School: GERRY H.

RODRIGUEZ HIGH SCHOOL Grade Level: 8

Teacher: SUZANNE D. PINEDA Learning Area: MAPEH (MUSIC)

Teaching Dates and

Week 1-2 Quarter: Third
Time:
DAILY LESSON LOG

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:

Analyze musical
● listens perceptively to ● listens perceptively to ● listens perceptively to ● Analyze musical
elements of
music of South Asia music of South Asia music of South Asia elements of selected songs
C. Learning and the Middle East; and the Middle East; and the Middle East; selected songs
Competencies/ and instrumental
(MU8WSIIIa-h-2) (MU8WSIIIa-h-2) (MU8WSIIIa-h-2) and instrumental pieces heard and
Objectives: pieces heard and performed.
performed. (MU8WS-Illc-h-4)
(MU8WS-Illc-h-4)
 Music of South Asia and the Middle East
II. CONTENT
Lesson 1: Lesson 2: Lesson 3: Music of South Asia and Music of South Asia
the Middle East and the Middle East
Vocal Music of India Vocal Music of Pakistan Vocal Music of Israel

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages
None None None None None

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

Pages
Music & Arts LM pages Music & Arts LM pages Music & Arts LM 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 To summarize
previous lesson of Music what the students
or presenting Ask the student to The teacher will play the The teacher will group the learned from the
the new lesson answer the Pre-test in Philippine Pasyon. class into 5. As he/she Ask the students vocal music of
order to assess their prior Students will be asked to play the song from one of the elements India, Pakistan
(ELICIT) knowledge about the new sing and once the music Pakistan and will of music which is and Israel, ask
lesson for Quarter 3 in stop. Teacher will call challenge students to essential on the next them to fill in the
music. students to answer some identify the activity, the Timbre. boxes below.
questions related to the terminologies/concepts
1. What is
 previous topic. described being flashed Timbre and
on screen. The group will what is its
The teacher will use the Fill in the Blanks say “We can name that important to Similarities
result as basis to what term’ of they know the music?
competency they have to 1. ____ is the style of
answer. The group with
go deeper in the lesson. singing developed into 2. How does it
the correct answer will
a strongand diverse done?
andvance to next step.
(see attachment) tradition in India.
Until all the terms (5 mins)
2. ___ refers to music of unlocked and finishes the
South India. finish line.
(10 mins)
3. Compositions called The group who first Differences
___ 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)

(5 mins)

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

Hints:
Do this until all the 3
o Samagana balloons gets popped. (5 mins)
o Rig Veda Balloon 1: GHAZAL

o Hindustani Baloon 2: QAWWALI

o Carnatic Balooon 3: PAKISTAN

o Sama Veda (5 mins)

(5 mins)

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

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

(5 mins) ● Harmony
 ● Style

(5 mins)

D. Discussing new DISCUSSION DISCUSSION DISCUSSION “WHOLE-PART The teacher will

concepts and WHOLE- SINGING” briefly summarize
practicing new The teacher will briefly The teacher will briefly The teacher will briefly the lesson from
skills #1 discuss through a discuss through the discuss through the The teacher will sing India, Pakistan
PowerPoint presentation PowerPoint presentation PowerPoint presentation first the whole song and Israel.
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 (10 mins)
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 Listening

mastery (leads Questions: Activity!
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 Let the students
music of India and fill in below and fill in the table. below and fill in the table. apply this listen again some
(EXPLAIN) the table that follow. Do this on your notebook. Do this on your notebook. time the of the selected
correct music from the 3
timbre? countries and fill
in the table with
Sudha Ragunathan | Ghodi | Punjabi Folk They say there is a land' | 2. What is the the correct
Raga Abheri | Carnatic Music | Punjabi Wedding Traditional Israeli Folk importance elements
Melody | Music of India Songs song of timbre in observed.
music?
Link: Link: Link:
https://www.youtube.com/ (5 mins)
https:// https://www.youtube.com/
Elements Obser
www.youtube.com/ watch?v=UNdXqxoclXU of Music
watch?v=ntcBPIEmeUU vation
 watch?v=s5a3pthL_tU Pitch

Elements Observation Elements Observation Tempo

of Music of Music
Elements Observation Meter
of Music Pitch Pitch
Dynamics
Pitch Tempo Tempo
Style
Tempo Meter Meter
(10 mins)
Meter

(5 mins) (5 mins)

(5 mins)

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

(5 mins)
(5 mins)
(10 mins)
 G. Evaluating Short Quiz! Descriptive Essay! DEVOTIONAL or Singing Time! POST TEST!
learning SECULAR
TRUE/FALSE Describe the music of Let the students The students will
(EVALUATION) Pakistani in 1 paragraph. Direction: Tell whether the present their song be asked to
1. Carnatic music is following statement “Zum Gali Gali” guided
directed to Hindu god in
answer the post-
describes Devotional or with the rubric
India. (True) test to assess the
Secular. presented above.
(see the attached rubric) full understanding
2. Music pieces are 1. Entirely vocal (D) and knowledge of
mainly set for the voice the students
and with lyrics. (True) 2. Instruments and voice thorughought the
(5 mins)
are heard (S)
3. Nasal singing is not lessons.
observed in their vocal 3. Rhythmic and has
music. (False) romantic text (S)

4. Melismatic is its style in 4. Played during life (see attachement)

singing. (True) passage events (S)

5. Rig Veda is the Indian 5. Featured during

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

(5 mins) (5 mins)

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

Prepared by: Checked by:

SUZANNE D. PINEDA LYDIA D. CANLAS

Teacher I Principal III