Republic of the Philippines
Department of
Education
School Division Office of Las Piñas City
Equitable Village National High School
Tulip St. Equitable Village, Talon 4 Las Piñas City
GRADE
SCHOOL EQUITABLE VILLAGE NHS GRADE – 8
LEVEL
DAILY LESSON LEARNING
TEACHER MA. DIANE P. LAUTA AREA MUSIC
LOG
in TEACHING
DATE, TIME JANUARY 10,2025 QUARTER THIRD
M.A.P.E.H 5:20-6:00 CONSIDERATION
AND GRADING
SECTION
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 STANDARD The learner performs South Asia and the Middle East music with appropriate
pitch, rhythm, expression and style
C. LEARNING COMPETENCIES
Listens perceptively to music of South Asia and the Middle East;
II. CONTENT Music of South Asia and the Middle East
III. LEARNING RESOURCES
A. REFERENCES
Grade 8 Music and Arts Learning Material
B. CURRICULUM GUIDE PAGES
C. CODE MU8WSIIIa-h-2
D. LEARNER’S MATERIAL PAGES Music & Arts LM pages
E. TEXTBOOK PAGES
F. ADDITIONAL MATERIALS FROM Laptop, TV
LEARNING RESOURCE PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS Recalling Element of Music
LESSON OR PRESENTING THE
NEW LESSON Ask the students one of the elements of music which is essential on the next
activity, the Timbre.
1. What is Timbre and what is its important to music?
2. How does it done?
(5 mins)
B. ESTABLISHING PURPOSE FOR “Singing Together”
THE LESSON
Play the song “Zum Gali Gali” and ask the student to sing with you. Afterwards
ask them the following questions.
(5 mins)
C. PRESENTING EXAMPLES/ Process Questions:
INSTANCES OF THE NEW LESSON
1. Is the Timbre heard and applied correctly?
(This time listen to your teacher how timbre is applied correctly
while following the musical score)
(5 mins)
D. DISCUSSING THE NEW “WHOLE-PART WHOLE- SINGING”
CONCEPT AND PRACTICING THE
NEW SKILLS #1 The teacher will sing first the whole song with the correct timbre and
aftwerwards teach the students by line/part until all lines are mastered.
(10 mins)
E. DISCUSSING NEW CONCEPT
AND PRACTICING NEW SKILLS #2
F. DEVELOPING MASTERY Process Questions:
1. Did you apply this time the correct timbre?
2. What is the importance of timbre in music?
(5 mins)
G. FINDING PRACTICAL
APPLICATIONS OF CONCEPTS
AND SKILLS IN DAILY LIVING
H. MAKING GENERALIZATION AND Group Singing!
ABSTRACTIONS ABOUT THE
LESSON Instruction: Divide into 2 groups. Make your own Improvised Instruments
similar to Israel Instruments.
1.Create your own percussion instruments to accompany you as you sing the
Israeli folksongs.
2.Apply the Israeli Folk Song Zum Gali Gali in your presentation/performance
using your Improvised Musical Instruments
Present the rubric for assessment as their guide.
Rubrics:
EXCELLENT GOOD (95- FAIR (85-80)
(100-95) 85)
Quality of The The The
Construction instrument is instrument instrument
well reflects reflects
constructed some effort some
and nicely on alteration. It
decorated. It construction may be
can stand. It and fragile and
will stand decoration cannot stand
up to and up to being
repeated in stands up played even
playing. to being once
played
more than
once.
Quality Student can Student can Student can
Sound produce produce produce a
excellent excellent basic quality
quality quality sound
sound. sound
Presentation The student The The student
and presented student presented
Demonstrati the presented the
on instrument the instrument
and played instrument and played a
the song and played song with the
without help a song with help of the
from the little help teacher
teacher from the
teacher.
I. EVALUATING LEARNING Singing Time!
Let the students present their song “Zum Gali Gali” guided with the rubric
presented above
J. ADDITIONAL ACTIVITIES FOR
APPLICATION OR REMEDIATION Remediation: Group that did not meet the competency will have video record
of themselves with mastery performance and be submitted to the teacher
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO # OF LEARNERS WHO EARNED 80% AND ABOVE
EARNED 80% IN THE EVALUATION
B. NO. OF LEARNERS WHO # OF LEARNERS WHO REQUIRE ADDITIONAL ACTIVITIES FOR
REQUIRE ADDITIONAL ACTIVITIES REMEDIATION
FOR REMEDIATION WHO SCORED
BELOW 80%
C. DID THE REMEDIAL LESSONS YES NO
WORK? NO. OF LEARNERS WHO # OF LEARNERS WHO CAUGHT UP THE LESSON
HAVE CAUGHT UP WITH THE
LESSON?
D. NO. OF LEARNERS WHO # OF LEARNERS WHO CONTINUE TO REQUIRE REMEDIATION
CONTINUE TO REQUIRE
REMEDIATION?
E. WHICH OF MY TEACHING EXPERIMENT ROLE PLAY
STRATEGIES WORKED WELL? COLLABORATIVE LEARNING DISCOVERY
WHY DID THESE WORK? DIFFERENTIATED INSTRUCTION COMPLETE IMS
LECTURE CIRCUIT METHOD
WHY?
F. WHAT DIFFICULTIES DID I BULLYING AMONG PUPILS
ENCOUNTER WHICH MY PUPIL’S BEHAVIOR ATTITUDE
PRINCIPAL OR SUPERVISOR CAN COLORFUL IMS
HELP ME SOLVE? UNAVAILABLE TECHNOLOGY EQUIPMENT (AVR/LCD)
SCIENCE/ INTERNET LAB
G. WHAT INNOVATION OR LOCALIZED VIDEOS
LOCALIZED MATERIALS DID I USE/ MAKING BIG BOOKS FROM VIEWS OF THE LOCALITY
DISCOVER WHICH I WISH TO RECYCLING OF PLASTICS FOR CONTEMPORARY ARTS
SHARE WITH OTHER TEACHERS LOCAL MUSICAL COMPOSITION
Prepared by: Checked by:
MA. DIANE P. LAUTA MYRA B. DEGRACIA
MAPEH Teacher MAPEH Coordinator
Verified: Noted:
MARISSA C. AUSTRIA MILDRED T. TUBLE FATIMA T. YUSINGBO
PRINCIPAL I PSDS-Cluster IV EPS-MAPEH
Observed by:
_________________________________________
: (02) 8584-7814
: [email protected]
: 320301
