Teacher: John Benedict Vocales

Grade: 8
Subject Area: Music Quarter: 3rd
Domain: Reading Comprehension
Content Standard: Demonstrates an understanding of common distinct musical characteristics
of South Asia and the Middle East.

Performance Standard: Performs South Asia and the Middle East music with appropriate pitch,
rhythm, expression and style.

Learning Competency:
Explains how music of India relates to its geography and culture.
Analyzes musical elements of selected songs and instrumental pieces heard and
performed.

Focus Skill: Analyzing the characteristics of vocal and instrumental music of India
Objectives: At the end of the lesson the student will be able to:
1. Identify facts about vocal and instrumental music of India.
2. Identify different musical instruments of India.
3. Understands how music of India relates to its geography and culture.

Instructiona Activities Materials

l Process
Review T reminds Ss what they have learned about music of east asia. PP
present
T reminds Ss about vocal music of east asia: ation
Sakura Highlig
http://www.youtube.com/watch?v=IKTRnO7SV68 hts of
Mo Li Hua previou
http://www.youtube.com/watch?v=za-V_2FBpTU s
Arirang lecture
http://www.youtube.com/watch?v=gkM_LXUCMeA&fe s
ature=related

Motivationa T instructs the Ss to read a text (excerpt from The Adventure of the PP
l Activity Speckled Band) and answer the following questions: present
How is the woman feeling? Why did you say that? ation
What happened to her? Why did you say that? Excerpt
from
story
Lesson Introduction of lesson and objectives: PP
Presentatio T tells the Ss of the focus skill and the objectives of the lesson present
n Lecture discussion/ demonstration: ation
 T identifies the types of characters in a detective story genre List of
1. The detective traditio
2. The side kick nal
3. The client charact
4. The villain ers
5. The policeman Steps
in
T tells Ss that they will explore the characters of Doyle in The inferrin
Adventure of the Speckled band by identifying the characters and g traits
identifying their characteristic traits by inferring from the events in Story
the story and from their description. of The
Advent
T explains that making inferences is gathering observations and ure of
using previous knowledge to form conclusions that are not known the
to the individual. Speckle
d Band
T provides examples and non-examples of inferences.

T lets Ss practice making inferences with a given passage.

T identifies the steps in inferring characteristic traits of characters

using a graphic organizer.
1. Read the story
2. Underline/ highlight passages that describes a character and
indicate character and inferred trait along the margins
3. Write the passages and the inferred trait on the graphic
organizer

T models the strategy as she reads the first pages of The Adventure
of the Speckled Band, pauses, highlights and writes character and
trait along margin and then writes on graphic organizer.

T asks the Ss to make inferences of character traits as she points to

passages to be analyzed.

T asks Ss to pick out passages, read about loud and tell their
inferred traits for Holmes and Helen Stoner
Guided T instructs the students to read the next pages that deal with Dr Copy of
Practice Roylott and go through the steps of inferring traits and discuss the
their findings to a partner. Then T calls on 2 students to share their story
findings. for
each
T asks the students: studen
1. What skill did you learn from the lesson? t
 2. Why is it important for readers to learn? Copy of
3. What are the steps in the strategy? inferrin
g traits
T recaps the skill of inferring traits and the steps in how to infer graphic
traits from the story by answering the questions herself. organiz
ers (3)
for
each
studen
t
Independen Individually, Ss read the whole story, complete 3 graphic organizers Copy of
t/ Group for Holmes, Helen Stoner and Dr Roylott, then they discuss it with a the
Practice partner. story
for
T goes around the room and monitors Sss discussion and work, each
provide scaffolding when needed and feedback. studen
t
Copy of
inferrin
g traits
graphic
organiz
ers (3)
for
each
studen
t
Class Share T asks Ss to share their work and discusses the findings on whether
inferences are sound and logical.

T asks the students and gives feedback to answers:

1. What skill did you learn from the lesson?
2. Why is it important for readers to learn?
3. What are the steps in the strategy?

T recaps the lesson by answering the questions herself.

Assessment Work samples with rubric: 3 graphic organizers
Observation
Student conferences
Differentiati Pair work
on Scaffolding
Buddy reading
Only 1-2 graphic organizers for struggling readers
 Questionnaire for High-Quality Instruction

What strategies are you using to structure your instruction?

What strategies are you using to provide clarity to your instruction?

What opportunities to respond are you providing in your instruction?

How are you providing redundancy in your instruction?

How are you providing implicit instruction in your instruction?

How are you providing choices to your students?

What forms of knowledge are you teaching and how are you teaching these?
Factual:
Rules:
Concepts:
Procedural:
Steps in inferring character traits list of steps, demonstration
Problem solving:
How are you monitoring your students learning?

How are you providing practice to your students?

How are you ensuring that your students attain success?