Teacher: ALMA MAE S.

JABEL School: KIMAGANGO HIGH SCHOOL Quarter: 1st QUARTER

GRADES 1 to 12 Date: June 4, 2019, Tue Date: June 4, 2019, Tue Date: June 4, 2019, Tue Date: June 4, 2019, Tue Date: June 4, 2019, Tue
DAILY Time: 7:30-8:30 Time: 9:45-10:45 Time: 1:00-2:00 Time: 2:00-3:00 Time: 3:00-4:00
LESSON LOG Grade Level: 7
Grade Level: 7 Amber Grade Level: 7 Aquamarine Grade Level: 10 Onyx Aquamarine Grade Level: 7 Amethyst
Learning Area: MAPEH(Music) Learning Area: MAPEH(Music) Learning Area: MAPEH(Music) Learning Area: TLE Learning Area: MAPEH(Music)

I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives 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 curriculum guides.

A. Content Standards: The learners demonstrates The learners demonstrates The Learner… The learners demonstrates
1. Kitchen tools and
understanding of the musical understanding of the musical understanding of the musical
Demonstrates understanding equipment
characteristics of characteristics of characteristics of
of 20th century music styles 2. Uses of Kitchen tools
representative music from the representative music from the and characteristic features. representative music from the
and equipment
lowlands of Luzon lowlands of Luzon lowlands of Luzon
B. Performance Standards: The learners performs music The learners performs music The Learner... The learners performs music
1. Kitchen tools and
of the lowlands with of the lowlands with equipment are identified of the lowlands with
Creates musical pieces using
appropriate pitch, rhythm, appropriate pitch, rhythm, particular style/s of the 20th based on their uses. appropriate pitch, rhythm,
expression and style expression and style Century. 2. Kitchen tools and expression and style
equipment are used in
accordance to its function

C. Learning The learners identifies the The learners identifies the The learners listens LO 1. Utilize kitchen tools The learners identifies the
Competencies/Objectives: musical characteristics of musical characteristics of perceptively to selected and equipment musical characteristics of
representative music representative music selections 20th century music; At the end of the period representative music
MU10TC-Ia-h-1
selections from the lowlands from the lowlands of Luzon At the end of the period the
the student will be able to: selections from the lowlands
of Luzon after listening; after listening; students will be able to 1. identify the materials in of Luzon after listening;
MU7LU-Ia-1 MU7LU-Ia-1 1. answer the pre test the kitchen utensils and MU7LU-Ia-1
At the end of the period the At the end of the period the 2. identify the composers and equipment commonly At the end of the period the
student will be able to: student will be able to: music of 20th century found in the kitchen student will be able to:
1. identify the vocal music 1. identify the vocal music 2. enumerate the kitchen 1. identify the vocal music
2. sings the folk songs of 2. sings the folk songs of utensils 2. sings the folk songs of
lowland luzon lowland luzon lowland luzon
What is the lesson is all about, subject matter that the teacher aims to teach, in the CG the content can be tackled in a week or two
II. CONTENT Music of Luzon ( Lowlands) Music of Luzon ( Lowlands) MUSIC OF THE 20TH CENTURY LESSON 1:USE AND Music of Luzon ( Lowlands)
Impressionism
• Historical Background MAINTAIN KITCHEN
Geographical and Cultural Geographical and Cultural • Composers and music TOOLS AND EQUIPMENT Geographical and Cultural
- Claude Debussy

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 Background Background Background

1. Vocal Music 1. Vocal Music - Maurice Ravel

1. Vocal Music
a) Performance practice; a) Performance practice; a) Performance practice;
b) Folk songs; b) Folk songs; b) Folk songs;

.
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain student’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages Teacher’s Guide pages: 7-12; 15
2. Learner’s Materials Learner’s Material pages: Music and
Arts Appreciation for young Filipinos
COMMERCIAL
Pages COOKING, pages 5-9

3. Textbook Pages 3-7 3-7 None 3-7

4. Additional Materials None None
from Learning
Resource (LR) portal
B. Other Learning The 21st Century MAPEH in The 21st Century MAPEH in Internet: YouTube Internet: YouTube The 21st Century MAPEH in
Resources Action Action Action
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students
with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Let the students sings the Review the vocal music and the Review the 20 century th
Reviw the kitchen Utensils Review the vocal music and
Lesson or Presenting the different folk songs. (10 min) music of lowland Luzon composers (10 min) the music of lowland Luzon
New Lesson
B. Establishing a Purpose Answer the pre test Let the Student sing, Bahay Motivation: Guess -The teacher will explain Let the Student sing, Bahay
for the Lesson When? Group Activity:
Kubo, Leron leron Sinta and Direction: Classify the items in the objective. Kubo, Leron leron Sinta and
Sitsiritsit the box according to the -(5minutes) Sitsiritsit
historical period to which it
belongs.
C. Presenting Discuss what are the music in Discuss what are the music in  Presentation of the Discuss what are the music
Examples/Instances of topic through PowerPoint
lowland Luzon lowland Luzon presentation in lowland Luzon
the Lesson
D. Discussing New By group let the students write  Group Activity: -The students will answer By group let the students
Concepts and Practicing Procedure:
and sing some folk song they 1. The students will be the given pre-test. write and sing some folk song
New Skills
know divided into 3 groups. -(35minutes) they know
2. Each group will create a short
presentation on the life of their
assigned composer.
3. Ask them to use the music/
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 compositions of their chosen
composer as their background,
accompaniment for their dance,
and song.
4. Ask them to perform in front
of the class.
E. Discussing New
Concepts and Practicing
New Skills #2
F. Developing Mastery Let the students sing the song Let the students sing the song The teacher will present a Let the students sing the song
(Leads to Formative Assessment 3) music or compositions of the
different composers and they
will classify what are their works
G. Finding Practical By group let the students sing By group let the students sing -How can this activity be By group let the students sing
Applications of Concepts the assign folk song the assign folk song used in your study? the assign folk song
and Skills in Daily Living
-(5minutes)
H. Making Generalizations -The student will give
and Abstraction about their generalization about
the Lesson
the activity.
-(5 minutes)
I. Evaluating Learning The teachers will evaluate The teachers will evaluate . Give at least 3 popular music -The teacher will evaluate The teachers will evaluate
through listening their song through listening their song in America. through listening their song
2. Discuss 1 elements of arts. through oral recitation.
about singing the folk songs about singing the folk songs about singing the folk songs
The period from 1880 to present -(5minutes)
is known as _____.
3. What is the individual forms
that influence singers to
express their feelings?
4. The new form of music in this
era is ______.
5. Innovative style that are
unconventional is
J. Additional Activities for Look for the other songs which -Giving of assignment.
Application or Remediation were originally composed
during the 20th century music
that have been used as
background music for
commercial, movie, teleserye,
and other media purposes.

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 Conducted Conducted Conducted Conducted Conducted
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 0/39 0/42 0/20 3/42 0/29

80% in the evaluation
B. No. of learners who require 32/39 33/42 15/20 37/42 20/29
additional activities for (7 absent) (9 absent) (5 absent) (2 absent) (9 absent)
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 Pretest will help determine Pretest will help determine the Pretest will help determine Pretest will help determine Pretest will help determine
strategies work well? Why did the prior learning of learners. prior learning of learners. the prior learning of learners. the prior learning of learners. the prior learning of learners.
these work?
F. What difficulties did I Availability of photocopy Availability of photocopy Availability of photocopy Availability of photocopy Availability of photocopy
encounter which my principal machine for the reproduction machine for the reproduction of machine for the reproduction machine for the reproduction machine for the reproduction
or supervisor can help me of test papers. test papers. of test papers. of test papers. of test papers.
solve?
G. What innovations or Utilization of Test Paper Utilization of Test Paper Utilization of Test Paper Utilization of Test Paper Utilization of Test Paper
localized materials did I
used/discover which I wish to
share with other teachers?
Prepared by: Checked and Inspected by:

Alma Mae S. Jabel JASMIN M. LABIO

Teacher II Principal I

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