the essential question.
2. Present the Lesson Objectives.
3. Motivation
 a) Ask the students their own interpretation of this quote: “Different nations, one purpose, one
music.
b) Explain the importance/reasons of discussing music of different countries.
c) Ask the students: What for you is Indian music?
(Values Integration: Artistic Excellence)

B. Firm-Up (40 minutes)

1. Small Group Discussion
a. The teacher starts the discussion by showing picture of SAM YG, an Indian descent but
100% Filipino at heart. Explain that he is an international recording artist, Survivor Philippines
winner, an actor/model, a deejay/host, and a television host/actor.
b. Discuss the Indian music elements, vocal, and instrumental forms.
c. Show the music of Shiva and let the students understand its history to the Indians.

9. Music Analysis/Instrument Playing

The teacher let the students sing song with proper application of Indian music characteristics
and they can use audiovisual materials and available musical instruments.

C. Deepen (20 minutes)

1. To enhance the students’ understanding of the lesson, give and explain prominent persons
connected with Indian music like Ravi Shankar (“Let’s Explain” part). Discuss also the Did you
know part about George Harrison of the Batles who used a sitar in the song “Norwegian Wood
(This Bird as Flown).” Show video clips of his performance.
(Integration to other Subject:AralingPanlipuan (History of Indian Culture and Tradition); Western
Music)

2. The teacher will make a Smart Check by asking the students to answer the “Let’s Recall” and
“Let’s Explain” questions on pages 5 and 6 of the textbook.

D. Transfer (25 minutes)

1. The teacher will group the students into dyads for the “Small Group Discussions: Determining key
Ideas.”
2. The teacher will give these directions: Listen to Indian traditional music and compare it with other
traditional music from any country in South Asia. The students may use the given graphics below;
COMPARE and CONTRAST
Main Topic/s:

Subtopic/s: Subtopic/s:

ALIKE

DIFFERENT

E. Summary of the Lesson (10 minutes)

1. The teacher willrepose the Essential Question:
a. How is the music of India distinct in musical form and style?
b. How does culture affect music?
c. How does one musical, style influence another?
d. What determines a style of music? Why does each instrument and voice have its own
timbre? Emphasize the uniqueness of Indian music.
2. The teacher will facilitate the formulation of new big ideas and emphasize its importance:
a. Studying foreign music connects people of different nationalities.
 F. Assignment/Agreement:
Ask the students to read “Let’s Apply” and Going Beyond on pages of the textbook.

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS

K to 12 MAPEH textbook, Learning guides 2016. The Phoenix Publishing House Inc., Quennie S.
Miranda et’ al.

Materials: Audiovisual materials

available instruments
Speakers

V. REMARKS

SECOND MEETING

Learning Targets:
1. understand the music elements and characteristics of Indian music;
2. improvise simple pattern/accompaniment to a selected Indian musical instrument;
3. perform the composed pattern/accompaniment confidently and with proper musicality; and
4. evaluate music and music performances

Subject Matter: Music of India- Performance

I. PRELIMINARIES (10 minutes)

A. Prayer
B. Checking of Attendance
C. Classroom Setting

II. LESSON PROPER

A. Explore (15 minutes)

1. Introduce the essential question.
2. Present the Lesson Objectives.
3. Motivation
Ask the students of their understanding about the music elements of India: The Raga
and Tala.
(Values Integration: Group Collaboration and connectedness; Elevate performance skills
and reduce stage fright

B. Firm-Up (40 minutes)

1. Group Presentation
The students will use any available/improvised musical instruments during their composition of
the given task. Ask the students for volunteer in the presentation of the task. Allow them to play
their music using musical instruments used during their composition time.

C. Deepen (20 minutes)

1. The teacher will deepen these Essential Understandings to the students to always give their
best in all their music performances:
a. The greatest music performance an artist can give to music is to play with all his heart.
b. Digital learning boosts the students’ confidence and enhances their musical works.
Integration to other Subject: Philippine Music (Palabunibunyan in Going Beyond)
 D. Transfer (25 minutes)

1. Have the students evaluate their contribution in the Indian music lesson from the discussion
to the task parts by answering the following questions:
a. What activity did I enjoy today?
b. What concrete contribution did I share to my classmates?
c. How did my musicality improve?

E. Assignment/Agreement:
Ask the students to make a research on the music of Pakistan. Allow them to share to the class
their home task. Digital output e.g. video, MTV may be allowed in the sharing. The students may share text,
pictures, graphics, and audio of what they have researched about Pakistan.

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS

K to 12 MAPEH textbook, Learning guides 2016. The Phoenix Publishing House Inc., Quennie S.
Miranda et’ al.

Materials: Available instruments

Speaker

V. REMARKS

THIRD MEETING

Learning Targets:
a. explain how the music of Pakistan relates to its geography and culture;
b. listen perceptively to music of Pakistan;
c. sing songs of Pakistan;
d. analyze musical elements of selected songs and instrumental pieces heard and performed;
e. evaluate music and music performances applying knowledge of musical elements and style.

Subject Matter: Music of Thailand/Performance

I. PRELIMINARIES (10 minutes)

A. Prayer
B. Checking of Attendance
C. Classroom Setting

II. LESSON PROPER

A. Explore (15 minutes)

1. Introduce the essential question.
2. Present the Lesson Objectives.
3. Motivation
The teacher will show picture/video clips of the group and ask the students to give
insights on the performances.
(Values Integration: Respect for one’s culture and tradition; Care for nature/creativity,
originality, and resourcefulness on the construction)

B. Firm-Up (40 minutes)

1. Music Listening
The teacher will start with the march music of Punjab and ask the students if they are
familiar or not. Video clips may be a marching band playing the music.

2. Music Analysis
The teacher will discuss the vocal and instrumental forms of Pakistan through an
analysis of music elements, functions and music to Pakistani Society, and the musicians.
 C. Deepen (20 minutes)
Ask the students this question:
1. What did I learn about the music of Pakistan?

D. Transfer (25 minutes)

Ask the students to make a quick compare and contrast in the “Let’s Explain” activity of the
music elements of Pakistani and Indian music on page 5 of the textbook and continue
answering the remaining parts of the smart check

E. Summary of the Lesson (10 minutes)

Challenge the students to construct their own new big ideas.

F. Assignment/Agreement:
Ask the students to read Lesson about the Music of Israel.

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS

K to 12 MAPEH textbook, Learning guides 2016. The Phoenix Publishing House Inc., Quennie S.
Miranda et’ al.

Materials: PowerPoint Presentation

Computer
Speakers

V. REMARKS

FOURTHMEETING

Learning Targets:
1. explain how music of Israel relates to its geography and culture;
2. listen perceptively to music of Israel;
3. sing songs of Israel;
4. analyze musical elements of selected songs and instrumental pieces heard and performed.
5. explore ways of producing sounds on a variety of sources that would simulate instruments being
studied;
6. improvise simple accompaniment to selected Israel music;
7. perform on available instruments from Israel; and
8. evaluate music and music performances applying knowledge of musical elements and style.

Subject Matter: Music of Israel

I. PRELIMINARIES (10 minutes)

A. Prayer
B. Checking of Attendance
C. Classroom Setting

II. LESSON PROPER

A. Explore (15 minutes)

1. Introduce the essential question.
2. Present the Lesson Objectives.
3. Motivation
Let the students recall of Jesus’ Israel. Ask them to share to the class what they know
about such place.
(Values Integration: Promote self-esteem, confidence, leadership, teamwork, and discipline)

B. Firm-Up (40 minutes)

1. Small Group Discussion
The teacher will discuss the vocal music through:
 a. singing sample of songs (Song of the Land of Israel)
b. review of minor keys for better understanding of Israel music characteristics
c. sound analysis
d. comparison/contrast of their music with other South Asia and Middle East music already
discussed.
The teacher will give notation and demonstration of singing the melody “Tsena, Tsena” to
the students and show the Jewish Orchestra, its composition of musicians/musical
instruments, and functions of performances.

C. Deepen (20 minutes)

1. To enhance the students’ understanding of the lesson provide the students listening/playing
activity of “ZumGaliGali” and “Hatikvah.”
Integration to other Subject:Computer, Media

2. The teacher will demonstrate the manner of playing the two different songs.

D. Transfer (25 minutes)

1. Ask the students to have a quick answering of the “Let’s recall” and “Let’s explain” activities
on pages 92–93 of the textbook.
2. From the given discussions on Israel music, ask the students to answer the following
questions. Be comprehensive with your answer.
a. Why influence other countries’ music?
b. Would you prefer influence by other countries’ music? Justify your answer.

E. Summary of the Lesson (10 minutes)

Challenge the students to construct their own new big ideas from essential questions.

F. Assignment/Agreement:
Ask the students to read the “Let’s Apply” on page of the textbook and the Going Beyond part.
Watch for a video clip “Hava Nagila” which was used in the movie Daddy Day Care.

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS

K to 12 MAPEH textbook, Learning guides 2016. The Phoenix Publishing House Inc., Quennie S.
Miranda et’ al.

Materials: PowerPoint Presentation

Speakers
Laptap

V. REMARKS

FIFTH MEETING

Learning Targets:
1. explain how music of Israel relates to its geography and culture;
2. listen perceptively to music of Israel;
3. explore ways of producing sounds on a variety of sources that would simulate instruments being
studied;
4. improvise simple accompaniment to selected Israel music;
5. perform on available instruments from Israel; and
6. evaluate music and music performances applying knowledge of musical elements and style.

Subject Matter: Music of Israel- Performance

I. PRELIMINARIES (10 minutes)

A. Prayer
B. Checking of Attendance
C. Classroom Setting
 II. LESSON PROPER

A. Explore (15 minutes)

1. Introduce the essential question.
2. Present the Lesson Objectives.
3. Motivation
Show the darbuk in the Western classical composition Les Troyens, a five-act French
grand opera written by Hector Belioz. Discuss the function of such instrument in the composition
and explain the importance of applying music to any play presentations.
(Values Integration: Elevate performance skills and reduce stage fright)

B. Firm-Up (40 minutes)

1. Group Presentation
After learning the song “ZumGaliGali” and the characteristics of the darbuk instrument, ask the
students to do the “Let’s Apply” activity: Darbuk Accompaniment.

2. Presentation Proper
Let the students sing, play, and dance.

3. Sharing Insights
Ask the students these questions:
a. What are the strengths and weaknesses of your group’s performance?
b. How do you connect with your co-players before, during, and after performance?
c. Describe the appropriateness of your patterns used as accompaniment.
d. Is the application of accompaniment shows the music characteristics of Israel? If yes,
how? If not, why?

C. Deepen (20 minutes)

1. Ask the students to construct their own new big ideas about the music of Israel.
(Integration to other Subject: Computer)

D. Transfer (25 minutes)

1. Ask the students to choose a partner and share their thoughts on the following. Ask them to
write their answers on their music notebook/journal:

a. Something I have grasped about the music of South Asia and Middle East…
b. An idea I have learned from my partner in addition to the music of India, Israel, and
Pakistan…

E. Summary of the Lesson (10 minutes)

Challenge the students to construct their own new big ideas from essential questions.

F. Assignment/Agreement:
1. Invite the students to reflect on their significant experiences of the different performances
they have had in the whole Unit and write them on their exit card.
2. Allow the students to share their significant experiences to their classmates.
3. Let them attach the Exit Card on their music notebook/journal.

III. CLOSING PRAYER

IV. REFERENCES AND MATERIALS

K to 12 MAPEH textbook, Learning guides 2016. The Phoenix Publishing House Inc., Quennie S.
Miranda et’ al.

Materials: PowerPoint Presentation

Speakers
Laptap
Available instruments
V. REMARKS

Prepared by: Checked by: Approved by:

Ms. Cherry Mae L. Carredo Ms. Jenny Claire P. Solijon Mr. Allan A. Gascon
MAPEH Teacher Academic Coordinator Principal