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:
JULY 29 , 2019 FIRST 1 HOUR
Name of teacher: Observed by: PRINCIPAL: CODE:
MRS. CATHERINE A. AMONTOS MU8SE-Ia-h-1
Mr. Recolito M. Manegro Jr. DR. CARMEN R. RAMOS
MU8SE-Ia-h-2
MU8SE-Ic-h-3
CONTENT STANDARDS: The Learner…
(Taken from the Curriculum Guide) demonstrates understanding of common musical characteristics of the region as well as
unique characteristics of a particular Southeast Asian country.
The Learner...
PERFORMANCE STANDARDS: performs Southeast Asian songs with appropriate pitch, rhythm, expression and style.
TEACHING SCHEDULE:
7:30 – 8:30 GR. 8 MANGOSTEEN (M- 10:45-11:45 GR. 8. STRAWBERRY (M,T,W,TH)
Th
8:30 – 9:30 GR. 8 ORANGE (M,T,W,F) 1:45 – 2:45 GR. 8 AVOCADO (M,T,W,TH)
9:45-10:45 GR . 8 GRAPES (M,T)
12:45-1:45 GR. 8 GRAPES (F)

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, explain how the music of a Southeast Asian
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, country relates to its geography and culture;
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained * identify the different instruments and musical
through experience ensemble of Southeast Asia
or association Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate, sing songs of Southeast Asia

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,
systematic, and Analyzing differentiate, distinguish, compare,
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
adaptively carryout overall structure and purpose
complex activities or Evaluating coordinate, measure, detect, defend,
the ability, coming The learner can make judgments and justify decisions judge, argue, debate, describe,
from one's critique, appraise, evaluate
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of formulate, assemble, devise
view

Attitude Categories: List of Attitudes: listens perceptively

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness, to music of
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, Respect, Honesty, Personal discipline, Southeast Asia;
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, appreciate songs
someone or to the more complex state of commitment. Valuing is based on the internalization of a set of specified Accountability, Industriousness, Industry, of Southeast Asia
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,
one that is Appreciation of one’s culture, Globalism, singing
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join,
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 Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, Love of God, Faith, Trusting, Spirituality,
or reply, select, sit, Study, use Inner Peace, Love of truth, Kindness,
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts Humble
of behavior; to a particular phenomenon. Learning outcomes may emphasize compliance in responding, 2. Maka-tao
one's willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for human
judgment Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, rights, Gender equality, Family Solidarity,
of what is practice, present, read, recite, report, select, tell, write Generosity, Helping, Oneness
important 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple 3. Makakalikasan
in life. acceptance to the more complex state of commitment. Valuing is based on the internalization of a Care of the environment, Disaster Risk
set of specified values, while clues to these values are expressed in the learner's overt behavior Management, Protection of the
Go beyond and are often identifiable. Environment, Responsible Consumerism,
learner’s Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, Cleanliness, Orderliness, Saving the
life on invite, join, justify, propose, read, report, select, share, study ecosystem, Environmental sustainability
earth, 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts
include between them, and creating a unique value system. The emphasis is on comparing, relating, and
more than synthesizing values. 4. Makabansa
wealth and Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Peace and order, Heroism and show respect of culture,
fame, and formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Appreciation of Heroes, National Unity, music and religion
would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Civic Consciousness, Social responsibility,
affect the behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Harmony, Patriotism,
eternal Instructional objectives are concerned with the student's general patterns of adjustment Productivity
destiny of (personal, social, emotional).
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose,
qualify, question, revise, serve, solve, verify
2. Content 1. Music of Indonesia-Gamelan

3.Materials LEARNING MATERIALS AND TEACHING GUIDE IN MAPEH 8

Audio player
Projector
Laptop, PPT, Video clips , pictures
4. Procedures
4.1 Introductory Activity (3 minutes). This part introduces the lesson content. Although at times optional, it is usually included to serve as a warm-up 1. Unlocking of difficult terms
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. Let the students sing Burung Kakatua with instruments

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 What can you say about the tempo of the song? What did
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, cybernetics exercise, gallery walk and the like may be created. Clear you feel while singing the song ?
instructions should be considered in this part of the lesson.

4.3 Analysis ( 3 minutes). Essential questions are included to serve as a guide for the teacher in clarifying key A. Group students into 3, Let them choose a reporter and a
understandings about 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 leader .Each group will report on their observations on the ff
included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken ensemble:
should lead the learners to understand the new concepts or skills that are to be presented in the next part of the
lesson.
1. The Philippine rondalla video clips

2. The Gamelan video clips.

Let the students compare the quality of each ensemble

B. The teacher will discuss the of music of Indonesia

4.4 Abstraction ( 3 minutes). This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be What is the difference between the pinpeat ensemble of
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.
Cambodia with gamelan of Indonesia?
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 Cite the features of gamelan and pinpeat that is common to
environment.
Philippines rondalla.
4.6 Assessment (10 minutes). For the Teacher to: a) Assess whether learning objectives have Describe how the gamelan musicians play their
been met for a specified duration, b) Remediate and/or enrich with appropriate strategies as instruments?
needed, and c) Evaluate whether learning intentions and success criteria have been met. What is the difference between Balinese and
(Reminder: Formative Assessment may be given before, during, or after the lesson). Choose any Javanese gamelan?
from the Assessment Methods below: Are their instruments made of wood and metal?
Do you like the song Burung Kakatua? Why?
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill
(Formal and informal observations of learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral Reading), Debate, Motor & Psychomotor
recorded, based on assessment criteria) Games, Simulation Activities, Science Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners about their learning to gain insights Discussion, Interview, Think-Pair-Share, Reading
on their understanding and to progress and clarify their thinking

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, Model,
(Teachers judge the quality of products produced by learners according to Artwork, Multi-media Presentation, Product made in technical-vocational subjects
agreed criteria)

d) Tests Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test, Pre and
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Post Test, Diagnostic Test, Oral Test, Quiz
mastery of a skill or 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 Improvise the musical instruments that you
have produced be creative, use materials that
can be found in the surroundings.
 Preparing for the new lesson Study Music of Myanmar on page 17-19
 Music and Arts LM
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.