DAILY LESSON LOG FOR MAPEH

School: LLORENTE NATIONAL HIGH SCHOOL Grade Level: 8

Learning
Teacher: EUGENIO C. DIALINO JR. MAPEH (MUSIC)
Area:

Teaching Dates
Week 1-2 Quarter: Third
DAILY LESSON LOG and Time:

In MAPEH-8

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content The learner demonstrates an understanding of common and distinct musical characteristics of South Asia and the Middle
Standards: East.

B. Performance
The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression and style
Standards:

● listens perceptively to ● listens perceptively to ● listens perceptively to ● Analyze musical

music of South Asia music of South Asia music of South Asia elements of
C. Learning and the Middle East; and the Middle East; and the Middle East; selected songs
Competencies/ (MU8WSIIIa-h-2) (MU8WSIIIa-h-2) (MU8WSIIIa-h-2) and instrumental
Objectives: pieces heard and
performed.
(MU8WS-Illc-h-4)

II. CONTENT
 Lesson 1: Lesson 2: Lesson 3: Music of South Asia
and the Middle East
Vocal Music of India Vocal Music of Pakistan Vocal Music of Israel

III. LEARNING
RESOURCES

A. References

1. Teacher’s
None None None None
Guide Pages

2. Learner’s
Music & Arts LM Music & Arts LM
Materials Music & Arts LM pages Music & Arts LM pages Music & Arts LM pages
pages pages
Pages

3. Textbook
Pages

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing PRE-TEST I can Say It! Name that Term! Recalling Element
previous of Music
lesson or Ask the student to The teacher will play the The teacher will group the
presenting the answer the Pre-test in Philippine Pasyon. class into 5. As he/she Ask the students
new lesson order to assess their prior Students will be asked to play the song from one of the elements
knowledge about the new sing and once the music Pakistan and will of music which is
lesson for Quarter 3 in stop. Teacher will call challenge students to essential on the next
 (ELICIT) music. students to answer some identify the activity, the Timbre.
questions related to the terminologies/concepts
previous topic. described being flashed 1. What is
on screen. The group will Timbre and
The teacher will use the Fill in the Blanks what is its
say “We can name that
result as basis to what important to
term’ of they know the
competency they have to 1. ____ is the style of music?
answer. The group with
go deeper in the lesson. singing developed into
the correct answer will
a strongand diverse 2. How does it
(see attachment) andvance to next step.
tradition in India. done?
Until all the terms
2. ___ refers to music of unlocked and finishes the (5 mins)
South India. finish line.
(10 mins)
3. Compositions called The group who first
___ are devotional approach the finish line
songs wins the game and
received highest
4. ___ means point/award.
“Imagination”
(see slides/attachment)
5. ___ is a sacred text in
India.

(5 mins) (5 mins)

B. Establishing a “Where in the World Pop the Ballon! “Zum Gali Gali” “Singing Together”
purpose for is..”
the lesson The teacher will post 3 The teacher will lay the Play the song “zum
Direction: Locate from balloons on the board song “Zum Gali Gali”, gali gali” and ask the
(ENGAGE) the map the country of and will call volunteer to students wil be asked to student to sing with
India. After which, ask burst the balloon 3 sing with the teacher (if you. Afterwards ask
the students to pick from meters away from the they know the song, if not them the following
the strips of paper posted board using ballpen. The just follow the lyrics). questions.
on the board that student that popped the
characterizes/ associated balloon will earn 3 points.
to the music of India. The item inside the After singing, ask the (5 mins)
balloon should be posted students the question that
 on the board. follow.

Hints: Do this until all the 3 (5 mins)

balloons gets popped.
o Samagana
Balloon 1: GHAZAL
o Rig Veda
Baloon 2: QAWWALI
o Hindustani
Balooon 3: PAKISTAN
o Carnatic
(5 mins)
o Sama Veda

(5 mins)

C. Presenting Unlocking of Terms: Process Questions: Guide Questions: Process

examples/ Questions:
instances of ● Ask the students to 1. Did you have fun 1. Did you enjoy the
the new lesson give their idea about with the activity? song? 1. Is the Timbre
the terms identified heard and
(EXPLORE) from the previous 2. What are the 2. What do you think applied
activity: items inside the is the message of correctly?
balloon? the song?
1. Samagana (This time listen to
3. How are they 3. Does it have your teacher how
2. Rig Veda connected? similarities to our timbre is applied
folk songs in the correctly while
3. Hindustani Philippines? Give following the
example. musical score)
4. Carnatic (5 mins)
(5 mins) (5 mins)
5. Sama Veda

(5 mins)
D. Discussing DISCUSSION DISCUSSION DISCUSSION “WHOLE-PART
new concepts WHOLE- SINGING”
and practicing The teacher will briefly The teacher will briefly The teacher will briefly
new skills #1 discuss through a discuss through the discuss through the The teacher will sing
PowerPoint presentation PowerPoint presentation PowerPoint presentation first the whole song
about the Vocal Music of about the Vocal Music of about the Vocal Music of with the correct
India. Pakistan. Israel. timbre and
aftwerwards teach
the students by
line/part until all
(see LMs pages 111-112) (see LMs pages 123) (see LMs pages 127)
lines are mastered.
(15 mins)
(15 mins)
(10 mins) (10 mins)

E. Developing Listening Activity! Listening Activity! Listening Activity! Process

mastery (leads Questions:
to formative Ask the students to listen Listen to the selected Listen to the selected
assessment) to the selected vocal vocal music of Pakistan vocal music of Israel 1. Did you
music of India and fill in below and fill in the table. below and fill in the table. apply this
(EXPLAIN) the table that follow. Do this on your notebook. Do this on your notebook. time the
correct
timbre?
Sudha Ragunathan | Ghodi | Punjabi Folk They say there is a land' | 2. What is the
Raga Abheri | Carnatic Music | Punjabi Wedding Traditional Israeli Folk importance
Melody | Music of India Songs song of timbre in
music?
Link: Link: Link:
https://www.youtube.com/ (5 mins)
https:// https://www.youtube.com/
www.youtube.com/ watch?v=UNdXqxoclXU
watch?v=ntcBPIEmeUU
watch?v=s5a3pthL_tU

Elements Observation
Elements Observation of Music
of Music
 Elements Observation Pitch Pitch
of Music
Tempo Tempo
Pitch
Meter Meter
Tempo

Meter
(5 mins) (5 mins)

(5 mins)

F. Making Process Questions: Compare & Contrast! Fill Me! Group Singing!
generalization
s and 1. What can you say Direction: Compare the Directions: Fill in the Divide the class into
abstractness about the vocal similarities and table the appropriate 3. Give time for
to the lesson music of India? differences of the vocal answers in each column. each group to
music of Pakistan from master the song
(ELABORATE) 2. What is its India. You can use the Coun Vocal Char with correct timbre.
general Music
diagram below or you try Acter Present the rubric
characteristics? may make your own. for assessment as
istics their guide.
3. What vocal music
to the Philippines VOCAL MUSIC India Criteria:
can we relate to
INDIA Pakis
the vocal music of Timbre
India? PAKISTAN tan Mastery
(5 mins) Israel
(5 mins) Over-all
Performance

(5 mins)
(10 mins)

G. Evaluating Short Quiz! Descriptive Essay! DEVOTIONAL or Singing Time!

learning SECULAR
TRUE/FALSE Describe the music of Let the students
 (EVALUATION) 1. Carnatic music is Pakistani in 1 paragraph. Direction: Tell whether present their song
directed to Hindu god the following statement “Zum Gali Gali”
in India. (True) describes Devotional or guided with the
Secular. rubric presented
2. Music pieces are (see the attached rubric)
above.
mainly set for the 1. Entirely vocal (D)
voice and with lyrics.
(True) 2. Instruments and voice
(5 mins)
are heard (S)
3. Nasal singing is not
observed in their 3. Rhythmic and has
vocal music. (False) romantic text (S)

4. Melismatic is its style 4. Played during life

in singing. (True) passage events (S)

5. Rig Veda is the 5. Featured during

Indian collection of sabbath and other
Vedic Sanskrit holy days (D)
hymns. (5 mins)
(5 mins)

H. Additional Indentify the similarities On your notebook, list Study the song Zum Gali Remediation: Group
activities for of Rig Veda in India to down the important Gali for the Performance that did not meet the
application Philippine pasyon in features of Pakistan Task. competency will
and Bulacan. Write it on your music. have video record of
remediation notebook. themselves with
mastery
(EXTEND) performance and be
submitted to the
teacher.

V. REMARKS
VI. REFLECTION

A. Number of learners who

earned 80% in the
evaluation: _________

B. Number of learners who

scored below 80% who
needs additional
activities for
remediation: _________

C. Did the remedial lesson

work? No. of learners
who have caught up
with the lesson:
__________

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies 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?