DLL

1. GRADE 1 to 12
DAILY LESSON LOG
School SAN MIGUEL NATIONAL HIGH SCHOOL Grade Level 10 MASIGASIG/ MATAPAT
Teacher MARICAR R.SORIANO Learning Area MAPEH ( MUSIC )
Teaching Dates and Time September 9-13, 2019/10:30 and 3-4 Quarter SECOND
Session 1 Session 2 Session 3 Session 4 Session 5
I. OBJECTIVES 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 Formative 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 guides.
A. Content Standards Demonstrates understanding of characteristics features Afro-Latin American music and popular music.
B. Performance Standards Performs vocal and dance forms of Afro-Latin American and selections of popular music.
C. Learning Competencies/Objectives
Write LC code for each
Observes dance styles, instruments and rhythms of Afro-Latin American and
popular music through movies and live performances
( MU10AP-IIa-g-1 )
Describes the historical and cultural background of Afro-Latin American and
popular mu10AP-IIa-g-2 )
Listens perceptively to Afro-Latin American and popular music ( MU10AP-IIa-h-3
Dances to different selected styles of
Afro-Latin American and popular
music. ( MU10AP-IIa-h-4 )
II. CONTENT
Content is what the lesson is all about. pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Music of Africa Musical Instruments of Africa MUNICIPAL MEET MUNICIPAL MEET
I. LEARNING RESOURCES
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.
A. References
1. Teacher’s Guide pages 22-25 22-25 26-30
2. Learner’s Material pages 40-43 44-46 47-54
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
II. PROCEDURES
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.
A. Reviewing previous lesson or presenting the new
lesson
Name some composers of the 20th
century.
Describe their works.
Differentiate the styles and genre of the
traditional music of Africa?
Give examples of spiritual and call
and response.
B. Establishing a purpose for the lesson Show video clip of the Lion King. Play selected recordings of African music
featuring the Maracatu dance.
Show the class some examples of
instruments and let them name it.

2. Let the students watch the video clip,
then on a piece of paper, let them
describe the video that they watch.
Show some musical instruments to the
class.
C. Presenting examples/Instances of the new lesson Call some volunteer students to read
their description or observations.
Connect these to the new lesson
Let them do Activity 1
From the materials that I asked you to
bring, create a rhythmic or harmonic
accompaniment of any African song.
Discuss the musical instruments of
Africa through power point
presentation.
Identify them according to their
classification.
D. Discussing new concepts and practicing new skills #1 Play one recording African and Latin-
American music.
Discuss the traditional music of Africa
according to styles and genre.
From the descriptions of African
music, do you still hear such music on
the radio, television and youtube
videos? If so which type are these?
Discuss the vocal forms of African Music
through power point presentation.
What are the different musical
instruments included in the Maracatu?
Name game!
Pictures of instrument will flash in the
screen and students will identify their
classification.
E. Discussing new concepts and practicing new skills #1 Discuss the Latin American music
influenced by African music…
What is the distinctive quality of the
reggae music form?
F. Developing Mastery
(Leads to Formative Assessment 3)
What is the meaning of the term “
spiritual” as musical form?
What type of music is popularized by Ray
Charles?
G. Finding practical applications of concepts and skills in
daily living
What are the benefits you can get by
listening to these music and by dancing
into it?
Describe how African musical
instruments are sourced from the
environment. Give examples.
H. Making generalizations and abstractions about the
lesson
Among the music that have been
discussed what music has an impact on
you and why?
What have you learned from our
lesson today?
I. Evaluating learning Bring any of the following:
Tin cans, bamboo, strips of roofing
metals, wood od anything that can be
used as a musical instrument
Ask the students to conceptualized a
choreography to show some dance steps
set to African and Latin American music.
J. Additional Activities for application or remediation
III. REMARKS
IV. REFLECTION
A. No. of Learners who earned 80% on the
formative assessment
B. No. of learners who require additional activities
for remediation

3. C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners 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 materials did I
use/discover which I wish to share with other
teachers?
CORE VALUE 2 and 3 2 and 3 1 and 4
GAD CORE VALUES: 1. Shared parenting 2. Shared Home Management 3. Shared-Decision Making 4. Equalized Opportunities 5. Eliminate All Forms of Violence Against women
6. Equalized representation in public affairs 7. Make women role and contributions visible values and recognized
Prepared by: Checked
MARICAR R. SORIANO MYLENE E. RANOY
SST-I PRINCIPAL I