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:

NOVEMBER 12, 2019 THIRD 1 HOUR
Name of teacher: MRS. CATHERINE A. AMONTOS PRINCIPAL: OBSERVED BY:
DR. CARMEN R. RAMOS

CONTENT STANDARDS: The Learner… CODE:

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

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

LEARNING COMPETENCY: explains how music of a South Asian and the Middle East country relate to its geography and culture

Concepts to be developed: India's classical music tradition, includes Carnatic and Hindustani music which have developed over many centuries. Music of India also includes several types of folk
and popular music. One aspect of vocal music uses melismatic singing with nasal vocal quality, when compared with the Philippine music which uses melismatic
singing is only used in chanting epics and the pasyon.

Domain
Knowledge
The fact or condition of
knowing something with
familiarity gained through
experience or association
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,)
Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Categories: Behavioral Verbs:
Remembering identify, retrieve, recognize,
The learner can recall information and retrieve relevant knowledge from duplicate, list, memorize, repeat,
describe, reproduce
long-term memory
Understanding interpret, exemplify, classify,
explains how music of a SouthAsia relates to its geography
The learner can construct meaning from oral, written and graphic messages summarize, infer, compare, explain,
and culture;
paraphrase, discuss

Skills Applying execute, implement, demonstrate, dramatize,

The ability and capacity
acquired through
deliberate, systematic, and
sustained effort to
smoothly and adaptively
carryout complex activities
or the ability, coming from
one's knowledge, practice,
aptitude, etc., to do
something
The learner can use information to undertake a procedure in familiar interpret, solve, use, illustrate, convert, discover
situations or in a new way
Analyzing differentiate, distinguish, compare, contrast,
The learner can distinguish between parts and determine how they organize, outline, attribute, deconstruct compare the classical music of India with the Philippines
relate to one another, and to the overall structure and purpose
Evaluating coordinate, measure, detect, defend, judge,
The learner can make judgments and justify decisions argue, debate, describe, critique, appraise,
evaluate
Creating generate, hypothesize, plan, design, develop,
The learner can put elements together to form a functional whole, produce, construct, formulate, assemble, devise
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, Respect,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study, use Honesty, Personal discipline, Perseverance, Sincerity,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning Patience, Critical thinking, Open-mindedness, Interest,
areas. outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope, Charity, Fortitude,
A settled way Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, Resiliency, Positive vision, Acceptance, Determined,
of thinking or write Independent , Gratitude, Tolerant, Cautious, Decisive,
feeling about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of Self-Control, Calmness, Responsibility, Accountability,
someone or commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's Industriousness, Industry, Cooperation, Optimism,
something, overt behavior and are often identifiable. Satisfaction, Persistent, Cheerful, Reliable, Gentle,
typically one Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose, read, report, select, Appreciation of one’s culture, Globalism, Compassion,
that is reflected share, study Work Ethics, Creativity, Entrepreneurial Spirit, Financial
in a person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value Literacy, Global, Solidarity, Making a stand for the
behavior system. The emphasis is on comparing, relating, and synthesizing values. good, Voluntariness of human act, Appreciation of
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, one’s rights, Inclusiveness, Thoughtful, Seriousness,
order, organize, prepare, relate, synthesize Generous, Happiness, Modest, Authority, Hardworking,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, Realistic, Flexible, Considerate,
and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment Sympathetic, Frankness listens perceptively to
(personal, social, emotional). music of India
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, 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, Love of God, Faith, Trusting, Spirituality, Inner
standards of select, sit, 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 2. Maka-tao
one's particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, Concern for Others, Respect for human rights,
judgment of or satisfaction in responding (motivation). Gender equality, Family Solidarity, Generosity,
what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, Helping, Oneness
important in read, recite, report, select, tell, write 3. Makakalikasan
life. 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to Care of the environment, Disaster Risk
the more complex state of commitment. Valuing is based on the internalization of a set of specified values, Management, Protection of the Environment,
Go beyond while clues to these values are expressed in the learner's overt behavior and are often identifiable. Responsible Consumerism, Cleanliness,
learner’s life Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, Orderliness, Saving the ecosystem,
on earth, justify, propose, read, report, select, share, study Environmental sustainability
include more 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between 4. Makabansa
than wealth them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Peace and order, Heroism and Appreciation of
and fame, Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, Heroes, National Unity, Civic Consciousness, display respect of culture
and would generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Social responsibility, Harmony, Patriotism,
affect the 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is Productivity
eternal pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives
destiny of are concerned with the student's general patterns of adjustment (personal, social, emotional).
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify

2. Content Vocal and Instrumental Music of India

3.Materials LEARNING MATERIALS AND TEACHING GUIDE IN MAPEH 8
Audio player
Video clip
PPT
4. Procedures
4.1 Introductory Activity(3 minutes). This part introduces the lesson content. Although at times optional, it is usually Activity 1.
included 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 Review of previous lesson
principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere. What are the 2 divisions of music in Israel?
What are the 2 kinds of music?

4.2 Activity(10 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a springboard Discuss the music of India
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, cybernetics exercise, gallery walk and the like may be created. Clear 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 understandings
about the topic at hand. Critical points are organized to structure the discussions allowing the learners to maximize interactions Present video clip
and sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners
What have you observed on the video?
about the activity or 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.
4.4 Abstraction( 3 minutes).This outlines the key concepts, important skills that should be enhanced, and the proper What are the 2 classifications of music in India?
attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the activity, Describe each music .
analysis and new inputs in this part of the lesson. India's classical music tradition, includes Carnatic and
Hindustani music which have developed over many centuries.
Music of India also includes several types of folk and popular
music. One aspect of vocal music uses melismatic singing with
nasal vocal quality, when compared with the Philippine music
which uses melismatic singing is only used in chanting epics and
the pasyon.

4.5 Application(25 minutes).This part is structured to ensure the commitment of the learners to do something to apply their Give examples based in Philippine setting.
new learning in their own environment.
To what musical instruments in the Philippines can you compare
to that of India?
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 How can you learn to play musical instruments?
criteria have been met. (Reminder: Formative Assessment may be given before, during, or after the lesson). Choose any from the
Assessment Methods below: 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
(Formal and informal observations of learners’ performance or behaviors are recorded, Activity (e.g. Choral Reading), Debate, Motor & Psychomotor Games, Simulation Activities, Science
based on assessment criteria) Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Panel Discussion,
(Teachers talk to and question learners about their learning to gain insights on their Interview, 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,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
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

 Preparing for the new lesson

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.