DAILY LESSON PLAN IN MUSIC

School TOLEDO NATIONAL VOCATIONAL Grade 8

SCHOOL

Teacher NINA JANE P. APAS Subject MUSIC

Time Grading 1st QUARTER

Day Date June 14, 2019

I.OBJECTIVES

A. Content Standards The learner demonstrates understanding of common musical characteristics of the
region as well as unique characteristics of a particular Southeast Asian country.

B. Performance Standards The learner performs excerpts from Southeast Asian Music with appropriate,
pitch, rhythm, expression and style.

C. Learning Competencies/ analyzes musical elements of selected songs and instrumental pieces heard and
performed

D. Objectives

Knowledge enumerate the musical elements found in the selected songs heard and
performed

Skills Interpret a musical piece from the selected songs heard and performed

Attitude complete the task given with cooperation and patience

Value demonstrate oneness in the group activity

II. CONTENT/SUBJECT Musical Interpretation

MATTER

III.LEARNING RESOURCES

A. References LEARNER’S MATERIAL (MUSIC AND ARTS 8)

B. Other Resources Powerpoint presentation, videos, pictures, and internet

IV.PROCEDURES

A. Reviewing the previous Short Quiz

lesson or presenting the
Directions: Identity what is asked.
new lesson
1. What do you call the two ensembles found in Laos?
1. Drill
2. What are the 3 musical ensembles found in Thailand?
2. Review
3. What is the national instrument of Myanmar?
3. Checking

B. Establishing a purpose The students will be listening songs from four Southeast Asian countries
for the lesson (Burung Kakatua, Rasa Sayang, Chan Mali Chan and Loi Loi Krathung).
After listening, the students will enumerate the musical elements found in the
(Motivation)
song.

https://www.youtube.com/watch?v=7LI75LJ734g

https://www.youtube.com/watch?v=boUiiuFOCcA

https://www.youtube.com/watch?v=MQnSM7_kssM
 https://www.youtube.com/watch?v=NC6HTsYjh6k

*Every correct answers will be given 5 claps and “Very good!”

C. Presenting a purpose for

the lesson
The teacher will present a musical piece from Vietnam entitled Ro Con. The
( Presentation) teacher will let the students identify the musical elements and symbols on
the musical piece.

*Every correct answers will be given 5 claps and “Very good!”

D. Discussing new Guided Practice

concepts and practicing
The teacher will present a musical piece from Vietnam entitled Ro Con. The
new skill #1
teacher will be guiding the students in interpreting the musical piece by
(Discussion/ Analysis) doing the first line.

Modelling The students will now continue interpreting the musical piece (Ru Con) using
Letter Names and So-fa Syllables. They will interpret lines 2-5 on their music
notebook. (for 5 minutes)

D g g / g a rest d B a d g a / rest B a rest a g a B #f g/

E. Discussing new Group Activity.

concepts and practicing
The class will be divided into 4. Each group will be given one musical piece
new
and interpret it. After interpreting all the musical piece they will present it to
skills #2 their group member. The teacher will roam around to check their work.
(Attached herewith are the 4 musical pieces)
(Guided Practice/Group
Group 1 – Burung Kakatua
Group 2 – Rasa Sayang
Group 3 - Chan mali Chan
Group 4 – Loi Loi Krathong

Musical pieces are attached at the back.

F. Developing Mastery Group Activity

The students will be presenting this to class in the following:
(APPLICATION)
The Kodály method incorporates rhythm syllables similar to those created by
nineteenth-century French theoretician Emile-Joseph Chêvé.[2]:158 In this
system, note values are assigned specific syllables that express their durations. For
example, quarter notes are expressed by the syllable ta while eight note pairs are
expressed using the syllables ti-ti. Larger note values are expressed by
extending ta to become ta-a or "ta-o" (half note), ta-a-a or "ta-o-o" (dotted half
note), and ta-a-a-a or "ta-o-o-o" (whole note).[2]:159 These syllables are then used
when sight-reading or otherwise performing rhythms.

Group 1 – Kodaly Method of Rhythm syllables (t-a-a-a, t-a-a, ta, ti-ti)

Group 2 – Singing according to the so-fa syllable and note value
Group 3 – Reading the notes (so-fa syllable) while conducting
Group 4 – Reading the notes (letter names) while clapping
 G. Finding practical A. If you are going to present a song at your community, will you take in
applications and skill in considerations to analyze first the musical piece before playing or
daily living singing it? Why?

The teacher will call group representatives and let their opinions or ideas be
heard in front of the class.

*Every correct answers will be given 5 claps and “Very good!”

H. Making generalizations The teacher will give the summary of the lesson by these following
and abstractions about guide questions:
the lesson
1. What’s the most interesting part of the lesson today? Why?

(The teacher will just add follow up questions.)

I. Evaluate Learning
CATEGORY EXCELLENT GOOD FAIR POOR

5 4 3 2

Following Directions Student follow the Student followed Student followed Student did not
direction correctly most of the some of the follow directions.
directions. directions.

Correct notes Student’s output is Student’s output Student’s output Student’s Output
all correct. has some errors. has few errors has lots of errors.

Participation All students are Some of the Few students are None of the
participating the students are participating the students are
activity. participating the activity. participating the
activity. activity.

Creativity in The student’s The student’s The student’s The student’s

presenting presentation is in a presentation is presentation is fair. presentation is poor.
very creative good.
manner.

J. Additional activities for Assignment

application and remediation
M/\ake a slogan representing your most favorite musical element. Put in on your
drawing book. Be creative.

V.REMARKS

VI.REFLECTION
A.No. of Learners who earned 80%

In the evaluation

B.No. of Learners who require

additional activities for

remediation

C.Did the remedial lesson works?

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 these

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?

Comments:
1. She should use friendlier gestures when addressing misbehaving students. (Sir Villegas)
2. The activities she had were very engaging but have to limit them because it is time-consuming to
interpret notes then performing them in front. She must choose only one for the day. (Sir Villegas).
3. She should use the microphone because she has a high-pitched voice. (Sir Villegas)
4. She should group the class into their interest. (Sir Villegas)
5. She used the sing-song method to keep the students have a short recall of different notes and the
value of the notes. All throughout her demonstration, there was a rapport between her and the
students. She never left any students behind. (Maam Jamirose)
6. Good choice of songs for the lesson. Her songs were accurate and effective. I was also having a recall
of those notes found on the songs she used. (Maam Dindy)
7. She taught the students well about musical notation. The students had already mastered the different
keys in interpreting the musical piece although it was very tedious to teach them back. It was also an
eye-opener to teach back the fundamentals of music to be applied in musical interpretation all
throughout the 4 quarters. (Maam Jamirose and Maam Dindy)

DAILY LESSON PLAN IN MAPEH

School TOLEDO NATIONAL VOCATIONAL SCHOOL Grade 8
Teacher NINA JANE P. APAS Subject Physical Education

Time 7:30-4:30 Grading 2ND QUARTER

Day FRIDAY Date

I.OBJECTIVES

A. Content Standards The learner . . .

demonstrates understanding of guidelines and principles in exercise program

design to achieve fitness

B. Performance Standards The learner . . .

modifies physical activity program for the family/school peers to achieve fitness

C. Learning Competencies/ PE8GS-Iic-1

PE8GS-IId-h-4

D. Objectives - describes the nature and background of the sport

- executes the skills involved in the sport

E. Key Concepts Understand the nature of the game and engage in the different skills in
Basketball.

Knowledge Identify the history and background of the sport

Skills Performs the basic skills involved in the sport

Attitude Demonstrate active participation during the activity

Value Demonstrate sincerity and patience in making the activity

II. CONTENT/SUBJECT Team Sports: Basketball

MATTER

III.LEARNING RESOURCES

A. References Book (pages 34-60)

B. Other Resources PPT, Videos, Pictures, balls, plastic container

A. Reviewing the previous The teacher will ask the student who is tasked to do the recap about the
lesson or presenting the topic last quarter in Physical Education.
new lesson

1. Drill
Possible Answer:
2. Review

3. Checking
Out topic from last quarter was all about Health-Related and Skill-related
Fitness Components and Tests.

B. Establishing a purpose The teacher will let the students answer the pre-assessment on pages
for the lesson 31-32 to assess their prior knowledge of all the sport.

(Motivation)

The teacher will group the students according to the following:

Group 1 Shooter

Group 2 Passer
 Group 3 Runner

Group 4 Faker

The teacher will say some about the sports selected and they will identify
what sport is described by singing songs that are related to this following
sports:

1. Basketball – “ishoot mo, ishoot mo na ang ball”

2. Baseball – “I’m all about the bass, no treble”

3. Softball – “Killing me softly with this song”

C. Presenting a purpose for Activity 2: The team sport that I would like to know more about
the lesson

( Presentation)
The student will be asked if what sports they like the most and the least.
After getting the numbers for their pick, the teacher will let them write
the one statement on the table.

NAME: SPORT:

K W L

What you KNOW What you WANT to What you’ve

know LEARNED

They will answer this

after the discussion

After answering the KWL table, there will be 1 representative for each
group to share their answers on the KWL Table.

D. Discussing new concepts The teacher will let the students do the following:
and practicing new skill
10 jumping jacks
#1
2 throwing the balls at the container
(Discussion/ Analysis)
3 times bouncing the ball
Modeling

After doing all the activities, the teacher will ask the following questions:

1. Why are you doing these activities/exercises?

2. Can you use these activities/exercises when playing sports? How?

3. Do you think these activities/exercises are from one particular

sport?

4. Which sport do these moves from?

Possible answers:
 1. Doing these activities or exercises will help us to be healthy and
fit.

2. Yes, by doing sports like basketball, volleyball, baseball or

softball.

3. Yes.

4. Basketball.

E. Discussing new concepts The teacher will let the students watch a video presentation about the
and practicing new brief history of basketball and the basic skills need in the sport.

skills #2 https://www.youtube.com/watch?v=AdGeedbI1fg

(Guided Practice/Group https://www.youtube.com/watch?v=X_6SXF-LIvU

F. Developing Mastery Group Activity:

The teacher will let the students pick a rolled paper inside the jar. After
picking inside the jar, the students will make the following:
(APPLICATION)
*Note: The students will be given task cards to accomplish and maximize
time.
Group 1- Tableau ( a group of models or motionless figures representing a
scene from a story or from history; a tableau vivant)

Group 2 – Charades ( game in which each member tries to communicate to

the others a particular word or phrase that they have been given,
by expressing each syllable or word using silent actions)

Group 3 – Action Relay (You have one person start the games while your
group stands front to back in a line. The designated first person will show the
next in line how to perform the same activity that the previous person did. From
there people will perform what they remembered from the previous person.)

Group 4 – Dance Mimetic (Imitating the skills of a particular sport through

dancing)

CRITERIA FOR JUDGING

50%- RIGHT EXECUTION

30%-FOLLOWING INSTRUCTION

20%- OVERALL PERFORMANCE

------

100% - TOTAL

G. Finding practical If you are a sports lover, would you recommend Basketball to girls or to
applications and skills in persons with disabilities, why?
daily living

H. Making generalizations Why do you think there is no “I” in teamwork?

and abstractions about
the lesson
I. Evaluate Learning Give what is asked. (Paper and Pencil Test)
 1. Who is the inventory of Basketball?

2. Where was basketball invented?

3. What is the objective of the game?

4. How many players are involved?

5. What was the first ball used?

6. What are basic skills?

7. What are the different types of position in basketball?

J. Additional activities for

application and
remediation

V.REMARK

VI.REFLECTION
A.No. of Learners who earned 80%

In the evaluation

B.No. of Learners who require

additional activities for

remediation

C.Did the remedial lesson works?

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 these

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?

Comment

1. When having an activity during your lesson, you should make sure that all things or bags
be placed in one place that can’t hinder actions from students. To avoid accidents during
activities.
2. Engaging activities. All students participated because they knew the songs.
3. Classroom management was present all throughout the demonstration.
 DETAILED LESSON PLAN FORMAT

DLP No.: 19 Learning Area: HEALTH Grade Level: 8 Quarter: Fourth Duration: 60 min

Learning Analyzes the negative health impact of cigarette smoking; Code:

Competency/ies:
H8S-IVb-c-29
❖ Describes the harmful short and long term effects of cigarette
smoking on the different parts of the body
❖ Discusses the dangers of mainstream, second hand and third-
hand smoke
❖ Explain the impact of cigarette smoking on the family,
environment, and community
Key Concepts/ The three kinds of smoke produced by cigarettes are mainstream smoke which is the smoke inhaled
Understanding to be by smokers, sidestream smoke which is inhaled by non-smokers, and third-hand smoke which stays
Developed: on bedsheets, clothes, and other objects.

1. Objectives:

Knowledge Discuss the dangers of mainstream, secondhand, and thirdhand smoke.

Skills Enumerate the short & long term effects of cigarette smoking on the different parts of the body

Attitudes Demonstrate awareness of the impact of cigarette smoking on the family, environment, and
community

Values Display understanding of the risk of cigarette smoking

2. Content/Topic Protective Risk Factors in the Use of Cigarettes and Alcohol

3. Learning CG p. 6
Resources/ Materials/
TG pp. 15-19
Equipment
Physical Education & Health (Learner’s Module) pp. 363-371, Laptop, Projector/TV, PPT
Presentation, pictures (effects of cigarettes), cartolina ( 1 whole), 500 ml water bottle, 1 pack of
cotton, picture of a person, lighter or match, paper, leaves, plastics and bottle lid.

4. Procedure

4.1 Introductory
Pictures will be shown to the
Activity: students:

(5 min)
 Ask the following questions:
1. What can you say about the pictures?
2. What are the short-term effects of cigarette smoking?
3. What are the long-term effects of cigarette smoking?

Possible Answer:
1. It is all about the attributes of a smoker.
2. Having body odor and bad breath.
3. Having lung cancer and brain stroke.

4.2 Activity GROUP ACTIVITY:

1. Group students into two.

2. Ask them to do Activity 4: RISKS OF CIGARETTE SMOKING (LM, p. 371)
3. Tell the learners that these are sample pictures used in other countries as warnings for
(15 min) cigarette smokers.
4. Ask them to brainstorm on the different pictures.
5. Each group will choose one representative to report their answer to the class.
4.3 Analysis: Answer the following questions:
1. What did you feel while looking at those pictures?
2. What generalizations can you form based on the given pictures regarding the long-term
(8 min) health effects of cigarette smoking?
3. Why do people keep on using cigarettes if they already know its effect?

Possible answer:
1. I was disgusting and hideous to look at.
2. Avoid smoking now.
3. They think they are cool or they can forget their problems when they do this or they portray
a different persona when they smoke.
4.4 Abstraction:
The teacher will give additional information on the short and long terms effects of cigarette smoking,
the three types of smoke, and the impact of cigarette smoking on the family, environment, and
(10 min)
community. (Short Video)

https://www.youtube.com/watch?v=kEwdwat8Otg

https://www.youtube.com/watch?v=H1-esHwMe-k

4.5 Application:
GROUP ACTIVITY:
(10 min)
1. Group the students according to the following: leaves, plastics, and cloth.
2. The students will be tasked to perform an experiment called “Smoking Machine.” (see the
procedure in attachment no.1)
3. After performing the smoking machine they will use the same groups, let them make the
following:
Group plastic – A tableau on the impact of cigarette smoking on the environment (Tableau- a
group of models or motionless figures representing a scene from a story or from
history; a tableau vivant)
 Group leaves – A short jingle on the impact of cigarette smoking on the community(

Group cloth –A poster on the impact of cigarette smoking in the family.

5. Assessment
Paper- Pencil Test
(7 min)
1. A smoke that comes out of the lighted end of a cigarette or pipe.
2. What is the other term for second-hand smoke?
3. It refers specifically to the smoke that a smoker directly inhales.
4. A smoke left for in a long time on sofa, beddings, pillow and other objects.
5. What is the other term for third-hand smoke?
6-10. What are the short-term effects of alcohol?
11-15. What are the long-term effects of alcohol?

6. Assignment
What are the reasons for drinking and for not drinking alcohol?

(3 min)

7. Wrap- up/
Concluding Activity
Smoking kills life slowly and softly.
(2 min)

Prepared by:

Name: NINA JANE P. APAS School: TNVS

Position/Designation: TEACHER I1 Date: February 14, 2020

Contact Number: 09957100520 Email address: niajane.apas001@deped.gov.ph

ATTACHMENT 1

SMOKE MACHINE

1. Take one 500 ml water bottle.

2. Make sure it is empty before putting a pack of cotton.
3. Put a hole at the center of the bottle.
4. Place the picture of your crush outside the bottle.
5. Try to locate the mouth in the picture.
6. Poke a hole in the bottle.
7. Put the different rolled leaves, clothes, and plastics in the hole.
8. Light the material.
9. Puff the water bottle until it catches fire and produces smoke.
 DAILY LESSON PLAN IN ARTS
School TOLEDO NATIONAL VOCATIONAL SCHOOL Grade 8

Teacher NINA JANE P. APAS Subject ARTS

Time 7:30-4:30 PM Grading 4TH QUARTER

Day FRIDAY Date February 14, 2020

I.OBJECTIVES

A. Content Standards The learner…

1. how theatrical elements (sound, music, gesture, movement, and costume) affect
the creation and communication of meaning in Asian Festivals and Theatrical Forms
as influenced by history and culture

2. theater and performance as a synthesis of arts and a significant expression of the

celebration of life in various Asian communities

B. Performance Standards The learner…

1. create appropriate festival attire with accessories based on authentic festival

costumes

2. create/improvise appropriate sound, music, gesture, movements, and costume for

a chosen theatrical composition

3. take part in a chosen festival or in a performance in a theatrical play

C. Learning Competencies/

define what makes each of the Asian Theatrical forms unique through visual presentations (A8Pl-Ivh-2) and design the
visual elements and components of the selected festival or theatrical form through costumes and props. (A8PR-Ivd-1)

D. Objectives

Knowledge recall the different patterns of make-up and roles from Peking opera

Skills create a pattern or design from the makeup of kabuki and Peking opera

Attitude complete the task given with cooperation and patience

 Value demonstrate oneness in the group activity

II. CONTENT/SUBJECT MATTER PEKING OPERA

III.LEARNING RESOURCES

A. References LEARNER’S MATERIAL (MUSIC AND ARTS 8)

B. Other Resources Powerpoint presentation, videos, pictures, and internet

IV.PROCEDURES

A. Reviewing the previous Simple Recall

lesson or presenting the
new lesson

1. Drill What was our topic yesterday?

2. Review

3. Checking

B. Establishing a purpose for The students will be presented with different words of emotions and they will
the lesson act it out.
(Motivation) 1. Happy
2. Sad
3. Angry
4. Shock
Students with the best facial expression will be picked by the teacher to be a
model of the emotion put on words. The Big four will be in front to do all the
said emotions and will be given 10 points each.
C. Presenting a purpose for Video Presentation
the lesson
The students will watch video presentations about the different Asian
( Presentation) theaters.

https://www.youtube.com/watch?
v=PnMRIzpO4nU&list=PLqDa_saPniPHhuM_quxaOUIjgGR7_NpJv

https://www.youtube.com/watch?v=67-
bgSFJiKc&list=PLqDa_saPniPHhuM_quxaOUIjgGR7_NpJv&index=2

D. Discussing new concepts Guide Questions:

and practicing new skill #1
1. What have you seen in the video?
(Discussion/ Analysis)
2. What objects have you seen in the video?
Modeling
3. Describe what you have seen in the video.

The first five students to raise their hands and answers the questions correctly will
receive 5 points each.

E. Discussing new concepts Discussion of the Peking Opera

and practicing new

skills #2
The teacher will now discuss patterns of make-up and roles about the Chinese
(Guided Practice/Group theater or Peking opera
 Sheng Dan Jing Chou

F. Developing Mastery The class will be divided into four groups. They will create designs or patterns of
make-up from different roles of the Peking opera by the group. They will be making 3
make-up designs for each role. Each group will do the following using the bond
(APPLICATION) paper :

Group 1: Sheng

Group 2 : Dan

Group 3 : Chou

Group 4 : Jing

After 10 minutes they will be presenting their works in front. All artworks shall be
presented in front. Failure to finish on time will not be allowed to present their works
in front and will have a deduction of 5 points in their total score.

G. Finding practical 1. If you are going to perform a play at home or in school, will you take into
applications and skill in consideration the visual styles of Chinese theater? Why?
daily living
The teacher will call group representatives and let their opinions or ideas be
heard in front of the class.

*Every correct answer will be given 5 claps and “Very good!”

H. Making generalizations The teacher will give the summary of the lesson by these following guide
and abstractions about the questions:
lesson
1. What best describes Peking Opera’s make-up?

2. How will you attain such visuals and gestures in Peking Opera?

The teacher will call group representatives and let their opinions or ideas be
heard in front of the class.

*Every correct answer will be given 5 claps and “Very good!”

I. Evaluate Learning
CATEGORY EXCELLENT GOOD FAIR POOR
 5 4 3 2

Following Directions Student follow the Student followed Student followed Student did not
direction correctly most of the some of the follow directions.
directions. directions.

Creativity and Student’s output is Student’s output is Student’s output is Student’s Output is
Workmanship very creative and good and tidy. fair and has few dull with lots of
tidy. errors. errors.

Pattern Pattern of South Pattern of South Pattern of south There is no visible

Asian culture is Asian culture is Asian culture is pattern of South
well-defined and visible but not somewhat visible Asian culture.
used from the clearly defined. but not continuous.
beginning to end.

J. Additional activities for Assignment

application and
remediation Answer the following questions on a sheet of paper.

1. What are the different characters under:

1.1 Dan; and

1.2 Sheng?

2. What do you call the jester of the Peking opera?

3. What are the colors found on Jing’s make-up?

V.REMARKS

VI.REFLECTION
A.No. of Learners who earned 80%

In the evaluation

B.No. of Learners who require

additional activities for

remediation

C.Did the remedial lesson works?

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 these

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?