Grade 8 Music 3rd Quarter

DETAILED
LESSON PLAN
IN MUSIC 8
(Third Quarter)
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RegionV/DailyLessonPlan/2019-
DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
Province: Masbate Division EPS: Marma L. Capellan

Subject Area: MAPEH (Music) Grade level: Grade – VIII
Team Member Role in the DLP Development

1. Arjon B. Francisco Writer/Demonstration Teacher
2. Androdina M. Tamayo Writer/Demonstration Teacher
3. Aaron R. Manaloto Writer
4. Marilyn M. Manaloto Writer
5. Maite H. Adolfo Validator
6. Marma L. Capellan Validator
7. Fatima Preciousa T. Cabug Layout Artist
Province: Masbate City Division EPS: Perla Vicenta Ovilla-Reyes

Subject Area: MAPEH (Music) Grade level: Grade – VIII
Team Member Role in the DLP Development
1. Allenette May B. Cuyos Writer/Demonstration Teacher
2. Claire Aguilar - Camante Writer/Demonstration Teacher
3. Dean Lyle Christian R. Liao Writer/Demonstration Teacher
4. Ranzl N. Colina Writer/Demonstration Teacher
5. Sophia M. Salvacion Language Editor
6. Michael F. Cabatana Language Editor
7. Eriberta B. Buri Language Editor
8. Aladin Alba Language Editor
9. Perla Vicenta Ovilla-Reyes Editor/Evaluator
10. Fatima Preciousa T. Cabug Layout Artist
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Table of Contents
The Learner explains how music of a South Asian and the Middle East
country relate to its geography and culture MU8WS-IIIa-g-1...........................4
Sings songs of South Asia and the Middle East MU8WS- IIIc-g-3..................9
Sing songs of South Asia and the Middle East MU8WS-IIIc-g-3....................12
Analyzes musical elements of selected songs and instrumental pieces heard

and performed MU8WS-III-h4........................................................................19
Explore ways of producing sounds on a variety of sources that would simulate

instruments being studied MU8WS-IIIc-h-5...................................................23
Improvises simple accompaniment to selected South Asia and the Middle

East music MU8WS-IIIb-h-6...........................................................................26
Performs available instruments from South Asia and Middle East

MU8WS-IIIb-h-7.............................................................................................. 30
Performs available instruments from South Asia and Middle East

MU8WS-IIIb-h-7.............................................................................................. 33
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Detailed Lesson Plan in
Music Grade 8
Quarter 3 Lesson 1
I.OBJECTIVES
A. Content Standard The Learner demonstrates an understanding of common and

distinct musical characteristics of South Asia and the Middle
East.
B. Performance The Learner performs South Asia and the Middle East music
Standard with appropriate pitch, rhythm, expression and style.
C. Learning The Learner explains how music of a South Asian and

Competencies the Middle East country relate to its geography and
culture MU8WS-IIIa-g-1
II. CONTENT
Music of South Asia and Middle East
Geographical, historical and cultural background;
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide 1-17
pages
2.Learner’s Material 105-129
pages
3.Textbook pages
4.Additional
Materials from
Learning Resources
(LR) portal
5. Other Learning Raat – The Sketches https://www.youtube.com/watch?

Resources v=4QNLozIqUdI
Indian folk music- https://www.youtube.com/watch?
v=gAt8QhHMS90
Zum Gali Gali - https://www.youtube.com/watch?
v=kHCK9Pw3QqM
IV. PROCEDURES
A. Review “WHERE IN THE WORLD IS…”
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Show a blank map to the students and let them
Motivation
B. Presentation
2 PICS, 1 COUNTRY!
of the Lesson
Instructions:
• The learners will be grouped into five. Each group will
select one learner to become their leader.
• Each group will seat according to their group member
facing their teacher.
• The teacher will give each group a mini board and
marker for their answer.
• The leader will be the one who will decide their final
answer and show it to their teacher using a mini board.
• The teacher will show two pictures at a time depicting
the customs, traditions, scenery and other symbols of Israel,
Pakistan, and India.
 The group with the most country guessed will be
declared as the winner.
ISRAEL
PAKISTAN
INDIA
Question to be asked:
1. How did you guess the country using the two pictures
that I showed?
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Possible answer: By identifying the things and landmarks that
can be found on that particular country.
2. What can you say about the pictures?
Possible answer: The pictures tell about the customs and
traditions, landmarks and religion in Israel, Pakistan, and
India.
• In the same way you related the pictures to customs
and traditions, landmarks and religion of Israel, Pakistan and
India. We can also relate to them through their music.
C. Development MUSICAL TRIP INDIA, PAKISTAN AND ISRAEL

of the Lesson • The learners will be grouped into three. They will watch
a video clips/listen to the music of South, Central and West
Asia that will be assigned to them. After which they will answer
the questions that will be given to them. The group will write
their answers on a manila paper which will be presented later
to their classmates.
Group 1. “The Holy Land”

They will watch/listen to Israeli folk song “Zum Gali
Gali”. https://www.youtube.com/watch?v=kHCK9Pw3QqM
1. What is the message and function of the song?
2. Why do you think it is important to Israel?
3. How does the song reflect the Israeli culture?
Possible answers:
1. The song is about people working together to achieve
a task requiring a steady beat.
2. Because it is a traditional Hebrew song relating to the
formation of the State of Israel.
3. The pioneers referred to in the song were the Jewish
settlers who built the new Israel, therefore it is a rebuilding for
Israel.
Group 2. “The Sacred Land”

They will watch/listen to Pakistani folk song “Raat Ayi Vyi”
by The Sketches.
https://www.youtube.com/watch?v=4QNLozIqUdI
1. What is the song all about?
2. How does the song relate to Pakistani
history? Possible Answers:
1. The song is all about the two lovers who break all the
laws of land, even their bodies cannot be a hindrance in their
eternal union.
2. In history Pakistan and India have a very intertwined
connection, Then the partition of India arrived the partition
displaced 10-12 million people along religious lines, creating
overwhelming refugee crises in thein the newly constituted
dominions; there was a large-scale violence. The violent
nature
of the partition created an atmosphere of hostility and
suspicion between India and Pakistan.
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Group 3. “The Land of the Holy River”
They will watch/listen to Indian Folk Song.
https://www.youtube.com/watch?v=gAt8QhHMS90
1. What is the mood of the song?
2. How does it reflect the culture and geographical
location of India?
Possible answers:
1. The mood of the song is happy and it is sung with full
of emotions.
2. India itself is a very diverse country aside from its
colorful history we cannot deny the fact that India is a very
large country in terms of population, their music reflects their
diverse
culture.
Generalizations The teacher will ask the following questions:
1. What are some examples songs of South, Central and

West Asian countries that you have learned?
Possible answers:
We have learned the “Zum gali gali” of Israel, “Raat” of
Pakistan and Indian folk songs.
2. How will you relate South, Central and West Asian

music to their culture and geography?
Possible answers:
South, Central and West Asian music commonly reflect their
religions and beliefs, traditions and diverse cultures that can
be seen in their history and geographical location.
Evaluation Quiz
Multiple Choice: Choose the correct answer from the given
choices below. Write the letter of your answer to your paper.
1. Which of the following is a music of Israel?
a. Zum Gali Gali b. Raat c. sitar
d. sakura
2. Which of the following is a music of Pakistan?
a. Arirang b. Bahay Kubo c. Dandansoy
d. Raat
3. What does the song “raat” all about?
a. About the love triangle
b. About the two lovers who break all the laws of land
c. About the two lovers who break all the laws of Air
d. About the two lovers who break all the laws of water
4. What important attribute does the song of Israel
“Zum Gali Gali” portray?
a. Laziness b. Honesty c.
Cooperation d. Courtesy
5. What is the usual mood of the music of India?
a. Sad and lack of emotions
b. Funny and limited emotions
c. Happy and full of emotions
d. Skeptic
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Answers:
1. A
2. D
3. B
4. C
5. C
Assignment Name at least 3 different songs and 3 musical instruments

from South, Central and West Asia.
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80% on
the formative
assessment
B. No. of learners who
require activities for
remediation
C. Did the remedial
lesson/s work? No.
of learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
this work?
F. What difficulties did

I encounter which my
supervisor/principal/de
partment head help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
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Music Grade 8
Quarter 3 Lesson 2
I.OBJECTIVES
A. Content Standard demonstrates an understanding of common and distinct

musical characteristics of South Asia and the Middle East.
B. Performance performs South Asia and the Middle East music with
Standard appropriate pitch, rhythm, expression and style.
C. Learning sings songs of South Asia and the Middle East MU8WS-
Competencies IIIc-g-3
II. CONTENT
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide
pages
2.Learner’s Material Music and Arts LM pp. 134-136
pages
3.Textbook pages pp -
4.Additional
Materials from
Learning Resources
(LR) portal
5. Other Learning Laptop and LCD Projector

Resources
Lyrics of Zum Gali Gali written on Cartolina/Manila paper
Video Clip of “Zum Gali Gali” (https://youtu.be/82Ht1xHLqd0)
IV. PROCEDURES
(Review the elements of music. Give emphasis on timbre.)

D. Review
Timbre creates the uniqueness of a vocal sound. Vocal
music provides the main focus in singing and is probably the
oldest form of music because it only needs one instrument, the
human voice.
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E. Presentation Post the lyrics of the song and its translation in English written
of the Lesson in a cartolina or Manila paper so that learners would
understand what the song is all about. Play the video clip of
a choral group singing “Zum Gali Gali”.
F. Development Group 1. Learning the song “Zum Gali Gali”
of the Lesson a. Play the video clip several times to familiarize the tune.
The class will go along with the song played on a video
following the written lyrics in front of them.
b. Let the class sing the song on their own without the
video clip.
c. Let them memorize the lyrics and tune.
d. To master the song, let them sing by gender and by row.
Generalizations Question and Answer

1. What feeling is being conveyed upon hearing the
song?
2. What the song is all about?
3. How is it similar to the Filipino song “Magtanim ay
Di Biro?”
Evaluation
Advanced Average
1. Each group will sing “Zum 1. Each group will sing “Zum
Gali Gali with Gali Gali in a capella (no
accompaniment of any accompaniment).
instrument.
2. The song will be sung in
2. The song will be sung with unison.
harmony ( 2 or 3 voices)
3. With simple movement
3. With movement and
choreography 4. With indigenous props
and costume (if available)
4. With props and Israeli-
look costume (if available)
Points will be based from the given criteria:
CRITERIA 5 4 3 2 1
Correct expression and style
Correct pitch
Well-defined dynamic level
Consistency of the melody
Appropriateness of movements
Creativity
Assignment Share this song to your friends and your siblings for them to
appreciate the folk song of Israel.
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V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80% on
the formative
assessment
remediation
C. Did the remedial
lesson/s work? No.
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
this work?

partment head help
me solve?
wish to share with
other teachers?
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Music Grade 8
Quarter 3 Lesson 3
I. OBJECTIVE The learners are expected to sing the songs of South
Asia and the Middle East.
A. Content Demonstrate understanding of common and distinct
Standards musical characteristics of South Asia and the Middle
East.
B. Performance The learner performs South Asia and the Middle East
Standards music with appropriate pitch, rhythm, expression and
style.
C. Learning Sing songs of South Asia and the Middle East
Competencies (Write MU8WS-IIIc-g-3
the LC Code for each)
II. CONTENT Vocal music of South Asia and the Middle East
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide
Pages
2. Learner’s Material Music and Arts 8, pp.135-136
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resource (LR) Portal
5. Other Learning
Materials
IV.PROCEDURES
For Average Students For Advanced Students
A. Review: Recall and Answer
Flashback You have already listened
You have already listened to to the different songs of
the different songs of South South Asia and the Middle
Asia and the Middle East East yesterday. Now,you
yesterday. Now,you are are going to recall the
going to recall the lesson lesson yesterday. As I play
yesterday. As I play the the music, give the title of
music, give the title of the the song. Divide the class
song. Divide the class into into two groups and each
two groups and each group group will make a yell. The
will make a yell. The first first group to sound their
group to sound their yell will yell will have the chance to
have the chance to answer answer the game Recall
the game Recall and and Answer.. (see
Answer.. (see attached attached Annex A for the
Annex A for the Recall and Recall and Answer
Answer questions) questions)
B. Presentation
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Activity I: Hear and See Activity I: Show Time
Let the students watch Divide the class into two
the video of the vocal groups and assign each
music of India and Israel group to show the video
and encourage them to of the songs of India and
listen attentively to the Israel through LCD
melody and the harmony Projector. Group I: India,
of the song. (see and Group II: Israel
attached Annex B for the
copies of the songs)
Activity II: Pactice Makes Activity II:

Perfect Practice Makes Perfect
Let the class sing the Give them fifteen
different songs of Israel: minutes to study the
Zum Gali Gali ,and Hava song with their group.
Nagila( Jewish Folklore Encourage them to be
Song). To master the more creative by using
songs, let them sing by costumes and musical
gender (all boys/girls), by instruments, and by
group (divide them into integrating an
two groups) , and then by interpretative dance to
row. their performance.
C. Development of the
Lesson Activity: Question & Activity: Question &
Answer Answer
Divide the class into four Using an LCD
groups. Each group will projector, let each
select a leader from group report to the
among its members. class their
Instruct each group to experiences and
discuss within its answers relating to the
members the following following questions:
questions and let
somebody, from each 1. How do you find
group report their singing the song of
Israel music? How
answers:
about its pitch, rhythm,
1. How do you find expression and style?
singing the song of Israel
music? How about its
pitch, rhythm, expression
and style?
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2. Do you know the 2. Do you know the
meaning of the song? meaning of the song?
3. How does it feel 3. How does it feel

singing the Israeli music? singing the Israel music?
Did you enjoy it? Did you enjoy it?
4. Can you see some 4. What lessons have

similarities of these you learned in singing
songs with our own the Middle East music?
music?
5. In studying the music
5. What lessons have of India and Israel can
you learned in singing you see any similarities
the Middle East songs? of it with our own music?
D. Generalization
The music of India is The music of India is
essential to the lives of essential to the lives of
the Indian people as a the Indian people as a
source of spiritual, source of spiritual,
inspiration, cultural inspiration, cultural
expression and expression
and entertainment. The entertainment. The
music of Israel is modal. music of Israel is modal.
Harmony is not Harmony is not
emphasized but rather emphasized but rather
includes salient features includes salient features
such as melodic such as melodic
complexity and complexity and
ornamentation including ornamentation including
rigorous rhythmic rigorous rhythmic
development. It is development. It is
commonly used during commonly used during
communal worship, life communal worship, life
passage events and passage events and
entertainment. entertainment.
E. Evaluation Let the leaders draw lots for the title of the song of
Israel that they are going to perform. The teacher will
explain the Rubrics to the students before the
performance. After the performance, the teacher will
explain to the class the points they obtained based
on the rubrics scoring.
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F. Agreement Study or review the different elements of Music.
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ANNEX A
" Recall and Answer "
1. What is the title of the song? Answer: Zum Gali Gali
2. From what country is Zum Gali Gali? Answer: Israel
3. What is the title of the song? Answer: Namane Kare Chature
4. From what country is Namane Kare Chature? Answer: India
16 |
ANNEX B
17 |
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Music Grade 8
Quarter 3 Lesson 4
I.OBJECTIVES
A. Content Standard demonstrates an understanding of common and distinct

musical characteristics of South Asia and the Middle East.
B. Performance performs South Asia and the Middle East music with
Standard appropriate pitch, rhythm, expression and style.
C. Learning Analyzes musical elements of selected songs and
Competencies instrumental pieces heard and performed MU8WS-III-h4
II. CONTENT
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide
pages
2.Learner’s Material Music and Arts LM pp. 134-136
pages
3.Textbook pages pp -
4.Additional
Materials from
Learning Resources
(LR) portal
5. Other Learning -Recorded selection of:

Resources
Rig Veda by Sri Suktam (https://youtu.be/oVd6xbQDTYs)
Pasyon of the Philippines (https://youtu.be/LiWJ_Rpnaj0)
-Laptop and LCD projector
-Manila paper
-Marking pens
IV. PROCEDURES
Let the class sing “Zum Gali Gali”. What can you say about the
G. Review song in terms of timbre, dynamics, form and style?
H. Presentation Can you relate Philippine music with the music in Cental Asia,
of the Lesson South Asia and West Asia? How are they similar or different
from one another?
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Rig Veda is enlightening and inspiring to listen to. It is
used for religious purposes just like Pasyon of the Philippines.
I. Development MOTIVATION
of the Lesson
Watch a music video of Rig Veda with English subtitles
performed by Sri Suktam and a video example of Philippine
Pasyon in Bulacan.
Listen to the melody and rhythm of both selections.
GROUP ACTIVITY
a. Group the class into five (5)

b. From the music video you have watched and listened,
describe the musical elements of the vocal and
instrumental parts used in both songs
c. Do it in a cartolina or manila paper
Elements of Music # 2
Music # 1 Rig Veda
Music Philippine Pasyon
Timber
Dynamics
Pitch
Rhythm
Form
Texture
Harmony
Style
d. Present your output in front of the class.
20 |
Evaluation INDIVIDUAL ACTIVITY
Advanced Advanced
In a one whole sheet of In a one whole sheet of

paper, write a narrative paper, write a narrative
summary about the summary about the
traditional music of India. traditional music of India.
Rubric for evaluating students’ work:
Criteria 5 4 3 2 1
The
summar
The y
The
summ includes The
summar
ary the summar
y
includ importa y does The
includes
Important es nt not summary
importan
Events only events include includes only
t events
import with all of the a few events
plus one
ant obvious main
or two
event added events
others
s unnece
ssary
ones
Paraphr
There a
Paraph aising is
few
Paraph raising used
places Serious
rasing is used with
where inaccuracies
Paraphraisi is used accurat accurac
the show a
ng smoothl ely with y but
pharaphr limited
y and a doesn’t
aised understandin
accurat bumpy sound
ideas g of the text
ely spot or complet
are not
two ely
accurate
smooth
The
summ
ary is An Bumpy
clearly awkwar sentence Bumpy
writte d s and sentences
n. The phrase awkward and awkward
Word Words summar or two phrases phrases
Choice are y is makes are make the
chose clearly reading present summary
n to written the but the very difficult
expre summar reader to
ss y a little can get understand
ideas difficult the gist
concis
ely
Assignment To get the feeling of the culminating activity, the whole class
is encouraged to wear the traditional clothes/costumes of
South Asia, Central Asia, and West Asia.
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80% on
21 |
the formative
assessment
remediation
C. Did the remedial
lesson/s work? No.
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
this work?

partment head help
me solve?
wish to share with
other teachers?
22 |
Music Grade 8
Quarter 3 Lesson 5
I. OBJECTIVES
A. Content The Learner… demonstrates understanding of common
Standards musical characteristics of the region as well as unique
characteristics of a particular Southeast Asian country.
B. Performance The Learner... performs Southeast Asian songs with
Standards appropriate pitch, rhythm, expression and style.
C. Learning At the end of the lesson, 80% of the learner must be
Competencies/Ob able to:
jectives Explore ways of producing sounds on a variety of
sources that would simulate instruments being
studied MU8WS-IIIc-h-5
II. CONTENT Music Instrument of India
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s pp.112-129
Material
pages
3. Textbook
pages
4. Additional Coconut shells, pot, bamboo flute, old thin pot lid,
Materials from
Learning
Resource
(LR) portal
B. Other Learning www.youtube.com/watch?v+GvWkHsfXFGQ
Resources www.carnasticsangeetham.com
www.wildfilmindia.com www.youtube.com//watch?
v=KAJYXm067ns
IV. PROCEDURES
A. Reviewing Review class about the vocal music of India.
previous lesson What is this music in India that is called “temple music?”
or presenting the This is a vocal music that is nasal singing observed on
new lesson the Indian music.
What are the two vocal styles in singing in Pakistan?
B. Establishing a Today we are going to explore and produce sounds of
purpose for the instrumental music of India that we have studied using
lesson varied sources.
C. Presenting The teacher produces a sound by clapping the two
examples/instanc shells on both hands.
es of the new What sound of Indian musical instrument is similar to the
lesson sound you heard?
D. Discussing new -Call some learners to play the objects in front to
concepts and produce varied sounds.
practicing new Ask learners: What sound of Indian Instrument was
skills #1 produced by the object/s?
23 |
1. Coconut shells- Karta
2. Bamboo flute- Bansuri
3. Pot - Ghatam
4. two old thin pot lid –Manjira
E. Discussing new Group the class by six to play the objects to produce the
concepts and sound of Indian instruments according to the rhythmic
practicing new pattern assigned to each group. (Write the task for each
skills #2 group in a strip of paper)
Group 1. Karta- coconut

shells Group 2. Ghatan- pot
Group 3. Manjira-old thin pot lid
Group 4. Bansuri –bamboo flute
F. Developing What is/are the object/s used to produce the sounds of;
mastery (leads to Karta? Ghatan? Manjura? Bansuri?
Formative
Assessment)
G. Finding practical Emphasize to the leaners that Indian Instruments have
applications of sounds similar with local materials.
concepts and Ask: Name objects in your locality that can be sources of
skills in daily sounds?
living Can they be used as musical instruments? Why?
H. Making Ask question/s that would lead to this generalization.
generalizations Music is all around us. Every object has its sound that is
and abstractions similar to certain musical instruments. Each sound of an
about the lesson object has a corresponding note tune.
I. Evaluating Listening test:
learning Teacher plays each instrument producing different
sounds (coconut shells, bamboo flute, pottery, old thin
pot lid)
Let the learners identify the sound produced of the
musical instruments in India.
1. Karta- coconut shells

2. Ghatan- pot
3. Manjira-old thin pot lid
4. Bansuri –bamboo flute
J. Additional activities
for application or Write down some musical instruments of Pakistan?
remediation 1.
J. Assignment/Agre 2.
ement 3.
( minutes). 4.
Fill-in below any
of the four
purposes.
K. Reinforcing/stren
gthening the
day’s lesson
L. Enriching/inspirin
g the day’s lesson
24 |
M. Enhancing/improv
ing the day’s
lesson
N. Preparing for the
new lesson
V. REMARKS
VI. REFLECTION
A. No. of Learners who
earned 80% on the
formative assessment
remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I

encounter which my
supervisor/principal/depa
rtment head help me
solve?
localized materials did I
use/discover which I wish
to share with other
teachers?
25 |
Music Grade 8
Quarter 3 Lesson 6
I. OBJECTIVES
A. Content The learners demonstrate understanding of:
Standards 1. common and distinct musical characteristics of South
Asia and the Middle East.
B. Performance The learners shall be able to:
Standards 1. performs South Asia and the Middle East music with
appropriate pitch, rhythm, expression and style.
C. Learning Objectives:
Competencie Improvises simple accompaniment to selected South
s/Objectives Asia and the Middle East music MU8WS-IIIb-h-6
II. CONTENT South, Central, and West Asian Music

Instruments
III. LEARNING
RESOURCES
A. References
1. Teachers’
Guide
pages
2. Learners’
Material
pages
3. Textbook
N/A
pages
4. Additional https://www.youtube.com/watch?v=_h6Vxm-wkk0
Materials https://www.youtube.com/watch?v=BgwblPu5dxE
from https://www.youtube.com/watch?v=EIBCt2SYgOY
Learning
https://www.youtube.com/watch?v=iTdLUDkleMc
Resource
(LR) https://www.youtube.com/watch?v=pFfBrCyHfWs&t=639s
portal/We https://www.youtube.com/watch?v=u7DYa9OyNao
bsites/Lin
ks
B. Other Speaker, Table, previous artworks and things that will be
Learning used as decoration (recycled materials)
Resources
IV. PROCEDURES Teacher’s Activity
A. Reviewing The teacher will group the class into three (3). Each group
previous will be given a specific country; Group 1 – India, Group 2 –
lesson or Pakistan, and Group 3 – Israel. The teacher will show
presenting different pictures of South Asia and Middle East musical
the new instruments. Each group will be given 5 minutes to identify
lesson the instrument that belongs to their country. After 5 minutes
the teacher will check if the students grouped the
instruments correctly. The group that will get a high score
will be given an award.
26 |
B. Establishing a
purpose for The instruments that we identified are all hard to acquire.
the lesson And we have almost no means to get our hands on those
particular instruments. But with our ingenuity we can
improvise things that are common as well as other
instrument with the same function to simulate how those
instruments are played. A little imagination will do.
C. Presenting Using the things that you have brought ( tin cans, bamboo
examples/inst or wooden castanets, tambourine, bottle caps or round
ances of the metals with rope/ribbon, big shells, jar or vase). You will
new lesson make your own improvised instrument.
(Project)
Dhol
https://www.youtube.com/watch?v=_h6Vxm-wkk0
https://www.youtube.com/watch?v=BgwblPu5dxE
Tabla https://www.youtube.com/watch?
v=EIBCt2SYgOY https://www.youtube.com/watch?
v=iTdLUDkleMc
Karta https://www.youtube.com/watch?
v=pFfBrCyHfWs&t=639s https://www.youtube.com/watch?
v=u7DYa9OyNao
D. Discussing Divide the class into four (4).

new concepts Students will use their improvised instruments to accompany
and practicing a song of their choice. ( They will be given 10 minutes to
new skills #1 practice)
E. Discussing
new concepts
and practicing
new skills #2
F. Developing
mastery
(leads to
Formative
Assessment)
G. Finding  What is the significance in learning the musical
practical instruments of Central Asia, South Asia, and West
applications Asia?
of concepts - It help us understand more about their
and skills in culture and traditions and it also help us
daily living know that we share a lot of similarities.
 How can you give importance to the things you have
learned today?
- Learning more about the culture and
traditions of our country and other
neighbouring countries.
27 |
H. Making
generalization We can explore different ways to make our own musical
s and instruments that are similar to those that we have discussed
abstractions using things that can be seen commonly. Although the
about the sound is not as good, but the essence is similar. There are
lesson instruments that are quite unique and hard to play.
I. Evaluating
learning Name the following improvised musical instruments.
1. 2. 3.
4. 5.
J. Additional
activities for Improve your improvised instrument and get ready for your
application or final practicum.
remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners
who earned 80%
on the formative
assessment
B. No. of learners
who require activities
for remediation
C. Did the remedial
lesson/s work? No.
of learners who
have caught up with
the lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
28 |
F. What difficulties
did I encounter
which my
supervisor/principal/
department head
help me solve?
G. What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?
29 |
Music Grade 8
Quarter 3 Lesson 7
I. OBJECTIVES
B. Performanc The Learner... performs Southeast Asian songs with
e appropriate pitch, rhythm, expression and style.
Standards
C. Learning At the end of the lesson, 80% of the learner must be able to:
Competenc Performs available instruments from South Asia and
ies/Objectiv Middle East MU8WS-IIIb-h-7
es
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
Material
pages
3. Textbook
pages
Materials
from
Learning
Resource
(LR) portal
B. Other www.youtube.com/watch?v+GvWkHsfXFGQ
Learning www.carnasticsangeetham.com
Resources
v=KAJYXm067ns
IV. PROCEDURES
A. Reviewing Review class about the vocal music of India.
previous What is this music in India that is called “temple music?”
lesson or This is a vocal music that is nasal singing observed on the
presenting Indian music.
the new What are the two vocal styles in singing in Pakistan?
lesson
B. Establishin Today we are going to explore and produce sounds of
g a purpose instrumental music of India that we have studied using varied
for the sources.
lesson
C. Presenting The teacher produces a sound by clapping the two shells on
examples/i both hands.
nstances of What sound of Indian musical instrument is similar to the
the new sound you heard?
lesson
30 |
D. Discussing -Call some learners to play the objects in front to produce
new varied sounds.
concepts Ask learners: What sound of Indian Instrument was produced
and by the object/s?
practicing 1. Coconut shells- Karta
new skills 2. Bamboo flute- Bansuri
#1 3. Pot - Ghatam
4. two old thin pot lid –Manjira
E. Discussing Group the class by six to play the objects to produce the
new sound of Indian instruments according to the rhythmic pattern
concepts assigned to each group. (Write the task for each group in a
and strip of paper)
practicing
new skills Group 1. Karta- coconut
#2 shells Group 2. Ghatan- pot
Group 3. Manjira-old thin pot lid
Group 4. Bansuri –bamboo flute
F. Developing What is/are the object/s used to produce the sounds of;
mastery Karta? Ghatan? Manjura? Bansuri?
(leads to
Formative
Assessmen
t)
G. Finding Emphasize to the leaners that Indian Instruments have
practical sounds similar with local materials.
application Ask: Name objects in your locality that can be sources of
s of sounds?
concepts Can they be used as musical instruments? Why?
and skills in
daily living
H. Making Ask question/s that would lead to this generalization.
generalizati Music is all around us. Every object has its sound that is
ons and similar to certain musical instruments. Each sound of an
abstraction object has a corresponding note tune.
s about the
lesson
I. Evaluating Listening test:
learning Teacher plays each instrument producing different sounds
(coconut shells, bamboo flute, pottery, old thin pot lid)
Let the learners identify the sound produced of the musical
instruments in India.
5. Karta- coconut shells

6. Ghatan- pot
7. Manjira-old thin pot lid
8. Bansuri –bamboo flute
J. Additional
activities for Write down some musical instruments of Pakistan.
application or 5.
remediation 6.
J. Assignment 7.
/Agreement 8.
31 |
( minut
es).
V. REMARKS
VI. REFLECTION
A. No. of
Learners who
earned 80% on
the formative
assessment
B. No. of learners
who require
activities for
remediation
C. Did the
remedial lesson/s
work? No. of
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did this
work?
F. What difficulties
did I encounter
which my
supervisor/princip
al/department
head help me
solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
32 |
Music Grade 8
Quarter 3 Lesson 8
I. OBJEC
TIVES
B. Performanc The Learner... performs Southeast Asian songs with
e appropriate pitch, rhythm, expression and style.
Standards
C. Learning At the end of the lesson, 80% of the learner must be able to:
Competenc Performs available instruments from South Asia and
ies/Objectiv Middle East MU8WS-IIIb-h-7
es
III. LEARNING
RESOURCES
A. References
1. Teache
r’s
Guide
pages
Material
pages
3. Textbook
pages
Materials
from
Learning
Resource
(LR) portal
B. Other www.youtube.com/watch?v+GvWkHsfXFGQ
Learning www.carnasticsangeetham.com
Resources
v=KAJYXm067ns
IV. PROCEDURES
A. Reviewing (NOTE FOR THE TEACHER: (NOTE FOR THE TEACHER:
previous For this learning competency, it For this learning competency, it
lesson or was assumed that students was assumed that students
presenting were grouped and asked to were grouped and asked to
bring any improvised bring any improvised
the new
instruments for their instruments for their
lesson performances. They were performances. They were
Instructed as well to wear their Instructed as well to wear their
traditional clothes to get the traditional clothes to get the
feeling of the culminating feeling of the culminating
activity.) activity.)
Ask the class to be seated by Ask the class to be seated by
group: group:
33 |
Group 1 – those who can Group 1 – those who can
dance dance
sing sing
play musical instruments sing or act
Group 4 – those who are Group 4 – those who can
musically advanced students play musical instruments
Group 5 – those who are
musically advanced students
B. Establishing a The teacher will instruct each The teacher will instruct each
purpose for group to perform the group to perform the
the lesson following: following:
Group 1: Perform the Israeli Group 1: Perform the Israeli
Hora, Belly Dance, or Hora, Belly Dance, or
Bhangra. Bhangra.
Group 2: Sing or interpret the Group 2: Sing or interpret the
Zum Gali Gali of Israel. Zum Gali Gali of Israel.
Group 3: Showcase an Group 3: Sing and act as
improvised group of musical Hazan
instruments of a Middle Group 4: Showcase an
Eastern country in improvised group of musical
accompanying a secular instruments of a Middle
song. Eastern country in
Group 4: Perform any accompanying a secular
modern rendition of vocal or song.
instrumental folk music from Group 5: Perform any
India, Pakistan, Israel, or the modern rendition of vocal or
Arab nations. instrumental folk music from
India, Pakistan, Israel, or the
Arab nations.
C. Presenting Before the start of each Before the start of each
examples/inst group’s presentations, the group’s presentations, the
ances of the teacher asks the following: teacher asks the following:
new lesson 1. What musical elements 1. What musical elements
are present in the folksongs are present in the folksongs
and ritual music of South and ritual music of South
Asia and Middle East? Asia and Middle East?
2. What can you say about 2. What can you say about
the musical styles of these the musical styles of these
music? music?
D. Discussing Today, you will render a Today, you will render a
new concepts performance applying the performance applying the
and practicing concepts on musical concepts on musical
new skills #1 elements and style of South elements and style of South
Asia and Middle East. Before Asia and Middle East. Before
we proceed with your we proceed with your
performances, here is the performances, here is the
criteria. (The teacher may criteria. (The teacher may
adopt the given rubric or adopt the given rubric or
formulate a new one.) formulate a new one.)
Performance Rubric Performance Rubric
4 –Always demonstrates 4 –Always demonstrates
understanding of appropriate understanding of
physical appearance for appropriate physical
34 |
performing and connecting appearance for
with the audience to convey performing and
the message connecting with the
3 – Usually demonstrates audience to convey the
understanding of appropriate message
physical appearance for 3 – Usually demonstrates
performing and connecting understanding of
with the audience to convey appropriate physical
the message appearance for
2 – Sometimes demonstrates performing and
understanding of appropriate connecting with the
physical appearance for audience to convey the
performing and connecting message
with the audience to convey 2 – Sometimes
the message demonstrates
1 – Rarely demonstrates understanding of
understanding of appropriate appropriate physical
physical appearance for appearance for
performing and connecting performing and
with the audience to convey connecting with the
the message audience to convey the
message
1 – Rarely demonstrates
understanding of
appropriate physical
appearance for
performing and
connecting with the
audience to convey the
message
E. Discussing Allot a five-minute practice Allot a five-minute practice
new concepts for the groups before their for the groups before their
and practicing actual performance. After, actual performance. After,
new skills #2 give time for the performance give time for the performance
task to be executed. task to be executed.
F. Developing After all the performances, After all the performances,
mastery the teacher will give the teacher will give
(leads to comments or input based on comments or input based on
Formative their performances for their performances for
Assessment) improvement. Give their improvement. Give their
scores as well. scores as well.
G. Finding Ask: Ask:
practical 1. How did you feel about 1. How did you feel about
applications of your performance? your performance?
concepts and 2. What Philippine folksong 2. What Philippine folksong
skills in daily and ritual music is similar to and ritual music is similar to
living Belly Dance? Zum Gali Belly Dance? Zum Gali
Gali? Hazan? Gali? Hazan?
3. As Filipino, how do you 3. As Filipino, how do you
take pride in performing our take pride in performing our
own folksongs and ritual own folksongs and ritual
music? Why? music? Why?
H. Making Ask: Ask:
generalization  What did you learn  What did you learn
s and about the musical about the musical
abstractions elements and style of elements and style of
Middle East? Middle East?
about the The teacher will validate their The teacher will validate their
35 |
lesson answers. answers.
I. Evaluating The activity serves as The activity serves as
learning evaluation. evaluation.
J. Additional
activities for
application or
remediation
J. Assignment
/Agreement
( minut
es).
V. REMARKS
VI. REFLECTION
A. No. of
Learners who
earned 80% on
the formative
assessment
B. No. of learners
who require
activities for
remediation
C. Did the
remedial lesson/s
work? No. of
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did this
work?
F. What
difficulties did I
encounter which
my
supervisor/princip
al/department
head help me
solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
36 |
E. Discussing new concepts Allot a five-minute Allot a five-minute
and practicing new skills #2 practice for the groups practice for the groups
before their actual before their actual
performance. After, performance. After,
give time for the give time for the
performance task to be performance task to be
executed. executed.
F. Developing mastery After all the After all the
(Leads to Formative performances, the performances, the
Assessment 3) teacher will give teacher will give
comments or input comments or input
based on their based on their
performances for performances for
improvement. Give improvement. Give
their scores as well. their scores as well.
G. Finding practical Ask: Ask:
applications of concepts and 1. How did you feel 1. How did you feel
skills in daily living about your about your
performance? performance?
2. What Philippine 2. What Philippine
folksong and ritual folksong and ritual
music is similar to Belly music is similar to Belly
Dance? Zum Gali Dance? Zum Gali
Gali? Hazan? Gali? Hazan?
3. As Filipino, how do 3. As Filipino, how do
you take pride in you take pride in
performing our own performing our own
folksongs and ritual folksongs and ritual
music? Why? music? Why?
H. Making generalizations Ask: Ask:
and abstractions about the  What did you  What did you
lesson learn about the learn about the
musical musical
elements and elements and
style of Middle style of Middle
East? East?
The teacher will The teacher will
validate their answers. validate their answers.
I. Evaluating learning The activity serves as The activity serves as
evaluation. evaluation.
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who

earned 80% on the formative
assessment
B. No. of learners who require
37 |
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I

encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
38 |

Grade 8 Music 3rd Quarter

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Grade 8 Music 3rd Quarter

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DETAILED

Province: Masbate Division EPS: Marma L. Capellan

Team Member Role in the DLP Development

Province: Masbate City Division EPS: Perla Vicenta Ovilla-Reyes

Sing songs of South Asia and the Middle East MU8WS-IIIc-g-3....................12

Analyzes musical elements of selected songs and instrumental pieces heard

Explore ways of producing sounds on a variety of sources that would simulate

Improvises simple accompaniment to selected South Asia and the Middle

Performs available instruments from South Asia and Middle East

Performs available instruments from South Asia and Middle East

A. Content Standard The Learner demonstrates an understanding of common and

C. Learning The Learner explains how music of a South Asian and

5. Other Learning Raat – The Sketches https://www.youtube.com/watch?

A. Review “WHERE IN THE WORLD IS…”

C. Development MUSICAL TRIP INDIA, PAKISTAN AND ISRAEL

Group 1. “The Holy Land”

Group 2. “The Sacred Land”

1. What are some examples songs of South, Central and

2. How will you relate South, Central and West Asian

Assignment Name at least 3 different songs and 3 musical instruments

F. What difficulties did

A. Content Standard demonstrates an understanding of common and distinct

5. Other Learning Laptop and LCD Projector

Video Clip of “Zum Gali Gali” (https://youtu.be/82Ht1xHLqd0)

(Review the elements of music. Give emphasis on timbre.)

c. Let them memorize the lyrics and tune.

d. To master the song, let them sing by gender and by row.

Generalizations Question and Answer

Points will be based from the given criteria:

F. What difficulties did

Activity II: Pactice Makes Activity II:

3. How does it feel 3. How does it feel

4. Can you see some 4. What lessons have

" Recall and Answer "

1. What is the title of the song? Answer: Zum Gali Gali

2. From what country is Zum Gali Gali? Answer: Israel

3. What is the title of the song? Answer: Namane Kare Chature

4. From what country is Namane Kare Chature? Answer: India

A. Content Standard demonstrates an understanding of common and distinct

5. Other Learning -Recorded selection of:

a. Group the class into five (5)

d. Present your output in front of the class.

In a one whole sheet of In a one whole sheet of

F. What difficulties did

Group 1. Karta- coconut

1. Karta- coconut shells

F. What difficulties did I

II. CONTENT South, Central, and West Asian Music

D. Discussing Divide the class into four (4).

5. Karta- coconut shells

J. Additional activities for

A. No. of Learners who

F. What difficulties did I

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