School Grade Level 8

K to 12 Teacher Learning Area MUSIC

DAILY LESSON LOG Teaching Dates Quarter Quarter 3

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
The learner demonstrates an understanding of common and distinct musical characteristics of South Asia and Middle East.
The learner Performs South Asia and Middle East music with appropriate pitch, rhythm, expression and style
* The learners explains how * The learner listens perceptively * The learners sing songs of *Analyzes musical elements *explores ways of
Music of a South Asian and to music of South Asia and the South Asia and the Middle of selected songs and producing sounds on
the Middle East country Middle East; East; instrumental pieces heard variety of sources that
relate to its geography and MU8WS-IIIahg-2 MU8WS-IIIc-g-3 and performed; would simulate
culture MU8WS-IIIc-h-4 instruments being
MU8WS-IIIa-g-1 studied
MU8WS-IIIc-h-5
Music of south Asia and Music of South Asia and Middle Music of South Asia and Musical Elements Traditional Instruments
Middle East Asia(India and East Asia (India and Israel) Middle East Asia -Idiophones
Israel) INDIA: b. Instrumental Pieces( solo -Aerophones
a. Geographical, historical a. Carnatic Music and ensemble) - Membranophones
and cultural background; b. Hindustanic Music c. Zum Gali Gali -Chordophones
c. Instrumental Music
ISRAEL:
a. Vocal Music
b. Instrumental Music
104-129 104-129 104-129 110-129
Wikipedia.com Wikipedia.com Youtube.com.
Do activity 1; Ask the student to state some What are your impressions on What are the example of What are the musical
Where in the World Is...’ importance or used of music in the music of South Asia and songs from India and Israel elements present in the
see Music and Arts LM page India and Israel? the Middle East? that you have sung song of India and

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations
& abstractions about the
lesson
105 yesterday? Israel?
Ask the students to name Teacher will play sample music Activity: Speed Instrumental Students Activity: flash the Play the music of India
countries from South Asia of India and Israel. Ask students Music-cussion scrambled letter word about and Israel. Let the
and Middle East to listen carefully and share what musical elements (students students listen
they feel while listening to their see Music and Arts will arrange the scramble perceptively.
music. LM page 133 letter to form a word/s)
Listen to the different music Did you find music of South Present a sample of Esraeli What have you observed on Can you imitate the
samples of South Asia and Asia and Middle East countries folk song entitle “Zum Gali the words that you have sounds that you have
Middle East. Let the students interesting? Why? What makes Gali and Rig Veda”… Let the formed? heard using your vocal?
identify the songs that they their music unique from other students listen and be familiar
have heard. music? with the melody of the songs.
Present picture that shows Activity: Additional audio/visual After listening, let them do Do you still remember the Group activity; go
geographical location, history activity students activity: musical elements? Let the around in your school
and cultural background of students write in the and try to find materials
India and Israel. Watch the following links online. See LM page 136 blackboard the musical that can produce the
Carnatic Flute: Tamboori by elements that they know. same sound of the
Heramba & Hemantha: musical instrument that
you have heard.
www.youtube.com./watch?
v=GvWkHsfXFGQ
Ask students to share their Group activity: Picture Ask the students to say What are the materials
ideas about the picture. Have identification! Students will something about the musical that you found?
you met people from these identify the following musical elements written in the
countries? Share your instrument in its origin (India or board.
experiences with the class. Israel) teacher will provide
picture of musical instrument.
Did you find their music What do you think the message, Group Practice: Students will Group activity: divide the With their group the
interesting? Do you think idea, and feelings that the music separately sing the song Zum class into 4 groups. students will identify
music plays an important role would like to convey to the Gali Gali, and Rig Veda group1 & 4: India the material that sounds
in the lives of their people? listeners? group 2 & 3: Israel like the musical
Why? Group 1: Zum Gali Gali Have brainstorming with the instrument from India
Group 2: Rig Veda group about the musical and Israel.
elements present in the song!
Group activity: Students will Activity: Which is Which Students will follow musical Group activity: Group activity; sing a
list down and report the (Teacher-Assisted) score of song Zum Gali Gali Group 1& 2: song accompanied by a
importance of Music in the and Rig Veda. Group 3& 4: sound from variety of
life of their people. LM Page 199 Present their work sources.
Group 1 & 3: India Using spider web.
Group 2 & 4: Israel
How does music reflect the Can you identify the difference Which of the two songs do How can you show the
traditions and culture of India between Carnatic and Hindustani you preferred to sing? Why? differences of the listed
and Israel? Music? musical elements presented?
I. Evaluating Learning What do you think is the Activity: Peace, Order and GROUP ACTIVITY: sing a Individual activity: “Application will serve
relationship of their music to Organize song! .teacher will rate Using Venn diagram identify as evaluation” teachers
its geography and culture of student’s performance using the similarities and will provide prepared
South Asian and Middle East LM Page 126 prepared rubrics! differences of musical rubrics
Countries? elements of India and Israel.
J. Additional activities for .
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
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: Checked by:


K to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
School
Teacher
Teaching Dates
Demonstrate an understanding of common and distinct musical characteristics of South Asia and Middle East.
Perform South Asia and Middle East music with appropriate pitch, rhythm, expression and style
*Improvise simple
accompaniment to selected
South Asia and Middle East
music;
MU8WS-IIIb-h-6
MUSIC OF SOUTH ASIA
AND MIDDLE EAST
110-129
Wikipedia.com
What are the different
musical instruments from
India and Israel?
Picture Parade: Present
different musical instruments
from India and Israel.
Which of the following
musical instruments belong
to an aerophone,
membranophone,
chordophone and idiophone
classification of musical
Grade Level 8
Learning Area Music
Quarter Quarter 3/Week 2
*Performs on available *Evaluates music and music
instruments from South Asia performances applying
and Middle East; knowledge of musical
MU8WS-III-b-h-7 elements and style.
MU8WS-IIIc-h-8
Music of South Asia Music of South Asia
and Middle East and Middle East
110-129 137
Wikipedia.com Youtube.com.
Review of the previous How was your group
lesson performance using an
improvised musical
instruments?
What are the classification Which of the song presented
of musical instrument of to you on our previous topic,
India and Israel? which you found interesting?
Can we sing it now?
Ask the students to present Present other music of India
sample of improvised and Indonesia
musical Instruments that are
similar to the musical
instruments of South Asia
and Middle East.

D. Discussing new concepts
and practicing new skill #1
E. Discussing new concepts
and practicing new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations &
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
instruments?
Show sample of video clip
about how to improvise
musical instruments using the
indigenous materials.
Buzz session .Group activity;
students will talk with their
group about the task.
Group activity: Making their
improvise accompaniment.
Do you think making
improvise material could be
of great help in once musical
performance?
Do Activity 7:three-in-one
’see Music and Arts LM page
131
Bring available musical
Instruments that similar with
the Musical Instrument of
India and Israel.
Buzz session (similarities and What are the importance of
differences of their musical musical elements in the
instruments of India and music of India and Israel?
Israel.
Activity: Let the leader report Ask the students to recite
on what musical instruments musical elements present in
that have similarity with the India and Israel.
instrument of India and
Israel?
Local Materials can use as Let the student do activity
accompaniment with the 10: Rig your heart with
music of India and Israel.. Pasyon!
see Music and Arts
LM page 137
Do you think musical How musical piece of India .
performance would be and Israel make them
appealing to the audience in unique?
the absence of musical
instruments? Why?
Group Activity; Perform an Application serve as
available material that similar Evaluation
to the musical Instrument of
India and Israel that found in
your area
Review musical elements of .
India and Israel
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: Checked by:

BABY JANE O. LUSPO

Teacher III