This document outlines a 4-day lesson plan for a Music class on the musical traditions of South Asia and the Middle East. Day 1 focuses on listening to sample folk music from India, Pakistan, and Israel and identifying musical instruments. Day 2 involves classifying the instruments of the three regions based on the Hornbostel-Sachs system. Day 3 has students improvising instruments from recycled materials and performing songs. Day 4 consists of students performing on their improvised instruments and assessing their learning. The goal is for students to understand and explore the common and distinct musical characteristics of South Asia and the Middle East.

1. Teachers Learning Area MUSIC 8
Teaching Dates Quarter THIRD QUARTER
FIRST DAY SECOND DAY THIRD DAY FOURTH DAY
MELC
listens perceptively to music
of South Asia and the
Middle East,(MU8WS-IIIa-
h-2)
explores ways of producing
sounds on a variety of
sources that would simulate
instruments being
studied;(MU8WS-IIIc-h-5)
explores ways of producing
sounds on a variety of sources
that would simulate
instruments being
studied;(MU8WS-IIIc-h-5)
A. Content Standards
The learners demonstrate
understanding of:
•common and distinct musical
characteristics of South Asia
and the Middle East.
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
 Listen to the music of
South Asia and Middle
East like Anile Anile Vaa
Vaa Vaa, Zum Gali Gali
and Karma Walay.
 Recognize the element
of song Anile Anile Vaa
Vaa Vaa, Zum Gali Gali
and Karma Walay.
Identify and classify the different
musical instruments of INDIA,
PAKISTAN and ISRAEL
improvises simple
accompaniment to selected
South Asia and the Middle East
music (MU8WSIIIb-h-6)
Daily Lesson Log
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises, and remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formula Assessment 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.
II. CONTENT
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands on learning promotes concept development.
I. OBJECTIVES
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
III. LEARNING RESOURCES
• The learner performs South Asia and the Middle East music with appropriate pitch, rhythm, expression and style.
Vocal and Instrumental Music of South Asia and Middle East
Power point Presentation and
additional AVP for references

2. A. References
1. SLM
2. Additional Materials
ACTIVITY
A. Reviewing previous lesson
or presenting new lesson
The teacher will ask the
student to listen carefully to
folk music of India (Anile
Anile Vaa Vaa Vaa, Karma
Walay of Pakistan and Zum
Gali Gali of Israel.
List down all musical instruments
of India, Pakistan and Israel
India (Avanaddh, Sushir, Tat and
Vitat)
Pakistan (GHAZAL and QAWWALI)
ISRAEL (DEVOTIONAL and
SECULAR)
DIY and perform (Do it yourself) using
the materials that the teacher asked
to bring.
The teacher will ask the student to
make/improvise their own musical
instruments in accordance to the 4
classification of instruments under
hornbostel zach. Each group will perform
Leron leron sinta, Paru-parong bukid, and
Atin Cu Pung Singsing accompanied by
their improvised instruments.
ANALYSIS
B. Establishing a
purpose for the lesson Activity: List and Classify!
Countries
(INDIA,PAKISTAN and
ISRAEL)
 The teacher will ask the
different Musical
Based on the list of instruments
that student listed, what are the
classification of the following under
Hornbostel Zach Classification?
India ( Ghatam, Manjira, Kharta,
Nout, Tabla,Daf, Dhol, Shehnai,
Shankh, Surpenti, Bansuri, Ektar,
These steps should be done 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 ways to learn new things, practice their learning, question their learning
processes and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
IV. PROCEDURES
MUSIC 8 Quarter 3 – Module 1&2
Preliminaries
 Checking of Attendance
 Checking of Assignment
 Recall the musical
instruments and
classification of INDIA,
PAKISTAN and ISRAEL.
Preliminaries
 Checking of Attendance
 Checking of Assignment
Power point Presentation and
additional AVP for references
Preliminaries
 Checking of Attendance
 Checking of Assignment
Preliminaries
 Checking of
Attendance
 Checking of
Assignment
Power point Presentation and
additional AVP for references
Power point Presentation and
additional AVP for references

3. Elements of India(Anile
Anile Vaa Vaa Vaa,
Pakistan (Karma Walay)
and Israel(Zum Gali Gali)
Musical Elements like
Timbre, Dynamics, Pitch,
Harmony, Form, Texture,
Rhythm
(Using cellular phone is allowed as
long as it will be use for searching
for information related to the
activity)
Rabab, Gotuvadyam, Sitar, Banam,
Chikara, Sarangi, Esraj)
Pakistan ( Harmonium, Tabla,
Dholak, Rubab)
Israel ( Jewish Lyre, Psalterion,
Shofar, Goblet drum, Oud and
Darbuk)
ABSTRACTION
D. Discussing new concepts
and practicing new skills #1
What are the similar classification
of musical instruments based on
hornbostel zach compared to
INDIA?
E. Discussing new concepts
and practicing new skills #2
 Exploring:
Discussion of the Musical
Elements and their
definition.
 Exploring different
musical instruments
and its function to
the tradition of east
country.

4. APPLICATION
G. Finding Practical application
of concepts and skills in daily
living
LIST”EN” UP!
Let the students list all down
the instruments of India,
Pakistan and Israel.
Activity:
Song Analysis
Identify the musical Instruments
used in the folk song of India
(Anile anile vaa vaa), Pakista
(Karma Walay) and Israel (Zum
Gali Gali)
Activity:
Improvised and Recreate.
Based on the instruments that you learn
in this module, try to create your
instrument that is similar to the South,
Asia, and Instrumental Music.
You can use recycled materials that are
available from your surroundings to
create your instrument. (Materials are
already asked to provide)
Activity:
Performance of the musical
instruments created by the
students and their choice of song.
ASSESSMENT
I. Evaluating Learning
J. Additional Activities for
application or remediation
Assignment:
Search the different folk
songs of India, Pakistan and
Israel.
Bring different recycled materials
for the activity tomorrow.
Assignment:
What are the benefits of playing indoor
and recreational activity?
List down all the rules and regulations of
the game Chess and Scrabble.
V. REMARKS
 Short Quiz
 Short Quiz