School: BATIA HIGH SCHOOL Grade Level: 7

Teacher: MARRY ANN B. BERNARDO Learning Area: MAPEH/MUSIC

DAILY LESSON LOG
Teaching Dates and Time: June 18-21, 2019/12:00-1:00, 1:00-2:00 Quarter: 1st QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standards:
The learner demonstrates understanding of the musical characteristics of representative 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 Competencies/Objectives: The learners...

1. identify the musical characteristics of representative music selections from the lowlands of Luzon. (MU7LU-Ia-1)
2. analyze the musical elements of some Lowland vocal and instrumental music selections (MU7LU-Ia-2)
3. explain the distinguishing characteristics of representative Philippine music selections from Luzon in relation to its culture and geography (MU7LU-Ib-3)

II. CONTENT
Vocal Music of Lowland Luzon Vocal Music of Lowland Luzon Instrumental Music of Lowland Luzon Mini Task
(Sacred Music) (Secular and Art Music) (Making an Improvised Musical Instrument of
Luzon)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
page 40 page 40 page 41
2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
pages 74-76 pages 74-76 pages 74-76
Visual Aid Pictures Audio-Visual Presentation Mini Task
What influenced the people’s musical thinking Review of the past lesson Four Pics One Word: The teacher will
and styles during the Spanish period? show photos of different instrumental
music. The students then have to
identify the instruments being depicted
by the photos.

B. Establishing a Purpose for the
Lesson
The students are able to:
- distinguish the classifications of
vocal music during the 17th to the
19th centuries
- enumerate the various vocal music
introduced by the Spaniards
The students are able to:
-distinguish the notable musical
characteristics of secular and art music
-discuss the musical elements of
secular and art music of lowland Luzon
The students are able to: The students are able to
-distinguish the notable musical -make an improvised musical instrument of Luzon
characteristics of the different
instrumental music of Luzon
-trace the historical background of each
instrument
-illustrate each instrument
 C. Presenting Examples/Instances of
the Lesson
D. Discussing New Concepts and
Practicing New Skills
E. Finding practical applications of
concepts and skills in daily living
F. Making generalizations and
abstractions about the lesson
G. Evaluating Learning
H. Additional activities for application
or remediation
IV. 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 lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
What sacred music are you familiar with and
when do you usually hear it?
Students will perform the task:
1.Making a word search puzzle that includes
the different vocal music of lowlands Luzon.
Involve in the different liturgical services in the
community.
What is the significance of studying the
different sacred vocal music of lowlands of
Luzon ?
Quiz
How do sacred and art music differ
from each other?
Today’s lesson consists of tasks that
relate to the concept of vocal Music of
Luzon. Students will perform the
following task:
1.Making a concept map about the
sacred and art music of Luzon.
2.Illustrating the vocal music discussed
State the social functions of vocal
music.
What is the importance of studying the
different sacred and art music of Luzon?
Quiz
What are the distinguishing
characteristics of the following
instruments:
-Rondalla
-Brass Band
-Musikong Bumbong
-Bamboo Organ
-Angklung Ensemble
How do they differ from each other?
Today’s lesson consists of tasks that
relate to the concept of Instrumental
Music of Luzon. Students will perform
the following task:
1.Making a KWL chart about the
instrumental music of Luzon.
2.Illustrating the musical instruments
discussed
Making improvised musical Making improvised musical instruments.
instruments.
What is the importance of studying the
different instrumental music of Luzon?
Think-Pair-Share: The students will
share ideas and generalizations with
their partner and share it in class.
Quiz Group Activity: The class will be divided into 8
KWL Chart groups. Each group will make one improvised
instrument patterned from the appearance and
purpose of an instrument from Luzon
 E. Which of my teaching strategies work
well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?
G. What innovations or localized materials
did I used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

MARRY ANN B. BERNARDO ROMULO J. ROXAS, JR.

MAPEH Teacher Assistant Principal II

School: BATIA HIGH SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: MARRY ANN B. BERNARDO Learning Area: MAPEH/MUSIC
DAILY LESSON LOG Teaching Dates and Time: June 25-28, 2019 Quarter: 1st QUARTER

SESSION1 SESSION2 SESSION3 SESSION4

V. OBJECTIVES

D. Content Standards:
The learner demonstrates understanding of the musical characteristics of representative music from the lowlands of Luzon

E. Performance Standards: The learner performs music of the lowlands with appropriate pitch, rhythm, expression and style

F. Learning Competencies/Objectives: The learners...

1. analyze the musical elements of some Lowland vocal and instrumental music selections ( MU7LU-Ia-2)
2. explore ways of producing sounds on a variety of sources that is similar to the instruments being studied ( MU7LU-Ib-f-4)
3. improvise simple rhythmic/melodic accompaniments to selected music from the Lowlands of Luzon (MU7LU-Ic-f-5)

VI. CONTENT
VII. LEARNING RESOURCES
C. References
5. Teacher’s Guide Pages
6. Learner’s Materials Pages
7. Textbook Pages
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
VIII. PROCEDURES
I. Reviewing Previous Lesson or
Presenting the New Lesson
J. Establishing a Purpose for the
Lesson
K. Presenting Examples/Instances of
the Lesson
L. Discussing New Concepts and
Practicing New Skills
4. performs instruments/improvised instruments from Luzon lowlands (MU7LU-Ig-h-6)
Brass Band Instrument
38-41
Pictures and AVP
What type of instruments are included in Brass
band ensemble?
The students are able to:
- distinguish the different celebrations
where the brass band instruments are
usually played
- give examples of instruments
according to each classification
Enumerate examples of instrument under the
following classification:
-woodwinds
-brasswinds
-percussion
Today’s lesson consists of tasks that relate to
the concept of Brassband instruments. Students
will perform the following task:
1.Listening to the sound of each instrument and
Las Pinas Bamboo Organ and Musikong
Bumbong
43-44
Pictures and Audio-Visual Presentation
Carousel Discussion
What is the difference between Las
Pinas Bamboo Organ and Musikong
Bumbong.
The students are able to:
-identify the difference of Las Pinas
Bamboo Organ and Musikong
Bumbong
-trace the historical background of each
instrument
-illustrate each instrument
What are the distinguishing
characteristics of the instruments being
discussed?
Today’s lesson consists of tasks that
relate to the concept of Las Pinas
Bamboo Organ and Musikong
Bumbong. Students will perform the
The Pangkat Kawayan Instruments and UNIT TEST
Angklung Ensemble (Music of Lowland Luzon)
45-47
Pictures and Audio-Visual Presentation
Entrance Card:
What are the different instruments that
are already discussed prior to this
lesson?
What is your favorite among them all?
The students are able to:
-distinguish the notable musical
characteristics of each ensemble
discussed.
-trace the historical background of each
instrument
-illustrate each instrument
What are the distinguishing
characteristics of the following
instruments:
-Angklung
-Bumbong
-Kalatok
-Talunggating
-Kalagong
-Pan Pipes
- Tulali
-Kiskis
How do they differ from each other?
Today’s lesson consists of tasks that
relate to the concept of Musical
Instruments of Luzon. Students will
perform the following task:
 identifying it later on in the discussion.
2.Illustrating examples of instruments under
each classification.
following task:
1.Making a KWL chart about the
1.Making a concept map about the musical instruments of Luzon.
musical instruments of Luzon.
2.Illustrating the musical instruments
2.Illustrating the musical instruments discussed
discussed

M. Finding practical applications of Playing improvised instruments. Playing improvised instruments. Playing improvised instruments.
concepts and skills in daily living
N. Making generalizations and What is the importance of studying the brass 1-minute reflection paper What is the importance of studying the
abstractions about the lesson band instruments? different musical instruments of Luzon?

Think-Pair-Share: The students will

share ideas and generalizations with
their partner and share it in class.
O. Evaluating Learning Table completion Quiz Quiz
Venn Diagram Exit Card

P. Additional activities for application

or remediation

V. REFLECTION
H. No. of learners who earned 80% in the
evaluation

I. No. of learners who require additional

activities for remediation

J. Did the remedial lessons work? No. of

learners who have caught up with the
lesson

K. No. of learners who continue to require

remediation

L. Which of my teaching strategies work

well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovations or localized materials
did I used/discover which I wish to
share with other teachers?
Prepared by: Checked by:

Marry Ann B. Bernardo Romulo J. Roxas, Jr.

MAPEH Teacher Assistant Principal II

School: BATIA HIGH SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: MARRY ANN B. BERNARDO Learning Area: MAPEH/ARTS
DAILY LESSON LOG Teaching Dates and Time: July 2-5, 2019 Quarter: 1st QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard:
The learners analyze art elements and processes by synthesizing and applying prior knowledge and skills.

B. Performance Standard: The learners create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)

C. Learning The learners…

Competencies/Objectives: -analyze elements and principles of art in the production of one’s arts and crafts inspired by the arts of Luzon (highlands and lowlands
-identify characteristics of arts and crafts in specific areas in Luzon
-incorporate the design, form, and spirit of the highland/lowland artifact and object in one’s creation
-create crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc).

II. CONTENT
Attire, Fabrics, and Tapestries Crafts and Accessories, and Body Architectures ,Sculptures (gods/rituals), Performance Task
(Luzon) Ornamentation Everyday objects
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
pages 50-51 pages 50-51 pages 50-51 pages 50-51
2. Learner’s Materials Pages
pages 150-157 pages 158-163 pages 164-168 pages 169
3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
5. Other Learning Resources Pictures and AVP Pictures and Audio-Visual Presentation Pictures and Audio-Visual Presentation
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the Lesson
C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills
E. Finding practical applications of
concepts and skills in daily living
F. Making generalizations and
abstractions about the lesson
G. Evaluating Learning
H. Additional activities for application
or remediation
V. REFLECTION
D. No. of learners who earned 80% in the
evaluation
E. No. of learners who require additional
activities for remediation
F. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
What do you know about the art of the people
from Luzon?
The students are able to…
-identify the different arts and crafts of people
in the highland and lowland Luzon.
-describe the life and works in specific areas in
Luzon through the characteristics of their arts
and crafts.
Enumerate examples under the following
classification:
-attire
-fabrics
-tapestries
The students will perform the task:
-complete the chart on page 163-164
Create crafts that can be locally assembled with
local materials
What is the importance of knowing and
understanding the different arts and crafts of
people in Luzon?
Answering of activity on page 158
Do the cultural beliefs and practices of
the indigenous people affect their visual
expression and communication?
Mix and Match
The teacher will post scrambled letters
on the board. Ask the students to form
words out of the given letters until they
guess the exact word.
Enumerate examples under the
following classifications:
-crafts and arts
- body ornamentation
The teacher will discuss the relationship
of the development of crafts in specific
areas according to functionality,
traditional specialized expertise, and
availability of resources.
What particular values you have learned
from the lesson?
How can you apply this to your day-to-
day living?
Big Group Sharing
Group the class into five groups.
-Ask each group to to answer the
question.
How were the indigenous communities
able to preserve the design of their arts?
Table Completion
Enumerate the factors that influenced
the arts and crafts of Luzon.
Identify the similarities and differences
of the highlands and lowlands arts and
crafts using Venn diagram.
Do the cultural beliefs and practices of
the indigenous people affect their visual Performance Assessment on page 169
expression and communication?
The students are grouped into five
groups. Each group has a piece of clay.
Ask the group to form objects using a
clay. One volunteer will discuss the
output of the group.
The teacher will present a video clip
exhibiting the different architecture and
sculptures from Luzon.
How significant are the objects to their
community?
The teacher will discuss the relationship
of arts and crafts of Luzon to Philippine
culture and traditions.
The teacher will distribute a small piece
of paper with a picture of Jar.
The students will be given 5 minutes to
design their own jar. Ask volunteers to
say something about their work.
If you have a chance to
enhance/develop an artwork of Luzon,
what would it be and why?
Identify the elements derived from the
different artworks of Luzon.
-the surface of an object.
 G. No. of learners who continue to require
remediation

H. Which of my teaching strategies work

well? Why did these work?

I. What difficulties did I encounter which

my principal or supervisor can help me
solve?
J. What innovations or localized materials
did I used/discover which I wish to
share with other teachers?

Prepared by: Checked by:

Marry Ann B. Bernardo Romulo J. Roxas, Jr.

MAPEH Teacher Assistant Principal II

School: BATIA HIGH SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: MARRY ANN B. BERNARDO Learning Area: MAPEH/ARTS
DAILY LESSON LOG Teaching Dates and Time: July 9-12, 2019 Quarter: 1st QUARTER
 SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard:
The learners demonstrate understanding of:
-art elements and processes by synthesizing and applying prior knowledge and skills;
-the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of the art and processes among culturally diverse communities in the country.
B. Performance Standard: The learners create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)

C. Learning The learners…

Competencies/Objectives: -analyze elements and principles of art in the production of one’s arts and crafts inspired by the arts of Luzon (highlands and lowlands
-identify characteristics of arts and crafts in specific areas in Luzon
-incorporate the design, form, and spirit of the highland/lowland artifact and object in one’s creation
-create crafts that can be locally assembled with local materials, guided by local traditional techniques (e.g., habi, lilip, etc).

II. CONTENT
The Arts and Crafts of Ilocos Region and The Arts and Crafts of Cagayan Valley The Arts and Crafts of CALABARZON Performance Task
Cordillera Administrative Region (CAR) and Central Luzon and Bicol Region
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
pages 50-51 pages 50-51 pages 50-51 pages 50-51
2. Learner’s Materials Pages
pages 150-157 pages 158-163 pages 164-168 pages 169
3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
Pictures and AVP Pictures and Audio-Visual Presentation Pictures and Audio-Visual Presentation
What do you know about the art of the people Do the cultural beliefs and practices of What do you know about the arts and
from Luzon? the indigenous people affect their visual crafts of the people from Performance Assessment on page 169-170
expression and communication? CALABARON and Bicol Region.

B. Establishing a Purpose for the Lesson
The students are able to…
-identify the different arts and crafts of people
in the highland and lowland Luzon.
-describe the life and works in specific areas in
Luzon through the characteristics of their arts
and crafts.
Mix and Match
The teacher will post scrambled letters
on the board. Ask the students to form
words out of the given letters until they
guess the exact word.
The students are grouped into five
groups. Each group has a piece of clay.
Ask the group to form objects using a
clay. One volunteer will discuss the
output of the group.

C. Presenting Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills
The students are provided information such as
the different textiles and pottery forms of
Ilocos and Cordillera province.
The teacher will show pictures of different
textiles and pottery. The students will then
The students are provided information
such as the different arts and craft of the
people of Cagayan Valley and Central
Luzon.
The teacher will discuss the relationship
of the development of crafts in specific
The teacher will present a power point
presentation exhibiting the different arts
and crafts of CALABARZON and
Bicol Region.
How significant are the objects to their
community?
The teacher will discuss the relationship
of arts and crafts of CALABARZON to
 identify the characteristics of the product based areas according to functionality, Philippine culture and traditions.
on texture and forms. traditional specialized expertise, and
availability of resources.

E. Finding practical applications of
concepts and skills in daily living
F. Making generalizations and
abstractions about the lesson
G. Evaluating Learning
H. Additional activities for application
or remediation
Familiarize with the different designs, motifs,
and history of the attires, fabrics, crafts, and
accessories used by the people of Ilocos and
Cordillera region.
What is the importance of knowing and
understanding the different arts and crafts of
people in Luzon?
Answering of activity on page 158
What particular values you have learned
from the lesson?
How can you apply this to your day-to-
day living?
Big Group Sharing
Group the class into five groups.
-Ask each group to answer the question.
In your opinion, why are most of our
artistic expressions functional rather
than for display and enjoyment only?
Table Completion:
Instruct the learners to complete the
chart on pages 163-164 of the module.
The teacher will distribute a small piece
of paper with a picture of barong and
wedding gown.
The students will be given 10 minutes
to design their own barong and gown.
Ask volunteers to say something about
their work.
If you have a chance to
enhance/develop an artwork of Luzon,
what would it be and why?
Identify the elements derived from the
different artworks of CALABARZON
and Bicol Region.
-the texture and design of an object.

V. REFLECTION
D. No. of learners who earned 80% in the
evaluation

E. No. of learners who require additional

activities for remediation

F. Did the remedial lessons work? No. of

learners who have caught up with the
lesson

G. No. of learners who continue to require

remediation

H. Which of my teaching strategies work

well? Why did these work?

I. What difficulties did I encounter which

my principal or supervisor can help me
solve?
J. What innovations or localized materials
did I used/discover which I wish to
share with other teachers?
Prepared by: Checked by:

Marry Ann B. Bernardo Romulo J. Roxas, Jr.

MAPEH Teacher Assistant Principal II

School: BATIA HIGH SCHOOL Grade Level: 7

GRADES 1 to 12 Teacher: MARRY ANN B. BERNARDO Learning Area: MAPEH/ARTS
DAILY LESSON LOG Teaching Dates and Time: July 16-19, 2019 Quarter: 1st QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES

A. Content Standard:
The learners demonstrate understanding of:
-art elements and processes by synthesizing and applying prior knowledge and skills;
-the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship of the elements of the art and processes among culturally diverse communities in the country.
B. Performance Standard: The learners create artworks showing the characteristic elements of the arts of Luzon (highlands and lowlands)

C. Learning The learners…

Competencies/Objectives: -incorporate the design, form, and spirit of highland/lowland objects in one’s creation.
-create crafts that can be locally assembled with local traditional techniques.

II. CONTENT
Performance Task Performance Task Performance Task Performance Task
(Paper Plate Flower Weave) (Pinch Pot) Clay Molding and Paper Mache (Just Like A Tattoo)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
pages 169-171 pages 171-172 pages 174-175 pages 175-177
 2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR) portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or Performance Task Performance Task Performance Task Performance Task
Presenting the New Lesson
B. Establishing a Purpose for the Lesson The teacher will explain the procedures of the The teacher will explain the procedures The teacher will explain the procedures The teacher will explain the procedures of the
activity as well as the rubric in grading their of the activity as well as the rubric in of the activity as well as the rubric in activity as well as the rubric in grading their
finished product. grading their finished product. grading their finished product. finished product.
C. Presenting Examples/Instances of the The teacher will show a sample finished The teacher will show a sample finished The teacher will show a sample finished The teacher will show a sample finished product.
Lesson product. product. product.
D. Discussing New Concepts and
Practicing New Skills
E. Finding practical applications of
concepts and skills in daily living
F. Making generalizations and
abstractions about the lesson
G. Evaluating Learning
H. Additional activities for application
or remediation

V. 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 lessons work? No. of

learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation

F. Which of my teaching strategies work

well? Why did these work?

G. What difficulties did I encounter which

my principal or supervisor can help me
solve?
H. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?
Prepared by: Checked by:

Marry Ann B. Bernardo Romulo J. Roxas, Jr.

MAPEH Teacher Assistant Principal II