DAILY LESSON LOG SCHOOL MALIWALO NATIONAL HIGH SCHOOL GRADE LEVEL 7

IN
MAPEH TEACHER MARILOU D. MOJICA LEARNING AREA MUSIC

TEACHING DATE AND QUARTER FIRST

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content standard The learner demonstrates understanding of the musical characteristics of representative music from the
lowlands of Luzon.

B. Performance The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
standard
C. Learning  Identify the musical characteristics of  explains the distinguishing characteristics of
competencies/ representative music selections from the representative Philippine music selections from
Objectives lowlands of Luzon after listening Luzon in relation to its culture and geography
 analyze the musical elements of selected  creates appropriate movements or gestures to
lowland vocal and instrumental music accompany the music selections of the lowlands
selections of Luzon.
 sing folksong from the lowlands of Luzon
II. CONTENT
 Folksong  Liturgical music
 Characteristics of Folksong  Pasyon , Salubong, Flores De Mayo and
Sta. Cruzan
 Secular music
 Harana, Kumintang, Kundiman, and
Balitaw
III. LEARNING
RESOURCES
Textbook  Music and Arts Learners Materials (pp. 9-  Music and Arts Learners Materials (pp.19-36)
18)
Other resources  Communication equipment (monitor and  Communication equipment (monitor and
speaker) speaker)

IV. PROCEDURES
A. Reviewing Previous The teacher will let  Short review about  Let the learners recall
Lesson or Presenting the learners to recall the characteristic the topic last session.
New Lessons the elements of the and examples of
music. folksongs
B. Establishing A  Play a guessing  4 pics 1 word. The  Let the students form
Purpose for the Lesson game about the learners will guess their own group.
different songs by the meaning of the
means of presenting photos presented
a line from the lyrics in one word.
from the selected  Concluding the
folksong. (, Leron - photos into a new
Leron Sinta, Bahay lesson/topic to be
Kubu, Paru-parung discussed.
bukid, Sitsiritsit and
Magtanim ay di Biro)
C. Presenting Examples  Ask the students  Asking the learners  Let the students create
/ Instances of the New what are other songs to give some their own interpretation
Lesson that they have examples of of their chosen Secular
learned in their Secular and Music or Liturgical
elementary years religious music music.
other than the songs based on their
that presented work/assignment
D. Discussing New Interactive discussion of Interactive discussion
Concepts and Practicing the following: of the following:
New Skills # 1  Meaning of Folksong
 Characteristic of Liturgical music:
Folksong  Pasyon
 Folksong from  Salubong
different dialect  Flores De Mayo
 Sta. Cruzan

E. Discussing New Interactive discussion

Concepts and Practicing of the following:
New Skills # 2
Secular music:
  Harana
 Kumintang
 Kundiman
 Balitaw

Let the students give

their own
understanding about
Secular Music
F. Developing Mastery The learners will The learners will The students will choose a
(Leads To Formative answer the short quiz analyze the musical song from the Secular
Assessment 3) (1-10) in a piece of elements of the given music or Liturgical music,
paper secular song after and they will interpret it by
listening means of singing by group.
G. Finding Practical Let the students The learners will connect a
Applications of the choose a song from secular music to a certain
Concepts and Skills in the given folksongs story of life or experiences.
Daily Living played. Then let them
give their reactions or
opinions about the
songs.
H. Making The learners will give Let the learners sum up the
Generalizations and the importance of possible messages of the
Abstractions About the folksong especially in music.
Lesson rural area
I. Evaluating Learning The learners will The learners will The students will give
analyze the musical perform a folk song the distinguishing
elements of the given that is different from characteristics of
folksongs after listening their native tongue in Philippine Folk Music
group. Refer to the
rubrics for
performance guide.
J. Additional Activities Look for some The learners will give
for Application and additional examples of the similarities and
Remediation Folk Songs differences of
 liturgical and secular
music using the
graphic organizer
K. Assignment List down some The learners will interview
secular and religious their parents or
songs that you know. grandparents about their
kind of music genre they
have before.
V. Remarks

VI. Reflection
A. No. of Learners Who
Earned 80% In The
Evaluation
B. No. of Learners Who
Require Additional For
Remediation Who
Scored Below 80%
C. Did The Remedial
Lessons Work? No. of
Learners Who Have
Caught Up With The
Lesson

D. No. of Learners Who

Continue To Require
Remediation
E. Which of My
Strategies Worked Well?
Why Did These Work?
F. What Difficulties Did
I Encounter Which My
 Principal Or Supervisor
Helped Me Solved?
G. What Innovation or
Localized Materials Did
I Use / Discover Which
I Wish To Share With
Other Teachers?

Prepared by: Checked by: Noted:

MARILOU D. MOJICA HAROLD R. TAYONG RUBY ANA T. PINEDA, Ph.D

Teacher III TIC – MAPEH Principal II