SCHOOL SAN SEBASTIAN INTEGRATED SCHOOL GRADE LEVEL 8

TEACHER JOYCE DARYLXEN B. CABLAYAN LEARNING AREA MUSIC

TEACHING DATE AND NOVEMBER 7-11, 2022 QUARTER 2ND (Week 1)

TIME

Daily Lesson Log

in

MAPEH
MONDAY TUESDAY WEDNES DAY THURSDAY FRIDAY
OBJECTIVES
A. The learner demonstrates understanding of common and distinct musical characteristics of East Asian countries
Content
Standard
B. The learner performs East Asian music with appropriate pitch, rhythm, expression and style
Performa
nce
Standard
C.  The learner…  The learner…
Learning  explains how the music of a Southeast Asian country relates to its geography and culture (MU8SE-IIa-g-1)  explores ways
Compete  listens perceptively to music of Southeast Asia (MU8SE-IIa-h-2) of producing
ncies/  sings songs of Southeast Asia (MU8SE-IIc-h-3) sounds on a
Objective  analyzes musical elements of selected songs variety of
s  instrumental pieces heard and performed (MU8SE-IIc-h-4) sources that
would simulate
instruments
being studied
(MU8SE-Ic-h-
5)
 improvises
simple
accompanimen
t to selected
Southeast
 Asian music;
(MU8SE-Ic-h-
6)
 performs on
available
instruments
from Southeast
Asia;
(MU8SE-Ic-h-7)
 evaluates
music and
music
performances
applying
knowledge of
musical
elements and
style.
(MU8SE-
Ic-h-8)
II. CONTENTS
MUSIC OF EAST ASIA MUSIC OF EAST ASIA MUSIC OF EAST MUSIC OF EAST ASIA
Geographical, historical Geographical, historical ASIA Traditional instruments
and cultural and cultural Geographical, historical (idiophones, aerophones,
background background and cultural membranophones, and
CHINA JAPAN background chordophones)
KOREA Instrumental pieces (solo and
ensemble)
Folksongs and ritual music
e) K-Pop and J-Pop
CHINA

1. P.69 P.63 PP. 74-75 PP. 70-73

Teacher’s
Guide
pages
2. P.69 P.63 PP. 74-75 PP. 70-73
Learner’s
Material
pages
3.
Textbook
pages
4.
Additiona
l
Materials
from
Learning
Resource
(LR)
portal
B. https://en.wikipedia.org/wiki/Chinese_culture
OTHER https://en.wikipedia.org/wiki/Culture_of_Japan
LEARNI https://en.wikipedia.org/wiki/Culture_of_Korea
NG http://www.philmultic.com/home/instruments/
REFERE
NCES
IV. PROCEDURES
A. The teacher will show pictures The teacher will show pictures of The teacher will show pictures The teacher will ask students to
Reviewin of costumes, folk symbols and costumes, folk symbols and flag of of costumes, folk symbols and use the table below to give
g flag of China. Japan. flag of Korea. similarities and differences of the
Previous Ask students the following Ask students the following questions: Ask students the following musical elements of the music of
Lesson questions: 1.What will you observe on the given questions: Japan, Korea and China.
Or 1.What will you observe on the pictures? 1. What will you observe on
Presenti given pictures? the given pictures? COUN SIMILAR DIFFERE
ng New 2.Who can describe the pictures? 2. Who can describe the TRY ITIES NCES
Lessons 2. Do you have an idea What 5 minutes pictures? CHIN
our topic for today? 5 minutes
A
5 minutes
JAPA
N
KORE
A
10 minutes
B. The teacher will play vocal The teacher will play vocal music of The teacher will play vocal The teacher will play the folk
Establish music of China Japan then let the students listen and music of Korea song/ ritual music of China
ing A https://www.youtube.com/wat ask them the questions below: https://www.youtube.com/watc https://www.youtube.com/watch
Purpose ch?v=gq3lc_GSrlI https://www.youtube.com/watch? h?v=p6egKWHMpLc ?v=2DrZNQMSHck
For The then let the students listen and v=UYje2InnHCc&list=PLVNU5x60qYLbm- then let the students listen and https://www.youtube.com/watch?
Lesson ask them the questions below: 91R1tOUre2_4eC-3W_5&index=3 ask them the questions below: v=ym-iJo_CPwA
What instruments are used in 1.What instruments are used in then ask students ,What
the music samples? What instruments are used in the music the music samples? classification of musical
samples? 2. Based on the music heard, instruments are used in music?
Based on the music heard, who can describe the culture of 15 minutes
who can describe the culture of Based on the music heard, who can Korea?
China? describe the culture of Japan? 10 minutes

10 minutes 10 minutes
C. The teacher will play the The teacher will play the traditional folk The teacher will play the
Presenti traditional folk song of China song of Japan traditional folk song of Korea The teacher will discuss the
ng https://www.youtube.com/ https://www.youtube.com/watch? https://www.youtube.com/ musical instruments of China and
Exampl watch?v=lb1Q78UsW1o v=jqpFjsMtCb0 watch?v=f99tZQ8XtGM its classification through
es / then she discuss the then she discuss the relationship of then she discuss the powerpoint presentation.
Instanc relationship of music to their music to their Geographical , culture relationship of music to their 25 minutes
es Of Geographical , culture and and historical background of Japan. Geographical , culture and
The historical background of China. 10 minutes historical background of Korea.
New  10 minutes  10 minutes
Less
o
n
D. The teacher will discuss the The teacher will discuss the elements of The teacher will discuss the
Discussin elements of music used in the music used in the folk song of Japan. elements of music used in the
g New folk song of China. 5 minutes folk song of Korea.
Concepts  5 minutes 5 minutes
And
Practicing
New
Skills # 1
E. The teacher will discuss the The teacher will discuss the following:
Discussin elements and principles  Cambodian textiles particularly the
g New present in the given examples. natural dyes.
Concepts  Significance of cotton textiles in
And Cambodia
Practicing  Lao weaving tradition
New  Vietnamese fabrics
Skills # 2 o Shantung taffeta
o Bengaline weave
o Ebony satin
https://youtu.be/ZSfvs-sm5h0
https://youtu.be/1ylJzLnZ-XM
F. PICTURE WEB: PICTURE WEB: PICTURE WEB:
Developi Group the students into four then Group the students into four then let them Group the students into four
ng let them answer the questions answer the questions based on the given then let them answer the
Mastery based on the given pictures. pictures. questions based on the given
(Leads pictures.
To Relate how these aspects of Relate how these aspects of Japanese
Formativ Chinese culture are influenced culture are influenced by history. Relate how these aspects of
e by history. Korean culture are influenced
Assessme How do these pictures show aspects of by history.
nt 3) How do these pictures show Japanese culture?
aspects of Chinese culture? How do these pictures show
15 minutes aspects of Korean culture?
15 minutes
15 minutes
G. The teacher will play music The teacher will play music video with The teacher will play music
Finding video with lyrics of the lyrics of the traditional song of Japan video with lyrics of the
Practical traditional song of China “ MO “SAKURA” Then the students listen and traditional song of Japan
Applicatio LI HUA” sing song of Japan. “ARIRANG” Then the students
ns Of https://www.youtube.com/ https://www.youtube.com/watch? listen and sing song of Korean.
The watch?v=lb1Q78UsW1o v=jqpFjsMtCb0 https://www.youtube.com/
Concepts Then the students listen and What is the message of the song? watch?v=f99tZQ8XtGM
And Skills sing song of China. Describe how the musical elements and  What is the message of the
In Daily What is the message of the instrumental pieces reflect Japanese song?
Living song? culture.
Describe how the musical 5 minutes  Describe how the musical
elements and instrumental elements and instrumental
pieces reflect Chinese culture. pieces reflect Korean culture.

5 minutes 5 minutes
H. The teacher will ask the The teacher will ask the following The teacher will ask the
Making question: questions: following questions:
Generaliz What would be the What would be the importance of music  What would be the
ations importance of music in terms in terms of historical and cultural importance of music in terms of
And of geographical , historical and background of Japan? historical and cultural
Abstracti cultural background of China? How imusical elements important to the background of Korean?
ons music of Japan?  How imusical elements
About 5 minutes important to the music of
The 5 minutes Korean?
Lesson
5 minutes
I. On ½ crosswise let the On ½ crosswise let the students answer On ½ crosswise let the
Evaluatin students answer the table the table below. students answer the table
g below. Describe how the musical elements below.
Learning Describe how the musical reflect Japanese culture. Describe how the musical
elements reflect Chinese MUSICAL ELEMENTS elements reflect Korean culture.
culture. TIMBER 5 minutes
MUSICAL ELEMENTS DYNAMIC MUSICAL ELEMENTS
TIMBER RHYTHM TIMBER
DYNAMIC MELODY DYNAMIC
RHYTHM RHYTHM
MELODY MELODY
J. Based on the song heard a Based on the song heard a while ago Based on the song heard
Additiona while ago “MO LIN HUA “how “SAKURA” “how will you analyze the awhile ago “ARIRANG” how will
l will you analyze the musical musical elements of the piece? you analyze the musical
Activities elements of the piece? 5 minutes elements of the piece?
For 5 minutes 5 minutes
Applicatio
n And
Remediat
ion
K. Based on the song heard Make a table that shows Each group will provide their
Assignme awhile ago “ARIRANG” how will Make a table that shows differences and differences and similarities to improvised musical instrument
nt you analyze the musical similarities to the geographical and the geographical and culture of that is similar to the sound of the
elements of the piece? culture of Japan and Philippines when it Korea and Philippines when it instruments of China.
5 minutes comes in music comes in music

V.
REMAR
KS
VI.REFL
ECTION
A. No. of
Learners
Who
Earned
80% In
The
Evaluatio
n
B. No. Of
Learners
Who
Require
Additiona
l For
Remed
iation
Who
Scored
Below
80%
C. Did
The
Remedi
al
Lessons
Work?
No. Of
Learner
s Who
Have
Caught
Up With
The
Lesson.
D. No.
Of
Learner
s Who
Continu
e To
Require
Remedi
ation
E.
Which
Of My
Strateg
ies
Worke
d Well?
Why
Did
These
Work?
F. What
Difficultie
s Did I
Encounte
r Which
My
Princip
al Or
Supervi
sor
Helped
Me
Solved?

Prepared by: Checked:

JOYCE DARYLXEN B. CABLAYAN MARITES C. BUGARIN, PhD.

MAPEH TEACHER PRINCIPAL I