GRADE 10 School CAPALONGA INSTITUTE Grade Level 7

DAILY LESSON LOG

Teacher ROSELYN C. DINO Learning Area MUSIC
Teaching Dates and Time 1ST WEEK Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. Objectives
The learner demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon
A. Content standard
Performs music of the lowlands with appropriate pitch rhythm, expressions and style
B. Performance standard
The learner… The learnerI
describes the musical characteristics of representative music selections from Identifies the musical instruments and other sound sources from the lowland Luzon
C. Learning Competencies/ the lowlands of Luzon after listening. (MU7LU-Ia-1) MU7LU-Ib-3)
objectives analyzes the musical elements of some lowland vocal and instrumental Sings folksongs from the lowlands of Luzon. (MU7LU-Ia-h-7)
music selections. (MU7LU-Ia-2)

The Music of Luzon ( Lowlands ) Secular music:

1.Vocal Music Harana , Balitaw , Kumintang , Polka, Kundiman.
Performance practice, Folk songs, Sacred (Liturgical and Devotional)
II. CONTENTS
Music: Mass, Pastores , Senakulo , Pasyon , Salubong , Flores de Mayo , and
Santacruzan

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages Grade 7 music Teachers guide pp. 6-11 Grade 7 music Teachers guide pp. 12-18

Grade 7 music learners materials pp. 7-12 Grade 7 music learners materials pp. 7-12
2. Learners Material Pages
3. Textbook References / Quinie S. Miranda et.al mapeh for today’s learner 7 pp.2-12
Pages
4.Additional Materials Videos, audios, pictures and flashcards
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
 IV. PROCEDURES
The students will answer the pre- The teacher will call at least 5 students The students will pick the correct picture The students will perform their work.
assessment prepared by the teacher. for the recap. of a sacred music according to the 20 minutes
description being given by the teacher on
A. Reviewing Previous Lesson or Then the teacher will give a preview the board.
Presenting New Lessons about the places in lowland Luzon. (ex. Flores De Mayo, Santacruzan, pasyon,
5 minutes 5 minutes salubong, pastores

5 minutes
The teacher will introduce the The students will watch a video about
pictures being flash. the following Secular Music and Art music:
Harana
The teacher will post the objectives and Pabasang pasyon, pastores, moro- Balitaw
will read clearly. moro, pastores, senakulo,
salubong, Flores deMayo, Kumintang
santacruzan, Triples. Polka
Play a guessing game about the different Kundiman
B. Establishing A Purpose for the songs being played.
Lesson
(pastores, moro moro, Panginoon, 10 minutes
maawa ka, papuri, aleluya,
sumasampalataya, santo, Ama naming,
Kordero ng Diyos.
10 minutes.
10 minutes
Ask the students what are other songs The sample video of Pabasang Let the students give their inner thoughts Let the students create
that they have learned in their pasyon, pastores, moro-moro, regarding the video they have watch. their own interpretation
elementary years other than the songs pastores, senakulo, salubong, The learners will compare these to the of their chosen Secular
that they have heard. Flores deMayo, santacruzan, variety of music we have today. Music or Art music.
Triples will played in the class.
C. Presenting Examples / Instances The students will give their answers. After each sample video, the 5 minutes
of the New Lesson Examples teacher will give its ideas.
Would be: (Panginoon, maawa ka,
papuri, aleluya, sumasampalataya, santo, 10 minutes
Ama naming, Kordero ng Diyos.
5 minutes 20 minutes.
D. Discussing New Concepts and The teacher will discuss the meaning folk The teacher will discuss the following
Practicing New Skills # 1 songs, Sacred and its examples by Secular and Art Music
showing a PowerPoint about Philippine Harana, Balitaw Kumintang
Folk and Sacred Music. Polka, Kundiman
The teacher will ask Let the students give their own
 these questions regarding the
PowerPoint:
What is the meaning of a folk
song/sacred music?
What are the different types of folksongs understanding about Secular Music.
and sacred music according to their
functions? 15 minutes
15 minutes
The teacher will introduce the Ask the student among the Secular Music
different sacred music in lowland which is has a comparison to our music
Luzon. Ask the students today?
E. Discussing New Concepts and What are the sacred music that you
Practicing New Skills # 2 already know?
What are the songs bein played
during mass? 5 minutes
5 minutes
The students will play the game “Name The students will choose a song from
that tune.” The teacher will play the the Secular music and Art music and
F. Developing Mastery following songs like pastores, Panginoon, they will interpret it by means of singing
(Leads To Formative maawa ka, papuri, aleluya, 10 minutes
Assessment 3) sumasampalataya, santo, Ama naming,
Kordero ng Diyos.
10 minutes
The students will be group into 5. Let the students choose a song from The learners will connect a secular
They are going sing a sample of sacred the given folksongs played. Then let music to a certain story of life or
G. Finding practical applications of music. They choose only one. them give their reactions or opinions experiences.
concepts and skills in daily living
about the songs.
10 minutes.
10 minutes 5 minutes
The students will give the Let the learners sum up the possible
H. Making generalizations and distinguishing characteristics of messages of the music.
abstractions about the lesson lowland Luzon music. 5 minutes
5 minutes
The learners identifies the musical The learners will compose a song by Classify the following songs according to
elements of the sacred music such as writing their own lyrics. (Kundiman their characteristics:
I. Evaluating learning pasyon, Santacruzan, and Salubong version) Nasaan ka Irog ko, Ave Maria, Papuri sa
5 minutes 20 minutes Diyos,O ilaw and Mutya ng Pasig.
10 minutes
J. Additional activities for Look for some additional examples of Choose a song/music that you think it The students will start practicing their The learners will interview their parents
application or remediation Folk Songs and Sacred Music. List down has something to do with your life. chosen song or grandparents about their kind of
some religious songs that you know. Write it on your paper. Have the music genre they have before.
students listen to some Filipino love
 songs.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80%

on the formative assessment
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?