REGULAR
GRADES 1 to 12 School Name
DETAILED LESSON
PLAN
Dsd
I. WEEKLYOBJECTIVES
A.Content
Standardsknowledge
B.Performance Standards
C.Learning Competencies /
Objectives y/ Competencies
Write the LC code for each
II. CONTENTFOCUS TOPIC
III. Must be found in the CG
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LRMDS Learning
Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
D.Valuing
A. PRIMING
Calasiao Comprehensive NHS Grade Level 8
Teacher Mr. Louie T. Soriano Learning Area Music 8
Teaching Date and Time Oct. 10, 2022 60 mins. Quarter 1
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 a n d j o y inlearning the lessons.
Weekly objectives may shall be taken derived from the curriculum guides.
The learner demonstrates understanding of common musical characteristics of the region as well as unique
characteristics of a particular Southeast Asian country.
The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.
1. Analyzes musical elements of selected songs and instrumental pieces heard and performed;
2. Explores ways of producing sounds on a variety of sources that would simulate instruments being
studied.
3. Improvises simple accompaniment to selected Southeast Asian music
MU8SE-lc-h-6
Focus topic Content is what the lesson is all about. It pertains to the subject matter or the specific content that the teacher aims to teach. In the CG, a particular
topic the content can be tackled in a week or two.
Southeast Asian Music
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
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.
1. Show the pictures to the children.
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2. Give each group member 60 seconds to brainstorm about the trivia of the country they have chosen.
3. Make the students understand that in just 60 seconds, they will provide information about the country
they will represent in class.
Ask students:
1. What do you notice as you share the information you have?
2. Do you think others should know this information? Why?
1. The class will be instructed that using the same group as in the previous activity, each member will
write his name on a quarter piece of paper.
2. Discuss with the class the principle of the activity. The member in front is the first to pass the paper
to the person next to him.
B. ACTIVITY 3. Have the person who received the paper write a word that defines the positive and negative
characteristics of its owner within 30 seconds.
4. Tell the students to pass the paper back to the next student after 30 seconds,.
5. Have the student group the words written on his paper if for him they are negative or positive.
6. Choose one member per group to share what they did.
1. Make the class understand that the work they did is part of the methods of how to identify the countries that
make up Southeast Asia.
2. Tell the class that the following activities will help strengthen their understanding of the importance of music
in Southeast Asian countries.
3. Ask the class the following:
C. ANALYSIS • What makes the music of Southeast Asia unique?
• What is the music of Southeast Asia related to?
• How does music reflect the different aspects of their culture?
• Why is music important to world cultures?
• What countries are in Southeast Asia? Southeast Asia is composed of eleven countries of impressive diversity
in religion, culture and history: Brunei, Burma (Myanmar), Cambodia, Timor-Leste, Indonesia, Laos, Malaysia,
the Philippines, Singapore, Thailand and Vietnam.
D. ABSTRACTION Southeast Asian music encapsulates numerous musical traditions and styles in many countries of Southeast
Asia. This subregion consists of eleven countries
The music of Southeast Asia is diverse because of the different geographical, historical, and cultural
influences in the region – Thailand, Burma, Laos, and Cambodia have Chinese influences, while Indonesia,
Malaysia, and Brunei have Hindu and Arabic Influences
Of these, best known in the West are the classical music of North India (including Pakistan), also called
Hindustani music, and that of South India, also called Karnatak music.
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Their music are frequently related to ceremonies connected with religion, the state, community festivals, and
family affairs.
Although their individual political histories differ, the music of Thailand, Laos, and Cambodia is almost
identical. The musical instruments and forms of this region spring from the same sources: India, the indigenous
Mon-Khmer civilizations, China, and Indonesia.
Identify the music of the following countries:
1. Philippines
2. Singapore
E. APPLICATION
3. Indonesia

Have students do the following:

Write down three things you learned in the lesson:

VI. ASSESSMENT 1.

2.

3.
VII. 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
VIII. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% in the
evaluationevaluation.

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 strategiesworked well?Why did
these work?
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?

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REGULAR
GRADES 1 to 12
DETAILED LESSON
PLAN
Dsd
I. WEEKLYOBJECTIVE
S Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance a n d j o y inlearning the lessons.
A. Content
Standardsknowledge
B.Performance Standards
C.Learning Competencies /
Objectives y/ Competencies
Write the LC code for each
II. CONTENTFOCUS TOPIC
III. Must be found in the CG
IV. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from LRMDS Learning
School Name Calasiao Comprehensive NHS Grade Level 8
Teacher Mr. Louie T. Soriano Learning Area Arts 8
Teaching Date and Time Oct. 11, 2022 60 mins. Quarter 1
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
Weekly objectives may shall be taken derived from the curriculum guides.
1. Art elements and processes by synthesizing and applying prior knowledge and skills
2. The salient features of the arts of Southeast Asia by showing the relationship of the elements of art and
processes among culturally diverse communities in the region.
3. Southeast Asian countries as having a rich and artistic and cultural tradition from prehistoric to present
times.
1. Create artworks showing the characteristic elements of the arts of Southeast Asia
2. Exhibit completed artworks for appreciation and critiquing
3. Reflects on and derive the mood, idea, or message from selected artifacts and art objects.
4. Appreciates the artifacts and art objects in terms of their utilization and their distinct use of art elements
and principles
5. Incorporates the design, form, and spirit of Southeast Asian artifacts and objects in one’s creation.
6. Traces the external (foreign) and internal (indigenous) influences that are reflected in the design of an
artwork and in the making of a craft or artifact
A8PL-lh-4
Focus topic Content is what the lesson is all about. It pertains to the subject matter or the specific content that the teacher aims to teach. In the CG, a particular
topic the content can be tackled in a week or two.
Southeast Asian Art
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
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Resource (LR) portal

D. 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 by providing students with multiple ways to learn new
V. PROCEDURES 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.
E.Valuing
1. Show the pictures to the children.
2. Give each group member 60 seconds to brainstorm about the picture being shown to them.
3. Make the students understand that in just 60 seconds, they will provide information about the
D. PRIMING artwork.
Ask students:
1. What do you notice as you share the information you have?
2. Do you think others should know this information? Why?
1. The class will be instructed that using the same group as in the previous activity, each member will
write his name on a quarter piece of paper.
2. Discuss with the class the principle of the activity. The member in front is the first to pass the paper
to the person next to him.
E. ACTIVITY 3. Have the person who received the paper write a word that defines the positive and negative
characteristics of its owner within 30 seconds.
4. Tell the students to pass the paper back to the next student after 30 seconds,.
5. Have the student group the words written on his paper if for him they are negative or positive.
6. Choose one member per group to share what they did.
F. ANALYSIS 1. Make the class understand that the work they did is part of the methods of how to identify the countries that
make up Southeast Asia.
2. Tell the class that the following activities will help strengthen their understanding of the importance of art in
Southeast Asian countries.
3. Ask the class the following:
• What makes the art of Southeast Asia unique?
• What is the art of Southeast Asia related to?
• How does art reflect the different aspects of their culture?
• Why is art important to world cultures?
• What countries are in Southeast Asia? Southeast Asia is composed of eleven countries of impressive diversity
in religion, culture and history: Brunei, Burma (Myanmar), Cambodia, Timor-Leste, Indonesia, Laos, Malaysia,
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the Philippines, Singapore, Thailand and Vietnam.

D. ABSTRACTION Indonesia

Batik -Batik is an Indonesian technique of wax-resist dyeing applied to the whole cloth. This technique
originated from the island of Java, Indonesia. Batik is made either by drawing dots and lines of the resist with a
spouted tool called a canting, or by printing the resist with a copper stamp called a cap.

Wayang (Wajang) - wayang, also spelled Wajang, (Javanese: “shadow”), classical Javanese puppet drama that
uses the shadows thrown by puppets manipulated by rods against a translucent screen lit from behind.
Developed before the 10th century, the form had origins in the thalubomalata, the leather puppets of southern
India.

Malaysia

Batik - The word batik in Malaysia generally describes the process of decorating cloth using the block printing
(cap) or hand-drawn (canting) techniques, or a combination of both. The method of dyeing and coloring varies
with the use of the material of various textures, such as cotton, silk, rayon, and organza

Wau - Wau or Kite in Malay is a uniquely designed Malaysian kite that has flown since times past. Named
because of its famous crescent-shaped tailpiece, this kite usually has a 2.5 metres wing span and height
measuring up to 3.5 metres.

Objects made from pewter - Pewter objects are part of the day to day lives of Malaysians, especially
as religious accessories. In 1885, Yong Koon started making handcrafted pewter objects such as joss stick
holders, incense burners and candle holders for alters in Chinese homes and temples.

Singapore

Merlion - The Merlion is based in myth. As the story goes, Sang Nila Utama, the 14th-century Prince of
Sumatra, was sailing in the South China Sea when he was met by a vicious storm. Terrified of the ship being
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wrecked, he threw his crown into the ocean as a sacrifice to the gods.

Cambodia

Ancient Temples - There are around 4000 temples in Cambodia, out of which most of them are located at  Siem
Reap, Battambang, Preah Vihar, and Kampong Thom.

Angkor Wat - Angkor Wat is a temple complex in Cambodia and is the largest religious monument in the world,
on a site measuring 162.6 hectares

Thailand

Silk and Fabric - Thai silk is a type of silk produced from the cocoons of Thai silkworms. What is this? Report
Ad. The best Thai silk is handwoven in the provinces of Buriram, Khon Kaen and Surin in Isaan in northeast
Thailand. Ban Chiang in Udon Thani is believed to be where the first Thai silk threads were woven.

Silk is a natural fiber known for its luster, shine, strength, and durability, and it has a long trading history
across the world. Silk is the epitome of luxury due to its high cost to produce, soft feel, and elegant appearance,
and it is thus a popular textile in high-end and couture fashion design.

Loi Kratong lantern Festival - means “floating basket.” These are handmade, with the bases typically made of
a slice of the trunk of a banana tree or a loaf of bread and ornately decorated with banana leaves, flowers, and
incense sticks.

The history behind the festival is complex, and Thais celebrate it for many reasons. As the main rice harvest
season ends, it's time to thank the Water Goddess for a year's worth of her abundant supply, as well as an
apology for polluting the waters.

1. Indonesia:

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Notable Indonesian performing arts includes ritual dances, dance drama that retelling the ancient epics,
legends and stories; also wayang, traditional shadow puppet show.

2. Malaysia

Batik

Batik is an art of dying fabric that Hindu merchants brought to Malaysia, centuries ago. In this craft, the designs are first
drawn upon a cloth and then blocked off with a wax layout. Batik has now become a well-established art that is widely used
on bags and pillow covers.

3. Thailand

Traditional Thai art and craft ranges from paintings and musical instruments to beautiful silk, silver wear, pottery, puppets,
Khon masks, model warships, bronze wear, soap carving, sculptures, wood and stone carvings, ceramics and much more.

4. Cambodia

Due to the popularity of the Angkor temples and other wats around the country, much modern Cambodian art reflects the
style of the carvings and bas-reliefs on the temple walls, from mythological and historical themes to everyday occurrences.

5. Singapore

Singaporean art includes the sculptural, textile, and decorative art traditions of the Malay world; portraiture, landscapes,
sculpture, printmaking, and natural history drawings from the country's colonial period; along with Nanyang style paintings,
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social realist art, abstract art, and photography practices emerging.

A. Answer the following:

1. What is Indonesian art known for?
2. What is the famous art in Malaysia?
E. APPLICATION
3. What type of art does Thailand have?
4. What is unique about Cambodian art?
4. What kind of art is popular in Singapore?
Have students do the following:

Write down three things you learned in the lesson:

VI. ASSESSMENT 1.

2.

3.
VII. 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
VIII. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No.of learners who earned 80% in the
evaluationevaluation.

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 strategiesworked 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?

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