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    DLL Mapeh Q4 W1

    Uploaded by

    Shany Mae Patiño Dulabay
    This document is a daily lesson log from Tabon-Tabon Elementary School for a music class. It details the objectives, content, learning resources, and procedures for a lesson on identifying thinness and thickness of musical sound. The lesson plan involves singing the song "Bahay Kubo" in three parts and grouping students to present using thin and thick sounds. It aims to help students distinguish between thin and thick musical textures.

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    © All Rights Reserved
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    DLL Mapeh Q4 W1

    Uploaded by

    Shany Mae Patiño Dulabay
    26 views4 pages
    This document is a daily lesson log from Tabon-Tabon Elementary School for a music class. It details the objectives, content, learning resources, and procedures for a lesson on identifying thinness and thickness of musical sound. The lesson plan involves singing the song "Bahay Kubo" in three parts and grouping students to present using thin and thick sounds. It aims to help students distinguish between thin and thick musical textures.

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    This document is a daily lesson log from Tabon-Tabon Elementary School for a music class. It details the objectives, content, learning resources, and procedures for a lesson on identifying thinness and thickness of musical sound. The lesson plan involves singing the song "Bahay Kubo" in three parts and grouping students to present using thin and thick sounds. It aims to help students distinguish between thin and thick musical textures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    26 views4 pages

    DLL Mapeh Q4 W1

    Uploaded by

    Shany Mae Patiño Dulabay
    This document is a daily lesson log from Tabon-Tabon Elementary School for a music class. It details the objectives, content, learning resources, and procedures for a lesson on identifying thinness and thickness of musical sound. The lesson plan involves singing the song "Bahay Kubo" in three parts and grouping students to present using thin and thick sounds. It aims to help students distinguish between thin and thick musical textures.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    School: TABON-TABON ELEMENTARY SCHOOL Grade Level: III-MANGO

    GRADES 1 to 12 Teacher: SHANY MAE P. DULABAY Learning Area: MUSIC


    DAILY LESSON LOG Teaching Dates and
    Time: MAY 2-6, 2023 (WEEK 1) Quarter: 4th QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I.OBJECTIVES
    A.Content Standards  Demonstrates understanding of the concepts of tempo in order to respond to conducting symbols indicating variations in tempo.

    B.Performance Standards  Enhances performance of poetry, chants, drama, musical stories, and songs by using a variety of tempo
    C.Learning Competencies Distinguishes between thinness and thickness of musical sound.
    (MU3TX-IVg-h-4)
    Objectives: 1. Identify thinness and thickness of musical sound
    2. Sing using thinness and thickness of musical sound
    3. Appreciate the importance of identifying the thinness and thickness of musical sound.

    Write the LC Code for each


    II.CONTENT
    III.LEARNING RESOURCES
    A.References
    1.Teacher’s Guides/Pages CG p.21 of 63 TG 95-96
    2.Learner’s Materials Pages 112-119
    3.Textbook Pages
    4.Additional Materials from Learning
    Resources (LR) portal
    B.Other Learning Resources LAS 3 Quarter 4 Week 1
    IV.PROCEDURES
    PRELIMINARIES:
    A. Reviewing previous lesson or Teacher will sing as the pupils Sing Bahay Kubo in 3 parts. Sing Bahay Kubo in 3 parts Sing Bahay Kubo in 3 parts Sing Bahay Kubo in 3 parts
    presenting the new lesson imitate the movements of the
    animals.
    B.Establishing a purpose for the lesson  Sing the song
    Bahay Kubo.
    (Motivation)
    C.Presenting examples/instances of the  Let them sing into 3
    new lesson parts.

    (Presentation)

    D.Discussing new concepts and Group them into 3 using the three
    practicing new skills #1 parts of Bahay Kubo.
    (Activity)
    Let them present by group.

    E.Discussing new concepts and Ask:


    practicing new skills #2 Compare and contrast the three
    (Analysis) parts.
    F.Developing mastery Show video clips for the abstraction
    (Leads to formative assessment) and discussion of lesson.

    Abstraction:
    G.Finding practical/applications of The learners are grouped
    concepts and skills in daily living into 3:
    Group 1-
    Application

    Group 2

    Group 3-
    Presentation of outputs.
    H. Making generalizations and What is melodic line?
    abstractions about the lesson What is the texture of music?
    How do you know the
    thinness and thickness of
    musical sound?
    I.Evaluating Learning Answer page 7 of LAS
    Music 4th Quarter-Pagsukod
    sa Nahibaloan.

    J.Additional activities for application or Present a song by group


    remediation using the thinness and
    thickness of musical song.
    Assignment
    V.REMARKS

    VI.REFLECTION

    A.No. of learners who earned 80% of


    the formative assessment
    B.No. of learners who require
    additional activities to remediation
    C.Did the remedial lessons work?No. of
    learners who have caught up with the
    lesson
    D.No. of ledarners who continue to
    require remediation
    E.Which of my taching strategies
    worked well?Ehy did these work?
    F.What difficulties did I encounter
    which my principal or supervisor can
    help me solve?
    G.What innovation or localized
    material did I use/discover which I wish
    to sharewith other teachers?

    Prepared by: Checked/Noted/Approved:

    SHANY MAE P. DULABAY RIOLETA E. SALABAO


    Teacher III School Head

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