SCHOOL: PLARIDEL NATIONAL HIGH SCHOOL GRADE LEVEL: GRADE 7

TEACHER: JOHN PAUL E. CANTILLAS LEARNING AREA: MAPEH (MUSIC)

February 5 - 8, 2024
TEACHING Monday: 7:45 – 9:45 (Grade 7 Froebel)
DATES AND Tuesday/Thursday: 1:15 – 2:15 QUARTER: THIRD QUARTER/WEEK 1
TIME: (Grade 7 Froebel)
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
SESSION 1 SESSION 2
The learner demonstrates understanding of the musical characteristics of representative music from Mindanao.
The leaner performs music of Mindanao with appropriate expression and style.
The learner identifies the musical characteristics of The Learner analyses the musical elements of some Mindanao
representative music selections from Mindanao after listening. vocal and instrumental music. (MU7MN-IIIa-g-2)
(MU7MN-IIIa-g-1)

Learning Objectives: Learning Objectives:

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guides/Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resources (LR) portal
 Identify the musical characteristics of Mindanao Islamic  Identify the different instrumental ensemble (kulintang,
vocal music and its relation to the cultural and bamboo, solo).
geographical background of the region.  Distinguish the different musical elements of kulintang,
 Appreciate the chants and lullaby music as part of bamboo, solo ensemble in relation to its cultural and
Islamic Music. geographic influences.
 Distinguish the different musical elements found in the  Make and improvised kulintang, bamboo, solo instrument
Islamic vocal music of Mindanao. and perform rhythmic accompaniments to selected music
 Compare the vocal music of Mindanao to the vocal from Mindanao.
music of the Luzon and Visayas lowlands and other
ethnic groups in the Philippines.
The Vocal Music of Mindanao B. Instrumental Ensemble
A. Islamic Music – Vocal Music  Kulintang ensemble
 Chants  Bamboo ensemble
 Lullaby  Solo instrument
pp. 10-12 pp. 10 -12
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson.
B. Establishing a purpose for the
lesson.
C. Presenting examples/instances of
the new lesson.
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts and
practicing new skills # 2.
F. Developing mastery (Leads to
formative assessment).
G. Finding practical/applications of
concepts and skills in daily living.
H. Making generalizations and
abstractions about the lesson.
I. Evaluating Learning.
Music – Grade 7
Alternative Delivery Mode
Quarter 3 – Module 1: Vocal Music of Mindanao
First Edition, 2020
Listening Activity of Mindanao Music
 What can you say about the music?
 What did you feel while listening to the music?
Play a guessing game about the different songs sung on
different occasions and seasons in the Philippines. Make the
students realize that each nation has its own set of seasonal and
vocal music. Relate the activity with the diversity of the vocal
music of Mindanao.
The teacher will ask the students: What is the vocal music of
Mindanao?
Discussion of the elements and principles of arts present in the
artworks of Mindanao.
Discuss the different forms and characteristics of vocal music in
Mindanao.
Listening Activity
1. What are the distinctive characteristics of the Indigenous
music of Mindanao?
Group Activity:
Write your own story of how Mindanao music came to be.
The teacher will ask the students about the musical
characteristics of music from Mindanao, and how it is relevant to
this region.
Play Islamic music 1-5 Identify and Enumerate the musical
characteristics.
Music – Grade 7
Alternative Delivery Mode
Quarter 3 – Module 1: Vocal Music of Mindanao
First Edition, 2020
Play the game: "Guess the Instruments”
Let the learners listen to the recorded or actual sound of
instruments. Ask the students to name the particular
instrument that will be played.
The learners may answer by writing the name of the
instrument on the board. The first one who guesses it
correctly gets a point. The student who earns the most
number of points wins the game.
Have a picture parade. Present pictures showing different
instrumental ensemble from Mindanao, learners analyze
the musical elements if it is string, drums and wind
instruments.
The teacher will let the students watch a video presentation
about the example of instrumental ensemble, and
afterwards will ask the following question:
What can you say about the video clip?
The teacher will discuss the features of Agusan, Lanao and
their folk arts.
Play an example of instrumental ensemble in Mindanao
and let the students analyse its tone color through listening.
Group Activity
Ask the students to analyse and group/ classify the musical
instruments of Mindanao.
After the group presentation, process the response by
discussing the importance of music to their daily living.
Ask the students what are the musical elements of
Mindanao vocal and instrumental music?
Analyze and identify the sound being played and write what
kind of instrumental ensemble.
J. Additional activities for application or Listening to other examples of vocal music from Mindanao and Let the learners find out about other musical instruments of
remediation. identify their characteristics. Mindanao that were not mentioned in the lesson. Have
them enumerate the instruments.
V. REMARKS

VI. REFLECTION

A. No. of leaners who earned 80%

of the formative assessment.
B. No. of learners who require
additional activities to remediation.
C. Did the remedial lesson work?
No. of leaners 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 principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 Prepared by:

JOHN PAUL E. CANTILLAS

SST-I

Checked by:

SHIRLEY C. COMPE
MT-I

Noted by:

MELCHOR JR. D. MANTILLA

HEAD TEACHER I