Grades 1 to 12 School SAN PABLO CITY INTEGRATED HIGH Grade Level EIGHT

Daily Lesson Log SCHOOL

Teacher DENNINZ KHAY M. ABANTE Learning MAPEH (MUSIC)
Area
Teaching Dates and FEBRUARY 20-24, 2023 Quarter 3rd Quarter
Time

I. Session 1 Session 2 Session 3 Session 4 Session 5

II. FEB 20, 2023 FEB 21, 2023 FEB 22, 2023 FEB 23, 2023 FEB 24, 2023

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. OBJECTIVES

A. Content Standards: 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 with appropriate pitch, rhythm, expression and style
Standards:

● Analyze musical elements of ● Explore ways of producing sounds on a variety of ● Perform music from South Asia and the Middle
selected songs and sources that would simulate instruments being East with own accompaniment. (MU8WS-IIIb-
C. Learning studied (MU8WS-IIIc-h-5). h-7); and
instrumental pieces heard
Competencies/ and performed. (MU8WS-
Objectives: ● Improvise simple accompaniment to selected South ● Evaluate music and music performances using
Illc-h-4)
Asia and the Middle East music (MU8WS-IIIb-h-6) guided rubrics applying knowledge of musical
elements and style (MU8WS-III-h-8).

IV. CONTENT

Music of South Asia and the Instrumental Music of India, Pakistan and Israel
Middle East (Vocal Music of
 Israel)

V. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
None None None None None
Pages

2. Learner’s Materials
Music & Arts LM pages Music & Arts LM pages Music & Arts LM pages Music & Arts LM pages Music & Arts LM pages
Pages

3. Textbook Pages

4. Additional
Materials from
Learning Resource
(LR) portal

B. Other Learning
Resources
VI. PROCEDURES

A. Reviewing previous Recalling Elements of Music

lesson or presenting
Ask the students one of the
the new lesson
elements of music which is
(RECALL) essential on the next activity,
the Timbre.
1. What is Timbre and
what is its importance
to music?
The teacher will group Give each group time to
the class into 4 groups prepare and have final
RECALL:
rehearsal.
What are the different classification of musical
instruments according to hornbostel sachs
classification?
 CHORDOPHONE

How does it done  IDIOPHONE

 MEMBRANOPHONE

 AEROPHONE

B. Establishing a ““Zum Gali Gali”
purpose for the
The teacher will lay the song
lesson
“Zum Gali Gali”, students wil
(OBJECTIVES) be asked to sing with the
teacher (if they know the
song, if not just follow the
lyrics).
Classification! Each group will be Sing and Play the South
assigned to sing “ZUM Asia and Middle East
Classify the following instruments. GALI GALI” with their Music
own accompaniment
1. Ghatam
2. Dhol
3. Shank

4. Bansuri

5. Rabab
After singing, ask the students
the question that follow. 6. Banam

7. Tabla

8. Manjira
 9. Karta

10. Ektar

C. Presenting Process Questions:

examples/ instances
1. Is the Timbre heard and
of the new lesson
applied correctly?
(EXPLORE)
(This time listen to your
Sing and interpret the
teacher how timbre is applied
Zum Gali Gali of Israel
correctly while following the Final Rehearsal
musical score)

(5 mins)

D. Discussing new DISCUSSION

concepts and
The teacher will briefly discuss
practicing new skills
through the PowerPoint
(EXPLAIN)
presentation about the Vocal
Music of Israel.
DISCUSSION Let each group discuss Presentation of
and brainstorm with Rubric/Criteria
The teacher will discuss through a Power Point presentation
about their performance
about the Instrumental Music of India, Pakistan and Israel chosen.

E. Developing mastery Question:

(leads to formative
What can you say about the Let each group practice Feedback regarding their
assessment)
music of India, Pakistan and on their performance performances.
Israel?
The students will listen to selected instrumental Music of India,
 Pakistan and Israel.

F. Making Process Questions:

generalizations and
Question: Let the students find and 1. What can you say
abstractness to the
use own/improvise about the music of
lesson ● What type of musical instruments are used in the accompaniment to use the India, Pakistan
video? for the performance.
(ELABORATE) and Israel?
● Did you classify it correctly?
2. Which one find it
more interesting/
captivates you?

G. Finding practical Let the students sings songs of South Asia, and ask them how they felt and when they were singing and explain how these songs influenced its geography
applications of and culture
concepts and skills
of daily living

H. Evaluating learning Classify the Instruments

(EVALUATION) (india) Performance Task guided

DEVOTIONAL or SECULAR
Direction: Tell whether the
following statement describes
Devotional or Secular.
1. Entirely vocal (D)
2. Instruments and voice are
with the Rubric.
Master the routine for the
final Performance Task
1. Shank (Aerophone)
Mastery of the
2. Ghatam (Idiophone) Song
3. Sarangi (Chordophone)
Interpretation of
4. Dhol (Membranophone) the Song
 heard (S) 5. Bansuri (Aerophone) Timing

3. Rhythmic and has

Dynamics
romantic text (S)
INSTRUMENT CLASSIFICATION COUNTRY
4. Played during life passage OF ORIGIN
1. GHATAM
events (S)
2. TABLA
3.BANSURI
5. Featured during sabbath
4. SITAR
and other holy days (D) 5. BANAM
6. JEWISH LYRE
7. PSALTERION
(HARP)
8. SHOFAR
9. GOBLET
10. TOFT
11. TABLA
12.DHOLAK
13.HARMONIUM
14. RUBAB

I. Additional activities Study the song Zum Gali Gali Remediation: Group that
for application and for the Performance Task. did not meet the
Remind the students to bring
remediation competency will have
their materials to be used as an video record of themselves
(EXTEND) improvised instruments for with mastery performance
tomorrow’s task. and be submitted to the
teacher.

VII. REMARKS

VIII. REFLECTION

A. Number of learners who

earned 80% in the evaluation:
 _________

B. Number of learners who

scored below 80% who needs
additional activities for
remediation: _________

C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson:
__________

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies 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?
Prepared by:

SARAH H. DE LAS ALAS DENNINZ KHAY M. ABANTE MYRA M. DAVID ROSE ANN M. VECINAL
Teacher I Teacher I Teacher II Teacher I

Checked by: CAROLYN S. PIRANTE Noted by: NELISSA U. CONOCONO Approved by: LINA M. LAGURAS EdD
MT II-MAPEH SSHT- VI-MAPEH Principal IV