Handled

School MARANGAL NATIONAL HIGH SCHOOL

Sections
Daily Lesson Log Teacher Cathlene Mae R. Sanglay
Learning MAPEH 7-
Area MUSIC
Teaching November 8, 2022 (TUESDAY)
Date 6:30-7:20 7:20-8:10 8:10-9:00 10:05-10:55 10:55-11:45 Quarter 1ST
and Time DAHLIA DAISY JASMINE YELLOWBELL ROSAL

I. OBJECTIVES (Unpacked) Begin objectives with measurable verbs based on Blooms Taxonomy
1.identify different forms of music (vocal, instrumental, ensemble) as well as the similarities and
Know (K) differences in the musical characteristics between the music of Cordillera, Palawan, Mindoro,
and Visayas;
2.explain the distinguishing characteristics of the music of Cordillera, Palawan, Mindoro, and
Understand (U)
Visayas
Do (D) 3.sing select songs/chants from the music of Cordillera, Palawan, Mindoro, and Visayas.
The learner….
A. Grade Level Standards 1. demonstrates understanding of the musical characteristics of representative music from
the highlands of Luzon, Mindoro, Palawan, and the Visayas
The learner…
B. Performance Standards 1. performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the
Visayas in appropriate style
The learner…
C. Most Essential Learning 1. describes the musical characteristics of representative selections of Cordillera,
Competencies Mindoro, Palawan and of the Visayas after listening; (MU7LV-IIa-f-1)

D. Number of Days taught

1 out of 2
(Based on Budget of Work)
Music of the Indigenous People of Luzon and Visayas
II. CONTENT (TOPIC/TITLE)
(Music of Cordillera, Palawan, Mindoro, and the Visayas)
III. LEARNING RESOURCES
Music and Arts Learner’s Material
Music – Grade 7
Alternative Delivery Mode
A. References
Quarter 2 – Module 1: Music of the Indigenous People of Luzon and Visayas
(Music of Cordillera, Palawan, Mindoro, and the Visayas)
First Edition, 2020
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Pages 1- 27
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES

Routinary activities:
• Prayer
• Checking of attendance
• Checking of vocabulary – Reading session
A. Reviewing previous lesson or
Word Drill and Unlocking of difficulties ( see attachment)
presenting the new lesson
(Must be measurable do not just ask
Let students answer the following questions orally , give them time to read the guided
What did we discuss yesterday?)
instructions:

Directions: Imagine that you are on a journey to each of the images below. Write a journal of
your supposed experience as you visit each of the locations depicted on the images.
B. Establishing the purposes for Word Hunt
the lesson
(Establishing purpose refers to the
act of carefully communicating the
unpacked objectives to the
students)

Students will be ask to listen to the direction below.

Directions: Below are the music of Luzon, your task is to look and find the words in the puzzle
presented below. To accomplish this, the facilitator will give you a copy of this activity for you to
underline the words in the puzzle.

ALAY DOREDO PANDANGGO

ANGKLUNG HARANA PASYON
BALITAW KUMINTANG POLKA
BANNATIRAN KUNDIMAN SALUBONG
BRASSBAND PAMULINAWEN SITSIRITSIT

And to analyze further volunteer students will be ask with the following probing questions:
 1.What particular music, either vocal or instrumental, did you find pleasing? Why did you like it?
2.Can you provide any modern song/music which has any similarity with the music of Luzon?
What made them similar?
3.Why do you think it is important to learn and experience the music of Luzon?

C. Presenting examples / Instances Multi-Regional Crossword Puzzle

of the lesson Before discussing the different songs, instruments, and ensembles which are part of the music of
(Motivation that leads to discussion Cordillera, Mindoro, Palawan, and Visayas, let’s check how much students already know about
of the lesson, it shows connection) them. Below is a crossword puzzle with terminologies related to the music of the selected
regions. Allow learners to answer the crossword, then respond to the follow up questions below.

ACROSS
4. It is a lyrical poem that expresses
love from the tribes inhabiting the
island of Palawan.
5. It is the largest among the tribes that
makes up the Mangyans of Mindoro.
7. It is a chant popular among the
Southern Mangyan tribes.
8. It is the vocal and instrumental
music of the Cordillera region whose
themes revolve around nature.
DOWN
1. It is an ensemble comprising of
stringed instruments that originated
in Spain
2. It is a bamboo and drum ensemble
originated from a form of
communication used by the natives
of the Visayan islands
3. It is a set of two gongs that consists
of the Agung and the Kimbal.
6. It is a series of metallic gongs that
are popular in Cordilleran Music

Students are ask to respond to the follow-up questions below. Answers may vary and their
answer must be written on their individual MAPEH notebook.
1. Are you familiar with the different types and styles of music from Cordillera, Mindoro,
Palawan, and Visayas? How did you become familiar with them?
2. Have you ever watched or listened to a performance of any music from Cordillera,
Mindoro, Palawan, and Visayas? If yes, how would you describe them?
3. Is there any element of music involved in the music of Cordillera, Mindoro, Palawan,
and Visayas that is being used in any modern music today? If yes, can you provide some
examples?

D. Discussing new concepts and Teacher will now introduce the lesson : SEE ATTACHMENT ON THE BOARD
practicing new skills #1 ( provided with visual aids )
 The following lessons are:

1. What are the the vocal music of :

A. Cordillera
B. Mindoro
C. Palawan
D. Visayas
2. What are the the imstrumental music of :
A. Cordillera
B. Mindoro
C. Palawan
D. Visayas

Show respective instruments provided by the places mentioned above

E. Discussing new concepts and Presents musical genre as well.
practicing new skills #2

G. Finding practical applications of

concepts and skills in daily living Similarities and Differences
Using the Venn diagram below, students are ask to fill out the required information based on
their understanding of the lesson and respond to the follow up questions below. They will be
given an activity sheets to answer the given task.

Similarities Describe the Music

Describe the
between
Music of Cordillera and of Mindoro
Cordillera Mindoro Here
Here
Difference
between
Cordillera and
Mindoro

Similari Differe Similar Differe

tie s nce itie s nce
betwee betwe betwee betwee
en n n
n Cordill Mindor
Cordill Mindor
era o and
o and
era and and Palawa
Visaya Palawa n
Visayas s ANALYSIS OF THE n

MUSIC OF
CORDILLERA,
MINDORO,
PALAWAN AND
VISAYAS

Describe the Similarities Describe the

Music of between Music of
Visayas and
Visayas Palawan
Palawan Here
Here
Difference between
Visayas and
Palawan
 For follow up questions student will be ask to sum up their work as a whole:

1.What characteristics and/or elements of music did all four of them share in common? Explain
your answer.
H. Making generalizations and
abstractions about the lesson
2.How could these four cultures share those similarities considering their distance from each
other?
3.Is there an evidence of cross-cultural communication between the tribes based on their music?
Why?

Paperand Pen Test

Directions: Read and analyze the following statements. Choose the letter of the correct answer.
Write your answers on your activity notebook.

1.Where does the vocal genre Ibaloi Badiw which is considered to be a signature form belong?
A. Cordillera
B. Mindoro
C. Palawan
D. Visayas

2.Which of the following is an epic poetry sang only in four major instances –
rice harvests, weddings, funerals and wakes?
A. Bua
B. Hudhud
C. Ibaloi Badiw
D. Owiwi

3.What is the term for a lullaby song of Kalinga tribe?

A. Bua
B. Hudhud
C. Ibaloi Badiw
D. Owiwi
I. Evaluating Learning
4.Which of the following characteristics best defines the Cordilleran Music?
A. Melismatic
B. Free Meter
C. All of the above
D. None of the above

5.Which of the following is a chant music popular to the Hanunoo Mangyans of Southern
Mindoro?
A. Alangan
B. Ambahan
C. Marayaw
D. Surat

J. Enrichment Activity
(This is where the remaining 10
minutes is allocated)
V. REMARKS

VI. REFLECTION DAHLIA DAISY JASMINE YELLOWBELL ROSAL

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? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: Noted by:

CATHLENE MAE R. SANGLAY JEAZ DC. CAMPANO, PhD

MAPEH Teacher Principal II
 Handled
School MARANGAL NATIONAL HIGH SCHOOL
Sections
Learning MAPEH 7-
Teacher Cathlene Mae R. Sanglay
Area MUSIC
Daily Lesson Log November 7, 2022 (MONDAY)
Teaching
6:30- 7:20- 8:10- 10:05- 10:55-
Date Quarter 1ST
7:20 8:10 9:00 10:55 11:45
and Time
DAHLIA DAISY JASMINE YELLOWBELL ROSAL
I. OBJECTIVES (Unpacked) Begin objectives with measurable verbs based on Blooms Taxonomy
Know (K) 1.Recall all second quarter lessons from MUSIC, ARTS , PHYSICHAL EDUCATION , and HEALTH
Understand (U) 2.Exhibit honesty and self-reliance during the test.
Do (D) 3.Follow printed directions and write the answers legibly.
The learner….
A. Grade Level Standards 2. demonstrates understanding of the musical characteristics of representative music from
the highlands of Luzon, Mindoro, Palawan, and the Visayas
The learner…
B. Performance Standards 2. performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the
Visayas in appropriate style
The learner…
C. Most Essential Learning 1. describes the musical characteristics of representative selections of Cordillera,
Competencies Mindoro, Palawan and of the Visayas after listening; (MU7LV-IIa-f-1)

D. Number of Days taught

1 day
(Based on Budget of Work)
II. CONTENT (TOPIC/TITLE) Conduct of Pre-Test
III. LEARNING RESOURCES
Music and Arts Learner’s Material
Music – Grade 7
Alternative Delivery Mode
A. References
Quarter 2 – Module 1: Music of the Indigenous People of Luzon and Visayas
(Music of Cordillera, Palawan, Mindoro, and the Visayas)
First Edition, 2020
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages
4. Additional Materials from
Test Questionnaire, Paper and Pens
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(Must be measurable do not just ask
What did we discuss yesterday?)
B. Establishing the purposes for Distribute the Summative test questionnaire.
the lesson During the test…
(Establishing purpose refers to the • Listen and read instructions carefully.
act of carefully communicating the • If you have questions, ask it.
 • Answer questions completely and with detail.
unpacked objectives to the
• If you finish early, go back, and proof your answers again.
students)
• Pass your answer sheet quietly.
C. Presenting examples / Instances
of the lesson
(Motivation that leads to discussion
of the lesson, it shows connection)

D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
G. Finding practical applications of
concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson
I. Evaluating Learning
J. Enrichment Activity
(This is where the remaining 10
minutes is allocated)
V. REMARKS Checking OF Pre-test results and preparing students for the Second Quarter’s Music lesson.
VI. REFLECTION DAHLIA DAISY JASMINE YELLOWBELL ROSAL
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?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: Noted by:

CATHLENE MAE R. SANGLAY JEAZ DC. CAMPANO, PhD

MAPEH Teacher Principal II
 Handled
School MARANGAL NATIONAL HIGH SCHOOL
Sections
Daily Lesson Log Teacher Cathlene Mae R. Sanglay
Learning
MAPEH 7- MUSIC
Area
Teaching November 9, 2022 (WEDNESDAY)
Date 6:30-7:20 7:20-8:10 8:10-9:00 10:05-10:55 10:55-11:45 Quarter 1ST
and Time DAHLIA DAISY JASMINE YELLOWBELL ROSAL
I. OBJECTIVES (Unpacked) Begin objectives with measurable verbs based on Blooms Taxonomy
1.identify different forms of music (vocal, instrumental, ensemble) as well as the similarities and
Know (K) differences in the musical characteristics between the music of Cordillera, Palawan, Mindoro,
and Visayas;
2.explain the distinguishing characteristics of the music of Cordillera, Palawan, Mindoro, and
Understand (U)
Visayas
Do (D) 3.sing select songs/chants from the music of Cordillera, Palawan, Mindoro, and Visayas.
The learner….
A. Grade Level Standards 3. demonstrates understanding of the musical characteristics of representative music from
the highlands of Luzon, Mindoro, Palawan, and the Visayas
The learner…
B. Performance Standards 3. performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the
Visayas in appropriate style
The learner…
C. Most Essential Learning 1. describes the musical characteristics of representative selections of Cordillera,
Competencies Mindoro, Palawan and of the Visayas after listening; (MU7LV-IIa-f-1)

D. Number of Days taught

2 out of 2
(Based on Budget of Work)
Music of the Indigenous People of Luzon and Visayas
II. CONTENT (TOPIC/TITLE)
(Music of Cordillera, Palawan, Mindoro, and the Visayas)
III. LEARNING RESOURCES
Music and Arts Learner’s Material
Music – Grade 7
Alternative Delivery Mode
A. References
Quarter 2 – Module 1: Music of the Indigenous People of Luzon and Visayas
(Music of Cordillera, Palawan, Mindoro, and the Visayas)
First Edition, 2020
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Pages 1- 27
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Routinary activities:
(Must be measurable do not just ask • Prayer
What did we discuss yesterday?) • Checking of attendance
• Checking of vocabulary – Reading session

Word Drill and Unlocking of difficulties ( see attachment)

Let students answer the following questions orally , give them time to read the guided
instructions:

Directions: Imagine that you are on a journey to each of the images below. Write a journal of
 your supposed experience as you visit each of the locations depicted on the images.

B. Establishing the purposes for Word Hunt

the lesson
(Establishing purpose refers to the
act of carefully communicating the
unpacked objectives to the
students)

Students will be ask to listen to the direction below.

Directions: Below are the music of Luzon, your task is to look and find the words in the puzzle
presented below. To accomplish this, the facilitator will give you a copy of this activity for you to
underline the words in the puzzle.

ALAY DOREDO PANDANGGO

ANGKLUNG HARANA PASYON
BALITAW KUMINTANG POLKA
BANNATIRAN KUNDIMAN SALUBONG
BRASSBAND PAMULINAWEN SITSIRITSIT
 And to analyze further volunteer students will be ask with the following probing questions:

1.What particular music, either vocal or instrumental, did you find pleasing? Why did you like it?
2.Can you provide any modern song/music which has any similarity with the music of Luzon?
What made them similar?
3.Why do you think it is important to learn and experience the music of Luzon?

C. Presenting examples / Instances Multi-Regional Crossword Puzzle

of the lesson Before discussing the different songs, instruments, and ensembles which are part of the music of
(Motivation that leads to discussion Cordillera, Mindoro, Palawan, and Visayas, let’s check how much students already know about
of the lesson, it shows connection) them. Below is a crossword puzzle with terminologies related to the music of the selected
regions. Allow learners to answer the crossword, then respond to the follow up questions below.

ACROSS
4. It is a lyrical poem that expresses
love from the tribes inhabiting the
island of Palawan.
5. It is the largest among the tribes that
makes up the Mangyans of Mindoro.
7. It is a chant popular among the
Southern Mangyan tribes.
8. It is the vocal and instrumental
music of the Cordillera region whose
themes revolve around nature.
DOWN
1. It is an ensemble comprising of
stringed instruments that originated
in Spain
2. It is a bamboo and drum ensemble
originated from a form of
communication used by the natives
of the Visayan islands
3. It is a set of two gongs that consists
of the Agung and the Kimbal.
6. It is a series of metallic gongs that
are popular in Cordilleran Music

Students are ask to respond to the follow-up questions below. Answers may vary and their
answer must be written on their individual MAPEH notebook.
1.Are you familiar with the different types and styles of music from Cordillera, Mindoro,
Palawan, and Visayas? How did you become familiar with them?
2.Have you ever watched or listened to a performance of any music from Cordillera, Mindoro,
Palawan, and Visayas? If yes, how would you describe them?
3.Is there any element of music involved in the music of Cordillera, Mindoro, Palawan, and
Visayas that is being used in any modern music today? If yes, can you provide some examples?

D. Discussing new concepts and Teacher will now introduce the lesson : SEE ATTACHMENT ON THE BOARD
practicing new skills #1 ( provided with visual aids )

The following lessons are:

1. What are the the vocal music of :

 A. Cordillera
B. Mindoro
C. Palawan
D. Visayas
2. What are the the imstrumental music of :
A. Cordillera
B. Mindoro
C. Palawan
D. Visayas

E. Discussing new concepts and Show respective instruments provided by the places mentioned above
practicing new skills #2 Presents musical genre as well.

Similarities and Differences

Using the Venn diagram below, students are ask to fill out the required information based on
their understanding of the lesson and respond to the follow up questions below. They will be
given an activity sheets to answer the given task.

Similarities Describe the Music

Describe the
between
Music of Cordillera and of Mindoro
Cordillera Mindoro Here
Here
Difference
between
Cordillera and
Mindoro

Similari Differe Similar Differe

tie s nce itie s nce
G. Finding practical applications of betwee betwe betwee betwee
concepts and skills in daily living n
en n n
Cordill Mindor
Cordill Mindor
era o and
o and
era and and Palawa
Visaya Palawa n
Visayas s ANALYSIS OF THE n

MUSIC OF
CORDILLERA,
MINDORO,
PALAWAN AND
VISAYAS

Describe the Similarities Describe the

Music of between Music of
Visayas and
Visayas Palawan
Palawan Here
Here
Difference between
Visayas and
Palawan

H. Making generalizations and For follow up questions student will be ask to sum up their work as a whole:
abstractions about the lesson
1.What characteristics and/or elements of music did all four of them share in common? Explain
 your answer.

2.How could these four cultures share those similarities considering their distance from each
other?
3.Is there an evidence of cross-cultural communication between the tribes based on their music?
Why?

Paperand Pen Test

Directions: Read and analyze the following statements. Choose the letter of the correct answer.
Write your answers on your activity notebook.

1.Where does the vocal genre Ibaloi Badiw which is considered to be a signature form belong?
A. Cordillera
B. Mindoro
C. Palawan
D. Visayas

2.Which of the following is an epic poetry sang only in four major instances –
rice harvests, weddings, funerals and wakes?
A. Bua
B. Hudhud
C. Ibaloi Badiw
D. Owiwi
I. Evaluating Learning
3.What is the term for a lullaby song of Kalinga tribe?
A. Bua
B. Hudhud
C. Ibaloi Badiw
D. Owiwi

4.Which of the following characteristics best defines the Cordilleran Music?

A. Melismatic
B. Free Meter
C. All of the above
D. None of the above

5.Which of the following is a chant music popular to the Hanunoo Mangyans of Southern
Mindoro?
A. Alangan
B. Ambahan
C. Marayaw
D. Surat

J. Enrichment Activity
(This is where the remaining 10
minutes is allocated)
V. REMARKS Continuation of the lesson.

VI. REFLECTION DAHLIA DAISY JASMINE YELLOWBELL ROSAL

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? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
Prepared by: Noted by:

CATHLENE MAE R. SANGLAY JEAZ DC. CAMPANO, PhD

MAPEH Teacher Principal II

Handled
School MARANGAL NATIONAL HIGH SCHOOL
Sections
Daily Lesson Log Teacher Cathlene Mae R. Sanglay
Learning
MAPEH 7- MUSIC
Area
Teaching November 11, 2022 (THURSDAY)
Date 6:30-7:20 7:20-8:10 8:10-9:00 10:05-10:55 10:55-11:45 Quarter 1ST
and Time DAHLIA DAISY JASMINE YELLOWBELL ROSAL
I. OBJECTIVES (Unpacked) Begin objectives with measurable verbs based on Blooms Taxonomy
1. identify the distinguishing characteristics of Cordillera vocal music that
Know (K)
differentiate them from other regions in the Philippines
2. explain the performance practices of Cordillera music particularly salidumay,
Understand (U)
Oggayam and Ba-diw
3. perform the vocal music of Cordillera by applying the knowledge of the
Do (D)
elements of music
The learner….
A. Grade Level Standards 1.demonstrates understanding of the musical characteristics of representative music from the
highlands of Luzon, Mindoro, Palawan, and the Visayas
The learner…
B. Performance Standards 1.performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the
Visayas in appropriate style
The learner…
C. Most Essential Learning 1. explains the distinguishing characteristics of representative music from Cordillera,Mindoro,
Competencies Palawan and of the Visayas in relation to its culture and geography;

D. Number of Days taught

1 out of 2
(Based on Budget of Work)
II. CONTENT (TOPIC/TITLE) Vocal Music of Cordillera
III. LEARNING RESOURCES
Music and Arts Learner’s Material
Music – Grade 7
Alternative Delivery Mode
A. References
Quarter 2 – Module 1: Music of the Indigenous People of Luzon and Visayas
(Music of Cordillera, Palawan, Mindoro, and the Visayas)
First Edition, 2020
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Pages 1- 2
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
Write the instructions and a few of the samples for each activity if you have 10 items simply
IV. PROCEDURES
write on the half items.
A. Reviewing previous lesson or
presenting the new lesson Routinary activities:

(Must be measurable do not just ask
What did we discuss yesterday?)
B. Establishing the purposes for
the lesson
(Establishing purpose refers to the
act of carefully communicating the
unpacked objectives to the
students)
C. Presenting examples / Instances
of the lesson
(Motivation that leads to discussion
of the lesson, it shows connection)
D. Discussing new concepts and
practicing new skills #1
PROJECT SWEAR
• Prayer
• Checking of attendance
• Checking of vocabulary – Reading session
Word Drill and Unlocking of difficulties ( see attachment)
Studets are ask to paste words found on the word bank. See attachment
Concept Web Mapping
This task will activate your prior knowledge about the vocal music of Cordillera.
Directions: Using a Web word map, write word/s related to the vocal music of
Cordillera. From those words, formulate your own concept about “What is Cordillera Vocal
music.”
Students are ask to answer the following probing questions.
1. Explain what is Cordillera Vocal music?
2. Why did you arrive on that concept?
Teacher will distribute the following reading material:
( provided with individual material)
Indigenous people of Cordillera consider their land as sacred – it can neither be owned nor sold;
the source of life and an integral part of their cultural identity. For them, to loss the land and
connection from it is equivalent to taking their lives. Thus, Cordilleras now and in the past
willingly shed blood to fight and defend their right to remain on their land. Cordillera people,

E. Discussing new concepts and
practicing new skills #2
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
popularly known as Igorot are group of indigenous people comprising a number of ethnic or
ethno-linguistic identities like the Apayao or Isneg, Tingguian, Kalinga, Bontoc, Kankanaey,
Ibaloy, Ifugao and Bago. They are known for their unique vocal and instrumental music. They
usually perform in groups where villagers of all walks of life are enjoined to showcase their
talents especially in singing, dancing and playing instrument. They have a rich variety of songs
and music performed on instruments like the Salidumay, the Oggayam, the Hudhud and Badiw.
In 2008 (3.COM), Hudhud is inscribed on the Representative List of Intangible Cultural Heritage
of Humanity (originally proclaim in 2001). This traditional culture is weakened due to the
following reason: the conversion of Ifugao to Catholicism; the advancement of technology –
from manual harvesting of rice to mechanized one; the constant decline of numbers of rice
growers and only a few aged narrators are now left.
GUIDED QUESTIONS:
1. What indigenous people which can either be owned nor sold?
- PEOPLE OF CORDILLERA OR IGOROT
2. What are the variety of songs performed by Igorot?
- Salidumay, the Oggayam, the Hudhud and Ba diw
3.Why did the traditional culture Hudhud weaked?
- the conversion of Ifugao to Catholicism; the advancement of technology – from manual
harvesting of rice to mechanized one; the constant decline of numbers of rice growers and only a
few aged narrators are now left.
Cordillera Vocal Music Adaptation
In this activity I want you to apply your understanding of Cordillera vocal
music. Compose a poem with a minimum of eight lines telling a story on any of the
given subjects. Sing it in front of your facilitator. Make sure to use the elements and
characteristics of Cordillera vocal music while composing the tune of your music.
Record your performances using your cellphone or other media devices and submit
it to your facilitator through messenger, e-mail, or other media platforms.
1. Love and courtship
2. Sowing and harvesting
3. Peace
4. Heroes and heroine
Familiarize the scoring rubric
1. I learned that Cordillera music is …
2. I realized that Palawan music is …
3. I noticed that Mindoro music is …
4. I concluded that Visayan music is …
Modified True or False
 Directions: Write TRUE if the statement is correct. If the statement is incorrect
change the underlined words to make the statement true.
1. Cordillera music is very much related to their life and living.
2. Cordilleras preserved and transmitted their musical cultures and traditions
through writing.
3. Cordillera music is diatonic in nature (consist of five melodic tones, do, re, mi,
so, la)
4. Cordillera music is sung with harmony (singing at the same pitch).
5. Cordillera music is participatory and communal.

The learners will be ask to answer the following question on theire MAPEH notebook.

Processing Questions:
J. Enrichment Activity
1. How did you find the activity?
(This is where the remaining 10
2. Did you follow some techniques in your poem composition? If yes, what are
minutes is allocated)
those? If no, Why?
3. How did you apply the elements and characteristics of Cordillera vocal music?
4. Did you encounter some difficulty in the activity? What is it? What did you do
to overcome it?
V. REMARKS

VI. REFLECTION DAHLIA DAISY JASMINE YELLOWBELL ROSAL

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? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: Noted by:

CATHLENE MAE R. SANGLAY JEAZ DC. CAMPANO, PhD

MAPEH Teacher Principal II
 Handled
School MARANGAL NATIONAL HIGH SCHOOL
Sections
Daily Lesson Log Teacher Cathlene Mae R. Sanglay
Learning
MAPEH 7- MUSIC
Area
Teaching November 12, 2022 (FRIDAY)
Date 6:30-7:20 7:20-8:10 8:10-9:00 10:05-10:55 10:55-11:45 Quarter 1ST
and Time DAHLIA DAISY JASMINE YELLOWBELL ROSAL
I. OBJECTIVES (Unpacked) Begin objectives with measurable verbs based on Blooms Taxonomy
1. identify the distinguishing characteristics of Cordillera vocal music that
Know (K)
differentiate them from other regions in the Philippines
2. explain the performance practices of Cordillera music particularly salidumay,
Understand (U)
Oggayam and Ba-diw
3. perform the vocal music of Cordillera by applying the knowledge of the
Do (D)
elements of music
The learner….
A. Grade Level Standards 1.demonstrates understanding of the musical characteristics of representative music from the
highlands of Luzon, Mindoro, Palawan, and the Visayas
The learner…
B. Performance Standards 1.performs selected vocal and instrumental music of Cordillera, Mindoro, Palawan and the
Visayas in appropriate style
The learner…
C. Most Essential Learning 1. explains the distinguishing characteristics of representative music from Cordillera,Mindoro,
Competencies Palawan and of the Visayas in relation to its culture and geography;

D. Number of Days taught

(Based on Budget of Work)
II. CONTENT (TOPIC/TITLE)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(Must be measurable do not just ask
What did we discuss yesterday?)
2 out of 2
Vocal Music of Cordillera
Music and Arts Learner’s Material
Music – Grade 7
Alternative Delivery Mode
Quarter 2 – Module 1: Music of the Indigenous People of Luzon and Visayas
(Music of Cordillera, Palawan, Mindoro, and the Visayas)
First Edition, 2020
Pages 1- 2
Write the instructions and a few of the samples for each activity if you have 10 items simply
write on the half items.
Routinary activities:
• Prayer
• Checking of attendance
• Checking of vocabulary – Reading session

B. Establishing the purposes for
the lesson
(Establishing purpose refers to the
act of carefully communicating the
unpacked objectives to the
students)
C. Presenting examples / Instances
of the lesson
(Motivation that leads to discussion
of the lesson, it shows connection)
D. Discussing new concepts and
practicing new skills #1
Word Drill and Unlocking of difficulties ( see attachment)
Studets are ask to paste words found on the word bank. See attachment
Concept Web Mapping
This task will activate your prior knowledge about the vocal music of Cordillera.
Directions: Using a Web word map, write word/s related to the vocal music of
Cordillera. From those words, formulate your own concept about “What is Cordillera Vocal
music.”
Students are ask to answer the following probing questions.
1. Explain what is Cordillera Vocal music?
2. Why did you arrive on that concept?
Teacher will distribute the following reading material:
( provided with individual material)
Indigenous people of Cordillera consider their land as sacred – it can neither be owned nor sold;
the source of life and an integral part of their cultural identity. For them, to loss the land and
connection from it is equivalent to taking their lives. Thus, Cordilleras now and in the past
willingly shed blood to fight and defend their right to remain on their land. Cordillera people,
popularly known as Igorot are group of indigenous people comprising a number of ethnic or
ethno-linguistic identities like the Apayao or Isneg, Tingguian, Kalinga, Bontoc, Kankanaey,
Ibaloy, Ifugao and Bago. They are known for their unique vocal and instrumental music. They
usually perform in groups where villagers of all walks of life are enjoined to showcase their

E. Discussing new concepts and
practicing new skills #2
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
talents especially in singing, dancing and playing instrument. They have a rich variety of songs
and music performed on instruments like the Salidumay, the Oggayam, the Hudhud and Badiw.
In 2008), Hudhud is inscribed on the Representative List of Intangible Cultural Heritage of
Humanity (originally proclaim in 2001). This traditional culture is weakened due to the following
reason: the conversion of Ifugao to Catholicism; the advancement of technology – from manual
harvesting of rice to mechanized one; the constant decline of numbers of rice growers and only a
few aged narrators are now left.
GUIDED QUESTIONS:
1. What indigenous people which can either be owned nor sold?
- PEOPLE OF CORDILLERA OR IGOROT
2. What are the variety of songs performed by Igorot?
- Salidumay, the Oggayam, the Hudhud and Ba diw
3.Why did the traditional culture Hudhud weaked?
- the conversion of Ifugao to Catholicism; the advancement of technology – from manual
harvesting of rice to mechanized one; the constant decline of numbers of rice growers and only a
few aged narrators are now left.
Cordillera Vocal Music Adaptation
In this activity I want you to apply your understanding of Cordillera vocal
music. Compose a poem with a minimum of eight lines telling a story on any of the
given subjects. Sing it in front of your facilitator. Make sure to use the elements and
characteristics of Cordillera vocal music while composing the tune of your music.
Record your performances using your cellphone or other media devices and submit
it to your facilitator through messenger, e-mail, or other media platforms.
1. Love and courtship
2. Sowing and harvesting
3. Peace
4. Heroes and heroine
Familiarize the scoring rubric
1. I learned that Cordillera music is …
2. I realized that Palawan music is …
3. I noticed that Mindoro music is …
4. I concluded that Visayan music is …
Modified True or False
Directions: Write TRUE if the statement is correct. If the statement is incorrect
change the underlined words to make the statement true.
 1. Cordillera music is very much related to their life and living.
2. Cordilleras preserved and transmitted their musical cultures and traditions
through writing.
3. Cordillera music is diatonic in nature (consist of five melodic tones, do, re, mi,
so, la)
4. Cordillera music is sung with harmony (singing at the same pitch).
5. Cordillera music is participatory and communal.

The learners will be ask to answer the following question on theire MAPEH notebook.

J. Enrichment Activity
(This is where the remaining 10
minutes is allocated)
V. REMARKS
Processing Questions:
1. How did you find the activity?
2. Did you follow some techniques in your poem composition? If yes, what are
those? If no, Why?
3. How did you apply the elements and characteristics of Cordillera vocal music?
4. Did you encounter some difficulty in the activity? What is it? What did you do
to overcome it?
Continuatio of the lesson.

VI. REFLECTION DAHLIA DAISY JASMINE YELLOWBELL ROSAL

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? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

Prepared by: Noted by:

CATHLENE MAE R. SANGLAY JEAZ DC. CAMPANO, PhD

MAPEH Teacher Principal II