MATATAG K TO 10 CURRICULUM

MATATAG School: SAN RAFAEL ELEMENTARY SCHOOL Grade Level: 4

K to 10 Curriculum Name of Teacher JOY T. ROMERA Learning Area: MUSIC and ARTS
Weekly Lesson Log Teaching Dates and Time: JANUARY 13-17, 2025 (WEEK 5-8) Quarter: Third

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of their cultural identity as expressed through local Music and Arts’
Standards concepts, processes, and practices, and in the relevant narratives/ stories in their province.

B. Performance The learners produce creative works about relevant narratives/ stories in their province or culture using local Music
Standards and Arts concepts, processes, and practices.

C. Learning Learning Competency

Competencies Determine cultural identity based on the concepts, processes and practices in the Music, Theater, Dance and Art of
and Objectives their respective provinces

Learning Objectives:
• Identify the elements in the folktale that reflect Kalinga culture;
• Explain how these cultural characteristics contribute to the overall story and setting;
• Analyze how the Music, Theater, Dance, and visual art used in "Fugtong" reflect aspects of Kalinga culture; and
• Determine how these art forms can be used to share and preserve cultural heritage.

Note: The material to be used will be determined and selected by the teacher based on the relevant creative works available in their province.

C. Content Properties of sound, theatrical, dance and visual elements

Legends and Folklore of the Province

D. Integration SGD 11: Sustainable Cities and Communities: Protect Cultural and Natural Heritage
Culture Identity

II. LEARNING RESOURCES

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TIU Theater. (2023). Fugtong; A Kalinga Folktale [YouTube Video]. In YouTube.

https://www.youtube.com/watch?v=eRZf5zmzkIE&t=135s
Asael. (2023). The Rich Culture and Traditions of Kalinga Province - Secret Philippines. Secret Philippines. https://secret-ph.com/the-
rich-culture-and-traditions-of-kalinga-province/
Custodio, A. (2022). NCCA OPENS DAYAW 2022 INDIGENOUS PEOPLES MONTH WITH DANCE FROM KALINGA TRIBE IN
NORTHERN LUZON. https://www.youtube.com/watch?v=uDNOdCKnrHo&t=188s&ab_channel=ArloCustodio
Kalinga Tradition and Culture: Preserving The Rich Tapestry of The Province. https://thesneakytraveller.com/kalinga-tradition-and-
culture/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior WEEK 5: Day 1 This activity will serve as recap

Knowledge of the previous discussions.
Short Review Encourage learners to share
what they know about the
Show this video to the learners identified/given concepts.
https://www.youtube.com/watch?v=uDNOdCKnrHo&t=188s&ab_channel=ArloC
ustodio Also, the teacher is free to use
• Ask the learners to dance along with the basic steps of the Kalinga cultural other materials, especially
dance. those that are prominent and
• Ask the learners to enumerate the musical instruments used in the video. available in their locality, as
• Ask them to describe the costumes, accessories of the ladies and men. long as they are within the
theme as the unifying element.

B. Establishing Lesson Purpose

Lesson Purpose The teacher will show this picture and allow the pupils to describe the picture

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• Ask the learners to identify the clothing worn by the ladies and their
accessories, and the men’s attire
• The traditional clothing of the Kalinga people reflects their history, beliefs,
way of life, and rich cultural heritage
• The colorful fabrics, intricate embroidery, and unique designs make Kalinga
clothing a work of art and a source of pride for the Kalinga people.

Unlocking Content Area Vocabulary

This lesson is composed of Kalinga words/terms, especially costume-related

terms, that are expected to be unlocked for a better understanding

Image from
https://i.pinimg.com/736x/07/23/5b/07235bb85112d3d1d5042fd5aa628e8c.jpg

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Dalisdis Head Piece

Dalisdis Choker
Silup Ang-Angga Blouse
Pilaked Cross Bands
Kain Wrap Around Skirt
Tilali Wrist Bands

C. Developing and SUB-TOPIC 1: Determine cultural identity based on the concepts, processes and
Deepening practices in the Music, Theater, Dance and Art of their respective provinces
Understanding
WEEK 5: Day 2

EXPLICITATION
Let the learners watch this explainer video titled “Fugtong; A Kalinga Folktale,”
where the play's creator discusses the importance of preserving folklore through
stage play (performances).
https://www.youtube.com/watch?v=eRZf5zmzkIE&t=135s

After watching, the teacher will discuss the following:

Elements of Folktale
• Characters: Folktales feature various characters, including humans,
animals, and imaginary beings. These characters often possess magical
abilities or unique traits.
• The learners will identify the characters of the folktale
• Setting: The setting can be a fantastical world, a historical context, or a
blend of both. Folktales transport listeners to different realms, from
enchanted forests to distant kingdoms.
• The learners will identify the setting of the folktale

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• Plot: Folktales typically follow a simple and straightforward plot. They may
involve quests, challenges, or transformations. Some folktales explain
natural phenomena or the origins of things.
• The learners will identify the plot of the folktale
• Themes: Folktales convey universal themes and life lessons. Good versus
evil, bravery, kindness, and perseverance are common themes found in
these stories.
• The learners will identify the themes of the folktale
• Entertainment and Instruction: Folktales aim to entertain while also
instructing the audience. They were originally meant for adults and
children, covering a wide range of topics.
• The learners will identify the message of the folktale

WORKED EXAMPLE

“Cultural Mapping through Concept Mapping”

60 minutes
Ask the pupils to do simple “cultural mapping” using “concept mapping.”

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The pupils may answer:

• Music- The group used different instruments, mainly bamboo to provide earthy
sounds and gongs for suspense effects. Vocal music is also present
• Theater- The group employed creative practices typical of community theater,
such as striking bamboo slats for, manipulating lights to simulate
thunderstorms, and even burning paper to evoke jungle mist.
• Dance- The group selected steps that can personify the character of the story
and steps that convey narration
• Visual Arts—The group adopted a background inspired by the Kalinga
community. Costumes, the traditional clothing of Kalinga men, include a
bahag, a loincloth made from woven fabric or animal hide, and a turban or
headscarf.

WEEK 6: Day 2

LESSON ACTIVITY

Kalinga arts through differentiated activities:

Group 1: Music
• Use body percussion (clapping, stomping, etc.) or classroom instruments
to produce a similar sound in the Fugtong
Group 2 Theater
• Retell a key scene from the "Fugtong" story using expressive voices and
movement.
Group 3 – Visual Arts
• Sketch costume designs for the characters in the story. They can use their
knowledge of Kalinga visual arts to incorporate traditional patterns, colors,
and materials into their designs.
Group 4- Dance
• Imitate steps observed in the play. The steps should narrate the story.

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After each presentation, briefly discuss the group's interpretation and how it
connects to Kalinga arts and culture.

Sample Rubrics
Indicator Level 3 – Level 2- Level 1-
3 Points 2 Points 1 Point
Process If 2 Sub- If 1 Sub- If no Sub-
• Teamwork and indicators indicator is indicator is
Collaboration are Present Present Present
• Resourcefulness
Product If 2 Sub- If 1 Sub- If no Sub-
• Accuracy (Similarity) indicators indicator is indicator is
• Creativity are Present Present Present

D. Making Learner’s Takeaways

Generalizations “One-Word- Closure”
Ask the learners to give one word they learned from the lesson. And used it in a
sentence

Reflection on Learning
"One-Word- Closure”
Ask the learners to give one word to describe how they feel after their
performance. And used it in a sentence.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Assessment Method

Learning
Form of Assessment

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Observation. The teacher will observe the class's overall participation during the
discussion and the individual engagement of the members during the activities.

Recording Method. The teacher may utilize a checklist to monitor the

participation of the learners.

Assignment/Homework. None.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
engagement and other related
materials used stuff.

Teachers may also suggest

learner engagement/
ways to improve the different
interaction
activities explored.
others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection principles behind the lesson conducted/ facilitated is
This lesson design teaching essential and necessary to
component prompts What principles and beliefs informed my lesson? improve practice. You may also
the teacher to record Why did I teach the lesson the way I did? consider this as an input for
relevant observations the LAC/Collab sessions.
and/or critical students
teaching events that What roles did my students play in my lesson?
he/she can reflect on What did my students learn? How did they learn?
to assess the
achievement of
ways forward
objectives. The
What could I have done differently?
documenting of
What can I explore in the next lesson?
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experiences is guided
by possible areas for
observation
including teaching
strategies employed,
instructional
materials used,
learners’ engagement
in the tasks, and
other notable
instructional areas.
Notes here can also
be on tasks that will
be continued the
next day or
additional activities
needed.
Teachers can be
provided with notes
on which particular
lesson component(s)
they can focus on.