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School: Pasay City North High School - Tramo Campus

Teacher: Diamond T. Manuel


Teaching Dates/Time/Class: August 1 August 5, 2016
Grade Level
Date
Day
I. OBJECTIVES

Grade Level: 7 8 - 9
Learning Area: Music
Quarter: First

Grade: 7
August 3 & 5, 2016

Grade:8
August 2 & 4, 2016

Grade: 9
August 1, 2016

Wednesday - Friday

Tuesday & Thursday

Monday

Objectives must be met all over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, addit
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing o
support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curri

A. Content Standards

Demonstrates understanding of the


musical characteristics of representative
music from the lowlands of Luzon.

B. Performance Standards

Write the LC code for each

Performs music of the lowlands with


appropriate pitch, rhythm, expression
and style
MU7LU-Ia-1 , MU7LU-Ia-2
MU7LU-Ia-h-7

II. CONTENT

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be tackled in a week or two.

C. Learning Competencies/ Objectives.

Music for Liturgy and Devotional


Music
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Guide Pages
3.Textbook Pages
4. Additional Materials from LR portal

Demonstrate understanding of salient


features of Southeast Asian music by
correlating musical elements and
processes to our native forms.
Performs Southeast Asian songs with
appropriate tone, pitch, rhythm,
expression and style.
MU8SE-Ia-h-1, MU8SE-Ia-h-2
MU8SE-Ib-h-4

Demonstrates understanding of characteristic features o


Medieval period music

Performs selected songs from Medieval, renaissance an


periods
MU9MRB-Ia-h1 , MU9MRB -Ia-h2
MU9MRB -Ib-h4, MU9MRB -Ib-f5

Music of Cambodia, Indonesia,


and Myanmar

Music of Medieval Period

List of materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and
materials as well as paper-based materials, Hands-on learning promotes concept development.

DepEd Grade 7 Music Learners


Guide
6 - 11
13 - 18

DepEd Grade 8 Music Learners Guide

DepEd Grade 9 Music Learners Guide

12 19

7 - 11

12 21

6-9

B. Other Learning Resources


IV. PROCEDURE

A. Reviewing previous lesson or


presenting the new lesson

Show the picture of the Eucharistic


celebration, (mass)

Show the map of the Southeast


Asia and briefly introduce each
countries (LG p. 3)

Show the picture of the Gregorian Chant mu


sheet written in Neumes.

B. Establishing the purpose for the lesson

C. Presenting examples/ instances of the


new lesson

D. Discussing new concept and practicing


new skill/s
F. Developing mastery (Leads to
Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalization and abstractions
about the lesson

I. Evaluating Learning
J. Additional Activities for application and
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%

How the people express their feelings


towards each other and the
environment, their history, and their
religious beliefs through the medium of
voice and musical instruments. A group
performance featuring topics on Liturgy
and Devotional music will culminate
the educational experience.
Introducing the festival celebration
during the month of May

What is liturgical and devotional Music


Define the following terms: Mass,
Pastores, Senakulo, Pasyon, Salubong,
Flores de Mayo, Santacruzan
Activity # 2 and 3
(Learners Guide, p. 15)

Focus on the vocal and


instrumental music of Cambodia,
Indonesia, and Myanmar. Learn
the historical background and
musical concepts by discussing
the vocal and instrumental
ensemble found in the country.

Discussing the characteristic features of each pe


composers, historical and cultural backgrounds

Discussing each country with a


background on their culture.
Then discuss the vocal and
instrumental ensemble found in
the country.
Discuss the vocal and
instrumental ensemble found in
the country.

Identify the characteristics of Gregorian chan


were heard from the recorded selection guid
the Gregorian Chants characteristics.

Partner Activity pp. 16 - 17


(Learners Module)

The music for liturgy and devotional


music reflects the impact of Spanish
colonization. Christianity affects the
religious practices of the ethnolinguistic groups

It looks like most of the countries


in Southeast Asia have a lot of
similarities in their musical
instruments and types of music
performed. Their musical
influences are similar to one
another as well.

Activity # 4 Learners Guide, p.16

Group Pair / Work 2


(Learners Guide p. 45)

Discuss the two types of music during medi


period; Liturgical and secular music.
Listening Activity
(Learners Guide pp. 21 23)

The Medieval period is also known as the Mi


Ages or Dark Ages that started with the fa
Roman Empire. Christian Church influenced E
culture and political affairs.
Monophonic plainchant was named after Pop
Gregory I, who made this the approved musi
Catholic Church and agreed to put it in notat
assist dissemination of chants across Europe

C. Did the remedial lesson 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
and supervisor can help me solve?
G. What innovation or localized materials did I use/
discover which I wish to share with other teachers?