School AWIHAO NATIONAL Grade Level 7

HIGH SCHOOL
Teacher DANICA ANA F. BOLO Learning Music
GRADES 1-12 Area/Component
DAILY LESSON Teaching 01/09/2023 Quarter 1
LOG Date
(DLL) Time 6:00-7:00, 7:00-8:00,
9:00-10:00 & 11:00-
12:00
A. Content Standards: The learner demonstrates understanding of the
characteristics of music from the lowlands of Luzon.
B. Performance Standards: The learner performs music of the lowlands with
appropriate pitch, rhythm, expression, and style.
C. Learning Competency Analyzes the musical elements of some Lowland
(Taken from the vocal and instrumental music selections;
MELC/Curriculum Guide)
Code:
Knowledge Identify the different music of the lowlands of Luzon
The fact or condition of knowing and its characteristics.
something with familiarity
gained through experience or
association
Skills
The ability and capacity acquired
through deliberate, systematic,
and sustained effort to smoothly
Sing selected folk songs of the lowlands of Luzon.
and adaptively carryout complex
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something
Attitude
Growth in feelings or emotional Appreciate the music of the lowlands of Luzon
areas. showing the benefits and importance of its culture
A settled way of thinking or through illustrations like slogan making, jingle
feeling about someone or making, concept map making and short play.
something, typically one that is
reflected in a person’s behavior
Values
A learner's principles or
standards of behavior; one's Showing respect to the content by sharing the
judgment of what is important in different folk songs in the lowlands of Luzon and
life. respecting the value of their songs by singing
Go beyond learner’s life on appropriately.
earth, include more than wealth
and fame, and would affect the
eternal destiny of millions.
Intentionally adding value to
people every day.
II. CONTENT/SUBJECT FOLKSONGS OF THE LOWLANDS (LUZON)
MATTER
III. LEARNING RESOURCES: K to 12 Curriculum Guide
A. References:
1. Teacher’s Guide Pages
2. Learner’s Materials Pages Pages 6-18
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
 1. SLM/SLK (pages/parts)
2. Equipment/ICT
3. PPT presentation
4. Others not specified
IV. PROCEDURES (indicate the steps you will undertake to teach the
lesson and indicate the no. of minutes each step
will consume)
A. Reviewing previous lesson
or presenting the new
lesson. (Drill, Review,
Checking of Assignment, etc)
B. Establishing a Purpose for Activity 1: WATCH OVER!
the lesson (Motivation) Students will watch a video clip presentation
and insights will be shared to the class after
viewing.
1. What is the video all about?
2. Do you think that the content of the video is a
great help to you in order to know their
culture?
C. Presenting examples/ Developmental Activities
instances of the new lesson Presentation
(Presentation) Activity 2: PICK ME UP!
- Group 1 will pick the different
characteristics of folk songs of the lowlands
of Luzon and will be posted on the board in
a form of concept map.

Characteristic
s of folk songs

- Group 2 will pick the examples of Philippine

folk songs from the Lowlands of Luzon and
will be posted on the board according to its
place of origin.
a. ILOCANO
b. KAMPAMPNGAN
c. TAGALOG
d. BICOLANO

D. Discussing New Concepts Developmental Activity:

& Practicing New Skills # 1 Processing of activities
(Discussion & 1. Why do we need to know the
Analysis/Teacher Modelling) characteristics of folk songs of the
Lowlands of Luzon?
2. Is it important to us especially to the life of
the people in the Lowlands of Luzon?
3. Why do we need to study the music of the
Lowlands of Luzon?
E. Discussing New Concepts
& Practicing New Skills # 2
(Guided Practice thru pair,
group/team)
F. Developing mastery Discussion on the music of the Lowlands of Luzon.
(Independent Practice) Please refer to page 9-18 Music and Arts Learner’s
(Leads to Formative Assessment Manual. (power point and video presentations)
3) - As a student, how will you able to promote,
maintain, and preserve the Philippine
folksongs of the lowlands of Luzon?
G. Finding practical Activity 3: THE TWO OF US!
applications of concepts and Listening Activity: Contrast and
skills in daily living (valuing Comparison
by bridging the lesson to daily The teacher will play two selected folksongs of
living) the music of the Lowlands of Luzon and the students
will compare and contrast the characteristics of the
two songs according to its musical elements,
questions will be answered. Performance will be
based on the rubrics given (please refer to page 10-
11)
Processing Questions:
1. How did you find the tempo? Was it fast, slow
or moderate? Why?
2. How did you find the melody? Was it high, low
or just the right pitch for you? Explain.
3. Do you remember what meter is? Identify the
meter of the song. Is it in duple or triple
meter?
4. What can you say about the timbre of the
song?
5. Did you hear the texture of the song? How did
it sound like?
6. What do you think is the purpose of the song?

H. Making generalizations Activity 5: VARIETY SHOW!

and abstractions about the Each group (4 groups) will choose a task
lesson according to their level of expertise. Students will
illustrate their understanding through the following:
1. Slogan making
2. Jingle making
3. Concept map making
4. Short play
Performances will be guided base on the criteria
given.
CRITERIA:
Content------------------- 40%
Creativity----------------- 30%
Expressions-------------- 15%
Cooperation------------- 15%
100%
Processing Questions: (the teacher will ask the
following questions after the presentations)
1. How do find the activity? Is it interesting?
Why?
What have you realize after performing the activity?
I. Evaluating Learning

Assessment Method Possible

Activities (indicate whether it is thru
a) Observation Investigation, Observation and/ or
(Formal and informal Role Play, Oral Talking/conferencing to
observations of learners’ Presentation, learners and/or Analysis of
performance or behaviors are Dance, Musical Learners’ Products and/or
recorded, based on assessment Performance, Tests) 10 minutes
criteria) Skill
Demonstration,
Group Activity
(e.g. Choral
Reading),
Debate, Motor &
Psychomotor
Games,
Simulation
Activities,
Science
Experiment
b) Talking to Learners / Hands-on Math
Conferencing Activities,
(Teachers talk to and question Written Work
learners about their learning to and Essay,
gain insights on their Picture Analysis,
understanding and to progress Comic Strip,
and clarify their thinking) Panel
Discussion,
Interview, Think-
Pair-Share,
Reading
c)Analysis of Learners’ Worksheets for
Products all subjects,
(Teachers judge the quality of Essay, Concept
products produced by learners Maps/Graphic
according to agreed criteria) Organizer,
Project, Model,
Artwork, Multi-
media
Presentation,
Product made in
technical-
vocational
subjects
d)Tests Skill
(Teachers set tests or quizzes to Performance
determine learners’ ability to Test, Open-
demonstrate mastery of a skill or Ended Question,
knowledge of content) Practicum, Pen
and Paper Test,
Pre and Post
Test, Diagnostic
Test, Oral Test,
Quiz
J. Additional Activities for
application or remediation

V. Remarks
VI. Reflections
A. No. of learners who earned 80% in the
evaluation.
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 learning 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?

Checked by: APPLE GRACE A. ALTOMIA Date: ____________________

School Head/MT