DAILY LESSON PLAN
SCHOOL LOOC NATIONAL HIGH SCHOOL GRADE LEVEL 7
TEACHER CLEMENTE, PATRICK JAMES M. LEARNING AREA MUSIC
NO. OF 1 HR.
SESSION QUARTER 3RD QUARTER
I. OBJECTIVES
A. Content Standards Demonstrates understanding of the musical characteristics of representative music
from Mindanao.
B. Performance Performs music of Mindanao with appropriate expression and style describes the
Standards musical characteristics of representative music selections from Mindanao after
listening.
discovers ways of producing sounds on a variety of sources that is similar to
the instruments being studied; MU7MN-IIIb-h-4
C. Learning Improvises simple rhythmic/melodic accompaniments to selected music
Competencies/ from Mindanao; MU7LV-IIIc-h-5
Objectives a) Identify the sounds of musical instruments of Mindanao.
Write the LC code for each b) Perform a rhythmic pattern of Mindanao music and;
c) Value the importance of using native materials in creating musical
instruments.
II. CONTENT Music of Mindanao (What to Understand)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Music and Arts 7 pp. 92-110
2. Learner’s Materials
Pages Music and Arts 7 pp. 92-110
3. Textbook pages
[Link]
[Link]
4. Additional Materials from
[Link]
Learning Resource (LR)
[Link]
Portal
[Link]
5. Other Learning
Materials
[Link]/Localization
Routinary Activities
1. Prayer
IV. PROCEDURES 2. Checking of attendance
3. Classroom Rules and Health protocols
A. Reviewing previous Teacher’s Activity
lesson or presenting
the new lesson ACTIVITY 1: COMPLETE ME
The teacher will show pictures. Students will answer in when called by the teacher.
Directions: Identify the pictures using other letters as clue.
1. A_U_G
Source:
[Link]
2.
G_BB_NG
Source:
[Link]
3.
S_RO_NG GA_AND_
Source:
[Link]
GUIDE QUESTIONS:
1. In what particular ensemble the instrument belongs?
2. How is the instrument played?
3. What material is the instrument made from?
ANSWERS:
1. AGUNG
2. GABBANG
3. SERONG GAGANDI
C. Establishing a ACTIVITY 2: HUMAN INSTRUMENTS
purpose for the The students will create simple rhythmic sound using their body parts or
lesson “tunog tao”. The teacher will choose some of the students to demonstrate it
D. Presenting to the class.
examples/instances
of the new lesson Directions: Give an example of musical instrument and demonstrate what is its
sound.
Guide questions:
1. What instrument did you demonstrate?
2. What materials is it made from?
3. In what classification of instrument, it belongs?
CLASS DISCUSSION
The teacher will show a power point presentation of the following:
The teacher will show a picture.
Source:
[Link]
The teacher will ask the following questions:
1. What do you see in the picture?
2. Where do you think these indigenous people came from?
3. Do you know their musical instruments or kind of music?
4. What do we call the indigenous people who are Non-Muslim and Non-
Christians?
LUMAD – A collective term for groups of Indigenous people from Mindanao,
which means native. - Known as Non-Muslim and Non- Christians.
Musical Instruments of Lumad
E. Discussing new 1) Hand-made
concepts and 2) Made of bamboo; either
practicing new skills Carved
#1 Cut
Sliced
Madeinto smaller sticks
3) Drums are made of wood and animal skin
ACTIVITY 3
Let the students listen to the chavacano folk song “No Te Vayas de
Zamboanga”. Students will sing the song led by the teacher.
F. Discussing new
concepts and [Link]
practicing new skills
#2
Divide the class into two (2) One group will create simple rhythmic/melodic
accompaniment to the folk song “No Te Vayas de Zamboanga” by
clapping/”tunog tao”while the other group is singing.
Guide Questions:
What are the instruments being used?
What is the tempo and of the song?
What do you feel after demonstrating the song?
G. Developing mastery
(leads to Formative ACTIVITY 4
Assessment 3) The students will be grouped into five (5
They will improvise simple rhythmic/melodic accompaniment to the song “No
Te Vayas de Zamboanga” using improvised percussion instruments and they
will present their output to the class. Their performance will be rated using the
rubric. The students will be given 10 minutes to practice the activity.
RUBRICS 3 2 1
RHYTHM Students Students Students
succesfully successfully successfully
improvise improvise improvise
ryhtmic ryhthmic rhythmic
accompanim accompanim accomppani
ent using the ent but with 1-2
ment but with
improvised errors using the
3 or more
instrument improvised errors using
instruments the improvised
instrument.
DYNAMIC S mprovised Improvised Improvised
instrument is instrument is instrument is
played loud played but is played but only
enough for the not loud half of the
class to hear. enough for all class can hear
the class to
hear.
PERFORM Plays the Plays the
Plays the
ANCE improvised improvised improvised
DELIVERY instrument with instrument with
instrument
enthusiasm and some with little
energy during enthusiasm and
enthusiasm
the entire song. energy during
and energy
the entire song.
during the
entire song.
H. Finding practical The Lumads uses materials that can be found in nature like bamboo, animal
applications of skin and wood to produce sound and create music.
concepts and skills
Guide Question:
in daily living
Will you use the musical instruments of the Lumads to accompany modern
songs that we have today? Why?
I. Making GENERALIZATION:
generalizations and What have you learned about today’s lesson?
abstractions about
the lesson
ACTIVITY 5
Directions: Choose the letter of the correct answer.
J. Evaluating learning
[Link] of these settlers from Luzon and Visayas came to Mindanao during the
Philippine Commonwealth.
a) Migrants/ Christians
b) Migrants/ Muslims
c) Migrants/ Visayans
d) Migrants/ Luzonians
2.A collective term for groups of Indigenous people from Mindanao, which means
native.
a) Yakans
b) Bagobo
c) Lumads
d) Islams
[Link] is a musical instrument that is sounded by being struck or scraped by a
beater including attached or enclosed beaters or rattles struck, scraped or
rubbed by hand or struck against another similar instrument.
a) String instruments
b) Percussion instruments
c) Electric instruments
d) Wind instruments
[Link] of the following is an example of a chavacano music?
a. Tu man
b. Baliw
c. Ting-Ting-Ting
d. No Te Vayas de Zambaonga
[Link] of the following best describes Lumad instruments?
I. carved
II. cut
III. sliced
IV. made out of wood and animal skins
a) I and II only
b) I and II and IV only
c) IV only
d) All of the above
ANSWERS:
1. A
2. C
3. B
4. D
5. D
Take Home Task
Directions: Watch the performance on the given link below. Give some insights about
the performance using the guide questions provided.
K. Additional activities 1. What are the instruments being used?
for application or 2. In which group does the instruments belong?
remediation 3. What do you feel after watching and hearing the performance?
[Link]
SOURCE:
V. REMARKS
VI. REFLECTION
L. No. of learners who earned 80% in the
evaluation
M. No. of learners who require additional activities
for remediation
N. Did the remedial lessons work? No. of learners
who have caught up with the lesson
O. No. of learners who continue to require
remediation
P. Which of my teaching strategies worked well?
Why did these work?
Q. What difficulties did I encounter which my
principal or supervisor can help me solve?
R. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
CLEMENTE, PATRICK JAMES M.
Pre-service Teacher
Checked by:
MAHILOM, CHARRISE C.
Cooperating Teacher
Noted by:
Approved by:
ERWIN M. MARQUEZ
Principal IV
