School Grade Level GRADE 8

Learning
Teacher SPA-MUSIC
Area
Teaching Date &Time Quarter THIRD

I. OBJECTIVES

A. Content The learner demonstrates understanding of the cultural resources of

Standards his/her community, its different types, and significance.
B. Performance The learner creates a map of tangible and intangible cultural resources
Standards of their community.
1. The learner classifies the tangible and intangible cultural
C. Learning
resources in his/her community and its significance.
Competencies
Code
SPA_MU8-IIIa-1
Cognitive: Identify the different tangible and intangible cultural
resources of the tribal community of South Cotabato.
D. Learning
Affective: Distinguish tangible and intangible resources.
Objectives
Psychomotor: Create a simplified table for the tangible and intangible
cultural resources of their community.
A.OUR CULTURAL HERITAGE
II. CONTENT 1. Mapping of Tangible and Intangible Heritage

III. LEARNING
RESOURCES
A. References DEPED SLM SPA MUSIC 8- CULTURAL RESOURCES
1. Teacher’s Guide
Page 28
pages
2. Learner’s Materials
Pp 2-8
pages
3. Additional
Materials from
LRMDC portal
B. Other Learning
Resources MS PowerPoint, music, speaker

IV. PROCEDURES
A. Reviewing Preliminary activities.
previous lesson
or presenting Review. To check if the students can still remember their second
the new lesson quarter lesson about the Rudiments of Music, the teacher will facilitate
the activity
Activity 1. TRUE or FALSE. The learners will show a SMILEY Face if
the statement is correct and SAD Face if the statement is incorrect.
ELICIT
1. Natural heritage refers to natural features, geological and
physiographical formations and delineated areas that constitute
the habitat of threatened species of animals and plants and
natural sites of value from the point of view of science,
conservation, or natural beauty.
2. Central Luzon It is known as the “Rice Bowl of the Philippines”
because it produces most of the country’s rice supply.
3. Aurora is the largest province and the biggest rice producer of
Central Luzon.
4. Zambales is the home province of the seventh president of the
Philippine Republic, Ramon Magsaysay.
5. Bulacan is also home to many of the country’s greatest artists.
 School Grade Level GRADE 8
Learning
Teacher SPA-MUSIC
Area
Teaching Date &Time Quarter THIRD

B. Establishing a
ENGAGE PRE-ASSESSMENT.
purpose for the Definition of Terms.
lesson Cultural Resources - the goods that have been valued and transformed
by human activity or knowledge
Tangible cultural heritage - refers to physical artifacts produced,
maintained and transmitted intergenerationally in a society.
Intangible cultural heritage - indicates ‘the practices, representations,
expressions, knowledge, skills – as well as the instruments, objects,
artifacts and cultural spaces.

Now that you are done familiarizing with the different terms, you are
going to arrange the scrambled letters to form a word that is referred to
in the definition given.

Activity 2. WORD PUZZLE

Arrange the scrambled letters into a correct word and define each word.
1. ADIONTRTSI
2. ETURLUC
3. GIBLETAN
4. CAFTSRATE
5. RITHEGE

C. Presenting a. The teacher will show pictures of tangible and intangible cultural
examples/insta resources.
nces of the new
lesson

b. Play the Blaan song ‘KASTIFUN”

https://www.youtube.com/watch?v=dTjJkSuL-SY
1. Did you know what is Tinalak Festival?
2. When is the celebration oif Tinalak Festival?
3. What is this celebration is all about?
4. Are you familiar with the objects shown in the pictures?
5. Where can you find these cultural resources?
6. How many resources were you able to name?
7. Are you familiar with the music?
8. What kind of song is KASTIFUN?
 School Grade Level GRADE 8
Learning
Teacher SPA-MUSIC
Area
Teaching Date &Time Quarter THIRD

EXPLORE
D. Discussing new
1. What did you see in the picture?
concepts and
2. Where province do you live?
practicing new
skills #1 3. Do you know that South Cotabato also known as the “Land of
Dreamweaver’s”?
4. Do you know what are the cultural resources of South Cotabato?
South Cotabato also known as the “Land of Dreamveavers” is a province
with an interesting blend of culture, history and tradition? Despite of
the diversity of culture, traditions and religions, the people of South
Cotabato has a common spirit that is alive and strong with a character
that is in harmony with nature. In South Cotabato, the tri-people
community contributed meaningfully to the province and to where it is
now. Before the turn of the 20th century, the area to which South
Cotabato would be carved was sparsely inhabited. Some of the
inhabitants were the Muslims, Blaans and Tboli . In this lesson, we will
learn the different cultural resources, traditions and beliefs of the South
Cotabateños and increase our awareness of the value and protection of
these cultural resources that contributed richly to the preservation of
our identity.
The teacher will discuss the cultural resources of South Cotabato.
E. Discussing new
The difference of tangible and intangible cultural resources.
concepts and
practicing new These are different tangible and intangible of resources of the tribal community of
skills #2 South Cotabato.
Blaan tribe:
a. Tangible Resources
b. Intangible resources
Show pictures and examples of tangible and intangible cultural
resources.
F. EXPLAIN
Developing Activity 3. TANGIBLE OR INTANGIBLE
mastery (leads The teacher will show pictures and examples of tangible and intangible
to formative cultural resources.
assessment) Tell whether the said resources are Tangible or Intangible Resources.
Write T for Tangible or I for Intangible Resources. Write your answer on
a separate sheet.
1. Paintings
2. Rituals
3. Monuments
4. Performing Arts
5. Oral Traditions
 School Grade Level GRADE 8
Learning
Teacher SPA-MUSIC
Area
Teaching Date &Time Quarter THIRD

G. Making
ELABORATE Activity 4. TABLE MAPPING
generalizations Directions: Identify at least 3 cultural resources found at home or in the locality that
and preserves the tradition and culture of the society or the smallest unit of the society -
abstractions family. Tell whether these cultural resources are tangible or intangible resources of
about the Blaan tribe in South Cotabato
lesson Cultural Resources Tangible Resources Intangible Resources
1.
2.
3.
4.
5.

H. Finding practical 1. Why is it important to know the cultural resources available in

applications of the community or locality?
concepts and 2. How will you show appreciation and value in these cultural
skills in daily resources whether tangible or intangible resources?
living.

I. Evaluating
EVALUATE Quiz
learning Direction: Write the letter of the correct answer on your answer sheet.
1. Refers to physical artifacts produced, maintained and transmitted
intergenerationally in a society.
a. Intangible Resources c. Tangible Resources
b. Cultural Mapping d. Cultural Research
2. Indicates ‘the practices, representations, expressions, knowledge,
skills – as well as the instruments, objects, artifacts and cultural spaces
associated therewith – that communities, groups and, in some cases,
individuals recognize as part of their Cultural Heritage
a. Intangible Resources C. Tangible Resources
b. Cultural Mapping D. Cultural Research
3. It is an intricately designed long brass knives of the Blaan
a. FAIS C. Msif
b. TAKMON D. Budjak
4. The most valuable design on women’s trousers are shell sequins
called _______.
a. FAIS C. Msif
b. TAKMON D. Budjak
5. Blaan’s long bladed spear
a. FAIS C. Msif
b. TAKMON D. Budjak
6. A Blaan ceremony performed in case of death in the community
a. gumne gu samsong C. Tufa Lam Eel
b. Sasungit Knaan D.Kaflahew Di Dad Lami Sanson
7. Is a celebration of the wedding with the performances of the maral,
faglung, agong, etc.
a. gumne gu samsong C. Tufa Lam Eel
b. Sasungit Knaan D.Kaflahew Di Dad Lami Sanson

J. Additional
EXTEND Assignment.
activities
application or Make a research about the cultural resources in Tiboli tribe of South
remediation Cotabato
 School Grade Level GRADE 8
Learning
Teacher SPA-MUSIC
Area
Teaching Date &Time Quarter THIRD

V. REMARKS
VI. REFLECTION

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 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:

Teacher I

Checked by:

Noted by: