Grade 10 (MUSIC 3rd Quarter)

DETAILED
LESSON PLAN
IN MUSIC 10
(Third Quarter)
Detailed Lesson Plan in MAPEH Grade 10
1 | Region V/Daily Lesson Plan/2019-2020

DETAILED LESSON PLAN (DLP) DEVELOPMENT TEAM
Province: Tabaco City Division EPS: Maria Teresa P. Borbor

Subject Area: MAPEH (Music) Grade level: Grade – 10
Team Member Role in the DLP Development

1. Raquel A. llosas Writer/Validator
2. Catherine C. Tino Writer/Validator
3. Arjay S. De Leon Writer
4. Hermiene Gaile E. Seperoto Writer
5. Briccio B. Bonza Writer
6. Joan S. Barallas Language Editor
7. Eva Edna B. Carinan Language Editor
8. Heny Ray B. Daet Illustrator
9. Ricky Esquivel Illustrator
10. Leo Gile Illustrator
11. Stephanie Joy Loterte Validator
12. Melody B. Borbor Validator
13. Maria Teresa P. Borbor Validator/Editor/Consultant
14. Fatima Preciousa T. Cabug Layout Artist

Table of Contents
1. listens perceptively to excerpts of major Contemporary works;
(MU10CM-IIIa-h-1) ............................................................................................... 4
2. describes characteristics of traditional music; (MU10CM-IIIa-h-2) ..................... 4
3. give a brief biography of selected Contemporary Philippine composer
(MU10CM-IIIa-h-3) ................................................................................................ 4
1. sings selections of Contemporary music with appropriate pitch, rhythm, style
and expression (MU10CM-IIIb-h4); ....................................................................... 9
2. explores ways of creating sounds on a variety of sources
(MU10CM-IIId-e5); and ......................................................................................... 9
3. improvises simple vocal/instrumental accompaniments to selected songs
(MU10CM-IIId-e6).................................................................................................. 9
1. listen perceptively to excerpts of major Contemporary works.
(MU10CM-IIIa-H-1) ............................................................................................. 13
2. describes characteristics of traditional and new music. (MU10CM-ILLa- h-2) .. 13
3. give a brief history of selected Contemporary Philippine composer
(MU10CM-IIIa-h—3) ........................................................................................... 13
Listens perceptively to excerpts of major Contemporary works
(MU10CM-IIIa-h-1) .............................................................................................. 19
Give a brief biography of selected Contemporary Philippine Composer/s
(MU10CM-IIIc-g-3) .............................................................................................. 19
Describes characteristics of traditional and new music (MU10CM-IIIA-h-2) ......... 19
Sings selections of Contemporary music with appropriate pitch, rhythm, style, and
expression; (MU10CM-IIIbh-4) ............................................................................ 24
Explores ways of creating sounds on a variety of sources; (MU10CM-IIIde-5) ... 24
Improvises simple vocal/instrumental accompaniments to selected songs;
(MU10CM-IIIde-5) ............................................................................................... 24
1. sings selection of contemporary music with appropriate pitch, rhythm, style and
expression (mu10cm-IIIb-h-4) ............................................................................. 28
2. explores ways of creating sounds on a variety of sources (MU10CM-IIId-E-5) 28
3. improvises simple vocal/instrumental accomplishments to selected songs (
MU10CM-IIId-e-) ................................................................................................. 28
Creates a musical on the life of a selected contemporary Philippine Composer;
MU10CM-IIIg-h-7 ................................................................................................ 35
Evaluates music and music performances using knowledge of musical elements
and style; MU10CM-IIIh-8 .................................................................................... 35

Detailed Lesson Plan in MAPEH
Grade 10
Quarter 3 Week 1
I- OBJECTIVES
A. Content Standards The learner…
Demonstrates understanding of characteristic
features of contemporary music.
B. Performance Standards The learner…
sings contemporary songs.
C. Learning The learner…
Competencies/Objectives 1. listens perceptively to excerpts of major
(Write the LC Code for each) Contemporary works; (MU10CM-IIIa-h-1)
2. describes characteristics of traditional music;
(MU10CM-IIIa-h-2)
3. give a brief biography of selected Contemporary
Philippine composer (MU10CM-IIIa-h-3)
II- CONTENT CONTEMPORARY PHILIPPINE MUSIC
 20th Century Filipino Composers (Traditional
Composers)
a. Francisco Buencamino Sr.
b. Antonio Molina
c. Lucio San Pedro
d. Francisco Santiago
e. Nicanor Abelardo
f. Felipe De Leon Sr.
g. Col. Antonino Buenaventura
h. Ryan Cayabyab
IV- LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG pp.40-48
2. Learner’s Materials pages LM pp. 92-112
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning Resources  Pictures/slides of composers
 Charts with bullet-highlights of the composers’
lives and works
 Musical scores of some of the composers’ well-
known compositions
Suggested links:
https://youtu.be/ii8vIhJSaMM ( Mayon Fantasy by
Francisco Buencamino)
https://youtu.be/ZaED2FlCWtE ( Pandangguhan by
Antonio Molina)
https://youtu.be/PpdAzjYwGss ( Sa Ugoy ng Duyan by
Lucio San Pedro)
https://youtu.be/t6MixeXSX5g (Kay Ganda ng Ating
Musika by Ryan Cayabyab)
https://youtu.be/s8mZ0fBJA5c (Pilipinas Kong Mahal
by Francisco Santiago)
https://youtu.be/rDZCDrZwKFE (Bituing Marikit by
Nicanor Abelardo)

https://youtu.be/kWSAuDyU7M0 (Pasko Na Naman by
Felipe De Leon Sr.)
https://youtu.be/iWOdlxQgJm8 (Pandanggo ni Neneng
by Col. Antonino Buenaventura)
Music Characterization Chart Template
V- PROCEDURES
A. Reviewing previous lesson or Let the students recall concepts from the past
presenting the new lesson lessons:
Do you still remember these music genres? Can you
describe each of them?
Illustrated by Ricky Esquivel
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________
6. ___________________________________
B. Establishing a purpose for the Let the students think of as many words and symbols
lesson as they can about 20th Century Philippine Music, then
have them write their answers inside the circle.
Illustrated by Ricky Esquivel
(Students may refer to their book and they will be

given 5 minutes to browse and answer)

C. Presenting examples/instances Picture Identification
of the new lesson The teacher will flash on the screen/display on the
board pictures of each of the 20th Century Filipino
composers. Let the students identify each image.
1. 2. 3. 4.
Image:
revivemusika.wordpress. Image:slideshare.n
Image: Image:
et
filipinaslibrary.org.ph wikipedia.org
Image: musika.worpress.com
5. 6. 7. 8.
Image: rhsaai.com
Image: flickr.com
Image: flickr.com
Choices:
Lucio San Pedro Ryan Cayabyab
Francsico Santiago Felipe de Leon Sr.
Antonio Molina Nicanor Abelardo
Francisco Buencamino
Antonio Buenaventura
ASK: Can you tell something about them? (Students

may refer to LM pp. 92-112)
D. Discussing new concepts and Discuss the lives and musical contributions of the
practicing new skills #1 following 20th century Filipino composers:
a. Francisco Buencamino Sr.
b. Antonio Molina
c. Lucio San Pedro
d. Francisco Santiago
e. Nicanor Abelardo
f. Felipe De Leon Sr.
g. Col. Antonino Buenaventura
h. Ryan Cayabyab
E. Discussing new concepts and Watch and Listen

practicing new skills #2
Watch and listen to the video attentively.
Suggested links:
https://youtu.be/ZaED2FlCWtE ( Pandangguhan by
Antonio Molina)
https://youtu.be/PpdAzjYwGss ( Sa Ugoy ng Duyan by
Lucio San Pedro)
https://youtu.be/t6MixeXSX5g (Kay Ganda ng Ating
Musika by Ryan Cayabyab)
https://youtu.be/s8mZ0fBJA5c (Pilipinas Kong Mahal
by Francisco Santiago)

Nicanor Abelardo)
https://youtu.be/kWSAuDyU7M0 (Pasko Na Naman by
Felipe De Leon Sr.)
https://youtu.be/iWOdlxQgJm8 (Pandanggo ni Neneng
by Col. Antonino Buenaventura)
Call volunteers to give their personal reactions or

feelings and observe the elements of the music they
have listened to. Identify the title and the composer of
the songs presented. Use the music characterization
chart.
F. Developing mastery Point out the characteristics of the musical style of the
(Leads to Formative Assessment above-mentioned Filipino composers.
3)
Composers Characteristics
_____________________ (Musical Style)
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
______ __________
_____________________ _____________________
G. Finding practical application of How does 20th Contemporary__________
Philippine music makes
______
concepts and skills in daily you feel?
_____________________ _____________________
living
______ __________
H. Making generalizations and Questions to be asked:
_____________________
abstractions about the lesson
__________
1. Who are the major Contemporary composers?
2. What are the 20th century music styles and their
characteristic features?
I. Evaluating learning
Group Activity
Race Game
Name the Composer, Title of the Music, Musical Style,
and Description
- Divide the class into four (4) teams, with each team
forming a line.

- The teacher plays few measures of the 1 st musical
excerpt, the first student in each line goes to the board
and writes the name of the composer. The second
student writes the title of the music. The third student
writes the musical style and the fourth student writes
a description of the music in one phrase.
- The team that writes the correct answers first, scores
four (4) points.
- The same procedure goes on until the students in
the line have finished their turn.
- The team with the highest score wins.
J. Additional activities for

application or remediation
I. REMARKS
VI - REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?

Grade 10
Quarter 3 Week 2
I- OBJECTIVES
D. Content Standards The learner…
Demonstrates understanding of characteristic
features of contemporary music.
E. Performance Standards The learner…
sings contemporary songs.
F. Learning The learner…
Competencies/Objectives 1. sings selections of Contemporary music with
(Write the LC Code for each) appropriate pitch, rhythm, style and expression
(MU10CM-IIIb-h4);
2. explores ways of creating sounds on a variety
of sources (MU10CM-IIId-e5); and
3. improvises simple vocal/instrumental
accompaniments to selected songs (MU10CM-
IIId-e6).
II- CONTENT CONTEMPORARY PHILIPPINE MUSIC
 20th Century Filipino Composers (Traditional
Composers)
IV- LEARNING RESOURCES

B. References
6. Teacher’s Guide pages TG pp.40-48
7. Learner’s Materials pages LM pp. 92-112
8. Textbook pages
9. Additional Materials from
Learning Resource (LR) portal
10. Other Learning Resources Suggested links:
https://youtu.be/ZaED2FlCWtE ( Pandangguhan
by Antonio Molina)
https://youtu.be/PpdAzjYwGss ( Sa Ugoy ng
Duyan by Lucio San Pedro)
https://youtu.be/t6MixeXSX5g (Kay Ganda ng
Ating Musika by Ryan Cayabyab)
https://youtu.be/s8mZ0fBJA5c (Pilipinas Kong
Mahal by Francisco Santiago)
Nicanor Abelardo)
https://youtu.be/kWSAuDyU7M0 (Pasko Na
Naman by Felipe De Leon Sr.)
https://youtu.be/iWOdlxQgJm8 (Pandanggo ni
Neneng by Col. Antonino Buenaventura)
V- PROCEDURES
K. Reviewing previous lesson or Name that Tune:
presenting the new lesson LET THE CLASS DO THE FOLLOWING:
* Have the students listen to recordings/ excerpts
or watch video clips from YouTube or other
available sources.

* Let them recognize the title and name of the
traditional composers they have listened to.
(Please refer to the links above)
Suggested songs:
Mayon Fantasy by Francisco Buencamino
Pandangguhan by Antonio Molina
Sa Ugoy ng Duyan by Lucio San Pedro
Kay Ganda ng Ating Musika by Ryan Cayabyab
Pilipinas Kong Mahal by Francisco Santiago
Bituing Marikit by Nicanor Abelardo
Pasko Na Naman by Felipe De Leon Sr.
Pandanggo ni Neneng by Col. Antonino
Buenaventura
L. Establishing a purpose for the Mood Music:

lesson
* Let the students form a circle.
* Let them close their eyes while listening to Kay
Ganda ng Ating Musika by Ryan Cayabyab and
Sa Ugoy ng Duyan by Lucio San Pedro.
* Let the students focus on the emotional qualities
of the music and encourage them to express that
physically by creating movements.
* After 30 seconds ask them to open their eyes so
they can appreciate each other’s movements.
M. Presenting examples/instances of * Demonstrate how to sing the two sample songs.

the new lesson * Let the students listen attentively to the songs,
so that they can follow the correct tones and
techniques.
Ask:
What did you feel? What emotions were
evoked/expressed in the music?
Call students to give their opinions/ideas.
N. Discussing new concepts and Group Activity:

Divide the class into four (4) groups.
Let the class do the following:
* Sing any of the compositions that you like best
or you are familiar with.
* Explore in creating sounds on a variety of
sources or from the environment.
O. Discussing new concepts and Music Adaptation

Have the students choose their group mates
(quartet). Have them compose a simple song, for
which they will create both the lyrics and the music.
* They may adapt a certain melody from the
compositions of the traditional composers that they
like, then write new lyrics to fit the music.

* They may use any musical instruments or even
improvised musical instruments from the
environment.
* Have them sing their original songs or adaptations
in class, they may perform a capella or with
accompaniment.
Ask:
What motivated you to compose or adapt the music
of that particular song? (Group discussion)
Ask each group to explain their answers in class.

P. Developing mastery
(Leads to Formative Assessment 3)
Q. Finding practical application of The teacher will ask:
concepts and skills in daily living If you could be a composer, who would you be and
why?
R. Making generalizations and What was the most significant thing that you have
abstractions about the lesson learned from the activity?
S. Evaluating learning
Singing Activity:
* Let the students sing any of the compositions of

Lucio San Pedro, Antonino Buenaventura,
Antonio Molina, Francisco Buencamino Sr.
Nicanor Abelardo, Francisco Santiago, Felipe De
Leon, and Ryan cayabyab.
* If the composition has lyrics, let them sing the
song; if it is purely instrumental they may hum the
melody.
* They may add instrumental accompaniment
using guitar, flute, recorder, maracas, tambourine,
keyboard, or a combination of any of these.
* They may improvise simple vocal or instrumental
accompaniment/s to the song or instrumental
piece they have chosen.
* They may explore ways of creating sounds as
instrumental accompaniment to the song or
instrumental piece, using available materials from
a variety of sources or from the environment.
* Let them perform the song with appropriate
pitch, rhythm, style, timbre, dynamics, melody,
texture, harmony, and expression.
* After all the performances, choose the “Best
Singing Group” based on:
a. Musicianship (musical elements) ---------------
60%
b. Presentation impact and showmanship --------
20%
c. Ensemble coordination and organization -------
20%

T. Additional activities for application Choose one musical composition of the traditional
or remediation composers that you like most and write a short
reaction paper about the music.
II. REMARKS
VI - REFLECTIONS
B. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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?

Grade 10
Quarter 3 Week 3
I.OBJECTIVES
A. Content Demonstrates understanding of characteristic features of
Standard contemporary music.
B. Performance Sings contemporary songs.

Standards
C. Learning The learner…

Competencies/ 1. listen perceptively to excerpts of major Contemporary works.
Objectives (MU10CM-IIIa-H-1)
Write the LC 2. describes characteristics of traditional and new music.
Code for each (MU10CM-ILLa- h-2)
3. give a brief history of selected Contemporary Philippine
composer (MU10CM-IIIa-h—3)
II.CONTENT A. CONTEMPORARY MUSIC
B. NEW MUSIC
III. LEARNING
RESOURCES
A. Reference
1.Teacher’s Guide
Pages
2.Learner’s Material Pages: 119- 127
Pages
3.Textbook Pages
4.Additional Material Laptop, projector, picture
from LR portals
B.Other Learning Website (ICT), Google, You tube
Resources Lucio+San+Pedro&hl=en&tbm=isch&source=Iu&ictx=1&fir=4ikjpT
43j2hx0M%253A%252C-
10ZUSzIdDC79M%252C_&vet=1&usg=AI4_-kR6
QXvlMNftO2slC_QUYq0C1v_rrg&sa=X&ved=2ahUKEwjs15WI6
PzkAhWJ7WEKHfRXCrEQ9QEwAHoECAYQBg#imgrc=J7Brgce
Ps1Y56M:vet=1
https://www.google.com/search?q=francisco+f+feliciano&sa=X&rl
z=1C1ASUM_enPH739PH739&tbm=isch&source=iuictx=1&fir=e
xoFND4B3ZuctM%253A%252CKXBxSVekzUfD2M%252C_&vet
=1&usg=AI4_-
kRhiuSNV5uuiIm0L4YhAHME1iYzg&ved=2ahUKEwiT057f8PzkA
hXZE4gKHftLB30Q_h0wFnoECAkQBQ&biw=1280&bih=619&dpr
=0.67#imgrc=exoFND4B3ZuctM:
https://www.slideshare.net/RednaxelaNeyaca/new-music-
composers
Daluy-https://www.youtube.com/watch?v=atllZdyrLB8
Tocata for perussion d Winds-
https://www.youtube.com/watch?v=5BcYnny3Uxo

Alay sa Inang Bayan (Jerry Dadap)--
https://www.youtube.com/watch?v=Swj3hjEplUU
Ugnayan-
https://www.youtube.com/watch?v=qlrOS3qjsbk=francisco+f+felic
iano&sa=X&rlz=1C1ASUM_enPH739PH739&tbm=isch&source=i
u&ictx=1&fir=exoFND4B3ZuctM%253A%252CKXBxSVekzUfD2
M%252C_&vet=1&usg=AI4_kRhiuSNV5uuiIm0L4YhAHME1iYzg
&ved=2ahUKEwiT057f8PzkAhXZ4gKHftLB30Q_h0wFnoECAkQ
BQ&biw=1280&bih=619&dpr=0.67
IV. PROCEDURES
A. Review previous 1. Listening Activity:
lesson or The teacher will play 2 excerpts of a recording from You Tube
presenting new entitled “Sa Ugoy ng Duyan” composed by Lucio San Pedro and “
lesson Pokpok Alimpako” by Francisco F. Feliciano.
After listening, the teacher will flash on the screen the picture of
composer A, and let the learners identify and give the biography
of this composer as well as the picture of Composer B.
Note: Since Composer B is a new topic, the teacher will introduce
another musical genre or give some questions that will lead to the
new topic.
Composer A Composer B
Lucio+San+Pedro&hl=en&tb https://www.google.com/search
m=isch&source=i ?q=francisco+f+feliciano&s
u&ictx=1&fir=4ikjpT43j2hx0 a=X&rlz=1C1ASUM_enPH739
M%253A%252C-1 PH739&tbm=isch&source=i
0ZUSzIdDC79M%252C_&ve uictx=1&fir=exoFND4B3ZuctM
t=1&usg=AI4_-kR6 %253A%252CKXBxSVekz
QXvlMNftO2slC_QUYq0C1v UfD2M%252C_&vet=1&usg=AI
_rrg&sa= 4_-kRhiuSNV
X&ved=2ahUKEwjs15WI6Pz 5uuiIm0L4-
kAhWJ7WEKH YhAHME1iYzg&ved=2ahUKEw
fRXCrEQ9QEwAHoECAYQ iT057f8PzkAhXZE4gKHftLB30
Bg#imgrc=J7Brgce Q_h0wFnoECAk
Ps1Y56M:&vet=1 QBQ&biw=1280&bih=619&dpr
=0.67
#imgrc=exoFND4B3ZuctM:
B. Presenting The teacher will play some of the musical excerpts to introduce
examples/ new musical composers like Jonas Baes, Jose Maceda, Lucresia
instances of new Kasiag, and vice versa.
lesson

C. Discussing new Group Activity:
concepts and a. Divide the class into four. Give two 20th century Filipino
practicing new composers to each group and let them write a brief biographical
skills #1 sketch of each composer, including their works, on a manila paper.
Group 1. Jose Maceda and Lucresia Kasilag

2. Jerry Dadap and Fr. Manuel Maramba, OSB
3. Ramon Santos and Francisco F. Feliciano
4. Josefino Toledo and Jonas Baes
b. Reporting
The leader of the group will report their output.
E.Discussing new Activity: Match Me!

concepts and 1. The teacher will play selected excerpts of compositions by the
practicing new following Filipino composers.
skills #2 2. The learners will be divided into four teams, with each team
forming a line.
3. As the teacher plays a few measures of the first excerpt, the first
student in each line goes to the board and pastes the strip with the
title of the song. The second student will match the picture. The
third student will paste the strip with the name of the composer and
the fourth students, the description of musical style.
4. One student will be assigned as the scorer. The team with the
highest score is the winner.
Title of the Picture Name Characteristics of
Song the musical style
( Utilizing
unorthodox
(Daluy) (Jonas musical
Baes) instruments like
leaves, bean-pod
rattle, bamboo
scrapers and
bamboo flute.)
(The musical
(Ugnayan) style was
( Jose profoundly
Maceda) influenced by the
music of the
indigenous tribes
of Mindoro and
usually performed
in communal
ritual)
(Her musical style
(Toccata demonstrated the
for (Lucresia fusion of Eastern
Percussion Kasilag) and western
and Winds) styles in using
instruments,
melody, harmony
and rhythm.)

His musical style
(Ang advocates the
Dakilang (Jerry Filipino folk music
anak Dadap) utilizing rondalla/
Pawis) string ensemble.
(Chromaticism,
(Ding Ding music seria, and
Nga Diwa) (Ramon P. electronic
Santos) components,
combined with
indigenous
Philippine music
elements.)
(Incorporating
(Pokpok (Francisco “Asianess” in his
Alimpako) F. Feliciano) music. His operas
and orchestral
works has unique
musical language
carrying
contemporary
that uses modal
scales.)
(Josefino (combination of
Toledo) Western and
Oyog-Oyog Eastern
elements, and the
distinctly-Filipino
elements, such
as references to
indigenous
musical
traditions,
rhythms,
instruments or
sounds.)
Best known as a
(Aba!, (Fr. Manuel liturgical
Sto.Nino Maramba,O composer whose
SB) body of works
lean towards
religious figures
and events.

F.Developing mastery
(Leads to formative
assessment
How does contemporary

Filipino composers give
honor to music industry?
G.Finding practical
applications of
concepts and skills in If you were a composer,
daily living what genre or musical
style would you prefer?
H.Making Traditional Music Composers

•
•
generalization and
abstraction about the •
New Music Composers •
lesson
Compare the style of music of traditional music composers from new music composers
I.Evaluating learning Short quiz: Identify the composer.
1. Ugnayan:___________( Jose Maceda)
2. Aba! Sto. Nino: ______________(Fr. Manuel Maramba)
3. Oyog-Oyog: __________(Josefino Toledo)
4. Ding Ding nga Diyawa: _________(Ramon Santos)
5. Daluy: ___________ (Jonas Baes)
6. His composition usually performed in communal ritual. _____
(Jose Maceda)
7. Her music demonstrated the fusion of Eastern and western
styles in using instruments, melody, harmony and rhythm.
________ (Lucresia Kasilag)
8.His musical style advocates the Filipino folk music utilizing
rondalla/ string ensemble. __________(Jerry Dadap)
9. Best known as a liturgical composer whose body of works lean
towards religious figures and events. ________(Fr.Manuel
Maramba)
10. Chromaticism, music seria, and electronic components,
combined with indigenous Philippine music elements. _________
(Ramon Santos)
Additional activities for

application or
remediation
V. REMARKS
VI.REFLECTION
A. No. of learners
who earned 70%
on the formative
assessment

B. No. of learners
who require
additional activities
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 or
supervisor can
help me solve?
G. What innovation or
localized materials
did I use/ discover
which I wish to
share with other
teacher.

Grade 10
Quarter 3 Week 4
I. OBJECTIVES:
A. Content Standards: The learner demonstrates an understanding of:

characteristic features of contemporary music.
B. Performance Standards:
The learner sings contemporary songs.
C. Learning Competencies: The learner

 listens perceptively to excerpts of major
Contemporary works (MU10CM-IIIa-h-1)
 give a brief biography of selected Contemporary
Philippine Composer/s (MU10CM-IIIc-g-3)
 describes characteristics of traditional and new
music (MU10CM-IIIA-h-2)
II. CONTENT: Contemporary Philippine Music:
Song Composers
(Levi Celerio, Constancio de Guzman,

Mike Velarde Jr, Ernani Cuenco)
III. LEARNING
RESOURCES:
1. References
2. Teacher’s Guide Pages Horizons Grade 10 Teacher’s Guide, pp 56-64
3. Learner’s Guide Pages Horizons Grade 10 Learner’s Material, pp 128-144
4. Textbook Pages
5. Additional Material from
Learning Resource Material
5. Other Learning Sources
IV. PROCEDURES:
A.
1. Reviewing previous Preparatory Activity:
lesson/Presenting the Let the students listen to or sing with the recorded
new lesson. sample of “Sa Ugoy Ng Duyan”,by Lucio San Pedro,
interpreted in two (2) styles by the following singers:
1. Alegria O. Ferrer – a Filipina Opera Soprano
2. Lea Salonga – a Filipina Broadway Singer
(Note to the teacher:

The lyric sheets and the guide questions may be provided to
the students or may be flashed/posted on the board prior to
the listening activity.)
After the listening or singing activity, the teacher may

ask the following suggested questions:
1. What was the song about?

2. What did you feel about the two interpretations?

3. Which of the two samples do you consider as
TRADITIONAL in its style? Why?
Which is CONTEMPORARY? Why?
(Vocabulary Words:
Tradition – a way of thinking, behaving, or doing
something that has been used by the people in a
particular group, society, etc., for a long time.
Contemporary – happening or existing now or in recent
times.)
(Call a student to answer each question and present in class.)

2. Presenting Listening Activity:
examples/instances of the
new lesson “MUSIC EXPRESS”
Let the class listen to any of the three (3) recordings of the
following composers. After listening, the students will do the
task that follows:
Constancio de Guzman:
Ang Tangi Kong Pag-ibig
Bayan Ko as performed by Lea Salonga
Maalaala Mo Kaya
Ernani Cuenco:
Bato sa Buhangin as performed by Raul Sunico
Kalesa
Gaano Ko Ikaw Kamahal
Mike Velarde Jr.:

Dahil Sa Iyo
Minamahal Kita
Bituing Marikit
Levi Celerio:
Ang Pipit
Ang Pasko Ay Sumapit
Tinikling
B.
Activity #1 Group Task:
The class will be divided into 4 groups to answer the following
questions:
Sample Guide questions:
“What did you feel when you were listening to the
samples?”
“Can you relate to those songs? Why or Why not?

C.
1. Discussing new concepts
and practicing new skills Let them watch and listen to short presentations of the
#1 lives, musical achievements, and works of the following Song
Composers:
a. Levi Celerio. c. Mike Velarde Jr.
b. Ernani Cuenco d. Constancio de Guzman
(Integration:
The lesson on 20th century Filipino composers may be
integrated with Philippine history for a better understanding of
their styles and their sources of influence.)
Note:
The teacher may provide questions or modifications to
process the discussion.

& practicing new skills #
2
3. Developing Mastery
Analysis of the Elements of Music and
characteristics of
the musical excerpts.
(The choice of music samples is at the liberty of the

teacher
or according to the availability of resources.)
Songs: Melody Tempo Dynamics Texture

(simple / (fast/ (soft/ (thin/
complex) slow) (loud)
/thick)
1.__________ ________ __________ __________

________
2.__________ ________ __________ __________
________
3.__________ ________ __________ __________
________
Mood conveyed by the songs:

1.__________ __________________________________
2.__________ __________________________________
3.__________ __________________________________
(Call at most 2 students from any of the 4 groups to present

their answers.)
D.
1. Finding practical
application of concepts & Individual task:
skills in daily living. “PICK-ME-UP!”

1. Choose one composition, that you like, from the
samples given by the teacher.
2. Write the title and its composer.
3. Explain why you chose the composition.
4. Think and Answer:
“If you were a composer, what music genre would you
prefer? Why?”
(Ask at most 2 volunteers to present their answers to the

class.)
2. Making generalizations &

abstractions about the
lesson. Group Activity:
“DOCU-MUSIKA”
Directions:
1. Each group will be assigned to present the impact or
contributions one composer made in our music or
culture especially today.
2. They may choose any presentation style:
Song Adaptation
Broadcasting
Spoken Poetry
3. Each group shall be given 5 minutes to work on their
presentation and 3 minutes to present.
E.
1. Evaluating learning The performance rating of the chosen style of
presentation shall be based on the following
criteria:
a. Song Adaptation:
Message/Content 10 points
(following the characteristics of traditional and
contemporary music)
Tone/Intonation 6 points
Collaboration 4 point
Total: 20 points
b. Broadcasting:
Message/Content 10 points
contemporary music)
Broadcast Quality 6 points
Collaboration 4 points
Total: 20 points
c. Spoken Poetry:
Message /Content 10 points
contemporary music)
Poetic Appeal 6 points
Collaboration 4 points
Total: 20 points

F.
1. Additional activities for
application or
remediation
REFLECTION:
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
work?
No. of learners who
caught up with the lesson
D. No. of learners who
continue to require
remediation.
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
localized materials did I
use/discover which I wish
to share with other
teachers?

Grade 10
Quarter 3 Week 5
I. OBJECTIVES:
A. Content Standards: The learner demonstrates an understanding of:

B. Performance Standards:
The learner sings contemporary songs.
C. Learning Competencies: The learner

 sings selections of Contemporary music with
appropriate pitch, rhythm, style, and expression;
(MU10CM-IIIbh-4)
 explores ways of creating sounds on a variety of
sources; (MU10CM-IIIde-5)
 improvises simple vocal/instrumental
accompaniments to selected songs; (MU10CM-
IIIde-5)
II. CONTENT: Contemporary Philippine Music:
Song Composers
(George Canseco, Restie Umali, Leopoldo Silos)
III. LEARNING
RESOURCES:
1. References
2. Teacher’s Guide Pages Horizons Grade 10 Teacher’s Guide, pp
3. Learner’s Guide Pages Horizons Grade 10 Learner’s Material, pp
4. Textbook Pages
5. Additional Material from
Learning Resource Material
5. Other Learning Sources
IV. PROCEDURES:
A.
1. Reviewing previous Review Game:
lesson/Presenting the new “GUESS WHO?”
lesson.
The teacher will post pictures of Ernani Cuenco,
Constancio de Guzman, Mike Velarde Jr, and Levi Celerio
on the board. Music will be played and the groups will
make a guess of who the composer was by lining up before
the picture. The group who got the most scores wins the
game.
(Note to teacher: Play at most 3 sample compositions
only.)
2. Presenting After the review, Ask:

examples/instances of the “Do you think Filipino Music has a big influence in our
new lesson culture? Why or Why not?”
(Call 2 volunteers to answer the question.)
B.

Activity #1 Listening Activity:
Let them listen to at most 2 excerpts of

recordings of the following suggested movie theme
songs composed by George Canseco:
1.Langis at Tubig 4. Gaano Kadalas Ang Minsan

2. Hiram 5. Sinasamba Kita
3. Dear Heart
(The songs above are soundtracks of Philippine
Movies of the same titles.)
Ask them about the feelings conveyed in the
excerpts and let them make reactions based on
elements of music used, like dynamics, texture,
harmony and mood.
C.
1. Discussing new concepts Let them watch and listen to short presentations of the
and practicing new skills lives, musical achievements, and works of the following
#1 Song Composers:
c. George Canseco. Restie Umali
d. Leopoldo Silos
Integration:
The lesson on 20th century Filipino composers may
be integrated with Philippine history for a better
understanding of their styles and their sources of influence.
& practicing new skills # 2
3. Developing Mastery
Have the students listen intensively to other samples of
musical excerpts by George Canseco, Restie Umali and
Leopoldo Silos and let them analyse the music that they
have heard by noting the elements present
i. e. melody, tempo, dynamics, texture, harmony.
Sample Table for Music Analysis:
Song Melody Tempo Dynamics Texture Harmony
______ ________ ________ __________ ________

________
______ ________ ________ __________ ________
________
Sample parameters:
Melody : if simple or complex Texture: if thin or thick
Tempo : if fast or slow Harmony: if monophonic,
Dynamics :If loud or soft homophonic, polyphonic
(note: the teacher may set own parameters
depending on the elements to be used.)
D.

1. Finding practical Group Activity:
application of concepts & “Compose/Adapt-A-Song Challenge”
skills in daily living.
1. Let the students compose a simple song, for which
they will write the lyrics and the music. The
message is at the liberty of the students, as long as
it conforms with the proper standards (choice of
words and/or thoughts).
(This first task may be given to Advanced
Students.)
2. They may also choose to adapt a certain melody

from the compositions of the song composers that
they like, with new lyrics to fit the music. The choice
of 1 stanza and chorus may apply.
(This 2nd task is applicable to Average Students.)
3. They may include an accompaniment using any of

the following musical instruments:
guitar, keyboard, drums, tambourine, maracas,
or
improvised musical instruments found in the
environment.
4. They may sing their song in a capella or with

accompaniment.
5. They will be given 5 minutes to rehearse and 3
minutes to perform in class.
2. Making generalizations &

abstractions about the
lesson.
E.
1. Evaluating learning Group Performance:
‘The Singing Company’
Criteria:
Musicianship (application of musical elements) like
(Melody, Rhythm, Harmony, Expression)….. 10 points
Presentation Impact and Showmanship…….. 6 points
Coordination/Collaboration …………………….4 points
Total 20 points
F.
1. Additional activities for
application or remediation Prepare for a Contemporary Filipino Musical.
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%
C. Did the remedial lesson work?
No. of learners who 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?

Grade 10
Quarter 3 Week 6
I.OBJECTIVES
A. Content Contemporary music demonstrates understanding of
Standard characteristic features of contemporary music.
B. Performance Sings contemporary songs.

Standards
C. Learning The learners…….

Competencies/ 1. sings selection of contemporary music with appropriate pitch,
Objectives rhythm, style and expression (mu10cm-IIIb-h-4)
Write the LC 2. explores ways of creating sounds on a variety of sources
Code for each (MU10CM-IIId-E-5)
3. improvises simple vocal/instrumental accomplishments to
selected songs ( MU10CM-IIId-e-)
II.CONTENT CONTEMPORARY MUSIC
B. NEW MUSIC
III. LEARNING
RESOURCES
A. Reference
1.Teacher’s Guide
Pages
2.Learner’s Material Pages: 119- 127
Pages
3.Textbook Pages
4.Additional Material Laptop, projector, picture, indigenous instruments( Bamboo, can,
from LR portals bottle), guitar
B. Other Learning Website (ICT), Google, You tube
Resources 1. Udlot(JoseMaceda)-
https://www.youtube.com/watch?v=V3gvVrEG03U&list=RDV3g
vVrEG03U&start_radio=1&t=71&t=0
2. Ang Dakilang Anak Pawis( Jerry Dadap)
https://www.youtube.com/watch?v=uPTBCBrIjR0
3. Alitaptap ( Josefino Toledo)
https://www.youtube.com/watch?v=UqE1XofY_Qc
https://www.youtube.com/watch?v=_ZsUUTPZf64
IV. PROCEDURES

D. Review previous Listening Activity:
lesson or presenting Listen carefully to each excerpt and be able to recognize the
new lesson different musical elements and the distinct styles of the
composers.
Melody Rhythm Mood Texture Dynamics
Simple/compl Fast/slow Sad/Happ Mono/h Soft/Loud
ex y omo/pol
yphonic
Suggested song:
1. Udlot (Jose Maceda)
2. Ang Dakilang anak Pawis (Jerry Dadap)
3. Alitaptap ( Josefino Toledo)
C.Presenting The teacher will present indigenous instruments and other local
examples/ instances instruments needed in the succeeding activity. Also, the use of the
of new lesson instrument will also be presented.
Indigenous Instruments: Local Instruments
Bamboo guitar, organ etc.
Can
Bottle
Optional: The teacher can play the “Pokpok Alimpako” and the
selected students will play the indigenous instruments to
accompany the music.
https://www.youtube.com/watch?v=_ZsUUTPZf64
D.Discussing new Activity: Composing/Performing a Simple Song with Indigenous
concepts and Music
practicing new 1. The teacher will divide the class into groups, or you may opt to
skills #1 do this solo.
2. Together with your group, compose a simple song incorporating
indigenous music and folksong or you may adapt a certain melody
from the compositions of the New Music composers that you like,
and write new lyrics to fit the music.
3. You may include an accompaniment or improvised musical
instruments.
4. If appropriate, you may choreograph dance movements by
interpreting the music that you have chosen.
5.Perform your composition or song adaptation in class. Sing it a
capella (without accompaniment) or with an accompaniment you
have prepared.
E.Discussing
new concepts and
F.Developing mastery
(Leads to formative
assessment
G.Finding practical Practice proper (20 minutes)
applications of concepts
and skills in daily living

H.Making
generalization and Performance Proper
abstraction about the
lesson
I.Evaluating learning Please see the attached rubric below for the performance task
J.Additional activities Write a reaction paper on” What was the experience like
for application or incorporating our indigenous music into your compositions or song
remediation adaptation?” submit it in the next class meeting.
V. REMARKS
VI.REFLECTION
A.No. of learners who
earned 70% on the
formative assessment
B.No. of learners who
require additional
activities
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 or
supervisor can
help me solve?
G.What innovation or
localized materials did I
use/ discover which I
wish to share with
other teacher.

Mu R Performance Proper
rub RUBRICS r
Poor Fair Good Very Good Excellent

CRITERIA
1 pts 2 pts 3 pts 4pts 5pts
1. Voice Quality
Most Many of the Sings most of
pitches are pitches are the pitches Sings most of Confidently
sung sung correctly with the pitches
incorrectly incorrectly, few errors and correctly with sings all
and student but student tracks well in few errors and pitches
is not able tracks well musical score. tracks well in
to track in musical musical score. correctly.
within score.
musical
score.
Rhythmic Most of the Some basic Most of most of Excellent

Accuracy rhythms in rhythms are the the
musical performed rhythms
score are correctly; rhythms are Confidently
performed however, are perform performs all
incorrectly. has perform ed rhythms
challenges ed correctly correctly.
with some correctly , with
rhythms in , with few
specific few errors.
measures. errors.
Style/Interpretati The style Some parts Most of the most of the The
on and of the piece piece is piece performanc
interpretatio are performed e of the
n of the performed using correct is performed piece is
piece is not using both style and using correct beautifully
executed style and interpretation. style and executed
during interpretatio interpretation with both
performanc n. appropriate
e. style and
interpretatio
n.

Musicianship No Some Most of the most of the Student
dynamics. dynamics dynamics are dynamics are performs
No use of are followed, and followed, and the piece
articulation. observed. most of the most of the with
Most Some articulation articulation appropriate
phrases are articulation signs are signs are dynamics,
performed is observed. observed. phrasings,
incorrectly. performed. Most phrases Most phrases and
Some are performed are articulation.
phrases are correctly. performed
complete correctly
and
musically
accurate.

Music performance rubric
Poor Fair Good Very Good Excellent

1 pts 2 pts 3 pts 4pts 5pts
Voice Poor Fair Good Excellent

Quality
Most Many of the Sings most

pitches are pitches are of the Confidentl
sung sung pitches y
incorrectly incorrectly, correctly si
and but student with few ng
student is tracks well in errors and s
not able to musical tracks well all
track score. in musical
within score. pitches
musical co
score. rre
ctl
y.
Rhythmic Poor Fair Good Excellent

Accuracy
Most of Some basic Most Confidentl

the rhythms are of the y performs
rhythms in performed all rhythms
musical correctly; rhyth correctly.
score are however, ms
performed has are
incorrectly. challenges perfor
with some med
rhythms in correc
specific tly,
measures. with
few
errors
.
Style/Inte Poor Fair Good Excellent

rpretation
The style Some parts Most of the The

and of the piece piece is performan
interpretati are performed ce of the
on of the performed using piece is
piece is using both correct beautifully
not style and style and executed
executed interpretatio interpretatio with both
during n. n. appropriat
e style and

performan interpretati
ce. on.
Musicians Poor Fair Good Excellent

hip
No Some Most of the Student

dynamics. dynamics dynamics performs
No use of are are the piece
articulation observed. followed, with
. Most Some and most of appropriat
phrases articulation the e
are is articulation dynamics,
performed performed. signs are phrasings,
incorrectly. Some observed. and
phrases are Most articulation
complete phrases are .
and performed
musically correctly.
accurate.

Grade 10
Quarter 3 Week 7
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
B. Performance Standards The learner sings contemporary songs.
C. Learning Competencies/ The learner…
Objectives  Creates a musical on the life of a selected
contemporary Philippine Composer; MU10CM-
IIIg-h-7
 Evaluates music and music performances
using knowledge of musical elements and
style; MU10CM-IIIh-8
II. CONTENT CONTEMPORARY PHILIPPINE MUSIC – Traditional
Composers, New Music, Song Composer
(CULMINATINGACTIVITY)
III. LEARNING RESOURCES
1. Teacher’s Guide HORIZONS Grade 10 Teacher’s Guide pages 39 – 64
2. Learner’s Materials HORIZONS Grade 10 Learner’s Materialpages 92 –
112
3. Textbook Pages
4. Other Learning Suggested links:
Resources https://www.youtube.com/watch?v=F4A7Ptil2j4 (Sa Ugoy
ng Duyan by Lucio San Pedro)
https://www.youtube.com/watch?v=t6MixeXSX5g (Kay
Ganda ng Ating Musika by Ryan Cayabyab)
https://www.youtube.com/watch?v=zCQw6FSZJms (Limang
Dipang Tao by Ryan Cayabyab)
https://www.youtube.com/watch?v=f84mbo7jJYI (Nasaan
Ka Irog by Nicanor Abelardo)
https://www.youtube.com/watch?v=PrBQs6GF7mE
(Bituing Marikit by Nicanor Abelardo)
IV. PROCEDURES
A. Reviewing Previous NA
Lesson or Presenting the
New Lesson
B. Establishing a purpose At the end of this lesson, the students are expected to
for the Lesson perform an original musical about the life of the
contemporary Philippine composers.
C. Presenting Examples/ LISTENING ACTIVITY
Instances of the New The student will listen carefully to the music, an excerpt
Lesson from each of the Contemporary Filipino Composers on
the list below.(please refer to the link above)
1. Lucio San Pedro –Sa Ugoy ng Duyan
2. Ryan Cayabyab –Kay Ganda ng Ating Musika,
Limang Dipang Tao
3. Nicanor Abelardo – Nasaan Ka Irog?, Bituing
Marikit
These music are just examples, for the students to

have an idea of what to present in their performances.

D. Discussing New NA
Concepts and Practicing
New Skills #1
E. Discussing New NA
Concepts and Practicing
New Skills #2
F. Developing Mastery NA
(Leads to Formative
Assessment 3)
G. Finding Practical MUSICAL:– Lucio San Pedro, Ryan Cayabyab, and
Application of Concepts Nicanor Abelardo
and Skills in Daily Living (Note: This activity is good for 3 days – the 1st and 2nd
days will be for the preparation and the 3 rd day will be
GOAL for the performance)
 To create a musical on the life of Lucio San

Pedro, Ryan Cayabyab, and Nicanor Abellardo
 To deepen the understanding and appreciation
of students on contemporary composers who
had made a difference and contribution in the
ROLE Philippine music and culture.
GROUP A – will perform a musical about the life of

Lucio San Pedro
GROUP B – will perform a musical about the life of
Ryan Cayabyab
GROUP C – will perform a musical about the life of
AUDIENCE Nicanor Abellardo
SITUATION The teacher and classmates
Each group will perform an original musical about the

lives of the contemporary Filipino composers.
The students will improvise simple vocal or instrumental
accompaniments for the songs of each of the
composers. They are encouraged to incorporate some
of the compositions or melodic fragments in the
musical’s story line.
The students will present the significant events in the
life of these composers. It can be:
- How they started out as a musician.
- The challenges or problems they encountered
in becoming a great musician
PRODUCT - Their inspiration/s or the situation/s that
has/have influenced them in writing their
greatest piece
STANDARD FOR
GRADING “The Life of Contemporary Philippine Composers”
(A MUSICAL)
Criteria for the Musical:

Musicianship (musical elements) 50%
Audience Impact and 20%
Showmanship

Ensemble Coordination and 20 %
Organization
Stage Discipline and Deportment 10%
Total 100%
H. Making Generalization Guide Questions:

and Abstractions about 1. What is the significance of this music to the
the Lesson people?
2. Is it necessary to give importance to this kind of
music? Why?
3. How are you going to preserve such kind of
music in the society?
4. In the present time, where do you usually hear
this kind of music?
I. Evaluating Learning EVALUATION OF THE MUSICAL ON THE LIFE OF

CONTEMPORARY PHILIPPINE COMPOSERS
Have the students rate the individuals/group based on
performance quality
Rating Scale: 5 - Very
Good 2 - Poor
4 - Good 1 - Needs Follow
3 - Fair up
Rating the other performers/groups:

1. How well did the performers
express the message of the ____________
musical?
2. How well did they perform in
the musical based on the
following: ____________
a. voice quality ____________
b. expression ____________
c. stage presence ____________
d. audience impact ____________
e. mastery of the musical ____________
f. musical elements (rhythm, ____________
melody, dynamics) ____________
g. technique
h. showmanship
Rating your own group members:
1. How well did your group
members express the ____________
message of the musical?
members coordinate with
each other during the ____________
preparations for the
performance of the musical?
members organize ____________
themselves in the ensemble?

4. How well did your group ____________
members perform?
Rating myself:
1. How well did I express the ____________
message of the musical?
2. How well did I cooperate in the
preparations of the musical? ____________
3. How well did I coordinate with
the other members during the ____________
performance in the ensemble?
4. How well did I perform with my ____________
group?
(Source: HORIZONS Grade 10 Teacher’s Guide p48)
J. Additional Activities for NA

Application or
Remediation
V. REFLECTIONS
A. Number of learners who
learned 80% in the
evaluation
B. Number of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? Number of
learners who have caught
up with the lesson
D. Number of learners who
continue to require
remediation
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
localized materials di I
use/discover which I wish
to share with other
teachers?

Grade 10 (MUSIC 3rd Quarter)

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DETAILED

Detailed Lesson Plan in MAPEH Grade 10

1 | Region V/Daily Lesson Plan/2019-2020

Province: Tabaco City Division EPS: Maria Teresa P. Borbor

Team Member Role in the DLP Development

2 | Region V/Daily Lesson Plan/2019-2020

3 | Region V/Daily Lesson Plan/2019-2020

4 | Region V/Daily Lesson Plan/2019-2020

Music Characterization Chart Template

Illustrated by Ricky Esquivel

Illustrated by Ricky Esquivel

(Students may refer to their book and they will be

5 | Region V/Daily Lesson Plan/2019-2020

ASK: Can you tell something about them? (Students

E. Discussing new concepts and Watch and Listen

6 | Region V/Daily Lesson Plan/2019-2020

Call volunteers to give their personal reactions or

7 | Region V/Daily Lesson Plan/2019-2020

J. Additional activities for

F. What difficulties did I encounter

G. What innovation or localized

8 | Region V/Daily Lesson Plan/2019-2020

IV- LEARNING RESOURCES

9 | Region V/Daily Lesson Plan/2019-2020

L. Establishing a purpose for the Mood Music:

M. Presenting examples/instances of * Demonstrate how to sing the two sample songs.

N. Discussing new concepts and Group Activity:

O. Discussing new concepts and Music Adaptation

10 | Region V/Daily Lesson Plan/2019-2020

Ask each group to explain their answers in class.

* Let the students sing any of the compositions of

11 | Region V/Daily Lesson Plan/2019-2020

C. Did the remedial lessons work?

F. What difficulties did I encounter

G. What innovation or localized

12 | Region V/Daily Lesson Plan/2019-2020

B. Performance Sings contemporary songs.

C. Learning The learner…

13 | Region V/Daily Lesson Plan/2019-2020

14 | Region V/Daily Lesson Plan/2019-2020

Group 1. Jose Maceda and Lucresia Kasilag

E.Discussing new Activity: Match Me!

15 | Region V/Daily Lesson Plan/2019-2020

16 | Region V/Daily Lesson Plan/2019-2020

How does contemporary

H.Making Traditional Music Composers

Additional activities for

17 | Region V/Daily Lesson Plan/2019-2020

18 | Region V/Daily Lesson Plan/2019-2020

A. Content Standards: The learner demonstrates an understanding of:

C. Learning Competencies: The learner

(Levi Celerio, Constancio de Guzman,

(Note to the teacher:

After the listening or singing activity, the teacher may

1. What was the song about?

19 | Region V/Daily Lesson Plan/2019-2020

(Call a student to answer each question and present in class.)

Mike Velarde Jr.:

20 | Region V/Daily Lesson Plan/2019-2020

2. Discussing new concepts

(The choice of music samples is at the liberty of the

Songs: Melody Tempo Dynamics Texture

1.__________ ________ __________ __________

Mood conveyed by the songs:

1. __

____