Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning- D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DATE: Learning Area: MAPEH Grade Level: 8 Quarter: Duration:
January , 2019 THIRD 1 HOUR
Name of teacher: PRINCIPAL: OBSERVED BY:
MRS. CATHERINE A. AMONTOS MR. ODILON C. MAMBAJE MR. RECOLITO M. MANEGRO JR.

CONTENT STANDARDS: The Learner… CODE:

(Taken from the Curriculum Guide) demonstrates an understanding of common and distinct musical characteristics of MU8WS-IIIa-g-1
South Asia and the Middle East

The Learner...
PERFORMANCE STANDARDS: performs West Asia and the Middle East music with appropriate pitch, rhythm, expression and style.

Learning Competency/cies : 1. explains how music of a South Asian and the Middle East country relate to its geography and culture
Concepts to be developed: In general, the music of West Asia is modal. Harmony is not emphasized but rather includes salient features such as melodic
complexity and ornamentation, including ¼ tones and rigorous rhythmic development.
TEACHING SCHEDULE:
7:30 – 8:30 GR. 8 MANGOSTEEN (M-Th
8:30 – 9:30 GR. 8 ORANGE (M,T,W,F)
9:45-10:45 GR . 8 GRAPES (M,W,F,)

12:45-1:45 GR. 8 GRAPES (F)

10:45-11:45 GR. 8. STRAWBERRY (M,T,W,TH)
1:45 – 2:45 GR. 8 AVOCADO (M,T,W,TH,)
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate, list, identify the uses of music of Israel
of knowing The learner can recall information and memorize, repeat, describe, reproduce
something with retrieve relevant knowledge from long-
familiarity gained term memory
through experience interpret, exemplify, classify, summarize, infer,
or association
Understanding
The learner can construct meaning from compare, explain, paraphrase, discuss
oral, written and graphic messages

Skills Applying execute, implement, demonstrate, sing an Israeli folk song

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
develop, produce, construct,
aptitude, etc., to do The learner can put elements together to form a formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, Respect, Honesty, Personal discipline,
emotional select, sit, Study, use Perseverance, Sincerity, Patience, Critical
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a thinking, Open-mindedness, Interest,
A settled particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to Courteous, Obedience, Hope, Charity,
way of respond, or satisfaction in responding (motivation). Fortitude, Resiliency, Positive vision,
thinking or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, Acceptance, Determined, Independent ,
feeling present, read, recite, report, select, tell, write Gratitude, Tolerant, Cautious, Decisive,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance Self-Control, Calmness, Responsibility, display appreciation
someone or to the more complex state of commitment. Valuing is based on the internalization of a set of specified Accountability, Industriousness, Industry, to the music of Israel
something, values, while clues to these values are expressed in the learner's overt behavior and are often Cooperation, Optimism, Satisfaction, through cheerful
typically identifiable. Persistent, Cheerful, Reliable, Gentle, singing
one that is Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, Appreciation of one’s culture, Globalism,
reflected in justify, propose, read, report, select, share, study Compassion, Work Ethics, Creativity,
a person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts Entrepreneurial Spirit, Financial Literacy,
behavior between them, and creating a unique value system. The emphasis is on comparing, relating, and Global, Solidarity, Making a stand for the
synthesizing values. good, Voluntariness of human act,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, Appreciation of one’s rights,
generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Inclusiveness, Thoughtful, Seriousness,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is Generous, Happiness, Modest, Authority,
pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional Hardworking, Realistic, Flexible,
objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, Sympathetic, Frankness
question, revise, serve, solve, verify
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Love of God, Faith, Trusting, Spirituality, Inner
standards of Study, use Peace, Love of truth, Kindness, Humble
behavior; 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular
one's phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction
judgment of in responding (motivation). 2. Maka-tao
what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, Concern for Others, Respect for human rights,
important in read, recite, report, select, tell, write Gender equality, Family Solidarity, Generosity,
life. 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the Helping, Oneness
more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues 3. Makakalikasan
Go beyond to these values are expressed in the learner's overt behavior and are often identifiable. Care of the environment, Disaster Risk
learner’s life Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, Management, Protection of the Environment,
on earth, propose, read, report, select, share, study Responsible Consumerism, Cleanliness,
include more 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, Orderliness, Saving the ecosystem, Environmental
than wealth and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. sustainability
and fame, Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize,
and would identify, integrate, modify, order, organize, prepare, relate, synthesize 4. Makabansa explain the value of
Peace and order, Heroism and Appreciation of
affect the 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is
Heroes, National Unity, Civic Consciousness, Social
loving one’s work
eternal pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are
destiny of concerned with the student's general patterns of adjustment (personal, social, emotional). responsibility, Harmony, Patriotism,
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, Productivity
question, revise, serve, solve, verify

2. Content Music of South Asia and Middle East

Music of Israel

3.Materials LEARNING MATERIALS AND TEACHING GUIDE IN MAPEH 8

Audio player
LAPTOP
PPT
Video clips
4. Procedures
4.1 Introductory Activity(3 minutes). This part introduces the lesson content. Although at times optional, it is usually included Routine
to serve as a warm-up activity to give the learners zest for the incoming lesson and an idea about what it to follow. One principle in
learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.
1.Prayer
2.Checking of attendance
3. Review music of Pakistan
Activity 1.
Play the song Zum Gali Gali, let the students listen and tap
their palms in time with the music.
Let the students read and familiarize the lyrics of the song.
Students will sing the song .

What is the title of the song?

Do you like the song? Why

4.2 Activity(10 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a springboard for
new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as individual or
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
1.Unlocking of difficult terms
cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered in this part of the lesson. 2. Discuss where Israel got its name.Identify the tribe that
lives in Israel.
3. Describe the distinguishing characteristics of music of Israel,
identify the purpose of music
4. Introduce the musical instruments of the country.
5. Discuss the divisions of music of Israel by assigned reporters.

4.3 Analysis( 3 minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings about Let the students anwer the following questions
the topic at hand. Critical points are organized to structure the discussions allowing the learners to maximize interactions and sharing
of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the activity or
What are the 3 significant instruments of Israel?
the topic. The last questions or points taken should lead the learners to understand the new concepts or skills that are to be presented
in the next part of the lesson. Which instrument is used to call for prayer?
What are the uses of music of Israel?
What are the 2 divisions of music ?
To what musical instruments in the Philippines can you compare
the musical instruments of Israel? Cite one

4.4 Abstraction( 3 minutes).This outlines the key concepts, important skills that should be enhanced, and the proper attitude that How can you describe the music of Israel?
should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. In general, the music of West Asia is modal. Harmony is not
emphasized but rather includes salient features such as melodic
complexity and ornamentation, including ¼ tones and rigorous
rhythmic development

4.5 Application(25 minutes).This part is structured to ensure the commitment of the learners to do something to apply their new
learning in their own environment. What is the lesson behind the lyrics of the song ZUM GALI GALI?
How can you show your faith in God as a student?
How about at home, how can you express your devotion to God?

4.6 Assessment(10 minutes).For the Teacher to:a) Assess whether learning objectives have been met for a specified duration,b)Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: What do you think are the points that you need to clarify in
Formative Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
the lesson?
What are the difficulties that you encounter in this lesson?

Assessment Method Possible Activities

a) Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill Demonstration, Group Activity
(Formal and informal observations of learners’ performance or behaviors are recorded, based on (e.g. Choral Reading), Debate, Motor & Psychomotor Games, Simulation Activities, Science Experiment
assessment criteria)

b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Panel Discussion, Interview,
(Teachers talk to and question learners about their learning to gain insights on their Think-Pair-Share, Reading
understanding and to progress and clarify their thinking
 c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, Model, Artwork, Multi-media
(Teachers judge the quality of products produced by learners according to agreed criteria) Presentation, Product made in technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test, Pre and Post Test, Diagnostic
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a skill or Test, Oral Test, Quiz
knowledge of content)

4.7 Assignment (1 minute). Fill-in below any of the four purposes

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson Research in advance the dangers of cigarette smoking.
Use !/2 crosswise.
4.8 Concluding Activity ( 1 minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.