School: Towerville Elementary School Grade Level: VI

GRADES 1 to 12 Teacher: Dianne Marie L. del Rosario Learning Area: MAPEH (Music)
DAILY LESSON LOG Teaching Dates and
Monday, June 11, 2018 Quarter: First Quarter
Time:

I. Objectives
The learner demonstrates understanding of the concept of rhythm by applying notes and rests, rhythmic
A. Content Standards
patterns, and time signatures for appropriate mastery and acquisition of skills.
B. Performance Standards The learner responds to beats in music heard with appropriate conducting patterns of
C. Learning Competencies/ The learner…
Objectives  Differentiates among time signatures (MU6RH-Ib-e-2)
(Write LC Code for each):
II. CONTENT Musical Symbols and Concepts: Time Signature
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH in Action pp. 13-15
4. Materials downloaded from
Music_QTR1_DLP.pdf (http://lrmds.deped.gov.ph)
LRMDS
B. Other Learning Materials Picture, Chart
IV. PROCEDURES
A. Reviewing previous lesson or Ask:
presenting new lesson What are the different simple time signatures?
B. Establishing a purpose for the Can you name a song that is in time signature?
lesson
1. Play sound clips in different time signatures.
2. Ask the students to listen to the songs and answer the following questions:
C. Presenting examples/instances a. Are the songs the same? (No)
of the lesson b. What makes each song different? (time signature)
c. What is the meter of each song? (duple, triple, quadruple)
d. What are the different time signatures? ( ) Suggested
D. Discussing new concepts and Say: Time signature tells us how the music is to be counted. The time signature is written at the
practicing new skills #1 beginning of the staff after the clef and the key signature.
E. Discussing new concepts and 1. Show the different types of time signature
practicing new skills #2 2. Ask the learners to count the beats in each measure.
Identify whether the time signature used in each staff is .

F. Developing mastery (Leads to

Formative Assessment 3)

G. Finding practical applications The grouping of 2s, 3s, and 4s may suggest an action. In time signature, we can move through
of concepts and skills in daily marching. In time signature, we can do waltz. In time signature, we can sing a slow song. What other
living actions or movements can you associate with the given time signatures?
H. Making generalizations and Time signature is used to specify how many beats (pulses) are to be contained in each measure and
abstractions about the lesson which note value is to be given one beat.
Write on the blank whether the song is in time signature.
_____________1. Bahay Kubo
_____________2. The Farmer in the Dell (Traditional)
I. Evaluating learning
_____________3. Sitsiritsit
_____________4. Santa Clara
_____________5. Lupang Hinirang
J. Additional activities for Add a bar line in each staff.
application or remediation Follow the indicated time signature.
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who acquired additional activities for remediation who scored below 80%
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 encountered which my principal can help me solve?
G. What innovation or localized materials did I used/discover which I wish to share with other
teachers?
Prepared: Verified: Reviewed and Inspected:

DIANNE MARIE L. DEL ROSARIO BRIAN D. LEDESMA RAUL G. PANIMBATAN

Teacher I Master Teacher I Principal III
 School: Towerville Elementary School Grade Level: VI
GRADES 1 to 12 Teacher: Dianne Marie L. del Rosario Learning Area: MAPEH (Music)
DAILY LESSON LOG Teaching Dates and
Wednesday, June 13, 2018 Quarter: First Quarter
Time:

I. Objectives
The learner demonstrates understanding of the concept of rhythm by applying notes and rests, rhythmic
A. Content Standards
patterns, and time signatures for appropriate mastery and acquisition of skills.
B. Performance Standards The learner responds to beats in music heard with appropriate conducting patterns of
C. Learning Competencies/ The learner…
Objectives  Demonstrates the conducting gestures of time signatures. (
(Write LC Code for each):
II. CONTENT Musical Symbols and Concepts: Conducting
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH in Action
4. Materials downloaded from
Music_QTR1_DLP.pdf (http://lrmds.deped.gov.ph)
LRMDS
B. Other Learning Materials Picture, Chart
IV. PROCEDURES
A. Reviewing previous lesson or Ask:
presenting new lesson What are the different compound time signatures?
B. Establishing a purpose for the Game: 4 Pics 1 Word
lesson Ask the pupils to guess the mystery word through the clues that the pictures reveal.
Present the chart:
C. Presenting examples/instances Music conductors help people sing together. They do this by showing the beat of a song through arm
of the lesson movements that follow certain patterns. The patterns are based on the number of beats per measure as
shown by the upper number of the time signature.
Show the conducting patterns in 2s, 3s and 4s.

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

Discuss each conducting pattern and give guidelines in proper conducting.
practicing new skills #2
Ask the learners to do the following:
F. Developing mastery (Leads to a. Read and clap the rhythmic patterns.
Formative Assessment 3) b. Sing/hum the rhythms in neutral syllable.
c. Assign a conductor and let the class sing each rhythmic pattern in their chosen neutral syllable.
G. Finding practical applications Conductors show the beat of a song through arm movements that follow certain patterns. These are
of concepts and skills in daily called conducting gestures or conducting patterns. We see conductors in church choirs, school choirs,
living marching bands, and in a concert orchestra.
H. Making generalizations and Say: Conducting gestures are used to guide and make the performance of a musical group
abstractions about the lesson synchronized. Patterns and gestures are based on the time signature, beat, and rhythm of a song.
Perform the conducting gestures of .
I. Evaluating learning
Use suggested rubric: Music_QTR1_DLP.pdf (p. 18)
J. Additional activities for Form a group then choose a song to perform. Do the conducting gesture that is suited to the song that
application or remediation your group has chosen. Perform in front of the class (with accompaniment or a cappella).
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
H. No. of learners who earned 80% in the evaluation
I. No. of learners who acquired additional activities for remediation who scored below 80%
J. Did the remedial lessons work? No. of learners who have caught up with the lesson.
K. No. of learners who continue to require remediation.
L. Which of my teaching strategies worked well? Why did these work?
M. What difficulties did I encountered which my principal can help me solve?
N. What innovation or localized materials did I used/discover which I wish to share with other
teachers?
Prepared: Verified: Reviewed and Inspected:

DIANNE MARIE L. DEL ROSARIO BRIAN D. LEDESMA RAUL G. PANIMBATAN

Teacher I Master Teacher I Principal III
 School: Towerville Elementary School Grade Level: VI
GRADES 1 to 12 Teacher: Dianne Marie L. del Rosario Learning Area: MAPEH (Music)
DAILY LESSON LOG Teaching Dates and
Wednesday, June 13, 2018 Quarter: First Quarter
Time:

I. Objectives
The learner demonstrates understanding of the concept of rhythm by applying notes and rests, rhythmic
A. Content Standards
patterns, and time signatures for appropriate mastery and acquisition of skills.
B. Performance Standards The learner responds to beats in music heard with appropriate conducting patterns of
C. Learning Competencies/ The learner…
Objectives  Demonstrates the conducting gestures of time signatures.
(Write LC Code for each):
II. CONTENT Musical Symbols and Concepts: Conducting
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Textbook pages The 21st Century MAPEH in Action
4. Materials downloaded from
Music_QTR1_DLP.pdf pp. 18-22 (http://lrmds.deped.gov.ph)
LRMDS
B. Other Learning Materials Picture, Chart
IV. PROCEDURES
A. Reviewing previous lesson or Ask:
presenting new lesson How to conduct time signatures?
B. Establishing a purpose for the Compose two measures in using a variety of notes and rests from the box below.
lesson
Present the chart:
C. Presenting examples/instances When conducting songs with the time signature you may use the six-beat pattern. Bring your arm down
of the lesson on beat one, go halfway across your body on beat two, the rest of the way across on the beat three, back
across your body on beat four, further to the right on beat five, and then up on beat six.
Show the conducting patterns in 6s.

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and Clap/Tap the following rhythmic pattern in time signature.
practicing new skills #2
1. Sing the songs:
F. Developing mastery (Leads to “Silent Night”
Formative Assessment 3) “For He’s A Jolly Good Fellow”
2. Conduct with correct gestures.
Conducting gestures guide the performance of a musical group. The purpose of conducting is to keep
G. Finding practical applications
the whole orchestra, or choir, or a band coordinated, so that all the different musicians started and
of concepts and skills in daily
stopped playing at the right times. In what situation in our daily life can you correlate the concept of
living
conducting?
Say: Conductors show the beat of a song through arm movements that follow certain patterns. These are
H. Making generalizations and
called conducting gestures or conducting patterns. Patterns and gestures are based on the time
abstractions about the lesson
signature and the beat and rhythm of the song that will be performed.
Perform the conducting gestures of time signature.
I. Evaluating learning
Use suggested rubric: Music_QTR1_DLP.pdf (p. 21-22)
J. Additional activities for Form a group then choose a song to perform. Do the conducting gesture that is suited to the song that
application or remediation your group has chosen. Perform in front of the class (with accompaniment or a cappella).
V. REMARKS

VI. REFLECTION Assessing yourself as a teacher and analyzing the students’ progress this week.
O. No. of learners who earned 80% in the evaluation
P. No. of learners who acquired additional activities for remediation who scored below 80%
Q. Did the remedial lessons work? No. of learners who have caught up with the lesson.
R. No. of learners who continue to require remediation.
S. Which of my teaching strategies worked well? Why did these work?
T. What difficulties did I encountered which my principal can help me solve?
U. What innovation or localized materials did I used/discover which I wish to share with other
teachers?
Prepared: Verified: Reviewed and Inspected:

DIANNE MARIE L. DEL ROSARIO BRIAN D. LEDESMA RAUL G. PANIMBATAN

Teacher I Master Teacher I Principal III