School: VIGAN NATIONAL HIGH SCHOOL WEST Grade Level: 7

GRADE 7
DAILY LESSON LOG Teacher: EDISON J. PALACPAC Learning Area: MUSIC
Teaching Dates and
Time: August 29-31; September 1-2,2022@8:30-9:30 AM Quarter: 1st

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
I. OBJECTIVES lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards:
The learner demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon.

B. Performance Standards: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style.
C. Learning Competencies/Objectives: The learner… The learner
Write the LC Code for each  identifies the musical characteristics of  explains the distinguishing characteristics
representative music selections from the of representative Philippine music
lowlands of Luzon after listening. (MU7LU- selections from Luzon in relation to its
Ia-1) culture and geography. (MU7LU-Ib-3)
 analyzes the musical elements of some  sings folksongs from the lowlands of
lowland vocal and instrumental music Luzon. (MU7LU-Ia-h-7)
selections. (MU7LU-Ia-2)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
THE MUSIC OF LUZON (LOWLANDS)
1. Vocal Music  Secular music: Harana, Balitaw,
 Performance practice Kumintang, Polka
II. CONTENT  Folk songs  Art music Kundiman
 Sacred (Liturgical and Devotional)
Music: Mass, Pastores, Senakulo,
Pasyon, Salubong, Flores de Mayo,
and Santacruzan
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages Gonzales, C. , & Lacia G. et al. ( ed. 20 ) MAPEH in Action -7 Rex Bookstore,Inc. –( pp. 3-17 )
Limjoco, Ma.F , & Lapuz , Darci R. et al. Journey towards MAPEH-7 KLEAFS Publishing – ( pp. 7-12 )
Lacia , G . , & Limos , A. et al. ( ed.2015 ) The 21st Century MAPEH in ACTION- ( pp. 4-21 )
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Reviewing Previous Lesson or Let the students recall The students will The students will pick The students will recall
Presenting the New Lesson the following musical the correct picture of a the different Secular
render folksongs with
symbols being flashed sacred music according Music and Art music.
the sacred music by
in the cards by naming to the description being
group. They will be
them one by one. given by the teacher on
divided into four
(whole note, quarter the board. (ex. Flores
note, flat, g-clef, sharp, groups. De Mayo, Santacruzan,
2/4, half rest, bar line  Bahay Kubo Sitritsit, Bahay kubo,
and dotted note).  Pasyon Senakulo and
The teacher will ask  Leron Leron Paruparong Bukid)
the students these Sinta
questions:  Flores De Mayo
 Where do we
used or see With the help of a laptop
these symbols? or projector.
 What is the
significance of
these symbols
to music?
B. Establishing a Purpose for the Play a guessing game The students will watch Let the students form
Lesson about the different a video about the their own group.
songs being played. following Secular Music
(Manang Biday, Leron- and Art music:
Leron Sinta, and  Harana
Magtanim ay di biro,  Balitaw
Pasyon, Flores de Mayo,  Kumintang
Santacruzan, and  Polka
Salubong). The teacher  Kundiman
will lead the students to
the realization that
Philippines is rich in
different kinds of music.
C. Presenting Examples/Instances of Ask the students what Let the students give Let the students create
the Lesson are other songs that their inner thoughts their own interpretation of
they have learned in regarding the video they their chosen Secular
their elementary years have watch. Music or Art music.
other than the songs
that they have heard. The learners will
The students will give compare these to the
their answers. variety of music we
Examples would be: have today.
Bahay Kubo, Ati Cu
Pung Singsing,
Sitsiritsit , Ang Pipit ,
and Salidumay.
The teacher will discuss The teacher will discuss
the meaning folk songs, the following Secular and
Sacred and its examples Art music
by showing a  Harana
PowerPoint about  Balitaw
Philippine Folk and  Kumintang
Sacred Music.  Polka
 Kundiman
The teacher will Let the students give their
ask these own understanding about
questions Secular Music.
regarding the
PowerPoint:

 What is the
meaning of a folk
song/sacred
music?
 What are the
different types of
folksongs and
sacred music
D. Discussing New Concepts and according to their
Practicing New Skills #1 functions?
E. Discussing New Concepts and Ask the students among
Practicing New Skills #2 the Secular Music which
is has a comparison to
 our music today?
F. Developing Mastery The students will play The students will
(Leads to Formative Assessment 3) the game “Name that choose a song from the
tune.” The teacher will Secular music and Art
play the following songs music and they will
like Bahay kubo, interpret it by means of
Sitsiritsit, Magtanim ay singing by group.
di Biro, Salubong,
Pasyon and Flores De
Mayo

G. Finding Practical Applications of Let the students The learners will connect
Concepts and Skills in Daily Living choose a song from a secular music to a
the given folksongs certain story of life or
played. Then let them experiences.
give their reactions or
opinions about the
songs.

H. Making Generalizations and The students will give Let the learners sum up
Abstractions about the Lesson the distinguishing the possible messages
characteristics of of the music.
Philippine Folk Music.

I. Evaluating Learning The learners identifies Classify the following

the musical elements songs according to their
of the following folk characteristics:
songs and sacred Nasaan ka Irog ko, Ave
music such as Maria, Papuri sa
Leron,Leron Sinta, Diyos,O ilaw and Mutya
Pasyon, Magtanim ay ng Pasig.
Di Biro, Santacruzan,
and Salubong
J. Additional Activities for Application Look for some additional Choose a song/music The learners will The learners will
or Remediation examples of Folk Songs that you think it has compose a song by interview their parents or
and Sacred Music. something to do with your writing their own grandparents about their
life. Write it down. lyrics. kind of music genre they
have before.
K. Assignment List down some religious Have the students listen The students will start
songs that you know. to some Filipino love practicing their chosen
songs.
 song by group.

IV.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% 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 learners who continue to
require remediation
E. Which of my teaching strategies work
well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to share with other teachers?

Prepared By: Checked By:

`
EDISON J. PALACPAC GRACE F. CASTAÑEDA
Teacher I Principal II-SHS