School Wenceslao National High School Grade Level 9

Teacher Marie Kris B. Lumasac Learning Area MAPEH (MUSIC)

GRADE 1 to 12 Time 3:30-4:30 pm Quarter First (1ST Week)
DAILY LESSON LOG Teaching Dates September 5-9,2022

MONDAY TUESDAY WEDNESDAY THURSDAY

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

B. Performance Standard
C. Learning Competency/Objectives
Write the LC code for each.
The learner performs selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e)
troubadour.
The learner… The learner…
 Relates Medieval,  Listens perceptively to  Relates Medieval,  Listens perceptively to
Renaissance and Baroque selected vocal and Renaissance and Baroque selected vocal and
music to its historical and instrumental music of music to its historical and instrumental music of
cultural background through Medieval, Renaissance and cultural background through Medieval, Renaissance and
dramatization MU9MRB -Ic- Baroque music (MU9MRB- dramatization Baroque music (MU9MRB-
f3 Ia-h1) (MU9MRB -Ic-f3) Ia-h1)
 Explains the performance  Explains the performance
practice (setting, practice (setting,
composition, role of composition, role of
composers/performers, and composers/performers,
audience) during Medieval, and audience) during
Renaissance and Baroque Medieval, Renaissance and
periods (MU9MRB -Ia-h2) Baroque periods (MU9MRB
 Sings Medieval chant, -Ia-h2)
troubadour song, madrigal,  Sings Medieval chant,
chorale and selections from troubadour song, madrigal,
oratorio with correct pitch, chorale and selections from
rhythm, expression and style oratorio with correct pitch,
(MU9MRB-Ib-h4) rhythm, expression and
 Describes musical elements style (MU9MRB-Ib-h4)
of given Medieval,
Renaissance and Baroque
music (MU9MRB-Ib-f5)
  Explores other arts and  Describes musical elements
media that portray of given Medieval,
Medieval, Renaissance and Renaissance and Baroque
Baroque elements music (MU9MRB-Ib-f5)
(MU9MRB-Ib-f6)  Explores other arts and
 Improvises appropriate media that portray
accompaniment to given Medieval, Renaissance and
Medieval and Renaissance Baroque elements
songs (MU9MRB-Ib-d7) (MU9MRB-Ib-f6)

 Create and or perform songs  Improvises appropriate

in Gregorian and troubadour accompaniment to given
styles (MU9MRB-Ib-h8) Medieval and Renaissance
songs (MU9MRB-Ib-d7)

II. CONTENT 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 MEDIEVAL PERIOD MUSIC OF THE MEDIEVAL PERIOD RENAISSANCE PERIOD (1400-1600) RENAISSANCE PERIOD (1400-1600)
(700-1400) (700-1400)  Historical and cultural  Mass
 Historical and cultural  Gregorian chants background;  Madrigal
background  Troubadour music  Composers - Giovanni da
 Composer - Adam de la Halle Palestrina and Thomas
Morley.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 7-10 7-10 pp pp.. 11-15 pp.11-15
2. Learner’s Materials pages pp. 2-8 pp. 2-8 pp. 9-12 pp.9-12
3. Textbook pages Perez, Vilma V. Et al (2009). MAPEH IV Music, Arts, Physical Education and Health (Latest Edition). St. Bernadette Publishing House Corporation. 1373 E. Rodriguez ST.,
Ave. Kristong Hari, Quezon City 91-111 Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.
4. Additional Materials from Learning https://www.youtube.com/watch?v=DEeAN471boQ
Resource (LR)portal http://www.slideshare.net/lheyo/music-of-the-medieval-renaissance-baroque-music-47197393
http://www.medieval-life-and-times.info/medieval-music/medieval-music.htm
http://study.com/academy/lesson/what-is-medieval-music-history-church-music-composers.html
https://www.youtube.com/watch?v=6EAMqKUimr8
https://www.youtube.com/watch?v=4mgSPiAiBjU
B. Other Learning Resource
IV. PROCEDURES 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.
A. Reviewing previous lesson or
presenting the new lesson
(Elicit)
The teacher will play a video clip
about dark ages or middle ages.
 What have you noticed from
the video clip?
https://www.youtube.com/watch?
v=6EAMqKUimr 8&t=155s
(5 min)
The teacher will recall the previous The teacher will ask the following The teacher will ask the following
lesson by asking questions to the questions to the students: questions to the students:
students:
 What is Medieval period?  What is a troubadour music?  What is Renaissance?
 What historical events and  Who is the composer of  What important events
culture that medieval period Medieval period? (5 min) happened during the
has? period? (5 min
 What is Gregorian chant?
(5min)

B. Establishing a purpose for the lesson

(Engage) The teacher will ask the students to The teacher will ask the following
name the following pictures posted questions to the students:
in front.
1. CHURCH –  Which music are you familiar
with?
 Which songs can you relate
with? Sacred or secular
music? (5 min)
The teacher will ask the students to
arrange the rambled letters to form
words about the Renaissance period.
1. MASS – SMAS
2. MADRIGAL – LADRMAGI
3. RENAISSANCE – ENASSIACREN
The teacher will ask the following
questions to the students:
 Have you been in a
chorale?
 What do you feel in joining
the Chorale?

2. POLITICS – 4. THOMAS MORLEY – HMASOT

LERYOM

5. GIOVANNI PALESTRINA –
IANINOGV TELSARINAP (5 min

3. 3. POPE –

4. MIDDLE AGES
–
C. Presenting examples/Instances of the The teacher will post pictures that
new lesson represent Medieval period.
D. Discussing new concepts and practicing The teacher will discuss the
new skills # 1 historical and cultural
(Explore) background, Gregorian chant the
medieval period through power
point presentation and video clip
See attachment tool (15 min)
The teacher will play a Gregorian
chant and a troubadour music. Let
the students listen to the music.
 What can you say about the
music?
 Were you able to describe
the musical elements of the
music? (10 min)
The teacher will discuss the
Gregorian chant troubadour
music and the composer of
Medieval period through
PowerPoint presentation and
audio clips (15min)
The teacher will post pictures that The teacher will play examples of
illustrate the cultural and historical sacred music and secular music.
background of the renaissance The students will listen will ask the
period and medieval period. following questions:
 What can you say about
the music?
 Are secular and sacred
 What can you say about the music the same? (10min)
pictures?
 Are historical and cultural
back ground of medieval and
renaissance period still the
same? (10 min)
The teacher discusses the The teacher will discuss the
historical and cultural mass, madrigal and the
background, mass, madrigal and composers of the Renaissance
the composers of the period through PowerPoint
Renaissance period through presentation and audio clip. (15
power point presentation and min)
examples. (15 min)
E. Discussing new concepts and practicing
new skills # 2

F. Developing mastery
(leads to Formative Assessment
(Explain)
G. Finding practical application of concepts
and skills in daily living
(Elaborate)
Group Activity: The teacher will Group Activity: Each group will Group Activity: The teacher will play Group Activity: The teacher will
ask the students to make a short receive a task card which contain the a short video clip about the play the “Five sections of a
chant of historical and cultural task they need to perform. Renaissance period: The students Mass” and “April is in My
back ground of the Medieval Group A – Listen to troubadour will be asked the following Mistress Face”. The students
Period. (10min) music and explore the art and media questions: will listen and let them describe
used in the music.  What can you say about the video the musical elements in the
music through Venn diagram.
clip?
(15min)
Group B – Listen and Create an  What events happened struck
improvised accompaniment of the you most? Why?
music.
Group C – Listen and sing the
given troubadour music. (25 min)
Group Activity: The teacher will ask the following The students will create a short Each group will receive a task card
The teacher will ask the students questions to the students: skit or dramatization that will which contain the task they need
to relate their chant about show the historical and cultural to perform.
historical and cultural background  What did you feel in improvising an background of the Renaissance Group A – Listen a mass music and
through short dramatization accompaniment of the medieval period. (15 min) explore the art and media used in
(10min) music? the music.

 What art and media used during Group B – Listen and Create an
the medieval period? improvised accompaniment of the
madrigal music.
 Explain the performance
practice of the period. (15 min) Group C – Listen and sing Five main
sections of mass like a chorale.
(25 min)
H. Making generalizations and The Medieval period is also knownGregorian chant remains among What is the significance of Based on what you have heard
abstractions about the lesson as the “Middle Ages or Dark Ages”the most spiritually moving and learning the historical and cultural and learned, do you agree that
that started with the fall of theprofound music in Western back ground of the Renaissance the compositions of the
culture. An idea of its pure,
Roman Empire. During this time, the period? Why? (10 min) composers reflect their
floating melody can be heard in
Christian church influenced Europe’s personalities? Why or Why not?
culture and political Affairs. the Easter hymn Victimae (10 min)
(10 min) paschali laudes. It comprised a
single melody without any
harmonic support or
accompaniment. (10 min)
I. Evaluating learning The chant created by the The performance of the students Use Rubrics based on the group Use Rubrics based on the group
(Evaluate) students will be graded by using will be graded by using rubrics presentation (letter G) presentation (letter G)
rubrics
J. Additional activities for application or The teacher will play video clip of The teacher will play other The teacher will play Le Jeu de The teacher will ask the
remediation historical and cultral background examples of troubadour music. Robin et de Marion and La students to hum the five main
(Extend) of Medieval Period. Chanson du roi de sicile. (10 sections of the Mass
minutes)
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 strategies worked
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?

Prepared by: Checked and Reviewed by:

MARIE KRIS B. LUMASAC FLORENCE GAY S. MARMOL

Teacher I Principal I