Académique Documents
Professionnel Documents
Culture Documents
Putting together a
Unit Learning Plan from
EXPLORE TO TRANSFER
------ following the --------
Design Protocol
INQUIRY-BASED
SCAFFOLDING FOR
ACTIVITY : What is the activity that will help TRANSFER 1-3
students develop the competency? 5
Now, I realized…
SAMPLE MAP OF CONCEPTUAL
CHANGE FOR EXPLORE
IRF CHART
IN THE BOX
I think…
Link:
1. The Cordillera Fusion Collective – “Echoes”
https://www.youtube.com/watch?v=StdCqJ9qCiU
Answer the given questions by putting a check that best describes the element of music.
DANGDANG-AY
https://www.youtube.com/watch?v=oo-G6cK1wR0
PROCESS QUESTIONS:
1. How is the song performed in the first video? What about in the 2nd video?
2. Which among the two versions of Dangdang-ay you prefer more? Why?
3. How does the performance of Dangdang-ay reflect the culture of the region?
4. How can we show the culture of the region when we perform their music?
Answer:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
DEEP PROCESSING WITH GUIDED GENERALIZATION
TEXT 3
TITLE:
Music Analysis # 3
PROCESS QUESTIONS:
1. What have you observed with the style of music just watched?
2. Does the music sound good if we mix contemporary style to our traditional music?
3. Knowing that cordillera music was never influenced by western music, how do you think
the people of cordillera would feel that their traditional music is being revived
contemporarily?
4. how can we help preserved our own cultural and traditional music?
Answer:
__________________________________________________________________________________________
__________________________________________________________________________________________
What is common, recurring words?
EXPLORE / FIRM UP / INTERACTION DEEPEN / INTERACTION
INTRODUCTION
•Provide activities
• Provide Hook • Have students
and assessment
integrate different
activities related to
information form firm-
• Introduce the acquiring
up
EQ knowledge and
• Pose misconceptions
process skills and
• Elicit prior and have students
FOLLOW-UP / INTRODUCE THE
competencies EQ
knowledge • Follow-up on EQ
correct them
through a • Follow up on EQ and
• Provide
have students
specific map of feedback
develop EU
conceptual • Do preliminary
• Do follow up parts of
change. parts of scaffold
scaffold for transfer
for transfer
TRANSFER / INTERACTION
See sample
Activity 12.4 PERFORMANCE
In recent times, Western music
has immensely penetrated the
country. As a member of the
NCCA, you are tasked to
organize a concert that will be
performed in the annual ASEAN
Music Festival to promote and
preserve the cultural and
traditional vocal/instrumental
music of Cordillera. Your
concert must be organized and
should display appropriate
Cordillera vocal and
instrumental styles following
proper intonation, rhythm and
tempo.
GRASPS FORM
Your concert must be organized
and should display appropriate
Cordillera vocal and instrumental
styles following proper intonation,
rhythm and tempo.
Activity 12.4. PERFORMACE
RUBRIC FOR
EVALUATION OF
PERFORMANCE
TASK
SCAFFOLD FOR TRANSFER MUSIC OF CORDILLERA
DIRECTED PROMPT OPEN PROMPT GUIDED TRANSFER TRANSFER
• The teacher will show • The teacher will • Look for another Performance task
a video about present two example of Cordillera performing the vocal
Cordillera vocal and examples of vocal music and be ready and instrumental music
instrumental music. and instrumental to perform it in the of Cordillera through a
• The teacher will music and students class by group. Cultural show
demonstrate the choose which music • Create your own
correct way of to present. rhythmic pattern to
singing selected • Individual practice of accompany the
songs from Cordillera the given vocal and chosen musical
following the correct instrumental music piece.
and pitch, rhythm guided by the • Use available
and tempo and the teacher. musical instrument/s
proper technique in or look for other
playing the musical materials that would
instruments sound like the
• The teacher will Cordillera insurgent
discuss the purpose to a accompany the
and users of song.
Cordillera music.
SCAFFOLD FOR TRANSFER
DIRECTED PROMPT OPEN PROMPT GUIDED TRANSFER TRANSFER
• The teacher will show • The teacher will • Look for another Performance task
a video about present two example of Cordillera performing the vocal
Cordillera vocal and examples of vocal music and be ready and instrumental music
instrumental music. and instrumental to perform it in the of Cordillera through a
• The teacher will music and students class by group. Cultural show
demonstrate the choose which music • Create your own
correct way of to present. rhythmic pattern to
singing selected • Individual practice of accompany the
songs from Cordillera the given vocal and chosen musical
following the correct instrumental music piece.
and pitch, rhythm guided by the • Use available
and tempo and the teacher. musical instrument/s
proper technique in or look for other
playing the musical materials that would
instruments sound like the
• The teacher will Cordillera insurgent
discuss the purpose to a accompany the
and users of song.
Cordillera music.
SEL-ASSESSMENT OF ONE’S READINESS TO DO PERFORMANCE TASK
PERFORMACE SKILL ABLE TO DO ALL STEPS ABLE TO DO MOST NEED DETAILED
BY MYSELF AND WITH STEPS BUT NEED STEP BY STEP
MUCH CONFIDENCE COMMENTS AND INSTRUCTION
FEEDBACK FROM
OTHERS
CALENDARING the
Unit Learning Plan
SUN MON TUE WED THU FRI SAT
1 2 3 4 5 6 7
Pre-assessment (MCQ) Firm Up: 1st Month
Explore: Activity2. Click on me!
Activity1. The Picture Says Hudhud and Dangdang-Ay
It All (KWHL)
8 9 10 11 12 13 14
Firm Up: Firm Up:
Activity3. let’s Imitate Activity4. Jigsaw (Fill Up The
(clapping the beat) Table)
Scaffold 1
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
15 16 17 18 20 21
Frim Up:
Activity5. Stomp and Clap! 1st Month
(Sing a song with 19
accompaniment with hands Frim Up:
and fee) Activity6. Round Table
Scaffold 2 Discussion (Fill up the table)
22 23 25 26 27 28
24 Firm Up:
Firm Up: Activity8. Name Me (write
Activity7. Look and Listen the name of musical
(Watch the Kalinga Video) instrument / Trivia)
29 30 31
Firm Up:
Activity9. Let’s Jam (group
activity)
Activity10. Create your own
music (Analytic Rubric)
SUN MON TUE WED THU FRI SAT
1 2 3 4
Deepen:
2nd Month
Activity11. Let’s Analyze
This! (Guided Gen.) Self-
Assessment
Scaffold 3
5 6 7 8 9 10 11
TRANSFER: TRANSFER:
Activity12. Show your Activity12.2 The Flow
PRIDE! (Create a layout of music
Activity 12.1 Situation program)
12 13 15 16 17 18
14 Activity 12.4 Performance
TRANSFER: (Rubric for Evaluation of
Activity 12.3 Pride (creating Performance Task)
face book page campaign) Scaffold 4
19 20 22 23 24 25
SU MO TUE WED THU FRI SAT
N N
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 24 25
KWHL
2nd Month
Post Assessment (MCQ) 23
26 27 29 30 31
28