Annex1B to DepEd Order No. 42 , s.

2016

GRADES 1 to 12 School MAMBAJAO NATIONAL HIGH SCHOOL Grade Level GRADE 9

DAILY LESSON LOG
Teacher NIKKI MAE P. LACUARIN Learning Area MAPEH (MUSIC)
Teaching Dates and Time Quarter 1ST QUARTER

dsd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
I. OBJECTIVES 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

The learner demonstrates understanding of characteristic features of the Medieval, Renaissance, and Baroque period music.

B. Performance Standards
The learner performs selected songs from Medieval, renaissance, and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d)
chorales; e) troubadour.

C. Learning Competencies /
Objectives
Write the LC code for each
The learner…  listens perceptively to
selected vocal and
 relates Medieval, Renaissance, instrumental music of
and Baroque music to its Medieval, Renaissance and
historical and cultural Baroque music
background through MU9MRB-Ia-h1
dramatization  explains the performance
MU9MRB -Ic-f3 practice (setting,
composition, role of
composers/performer s, and
audience) during Medieval,
Renaissance and Baroque
periods
MU9MRB -Ia-h2
 sings Medieval chant,
troubadour song, madrigal,
chorale and selections from
oratorio with correct pitch,
rhythm, expression and
style
The learner…  listens perceptively to
selected vocal and
 relates Medieval, Renaissance instrumental music of
and Baroque music to its historical Medieval, Renaissance and
and cultural background through Baroque music
dramatization MU9MRB-Ia-h1
MU9MRB -Ic-f3  explains the performance
practice (setting,
composition, role of
composers/performer s, and
audience) during Medieval,
Renaissance and Baroque
periods
MU9MRB -Ia-h2
 sings Medieval chant,
troubadour song, madrigal,
chorale and selections from
oratorio with correct pitch,
rhythm, expression and
style

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
MU9MRB -Ib -h4 MU9MRB -Ib -h4
 describes musical  describes musical
elements of given elements of given Medieval,
Medieval, Renaissance and Renaissance and Baroque
Baroque music music MU9MRB -Ib -f5
MU9MRB -Ib -f5  explores other arts and
 explores other arts and media that portray
media that portray Medieval, Renaissance and
Medieval, Renaissance and Baroque elements
Baroque elements MU9MRB -Ib -f6
MU9MRB -Ib -f6  improvises appropriate
 improvises appropriate accompaniment to given
accompaniment to given Medieval and Renaissance
Medieval and Renaissance songs
songs MU9MRB -Ib -d7
MU9MRB -Ib -d7  create and or perform
 create and or perform songs in Gregorian and
songs in Gregorian and troubadour styles
troubadour styles MU9MRB -Ib -h8
MU9MRB -Ib -h8
Content is what the lesson is all about. It 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 THE MUSIC OF THE RENAISSANCE PERIOD RENAISSANCE PERIOD
MEDIEVAL PERIOD (700- MEDIEVAL PERIOD (1400-1600) (1400-1600)
1400) (700-1400)  Historical and cultural  Mass
 Historical and cultural  Gregorian chants background;  Madrigal
background  Troubadour music  Composers - Giovanni da
 Composer - Adam de la Palestrina and Thomas
Halle Morley.
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.
pp. 7-10 pp. 7-10 pp. 7-10 pp. 7-10 pp. 11-15 pp.11-15 pp. 11-15 pp.11-15
pp. 2-8 pp. 2-8 pp. 9-12 pp. 9-12
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.
The teacher will play a The teacher will recall The teacher will ask the The teacher will ask the
 presenting the new lesson video clip about dark the previous lesson by following questions to the following questions to the
ages or Middle Ages. asking questions to the students: students:
 What have you noticed students:  What is Troubadour  What is
from the video clip?  What is Medieval music? Renaissance?
Period?  Who is the composer of  What important
 What historical medieval period? events happened
during the period?
events and culture
that medieval period
has?
 What is Gregorian
Chant?
B. Establishing a purpose for the The teacher will ask the students The teacher will ask the The teacher will ask the students to The teacher will ask the
lesson to name the following pictures following questions to arrange the following questions to the
posted in front. the students: rambled letters to form words students:
1. CHURCH – • Which music are about the Renaissance period. • Have you been in a
you familiar with? chorale?
• Which songs can 1. MASS – SMAS • What do you feel in
you relate with? 2. MADRIGAL – joining the
Sacred or secular LADRMAGI Chorale?
music? 3. RENAISSANCE –
ENASSIACREN
(5 min) 4. THOMAS MORLEY –
HMASOT LERYOM
5. GIOVANNI
2. POLITICS - PALESTRINA –
IANINOGV
TELSARINAP
(5 min)

C. Presenting examples/ instances
of the new lesson
3. POPE –
4. MIDDLE AGES -
The teacher will post The teacher will play a The teacher will post pictures The teacher will play
pictures that represent gregorian chant and a that illustrate the cultural and examples of sacred music
Medeival period. troubadour music. Let historical background of the and secular music. The
the students listen to the renaissance period and students will listen will ask
music. medieval period. the following questions:
 What can you say
 What can you about the music?
say about the  Are secular and
music? sacred music the
 Were you able to same?
describe the (10min)
musical elements
of the music? (10 min)
 What can you say
about the pictures?
 Are historical and
cultural back ground of
medieval and

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
The teacher will discuss the
historical and cultural
background, gregorian chant
the medieval
period through power
point presentation and
video clip
See attachment tool
(15 min)
MONDAY
Group Activity:
The teacher will ask the
students to make a short chant
of historical and cultural
background of the Medieval
Period. (10min)
(10 min)
The teacher will discuss the
Gregorian chant
troubadour music and the
composer of Medieval
period through powerpoint
presentation and audio
clips (15min)
See attachment tool
(15 min)
TUESDAY
Group Activity:
Each group will receive a
task card which contain the
task they need to perform.
Group A – Listen to
troubadour music and
explore the art and
media used in the music.
Group B – Listen and
Create an improvised
accompaniment of the
music.
Group C – Listen and sing
renaissance period still
the same?
The teacher discuss the
historical and cultural
background, mass, madrigal
and the composers of the
Renaissance period through
power point presentation
and examples.
See attachment tool
WEDNESDAY
Group Activity:
The teacher will play a
short video clip about the
Renaissance period:
The students will be asked
the following questions:
 What can you say
about the video clip?
 What events happened
sturck you most? Why?
The teacher will discuss
the mass, madrigal and
the composers of the
Renaissance period
through powerpoint
presentation and audio
clip.
(15 min)
THURSDAY FRIDAY
Group Activity:
The teacher will play the
“Five sections of a Mass”
and “April is in My
Mistress Face”. The
students will listen and let
them
describe the musical
elements in the music
through venn diagram.
(15min)

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
The teacher will ask the
students to relate their chant
about historical and cultural
background through short
dramatization
(10min)
The Medieval period is also
known as the “Middle Ages
or Dark Ages” that started
with the fall of the Roman
Empire. During this time, the
Christian church influenced
Europe’s culture and political
Affairs.
(10 min)
The chant created by the
students will be graded by
using rubrics
the given troubadour music.
(25 min)
The teacher will ask the
following questions to the
students:
 What did you feel in
improvising an
accompaniment of
the medieval music?
 What art and media
used during
the medieval
period?
 Explain the
performance
practice of the
period.
(15 min)
Gregorian chant remains
among the most spiritually
moving and profound music
in Western culture. An idea
of its pure, floating melody
can be heard in the Easter
hymn Victimae paschali
laudes. It comprised a
single melody without any
harmonic support or
accompaniment.
(10 min)
The performance of the
students will be graded by
using rubrics
The students will create a
short skit or dramatization
that will show the historical
and
cultural background of the
Renaissance period.
(15 min)
What is the significance
of learning the historical
and cultural background
of the Renaissance
period? Why?
(10 min)
Use Rubrics based on the
group presentation (letter
G)
Each group will receive a
task card which contain
the task they need to
perform.
Group A – Listen to a
mass music and explore
the art and media used in
the music.
Group B – Listen and
Create an improvised
accompaniment of the
madrigal music.
Group C – Listen and sing
Five main sections of mass
like a chorale.
(25 min)
Based on what you have
heard and learned, do you
agree that the compositions
of the composers reflect
their personalities? Why or
why not?
(10 min)
Use Rubrics based on the
group presentation (letter G)

J. Additional activities for application The teacher will play
or remediation
video clip of historical
and cultral background of
Medieval Period.
(10 min)
The teacher will play other The teacher will play Le Jeu
examples of troubadour de Robin et de Marion and La
music. Chanson du roi de sicile.
(10 minutes)
The teacher will ask the
students to hum the five
main sections of the Mass

V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% in the
evaluation.

B. No.of learners who require 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 strategiesworked

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?

For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph