School: GERRY H.

RODRIGUEZ HIGH SCHOOL Grade Level: 8

Learning
Teacher: SUZANNE D. PINEDA MAPEH (MUSIC)
Area:

Teaching Dates
Week 1-4 (4 Sessions) Quarter: Second
DAILY LESSON LOG and Time:

In MAPEH-8

Tuesday Wednesday Thursday Friday

Monday
I. OBJECTIVES

A. Content The learner demonstrates understanding of common and distinct musical characteristics of East Asian countries
Standards:

B. Performance The learner performs East Asian music with appropriate pitch, rhythm, expression and style
Standards:

The learner……
C. Learning
Competencies/ ● listens perceptively to music of East Asia; (MU8SE-IIa-h2)
Objectives:
● analyzes musical elements of selected songs and instrumental pieces heard and performed; (MU8SE-IIc-h4)

QUARTER 2: EAST ASIAN MUSIC

Characteristics of East Vocal Music of Japan, Musical Instrument of East Improvised Musical Improvised Musical Instrument
II. CONTENT
Asian Music China Asia Instrument

and Korea

III. LEARNING
 RESOURCES

A. References

1. Teacher’s Guide
- - - -
Pages

2. Learner’s Music & Arts LM Music & Arts LM

Music & Arts LM pages Music & Arts LM pages Music & Arts LM pages
Materials Pages pages pages

3. Textbook
Pages

4. Additional
Materials from
Learning PIVOT 4A CALABARZON Music G8
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing Match Up! Let the students recall Let the students recall Call random Call random students to
previous the elements of music and describe the students to present present their assignment in
lesson or Match the following by describing the different classifications their assignment in class.
presenting the music/song to its following: of Instruments below: class.
new lesson place of origin.
1. Meter 1. Chordophone
(ELICIT) (The teacher will give
2. Melody 2. Aerophone (The teacher will appropriate feedback)
COLUMN A COLUMN B give appropriate
3. Form 3. Membranophon feedback)
1.Sakura a. Japan e
4. Texture (5 mins)
2.Mo Li Hua b. Korea
5. Ryhthm (5 mins)
3.Arirang c. China (5 mins)
(5 mins)
 (5 mins)

B. Establishing a Listening Activity! Singing Together! CLASSIFICATION! Ask the students to Ask the students to do the
purpose for do the following following activity on page 24
the lesson Listen to the songs Let the students sing Let the students do the activity on page 24 on SLM.
and answer the the songs and answer activity on SLM page on SLM.
(ENGAGE) questions that the questions that 23.
follows: follows:
Observe the pictures of the
A. Sakura A. Sakura Observe the musical instrument below.
Classify the following pictures of the Try to name them.
https://www.youtube.com/ https://www.youtube.com/watch?
instruments using the musical instrument
watch?v=IKTRnO7SV68 v=IKTRnO7SV68
Hornbostel-Sachs below. Try to name
B. Mo Li Hua B. Mo Li Hua System. them. (5 mins)
https://www.youtube.com/ https://www.youtube.com/watch?
watch?v=zaV_2FBpTU v=zaV_2FBpTU

C. Arirang C. Arirang (refer to SLM) (5 mins)

https://www.youtube.com/ https://www.youtube.com/watch?
watch?v=f99tZQ8XtGM v=f99tZQ8XtGM

(5 mins)

(10 mins) (10 mins)

C. Presenting Questions: Guide Questions: Questions to Ponder! Group Activity: Group Activity:
examples/
instances of 1. What do you 1. Describe the musical 1. Which East Asian - Make a project - Make a project plan for
the new lesson think is the pieces using the table musical instruments do plan for your your improvised musical
message of below. you like most? Why? improvised instrument using the
(EXPLORE) these songs? musical format below as your
2. Based on your 2. What is the instrument using guide.
2. Do you think answers, what can you importance of the format
the melody conclude on the understanding the below as your
and rhythm musical elements of Hornbostel-Sachs
 of the song Sakura (Japan), Mo Li classification of some guide. Title:
are Hua (China) and East Asian musical
appropriate Arirang (Korea) in instruments? Objectives: Draw your
to deliver the terms of: possible output Possible
3. How would Title: Materials : Procedure: (Write
message of
the song? - Meter knowledge on playing the step by step procedure)
Objectives: Draw
Why? East Asian musical
- Melody your possible (15 mins)
instruments help you in output Possible
(5 mins) exploring the sounds
- Form Materials :
most especially in Procedure: (Write
creating improvised the step by step
musical instruments? procedure)
(5 mins) (15 mins)

D. Discussing The teacher will The teacher will discuss The teacher will
new concepts discuss the Music of about the Vocal Music discuss about the
and practicing East Asia. of Japan, China and Musical Instruments of
new skills #1 Korea. Japan, Korea and
- Japan China.
- China
(see SLM page 16-17)
- Korea (see SLM page 19-23)
(15 mins)
(15 mins)

E. Developing The students are dentify which country is COMPLETION! After making your After making your plan, answer
mastery (leads asked to do the being described in the plan, answer the the questions based on your
following activity: In following statements. Fill in the blank to questions based on project plan on the improvised
to formative
your answer sheet, complete the description your project plan on musical instrument.
assessment) 1. It uses a pentatonic of the Musical Instruments
compare and contrast the improvised
the music of Japan, scale. of East Asia. musical instrument. 2. Are the majority of the
(EXPLAIN)
Korea, and China. materials of the improvised
2. It uses two modes in 1. Are the majority musical instrument in your
their music. of the materials project plan indigenous or
____________ is a zither
of the improvised be found in your home?
Jap Chi Kor 3. It uses slow tempo thIat like string instrument, with
an na ea musical
shows peaceful character. _____________, but 3. Did you achieve the sound
instrument in
recent variants have been
 Simila
rities
4. It has two auxiliary constructed with 21 or your project plan or the tone that you desired
tones. more numbers of strings. indigenous or be for your performance?
Differ Changgo is an found in your
ences
5. Its music is more ___________ body with home?
melodic rather than two heads made from
harmonic. (10 mins)
animal skin. Both heads
(5 mins) produce sounds with
(5 mins)
different pitch.
_____________ is a big
drum. The Odaiko
performance gives
physical energy and sheer
excitement. It is an
integral part of many
Japanese Matsuri.

F. Making Guide Questions: Group Activity! Ask them the following

generalization question:
1. How is culture The class will be divided
s and
reflected in the music into 4. ● What did you
abstractness of Japan, China, and discover in the
to the lesson Korea? Make a poster that will Japan, Chinese,
describe the music of and Korean
(ELABORATE) 2. What is the Japan, China, and Korea. musical
relevance of the music instruments?
of Japan, China, and
Korea in the society?
(the teacher will present
the rubric as guide) (5 mins)

Wrap-Up!

(5 mins) (10 mins)

G. Evaluating TRUE/FALSE! Group Presentation! Quiz!

learning
Direction: Write TRUE The teacher will let the Identify the name of the
(EVALUATION) if the statement is students present their instrument and its place of
correct and FALSE if it output and will evaluate origin.
is incorrect. Write your based from the Rubric.
answers on your
 answer sheet. Criteria:

1. China has Creativity 5 pts 1. It is called as mouth

influenced the music Effort/Perseverance 5 pts organ.
of Japan. Relevance to the theme 5
pts Craftmanship/Skill 5 2. It is a four-stringed lute
2. The traditional pts 5 pts Originality 5 pts with 30 frets and a pear-
music of Japan is shaped body.
based on social status.
3. It literally means
3. Sakura song is dragon flute.
about goodbye.
4. It is a two—string
4. Koreans believed vertical fiddle.
that music influenced
the harmony of the 5. It is a six string zither.
universe.

5. The Japanese are

(5 mins)
generous in the use of
bright rhythm and
melody.

(5 mins)

H. Additional On an A4 bond paper, Complete the statement In a bond paper, draw an Remind each group Remind each group to bring any
activities for draw any symbol that below. Write your improvised musical to bring any recyclable or indigenous
application and will show the answers on your answer instruments. Then, list recyclable or materials to use in making an
remediation relationship of culture sheet. down the materials to be indigenous materials Improvised Musical Instruments.
in the music of Japan, used. to use in making an
(EXTEND) China, and Korea. Improvised Musical
Write a short Instruments.
In this lesson, I realized
explanation for each
that
symbol. Japan China
_____________________
Korea Similarities
_.
Differences.

V. REMARKS

VI. REFLECTION
A. Number of learners who earned 80%
in the evaluation:

B. Number of learners who scored

below 80% who needs additional
activities for remediation: _________

C. Did the remedial lesson work? No. of

learners who have caught up with
the lesson: __

D. Number of learners who continue to

require remediation:

E. Which of my teaching strategy/ies

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?

Prepared by: Checked by:

SUZANNE D. PINEDA LYDIA D. CANLAS

Teacher I Principal III