CLASSROOM OBSERVATION SY: 2023-2024

Grade
DAILY School Llorente National High School &Section 7
Learning
LESSON Teacher Teacher Eugene Files Area MAPEH (Music)
PLAN Teaching Dates
& Time Quarter 3
Week No. 5 Day 2 Duration 1 hour

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

A. Content The learner demonstrates understanding of the musical characteristics of

Standards representative music from Mindanao.
B. Performance
Standards The learner performs music of Mindanao with appropriate expression and style.
C. Learning  improvises simple rhythmic/melodic accompaniments to selected music from
Competency/is Mindanao (MU7LV-IIIch-5)
Write the LC Code for each.
At the end of the lesson, the learners are expected to:
1. Describe distinguishing musical characteristics of Christian music from
Mindanao with culture and geography after listening,
D. Learning Objectives 2. Improvise rhythmic accompaniment consistent with the style and
characteristics of Christian music from Mindanao, and
3. Appreciate the musical practices of Southern Philippines as reflected in their
culture, geography, and their way of living.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC
Non-Islamic Music Christian Music of Mindanao

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

A. References
1. Teacher’s Guide None
pages
2. Learner’s
ADM Music 7 pages 9-12
Materials pages
3. Textbook pages None
4. Additional
Materials from
Learning None
Resource (LR)
Portal
B. Other Learning Link: https://www.youtube.com/watch?v=xxwFJFEytcQ
Resources Link: https://www.youtube.com/watch?v=8fndjpg8D_I
These steps should be 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
IV. PROCEDURES ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous
knowledge. Indicate the time allotment for each step.rr
A. Reviewing previous Who-At Am I? COI 2 (PPST
lesson or presenting Identify the appropriate instrument described according to their 1.4.2)
the new lesson. Checking
uses or functions. The pictures may serve also as clue.
student’s
ELICIT (The activities in this section When I am played as a solo instrument, I allow
will evoke or draw out prior concepts of or
knowledge from
people to communicate with each other and the previous
experiences from the students)
send messages or warnings via long distance. lesson will
But when I am integrated into the Kulintang determine the
ensemble, I function as a secondary melodic literacy skills of
instrument in harmony with the first melodic the learners.
instrument. I am a ________. Thus, the use of
pictures as guide
will help students
test it’s full
understanding
CLASSROOM OBSERVATION SY: 2023-2024
Traditionally I am considered as a ‘women from the lesson
instrument’ by many groups because my learned.
performance is associated with the graceful,
slow, frail, and relaxed movement of a woman.
My performances are important in bringing
unity and togetherness in the community and
adjacent regions. I am ________
I am found elsewhere in the southern
archipelago with an embossed shape. I am
associated with important community
celebrations such as harvest, thanksgiving,
ceremonies, and rituals. The sounds I produce
is dependent on how big or small I am. I am
___.
I am the smallest bamboo flute and the only
one classified as a ring flute among the
Maguindanaos. Because of the difficulty of
playing the Palendang, both I and tumpong
have come to replace the Palendang as the
Maguindanaos’ most common aerophone. I am
________.
As a solo instrument, indigenous peoples both
from highland and Muslim of Mindanao created
me from bamboo. They usually play me for
recreation and during courtship as a means to
communicate with each other without the
elderly parents being able to understand what
is being said. I am ___.
B. Establishing a Video-Watching! (Group Activity) COI 6 (PPST
purpose for the Watch the music video clip of Zamboanga through this link: 2.2.2)
lesson. ZAMBOANGA CITY - The only Asia's Latin City (Instrumental
Bandurria) • Oct 10, 2019.
The teacher uses
ENGAGE (The activities in this section collaborative
will stimulate their thinking and help them Link: https://www.youtube.com/watch?v=xxwFJFEytcQ
access and connect prior knowledge as a strategy to
jumpstart to the present lesson.)
From the video clip, assign each group the following topic to
encourage
brainstorm with and share to the class.
learners to
Group 1 - identify the musical instruments used,
participate and
Group 2 - the elements of music applied,
learn at the same
Group 3 - the different cultural traditions in the peninsula, and
time promoting
Group 4 - the geographical influence of the place.
fairness and
respect to one’s
Process Questions:
answer through
1. What is Christian music of Mindanao?
appreciation of
2. What type of instruments are used to accompany their
the effort done
music? Are they Asiatic instruments (from South East Asia)
by the students
or Western instruments? How do you say so?
throughout the
3. What conclusion can you draw from the words you gathered
activity.
regarding the Christian music of Mindanao

C. Presenting The teacher will present the new topic about Non-Islamic Music
examples/instance s Christian Music of Mindanao with the following learning
of the new lesson. objectives:
1. Describe distinguishing musical characteristics of Christian
CLASSROOM OBSERVATION SY: 2023-2024
music from Mindanao with culture and geography after
listening,
2. Improvise rhythmic accompaniment consistent with the style
and characteristics of Christian music from Mindanao, and
3. Appreciate the musical practices of Southern Philippines as
reflected in their culture, geography, and their way of living.
D. Discussing the new Watch again the music video clip of Zamboanga through this link: COI 5 (PPST
concepts and ZAMBOANGA CITY - The only Asia's Latin City (Instrumental 2.1.2)
practicing new Bandurria) • Oct 10, 2019. https://www.youtube.com/watch? The teacher
skills #1. v=xxwFJFEytcQ ensures safety of
 Listen carefully to the music rendition. Imitate the beat of the the learning
EXPLORE (In this section, students will
be given time to think, plan, investigate, drums by stomping your feet for the bass drum and clapping environment for
and organize collected information; or the your hands for the snare. group activities
performance of the
 Ensure that you stay in time along with the music video, through setting
planned/prepared activities from the student’s
manual with data gathering and keeping your rhythm steady until the end. up rules and
 Write your observations/experiences and reactions by correct
answering the processing questions afterwards. procedures in
 The rhythm follows a regular 8th beat pattern, or a 1-2 beat in giving the
layman’s terms, which is as such: Bass – Snare – Base Bass – task/activity.
Snare; Bass – Snare – Bass Bass – Snare Which translates to:
Stomp – Clap – Stomp Stomp – Clap; Stomp – Clap – Stomp
Stomp - Clap
E. Discussing the new DISCUSSION: COI 4 (PPST
concepts and The teacher will briefly discuss about the Non-Islamic Christian 1.6.2)
practicing new Music of Mindanao through a PowerPoint presentation. The teacher
skills #2.  Catholic Music will display
- Exercise 1 proper
- Exercise 2 knowledge and
skills in
(see SLM pages 9-12) delivering
lessons using
the mandated
medium of
instruction with
proficiency of
the language
with respect to
clarity,
accuracy and
fluency..
F. Developing Reflect and Learn!
mastery Let us see if you really studied the lecture about Christian (non-
(Leads to formative Islamic) music of Mindanao. Your learnings will be assessed on
assessment 3). matters of how much you internalized the music. Answer the
questions below:
EXPLAIN (In this section, students will be
involved in an analysis of their exploration. 1. What makes Christian music unique from other musical genre
Their understanding is clarified and modified like the ritual music of indigenous people?
because of reflective activities)/Analysis of 2. What similarities did you notice from different musical types of
the gathered data and results and be able to
answer the Guide Questions leading to the Christian music (liturgy, ecumenical and secular?
focus concept or topic of the day.
G. Making CHAVACANO VOCAL MUSIC ADAPTATION (Group Activity) COI 1 (PPST
generalization and Let us apply your understanding of the Christian non-Islamic 1.1.2)
abstraction about music. This time you are going to create or improvised rhythmic The teacher
the lesson. accompaniment to the folk music from Zamboanga, the “No Te utilizes ICT in
Vayas De Zamboanga” in Chavacano language using any the process of
ELABORATE (This section will give
students the opportunity to expand and musical instruments or materials from the environment as the teaching
solidify / concretize their understanding accompaniment.
of the concept and / or apply it to real – and learning.
world situation)
Link: https://www.youtube.com/watch?v=8fndjpg8D_I
(see the attached rubric for assessment)
CLASSROOM OBSERVATION SY: 2023-2024
H. Finding practical Questions to Ponder: COI 3 (PPST
application of 1. Did you follow some techniques in your performances? If yes, 1.5.2)
concepts and skills what are those? If no, why not? Students will
in daily living. 2. How did you apply the elements and characteristics of test its thinking
Christian folk vocal music? skills creatively
3. Do the instruments used complement with the message of and critically
the song? How? through the
4. What other materials in the environment can be used in place given questions
of the accompanying instruments? to answer.
I. Evaluating Group Presentation guided with the rubric! COI 2 (PPST
learning. RUBRIC: 1.4.2)
CRITERIA OUTSTAND VERY GOOD
EVALUATION (This section will provide ING GOOD The teacher will
for concept check test items and answer
key which are aligned to the learning (5) (4) (3) test the literacy
objectives - content and BEAT A steady beat A steady beat The beat was skills of the
performance standards and address was was not steady all
misconceptions – if any) learners through
maintained maintained the throughout the
while first 2 piece. the assessment
improvising measures only. given.
without the
guidance of the
teacher or use
of visuals.
RHYTHM The entire The Inappropriate
performance performance rhythm was
follows correct has 1-2 lapses used
rhythm in the
application of
correct rhythm
MASTERY The rhythmic The rhythmic The rhythmic
accompanimen accompanimen accompanimen
t was flawlessly t was t was not
performed memorized but memorized at
there are 2 -3 all
evident
mistakes in its
execution
OVER-ALL All the The The song
PERFORMA characteristics performance includes only
of includes most 1-2 elements
NCE Christian(folk) of the elements and
music are and characteristics
evident characteristics of Christian
of (folk) music.
Christian(folk)
music.
J. Additional Research and write a short essay on the cultural significance of COI 1 (PPST
activities for Christian music from Mindanao. Include examples of famous 1.1.2)
application or Christian music composers from the region. (Essay overview: The teacher
remediation. 200 words) integrates
EXTEND (This sections give situation that Social Studies
explains the topic in a new context, as to
or integrate it to another discipline /
societal concern) researching
the cultural
significance of
music of
Mindanao.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned
80% on the
formative assessment
CLASSROOM OBSERVATION SY: 2023-2024
B. No. of learners who require
additional activities
for remediation
C. Did the remedial lesson work?
No. of learner who
caught up with the lesson
D. No. of learner 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
material did I use/discover.