School: SAN AGUSTIN INTEGRATED SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: Jay B. Agustin Learning Area: Music

DAILY LESSON LOG Teaching Dates and February 5-9, 2024 (WEEK 1) 3rd QUARTER
Time: 1:00PM-2:00PM Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I
OBJECTIVES
A. Content The learner demonstrates understanding of the musical characteristics of representative music from Mindanao
Standard
B. Performan The learner performs music of Mindanao with appropriate expression and style
ce
Standard
C. Learning Identifies the musical Explains the distinguishing Explains the distinguishing Analyse musical elements of some
Competen characteristics of representative characteristics of representative music characteristics of representative Mindanao vocal and instrumental
cy/s: music MU7MN-IIIa-g-2 HOLIDAY
music selections from Mindanao selections of Mindanao in relation to music selections of Mindanao in
after listening MU7MN-IIIa-g1 its culture and geography MU7MN- relation to its culture and geography Sing songs from Mindanao MU7LV-
IIIa-g3 MU7MN-IIIa-g3 IIId-h-7
II CONTENT Moro/Islamic Music: Vocal Moro/Islamic Music: Vocal Music
MORO/ISLAMIC MUSIC MORO/ISLAMIC MUSIC Music of Mindanao of Mindanao
III. LEARNING
RESOURCES
A. References PIVOT 4A Learner’s Material PIVOT 4A Learner’s Material PIVOT 4A Learner’s Material PIVOT 4A Learner’s Material
Quarter 3 First Edition, 2020 Quarter 3 First Edition, 2020 Quarter 3 First Edition, 2020
Quarter 3 First Edition, 2020
1. Teacher’s Music and Arts Teacher’s Guide Music and Arts Teacher’s Guide Grade Music and Arts Teacher’s Guide Music and Arts Teachers Guide
Guide Pages Grade 7, pp. 93-94
7, pp. 93-94 Grade 7, pp. 93-94 Grade 7 pp. 93-94
2. Learner’s Music and Arts Learners Module Music and Arts Learner’s Material Music and Arts Learner’s Material Music and Arts Learner’s Material
Materials Grade 7 pp. 91-92 Grade 7, pp. 91-92 Grade 7, pp. 91-92 Grade 7, pp. 91-92
pages
3. Text book
pages
4. Additional Laptop, Power Point Laptop, Power Point Presentation, Laptop, Power Point Presentation, Laptop, Power Point Presentation,
Materials from Presentation, Printed I.P. Printed IP. Printed IP. Manila Paper, Marker Printed IP. Manila Paper, Marker
Learning
Resources
B. Other http://m.youtube.com/watch? http://m.youtube.com/watch? https://www.britannica.com/topic/ https://www.britannica.com/topic/
Learning v=reffH9YQzXk
v=reffH9YQzXk Maguindanao-people Maguindanao-people
Resources https://m.youtube.com/watch?
v=XCTobmUWuuQ&t=73s https://m.youtube.com/watch? https://www.britannica.com/topic/ https://www.britannica.com/topic/
http://m.youtube.com/watch?
v=XCTobmUWuuQ&t=73s Maranao Maranao
v=E4LTbfNNH7A8
 https://m.youtube.com/watch? http://m.youtube.com/watch?
v=5y1BFnnGWlc
v=E4LTbfNNH7A8
https://m.youtube.com/watch?
v=5y1BFnnGWlc
https://prezi.com/vyitumnh6_h2/the- https://prezi.com/vyitumnh6_h2/the-
jama-mapun-or-literally-people-of- jama-mapun-or-literally-people-of-
mapun-occupy-the-is/ mapun-occupy-the-is/

https://www.britannica.com/topic/ https://www.britannica.com/topic/
Tausug Tausug
https://en.wikipedia.org/wiki/ https://en.wikipedia.org/wiki/
Yakan_people Yakan_people
IV.
PROCEDURE
S
A. Reviewing The teacher will ask the
previous students to recall and sing a
lesson or phrase of the Review the previous lesson. Review the previous lesson. Review the previous lesson.
presenting the Hiligaynon song entitled “Ili Ili,
new lesson Tulog Anay” in 3 time signature.
LYRICS:
 Ili-ili tulog anay,
Wala diri imong nanay
Kadto Tienda bakal papay.
Ili ili tulog anay.
B. Establishing Identify the musical
a purpose for characteristics of Mindanao Distinguish the different musical Compare the vocal music of Compare the vocal music of
the lesson elements found in the Islamic vocal Mindanao to the vocal music of the Mindanao to the vocal music of the
Islamic vocal music and its
music of Mindanao Luzon and Visayas lowlands and Luzon and Visayas lowlands and
relation to the cultural and other ethnic groups in the Philippines. other ethnic groups in the
geographical background of the Philippines.
region
C. Presenting Using a Power Point The teacher will let the students The students will listen to Using a Power Point Presentation,
Examples/inst Presentation, the teacher will listen to a musical MAGUINDANAO BANGSAMORO: the learners will read information
ances of new selection from Mindanao VOCAL about the ethnolinguistic group of
give short discussion about the
lesson (Maguindanao Bangsamoro: CULTURE AND TRADITION Mindanao and will ask them to
ethnolinguistic group of Vocal Culture and Tradition. https://www.youtube.com/watch? explain their understanding or to
Mindanao. Link: v=XCTobmUWuuQ describe in their own words the ethic
https://m.youtube.com/watch? group being discussed.
v=XCTobmUWuuQ&t=73s
D. Discussing After listening, the students will The students will listen to The teacher will present a Power 1. CHANTS – a lyrical rendition of
new concepts identify the musical MAGUINDANAO BANGSAMORO: Point Presentation containing the different improvised text
and practicing characteristics of the music VOCAL videos and descriptions of the Vocal Yakans do their chantings through
new skills #1 played through small group CULTURE AND TRADITION Music of Mindanao: solo and counter singing or
discussion (SGD) using the https://www.youtube.com/watch? https://quizlet.com/259077123/ group singing. Their three famous
 guide questions below for about
10 minutes. After the SGD, each
group will share
briefly their output in class.
Guide questions:
1. What do you think is the
message of the music played?
2. What did you feel after
listening to it?
v=XCTobmUWuuQ flashcards everyday style chants are
After listening they will answer the the
following questions: a. Lugu - chants used in reading
a. What do they think is the message their Qur’an and books
of the song? they use in their Islam religion
b. How were the musical instruments b. Kalangan – songs used for
used in bringing serenading loved ones
about the message? c. Sa-il/Lunsey – a chant to be sung
by the wife-to-be
during the ceremony
d.
Maranao’s Vocal repertoire:
a. Dikker – sacred songs highlighted
by quotations from
Qur’an
b. Bayok – semi-generic term for a
lyrical rendition of
different improvised text
Let the students watch the
suggested video

E. Discussing
new concepts
and practicing
new skills #2
F. Developing Describe the music of: Using the Tausug lullaby lyrics, create The learners need to make an The learners need to treasure their
mastery Music of the Mindanao your own tune and apply the vocal interpretation of the song through experience through writing their most
(Leads to elements of Islamic vocal music in your drawing. Itadyak - Maan Chua valuable insights and reflections
Formative performance. For your reference about the whole about the lesson discussed.
Assessment) song please follow this link:
https://youtu.be/ET2md07sGrA
G. Finding Divide the class into 4 groups.
Practical Each groups will sing:
applications of Group 1 What do you think is the contribution of The class will perform by groups and Each group will be given a
concepts and  Kissa the Music of Mindanao in the each group will sing a sample song of different task.
skills https://youtu.be/K_dm development of Filipino Music? Mindanao. They will be given 10 Group 1- explain the meaning of
minutes to prepare and 2-5 minutes’ chant and lullaby. give examples
_-f7Vik
presentation. Group 2- give an example/ your
Group 2 own definition about lugu and
 Langan Batabata kalangan (chant).
https://youtu.be/X_W4A Group 3- give an example/ your
6i4Ti4 own definition about Sa-il, Lunsey
Group 3 and Bayok (chant).
 Sindil Group 4- give an example/ your
https://youtu.be/Lut7EZ own definition about Ya-Ya and
 zOduE Bayok under Lullaby.
Group 4
 Liangkit
https://youtu.be/FkiM14
YlGNU
H. Making If you make a symbol that will Compare the Sulu vocal music from Compare the vocal music of Sentence Completion. Ask the
generalization represent the vocal music of various ethnic groups in the Philippines Mindanao to the vocal music of the Students to complete the following:
s and Mindanao, what would it be? through accomplishing the table below Luzon and Visayas lowlands and I have learned that
abstractions and why? and find its distinct characteristics from other ethnic groups in the Philippines _____________________________
about the other music samples ______
lesson I have found that
As youth of today, what can _____________________________
you do to enrich the vocal _______
music of Mindanao? I have realized that
____________________________.
I. Evaluating Constructed Response: Quiz: The learners will answer a 20 Quiz: The learners will answer a 10 A. Identify the different Islamic
Learning 1. What is your realization in quiz in a ¼ sheet of paper. item true or false quiz in a ¼ sheet of Community in Mindanao:
studying the vocal music of paper. _____________1. from Basilan and
Zamboanga
the mindanao?
_____________2. from Cotabato
2. What values can you derive _____________3. From Lanao and
from the lesson? Cotabato
_____________4. From Sulu Islands
of Subutu and
Cagayan de Sulu
_____________5. From Sulu Islands
of Jolo, Siasi and
Cagayan

J. Additional Assignment: Assignment: Assignment: Assignment:

activities for Fill in the box with the unique Are you familiar of the chants and Islam Lullaby
application or characteristics of the vocal lullabies when you are still a baby? https://www.youtube.com/watch? Create your own chants or lullaby
remediation Can you still recall the lyrics? Do you v=MLRyHctRk1Y song
music of the Mindanao. Do this
have a copy of it? Kindly bring Listen to the Islam lullaby song and
activity in your notebook. with you tomorrow. make a reflection from it.
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
 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
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?

Prepared by: Noted by:

JAY B. AGUSTIN MICHELLE B. SIMEON, Ph.D.

Teacher School Head