DAILY MAPEH LESSON PLAN

GRADE QUARTER/DOMAIN WEEK/DAY NO./DATE/TIME PAGE NO.

LEVEL 3rd - MUSIC February 15,2024 /2:45-3:45 PM / 3:45-4:45PM
10 _____

I. OBJECTIVES
The learner demonstrates understanding of the basic concepts of timbre.
A. Content Standards
B. Performance Standards The learner distinguishes accurately the different sources of sounds heard and be able to
produce a variety of timbres
C. Learning Competencies/ The learner relates the source of sound with different body movements e.g. wind,
Objectives wave, swaying of the trees, animal sounds, or sounds produced by man -made devices
Write the LC code for each or machines. MU1TB -IIIa -1
PHILOSOPHY: Constructivism
II. CONTENT Lesson 1 – Timbre
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Music & Arts LM, pp.89-94
pages
3. Textbook pages
4. Additional Materials ADM Quarter 3 – Module 1: The Beauty and Elegance of the South (Vocal Music of Muslim
from Learning Filipinos)
Resource (LR) portal
B. Other Learning Laptop, chalk
Resources Images:
https://www.bing.com/images/blob?bcid=S9in0cDJs6MGwpTSoyVF2.fruNOy.....3c
IV. PROCEDURES
INTRODUCTORY ACTIVITY
The teacher will ask the students to observe silence followed by a question

Present the lesson objectives.

ACTIVITY
Activity 2: MAPPING
Directions: The learners will use the map and locate the provinces mentioned in the table above. Afterwards, answer the following
guide questions.

ANALYSIS
Developmental Activity:
Processing of activities
1. In what part of the map do the majority of the provinces being located?
2. What do you think is the implication of this location to the preservation of their culture and tradition?
3. In your opinion, in what way do these places share common good?
ABSTRACTION
 Discussion on Islamic Music.
 Teacher facilitates and explains misconceptions.

***Learners are encouraged to share their insights about the lesson.

 DAILY MAPEH LESSON PLAN

GRADE QUARTER/DOMAIN WEEK/DAY NO./DATE/TIME PAGE NO.

LEVEL 3rd - MUSIC February 15,2024 /2:45-3:45 PM / 3:45-4:45PM
10 _____

APPLICATION
Activity 3: GROUPINGS
Directions: Learners will be divided into 5 groups. Each group will be assigned a type of vocal music. They will sing and present it to
the class; each will be given 20 minutes to practice.

Group 1: Maranao Music, The Darangen -Kapagondoga, (https://youtu.be/ROqbx9VptlA)

Group 2: Tausug Music, Langan Batabata (https://youtu.be/X_W4A6i4Ti4)
Group 3: Tausug Music, Sindil (https://youtu.be/Lut7EZzOduE)
Group 4: Maguindanao Music, Liangkit (https://youtu.be/FkiM14YlGNU)
Group 5: Tausug Music, Luguh ( https://youtu.be/Nr7FIY3ePgY )

RUBRIC:
Presentation - 20
Teamwork and Contribution – 15
Timeliness - 10
Total ----- 25
Generalization:
1. What are the representative vocal music of the Muslims?

ASSESSMENT
Directions: The learners will have a quiz.

I. Watch and listen to a video of “Islamic Chant” (https://www.youtube/watch?v=3wwTe1ETmGw). Describe the musical
characteristics of this chant of the Muslims.

Socio-historical context Musical Forms

Performance Techniques Musical Context

PHILOSOPHY: Constructivism

ASSIGNMENT
1. Research one Moro/Islamic vocal music. Describe the musical characteristics of it. Write your answers in your MAPEH notebook.

V. REMARKS Section Del Pilar Bonifacio

A. No. of learners who learned 75% in the evaluation

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of the learners who continue to require remediation
V. REFLECTION

Prepared by: Checked by: Noted by:

BERNAGEM T. TENIO RANDY J. CHAVEZ EMMA N. LOPEZ

T-II MT-II Principal-I