MATATAG K TO 10 CURRICULUM

School: PRES. CORAZON C. AQUINO E/S Grade Level: 4

MATATAG Name of Teacher CLAIRE G. ACBANG Learning Area: MUSIC AND ARTS
K to 10 Curriculum Teaching Dates and Time: DECEMBER 16- 19, 2024 (WEEK 3) Quarter: Third
Weekly Lesson Log

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  Relate stories/ narratives as expressed in relevant creative works to properties of sound, theatrical, dance and
and Objectives visual elements

Learning Objectives:
 Describe how dance, theater, visuals, and sound are used to tell stories.
 Explore how properties of sound, theatrical, dance and visual elements enhance Fugtong: A Kalinga Folktale
narrative

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

Arts Quarter 4 – Module 1: Theater Arts: Themes and Elements of Art Applied to Performance retrieved
from https://depedtambayan.net/wp-content/uploads/2022/05/ARTS10-Q4-MOD1.pdf

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Cordillera Green Network. (2021). Fugtong-Black dog 2014 at TIU Theater [Video]. YouTube. https://www.youtube.com/watch?
v=Sxl7AwYAUUk
Sarmie Aspe. (2021). 2ND QTR. MUSIC 7_MUSIC OF CORDILLERA: SALIDUMAY - CHANT FOR RAGRAGSAKAN WITH LYRICS [Video].
YouTube. https://www.youtube.com/watch?v=QLbvDP2K214
Sir Bon’s Music Room. (2021). Bumalaka ay Buwan with lyrics and vocals [Video]. YouTube. https://www.youtube.com/watch?v=9mm-
ft2WdZE
The Rich Culture and Traditions of Kalinga Province. https://secret-ph.com/the-rich-culture-and-traditions-of-kalinga-province/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior WEEK 3: Day 1

Knowledge This activity will serve as recap
Short Review of the previous discussions.
 Play the Filipino folk song “Bumala ka ay Buwan” and ask the learners to Encourage learners to share
what they know about the
clap and sing along. https://www.youtube.com/watch?v=9mm-
identified/given concepts.
ft2WdZE&ab_channel=SIRBON%27SMUSICROOMn

Ask the learners the following questions: Also, the teacher is free to use
1. What do you think the song is all about? other materials, especially
2. What role does music play in the song’s overall mood? those that are prominent and
3. What does this song tell us about the way of life of the Kankana-ey? available in their locality, as
long as they are within the
theme as the unifying element.
Bumala ka ay Buwan is a Cordillera folk song. The Kankana-ey have orally
transmitted this song from generation to generation, making it one of the most
popular folk songs of the Cordillera, particularly in Mountain Province. The song,
sung at night by travelers during the hours they spend walking to their destination
in Sadsadan, asks the moon to come out to light the path.

B. Establishing Lesson Purpose

Lesson Purpose To establish the lesson's purpose, show the learner this series of pictures and ask
them the questions below to process their observations.

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Picture 1

Picture 2

Picture 3

Let the teacher ask the learner the following

 Describe what you see in the 1st picture, 2nd and 3rd pictures
 What do you think they’re doing?
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 How would you describe the costumes they are wearing?

The teacher will properly bridge their observation that this session will look at how
Kalinga people utilize music, dance, theater, and visual arts to tell stories and
narratives and express their cultural identities.

Unlocking Content Area Vocabulary

The teacher will clearly define the following terms as used in this lesson.
a. Folktale - a traditional story that people of a particular region or group repeat
among themselves
b. Theater- the art or activity of writing and performing plays, or the public
performance of plays
c. Visual arts - the arts of drawing, painting, sculpture, photography
d. Music - a pattern of sounds made by musical instruments, voices, or a
combination of these, intended to give pleasure to people listening to it
e. Dance – to move the body and feet to music.
f. Visual Effects - the way that something appears and the impression that it
gives when you look at it
g. melody - a tune, often forming part of a larger piece of music

Source: https://dictionary.cambridge.org/dictionary/english/dance

C. Developing and SUB-TOPIC 1: Relate stories/ narratives as expressed in relevant creative works to
Deepening properties of sound, theatrical, dance and visual elements
Understanding
WEEK 3: Day 2

EXPLICITATION
“Let’s Examine it (Part by Part)”
Let the learner watch the video Salidumay, which can be accessed at

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https://www.youtube.com/watch?v=QLbvDP2K214

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The teacher will ask the learner to describe the following components of the
watched video
 Music Part
 Dance Part
 Theater Part
 Visual Art Part

WORKED EXAMPLE
Fugtong: A Kalinga Folktale

Directions: Watch the Fugtong at https://www.youtube.com/watch?

v=Sxl7AwYAUUk&t=0s

While watching the performance, the teacher may narrate the Fugtong.

"Once in a village in Kalinga, a family owned a black dog named Fugtong. However,
the community believes that a black dog is bad luck. So, the people asked the family
to choose between killing the animal and staying in the village or leaving the village
with their dog with them. The Family chose the latter. They Settled at the foot of a
hill away from the community.

One day, the parents asked their two children, Gammi and Mannay, to stay home
so they could go to their new UMA (farm). The parents would be staying on their
farm for the night, so they advised their children to lock the door of the house
because there was an anito called a Tangob, a malevolent spirit roaming around.
When night came, the anito came knocking on the door. The children refused to
open the door, but the anito insisted on trying to get in, for he would rip off the
bamboo floor and use it to stitch the children's intestines and eat it.

Fugtong the black dog, got enraged and was able to kill and behead the Tangob,
while the children hid at the ceiling of their hearth. Morning came, and the parents

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arrived. They saw Fugtong sleeping beside the head of the Tangob and got
worried about their children. They found their children hiding in the hearth, and
the children told them how Fugtong protected them. This is how the black dog
Fugtong was accepted in the community."

To apply what the students learned during the lesson, an activity will be given. See
the worksheet for the activity which students will accomplish. Kindly refer to
Activity No. 2.

WEEK 4: Day 1

Music Part
How does the flow of the melody contribute to storytelling? Is it fast or slow? What
might be the emotion if the music is fast or slow?
 How does the musical instrument used contribute to storytelling?
 How do the vocal sounds contribute to storytelling?

Dance Part
Let the learners imitate the dance they watched
 Describe the dance movements of the performers.
 How can different dance movements express emotions and tell stories?
 How do the arrangement and sequencing of dance movements tell a story?

Theater Part
 Have you seen the body language and facial expressions of the performers?
 Can you imitate their body language and facial expressions?
 What do the performers' body language, facial expressions, and stage
presence add to the story?

Visual Art Part

 What have you noticed about the costumes and props used in the
performance?

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 Describe the design of the costumes and the props.

 How do visual arts elements like line, shape, color, texture, perspective, and
composition tell a story and express emotions?

WEEK 4: Day 2

LESSON ACTIVITY
“The Story of My Life”
Story Telling Through the Arts

Materials
 Pictures depicting scenes from different art forms (e.g., a person dancing, a
scene from a play, a painting with a clear story)
 Whiteboard or chart paper
 Markers or pens (optional)

Instructions:
 Introduce the Activity: Tell learners they will explore how different art forms
can tell stories without using words. This is through the concept of stories
being told through music, dance, theater, and visuals.
 Show and Discuss Art Forms:
Show the first picture/clip (e.g., ballerina dancing). Ask learners:
 What kind of art form is this? (Dance)
 Can you guess what story this dancer might be telling? (Encourage
creative answers)
Repeat for each picture/clip, covering dance, theater (a scene with clear
emotions), and visuals (a painting with a clear narrative).

Wrap-Up
 On the whiteboard or chart paper, write "Music," "Dance," "Theater," and
"Visual Arts."
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 Ask learners: How can each of these art forms tell stories?
Briefly discuss their answers, mentioning elements like movement, acting, music,
and visuals to create emotions, characters, and settings.

D. Making Learner’s Takeaways 10 minutes

Generalizations What did you learn from the story of Fugtong: black dog?
We learned that .
We learned that .
We learned that .
What have you realized about the story of Fugtong: black dog? The teacher may write or
We realized that . post this to serve as guide for
We realized that . the learners.
Give one question about the story of Fugtong.
Our question about the lesson is .

Reflection on Learning
“Sharing is Caring”
Ask the learners if they know any other legend or folktales and let them share it
to the class

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

A. Evaluating Assessment Method

Learning
Form of Assessment
Written Reflection: Let the learners write a paragraph summarizing what they
learned about Kalinga arts and culture.
Creative project: (Divide the class into 3 groups. Let them choose one of the 3
choices)
a. Let the learners create a visual artwork
b. Write a song or poem inspired by the “Fugtong” folktale and Kalinga tradition
c. Choreograph a dance inspired by the "Fugtong" folktale and Kalinga traditions
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B. Teacher’s Note observations The teacher may take note of

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

learner engagement/ Teachers may also suggest

interaction ways to improve the different
activities explored.
others

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

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

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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.

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