Annex1B to DepEd Order No. 42, s.

2016
Daily Lesson Log SCHOOL Trece Martires City National High School GRADE LEVEL 7
in
MAPEH TEACHER Roma M. Dela Cruz LEARNING AREA MAPEH

TEACHING DATE AND WEEK 3 QUARTER 3RD

TIME FEBRUARY 27- MARCH 3, 2023

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
A. Content Standard Demonstrates
understanding of the
musical characteristics of
representative music of
Mindanao
The learner .....
1. art elements and
processes by synthesizing
and applying prior
knowledge and skills
The learner demonstrates
understanding of guidelines
and principles in exercise
program design to achieve
personal fitness
The learner demonstrates
understanding of mental
health as a dimension of
holistic health for a healthy
life

2. the salient features of

B. Performance Standard
Performs music of
Mindanao with appropriate
expression and style
the arts of Mindanao by
showing the relationship of
the elements of art and
processes among culturally
diverse communities in the
country
3. the Philippines as having
a rich artistic and cultural
tradition from precolonial
to present times
The learner ... The learner demonstrates The learner consistently
1. create artworks showing understanding of guidelines demonstrates skills that
the characteristics elements and principles in exercise promote mental health
of the arts of Mindanao program design to achieve
personal fitness
2. exhibit completed
artworks for appreciation
and critiquing

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Annex1B to DepEd Order No. 42, s. 2016
C. MELC’S The learner ..... The learner .....  Describes the The learner ...
 Describes the  creates crafts that nature and  Explains the factors
musical can be locally background of the that affect the
characteristics of assembled with dance. PE7PF-llld-1 promotion of good
representative local materials,  Execute the skills mental health
music selections guided by local involve in the  Explains that stress
from Mindanao after traditional dance. PE7RD-IIId- is normal and
listening ( MU7MN- techniques (e.g., h-4 inevitable
llla-g-1) habi, lilip, etc).  Identifies situations
 Discovers ways of A8PR-Ic-e-1 that causes feelings
producing sounds of anxiety or stress
on a variety of  derives elements  Identifies physical
sources that is from responses of the
similar to the traditions/history of body to stress
instruments being a community for
studied ( MU7MN- one’s artwork.
lllb-h-4) A8PR-IIIf-2
 Improvises simple
rhythmic / melodic  shows the
accompaniments to relationship of the
selected music from development of
Mindanao ( MU7LV- crafts in specific
lllch-5) areas of the
 Perform music from country, according
Mindanao with own to functionality,
accompaniment traditional
( MU7LV-lllch-6) specialized
 Evaluates music expertise, and
selections and availability of
music performances resources (e.g.,
using rubrics on pottery, weaving,
musical elements jewelry, and
and style ( MU7LV- basketry)
lllbh-10) A8PR-IIIf-3

 shows the
relationship of
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Annex1B to DepEd Order No. 42, s. 2016
D. Learning Competencies/ At the end of the lesson,
Objectives the students are expected
to;
1. Define the different life
cycle songs of non-
Islamic music
2. Perform a folk song
using an improvised
musical instrument
3. Express their thoughts
and feelings after
listening to the different
music of Mindanao
II. CONTENTS Solo Instruments and Non-
Islamic Music
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Mateials MUSIC AND ARTS
pages LEARNING MATERIAL
Pages 98-99 (Solo
instrument)
Pages 102 – 103 (non-
Islamic) 
Mindanao’s arts and
crafts to Philippine
culture, traditions,
and history,
particularly with
Islamic influences
and indigenous
(Lumad) practices
A8PR-IIIh-4
At the end of the lesson,
the students are expected
to;
1. Identify the crafts of the
Mindanao
2. creates artwork showing
the characteristic elements
of the arts of Mindanao
3. Appreciate the crafts in
terms of its functions in
Mindanao
LESSON 2 : CRAFTS ,
ACCESORIES AND BODY
ORNAMENTS
-sarimanok
-okir
MUSIC AND ARTS
LEARNING MATERIAL
Pages 222
At the end of the lesson, At the end of period , the
the students are expected learners are expected to;
to; 1. Define GAS syndrome
1. Identify the forms of and identify the common
Philippine Folk Dances; stressors.
2.Demonstrates the basic 2. Draw an artwork that
steps in Carinosa. depicts a wise and
3. Appreciate the benefits intelligent adolescent
of dancing folk dances dealing with her/his
common stressors
3. Reflect the effect of
mental and emotional
health?
Basic Steps in Cariñosa Stress
- GAS Syndrome
- Medical Problems
- Common Stressors
PHYSICAL EDUCATION Physical Education and
AND HEALTH Health Learner’s Material
Pages 128 Page 350-355
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Annex1B to DepEd Order No. 42, s. 2016

3. Textbook pages

4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning www.youtube.com
Resources
IV. PROCEDURES
Activity # 1 Activity # 1 ACTIVITY: GUESS THE ACTIVITY 1: A-OKAY STEPS
GIBBERISH Directions: List 5 steps that
Let the learners watch the Let the learners to analyze Direction: Read the group you will do when facing
provided video that shows the provided of unrelated words, and with problem.
the Non – Islamic music of crafts ,accesories and body decipher them into real Situation/Problem: Your
Mindanao ornaments picture phrases or words. family expected you to do
well in your studies but you
FAULT THE ENDS = FOLK know you are not good in
DANCE school, what will you do
ROW ROLL THE ENDS =
RURAL DANCE ST ST ST ST ST
MEAN THE KNOW THE EP EP EP EP EP
ENDS = MINDANAO 1 2 3 4 5
DANCE
EAT NECK THE ENDS =
ETHNIC DANCE
A. Introduction CAR DILL YEAH RAW THE
ENDS = CARDILLERA
DANCE

Present the lesson and Present the lesson and Present the lesson and Present the lesson and
discuss the Solo discuss the Crafts of discuss the basic steps in discuss the definition of
instruments and Non – Mindanao Cariñosa stress and kinds of stress
Islamic Music - GAS Syndrome
B. Development - Medical Problems
- Common Stressors
C. Engagement PERFORMANCE TASK : PERFORMANCE TASK : PERFORMANCE TASKS : Draw and/or paint an

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Annex1B to DepEd Order No. 42, s. 2016
SINGING WITH
IMPROVISED RHYTHMIC
PATTERN
 The teacher will show
first the example of
music that the students
will imitate.
 The students will
improvise percussion
instruments using
available materials or
recycled materials that
will help them to create
a sound and will be able
to sing and perform “El
Galina Capituda” song.
 The students will be
graded according to the
following rubrics:
CREATIVITY 50 PTS.
CLEANLINESS 30 PTS.
COOPERATION 20 PTS.
TOTAL: 100 PTS
D. Assimilation SUMMATIVE ASSESSMENT:
Multiple Choice: Choose the
letter of your answer. Write
your chosen letter on a
separate sheet of paper
1. It is a large, deep-
rimmed gong, vertically
suspended and hanged in
wooden frames.
a. Agung
ARTWORK # 4 artwork that depicts a wise
: SARIMANOK and intelligent adolescent
Let the learners to dealing with death, loss and
Let the learners to express demonstrates the basic grief
and design the provided steps in cariñosa
layout of sarimanok
Criteria : Criteria :
Criteria : Mastery – 40% Content - 30 %
Content - 30 % Impact – 30 % Creativity – 30%
Creativity – 30% Execution - 30% Timeliness – 20 %
Timeliness – 20 % Total – 100 % Cleanliness - 20%
Cleanliness - 20% Total – 100 %
Total – 100 %
Written Task : Direction : In a short bond LET’S CHECK
Directions: Complete the paper , write an essay that Directions: Read the
table with the information answers the question following situations. Write a
needed. “ what do you think are CHECK if you considered
the benefits that can be the situation as stressful
Crafts Description gained from these and leave it blank if not.
Sarimanok dances ? _____1. Finishing the
modules before the retrieval
_____2. Bullied in social
Okir media
_____3. Death of your pet
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Annex1B to DepEd Order No. 42, s. 2016
b. Suling _____4. Sharing room with
c. Agong your new baby
sister/brother
2. It means “native” and a _____5. Accidentally broke
collective term for groups a glass
of indigenous people from _____6. Not being “techy”
Mindanao. _____7. Separation of your
a. Lamad parents
b. Lumad _____8. Having a
c. Lumids relationship at your age
_____9. Helping chores at
3. It is a 2-string plucked home
lute instrument and held in _____10. Balancing the
performers lap like a guitar demands of the family with
a. Suling studying
b. Kudyapi
c. Gabang

4. This is a native
xylophone in Sulu, shaped
like a coffin
a. Gabang
b. Gabbang
c. Gabban

5. This instrument is made

mainly of “tamiang”
bamboo, a long thin-walled
bamboo tube.
a. Suling
b. Kudyapi
c. Agung
E. Reflection The students will express The learners will reflect The learners will reflect Directions:Answer the
their thoughts and their appreciation about their appreciation about following questions briefly.
feelings after listening to the crafts showed the folkdances, 1. How do the people
1. What is the importance around me affect my mental
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Annex1B to DepEd Order No. 42, s. 2016
the different music of of dancing folk dances ? and emotional health?
Mindanao 1. What is the importance 2. What do you are the 2. What are ways on how I
of the designs used in the benefits that can be can deal with the stressors?
1. How can you value crafts of Mindanao gained from these
dances ?
and preserve the 2. How this crafts shows
3. Would you consider
traditional music of the culture of Mindanao
participating in folk dance
Mindanao? presentation
/competition ?Why ?

F. Additional/Enrichment
Activities

V. REMARKS
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?
D. No. of Learners Who
Continue To Require
Remediation
E. Which of My Teaching
Strategies Worked 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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Annex1B to DepEd Order No. 42, s. 2016