Daily Lesson Log SCHOOL VITALI NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 7

in MAPEH TEACHER RONA V. FRANCISCO LEARNING AREA MUSIC AND ARTS 7

TEACHING DATE AND TIME WEEK 2: AUGUST 30-SEPTEMBER 2, QUARTER FIRST QUARTER
2022

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES HOLIDAY AUGUST 30, 2022 AUGUST 31, 2022 SEPTEMBER 1, 2022
A. Content standard  The learner demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon.
B. Performance  The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
standard
C. Learning The learner…
competencies/ identifies the musical characteristics of representative music selections from the lowlands of Luzon after listening. (MU7LU-Ia-1)
 analyzes the musical elements of some lowland vocal and instrumental music selections. (MU7LU-Ia-2)
Objectives
II. CONTENTS The Music of Luzon ( Lowlands )

DIAGNOSTIC TEST 1.Vocal Music

 Folk songs
 MUSIC  Sacred (Liturgical and Devotional)
 ARTS
 P.E
 HEALTH

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook References / Journey towards MAPEH-7 ( pp. 7-12 )
Pages
4. Additional Materials Videos, audios, pictures and flashcards
from Learning Resource
(LR) portal
B. OTHER LEARNING
REFERENCES
IV. PROCEDURES
Preliminary Activity  Prayer
 Greetings
 Checking of attendance
Establishing a purpose for Let the students recall the following musical symbols being flashed The students will render Folksongs/sacred song by group. They will be
the lesson in the cards by naming them one by one. (whole note, quarter note, divided into four groups.
flat, g-clef, sharp, 2/4, half rest, bar line and dotted note). The  Bahay Kubo
teacher will ask the students these questions:  Leron Leron Sinta
 Where do we used or see these symbols?  Flores de Mayo
 What is the significance of these symbols to music?  Pasyon
 With the help of a laptop or projector.
A. Activities Guess It!
Play a guessing game about the different songs being played.
(Manang Biday, Leron -Leron Sinta, and Magtanim ay di biro,
Pasyon , Flores de Mayo, Santacruzan, and Salubong) . The
teacher will lead the students to the realization that Philippines is
rich in different kinds of music .
B. Analysis Ask the students what are other songs that they have learned in
their elementary years other than the songs that they have heard.
The students will give their answers. Examples would be: Bahay
Kubo, Ati Cu Pung Singsing, Sitsiritsit ,Ang Pipit , and Salidumay.

The teacher will discuss the meaning folk songs, Sacred and its
examples by showing a PowerPoint about Philippine Folk and
Sacred Music.

C. Abstraction/ The students will play the game “Name that tune.” The teacher will play
Generalization the following songs like Bahay kubo, Sitsiritsit, Magtanim ay di Biro,
Salubong, Pasyon and Flores De Mayo

The students will give the distinguishing characteristics of Philippine

Folk Music.
D. Application – Finding Listening Activity:
practical applications

Evaluation – Evaluating Journal Entry Group quiz:

Learning/ Strategies Open ended statemet Interactive quiz with the use of PPT
 I learn that
____________________________________________
_
Assignment Have the students listen to some Filipino love songs
V. REMARKS
VI. REFLECTIONS
No of learners who earned 80% in
the evaluation.
No. of learners who require
additional activities for remediation
. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
No. of Learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Submitted by: RONA V. FRANCISCO

Secondary School Teacher I Noted: CLAUDINE L. PAJARITO
MAPEH COORDINATOR