UNIT LEARNING PLAN

Subject: Music Grade Level: Nine

Unit Topic: Music of the Medieval Period, Renaissance Period Quarter: First
and Baroque Period

EXPLORE
The Medieval, Renaissance, and Baroque period in music spans from the year 700 to 1750. These periods saw the
rise of sacred and secular music, polyphonic vocal writing, and the start of instrument music. Each period has its own
historical and cultural background and characteristics.
The Medieval period was the time that Pope Gregory I was believed to have collected and codified the music known
as “Gregorian chant” and later on the organum. In Europe, secular music was performed by the troubadours and
trouveres of France.
The Renaissance period saw the breaking away of sacred music which began for the first time from the confines of
the church, and a school of composers trained in the Netherlands who mastered the art of polyphony in their settings of
sacred music. Secular music through instrumental and dance music was performed in abundance and later on performed
by English madrigals.
The Baroque period saw composers rebelling against the styles that were prevalent during the Renaissance period
and created an entirely new style of music. Opera and instrumental concerto found its way in this period. Dances became
formalized into instrumental suites, but vocal and choral music still reigned supreme.
This unit will present an overview of the beginnings of Western music and its function to ancient society. It includes
a brief study on the music of ancient Greece and Rome, and the sacred and the secular music and the notable musicians
in the Middle Ages and the Renaissance. This unit will also jump-start and enlighten your journey toward the history of
Western music.

Essential Question: How can we effectively and creatively perform selected songs from Medieval, Renaissance, and
Baroque Periods?

Map of Conceptual Change:

As we are about to venture into our discussion on the different musical pieces from Medieval, Renaissance, and
Baroque Periods, accomplish the IRF Chart by indicating your response to our essential question.

Instructions:
1. Open the Classwork section of your Google Classroom in MAPEH 9.
2. Open the activity IRF
Chart and fill in the “Initial
Answer”.

Screenshot of the Worksheet:

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 FIRM-UP
LC1: Identify the Activity 1: Do You Know Me?
musical style and  Online students: Click the link sent to the chat box and enter the code shown on the screen.
significant Click the correct answer.
developments in  Face-to-Face students: Write the letter of your answer on the whiteboard.
music during 1. It is another name for the Middle Ages.
Medieval, 2. Plainchant or plainsong consisting of a single melodic line.
Renaissance, 3. The Gregorian chant was named after him.
Baroque 4. The earliest roots of modern musical notation.
5. Lowly musicians who wandered among the courts and towns.
Learning Targets: 6. Versatile entertainers, who played musical instruments, sang and danced, juggled and
 I can identify showed tricks, with animal acts.
the musical 7. Singers of courtly love.
style during the 8. They either sang their music and poetry themselves or entrusted its performance to other
Medieval, musicians.
Renaissance, 9. The last of the Trouveres
and Baroque. 10. Example of a Gregorian chant

LC2: Describes the Link: joinmyquiz.com

musical elements
of selected vocal Screenshot:
and instrumental
music of Medieval,
Renaissance,
Baroque.

Learning Targets:
 I can describe
musical
elements
during the Activity 2: Describe Me
Medieval,  Online students: Open the Classwork section of your Google Classroom in MAPEH 7.
Renaissance, Open the activity Chart Making and fill in the characteristic of the literary type in each
and Baroque. column.
 Face-to-Face students: Fill in the characteristic of the music of the different period in each
column of the worksheet.

CHARACTERISTICS
ELEMENTS
Medieval Renaissance Baroque

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 Performance
Rhythm
Melody
Harmony
Texture

Self-assessment:
Instructions:
1. Read the following “I can” statements.
2. Check the level that determines your learning skills.
3. Thumbs up if you think you can do these by yourself.
4. Thumbs sideward if you think you need help for it.
5. Thumbs down if you cannot do it by yourself.

MAP OF CONCEPTUAL CHANGE

As we finish discussing on the different musical pieces from Medieval, Renaissance, and
Baroque Periods, accomplish the IRF Chart by indicating your response to our essential question.

Instructions:
1. Open the Classwork section of your Google Classroom in MAPEH 9.
2. Open the activity IRF Chart and fill in the “Revised Answer”.

DEEPEN
LC1: Explains the Instructions: Below are the videos samples. Watch each video, then select which best explain
performance characteristics of Medieval, Renaissance and Baroque periods. Write your answer in the given
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practice (setting, table.
composition, role
of composers/ You are allowed to refer to other available references but not allowed to ask help from your
performers, and classmates, parents, relatives or any other adult. Before submitting make sure to follow the
audience) instructions on how to answer.

Learning Targets: GUIDED GENERALIZATION TABLE

 I can explain Video 1 Video 2 Video 3
Essential
performance Link: https://youtu. Link: https://youtu.be/ Link: https://youtu.be/
Question
practices of be/OWH2MrHs7Fo JRWle61b0UA r0OhiyBHKzE
different Answer: Answer: Answer:
performers, How can we
composers. effectively and Supporting Texts: Supporting Texts: Supporting Texts:
creatively perform
LC2: Relates selected songs
Medieval, from Medieval,
Renaissance and Renaissance, and Reason: Reason: Reason:
Baroque music to Baroque Periods?
other art forms and
its history within Common Ideas in Reasons:
the era

Learning Targets: Enduring Understanding/Generalization:

 I can relate the The students will understand that a creative delivery of speech choir depends on the understanding of the
different music performers of the piece, and on their knowledge on different speech strategies.
to the historical
context.
C-E-R Questions:
1. How can we effectively perform musical pieces from Medieval, Renaissance, and Baroque
Periods?
2. Why do we need to have sufficient knowledge in different musical features to effectively
perform selected songs?
3. Can students effectively perform selected songs from Medieval, Renaissance, and Baroque
Periods when they have sufficient knowledge in different musical features?
4. EQ: How can we effectively and creatively perform selected songs from Medieval, Renaissance,
and Baroque Periods?

Prompt for Generalization:

1. What do you understand about the three materials?
2. How are the three interconnected?
3. How do the speakers deliver the information to the intended audience?

SCAFFOLD FOR TRANSFER 1

Activity: Poem Writing
Instructions: Each student will write a two-line poem using word painting technique, then create a
melodic line to represent the poem's words or lyrics.

SCAFFOLD FOR TRANSFER 2

Activity: Style Analysis
Instructions: Investigate the Plagal and Authentic styles, compose an essay about them, and
present your findings in class.

Clickable Link: https://youtu.be/_Y5dlJjBAqk

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 Screenshot:

MAP OF CONCEPTUAL CHANGE

1. Let’s revisit your ideas earlier and complete the IRF Chart.
2. Write your final answer to our essential question in the last column.

TRANSFER
Performance Transfer Goal: Students on their own and in the long run will be able to perform a speech choir
Standard: The that will reflect the context of the story they are going to deliver, and will show their appreciation
learner performs of the different musical forms from Medieval, Renaissance and Baroque periods
selected songs
from Medieval, Performance Task: Speech Choir
renaissance and
baroque periods Kind: Integrated Subjects
a) Chants;
b) Madrigals;
c) excerpts from
oratorio;
d) chorales;
e) troubadour.

LC1: Improvises
appropriate
accompaniment to

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selected music Analytic Rubric:
from Medieval,
Renaissance and
Baroque Period;

LC2: Performs
music from
Medieval,
Renaissance and
Baroque Period;

LC3: Evaluates
music and music
performances using
guided rubrics

Self-Assessment
Instructions:
1. Read the following “I can” statements.
2. Check the level that determines your learning skills.
3. Thumbs up if you think you can do these by yourself.
4. Thumbs sideward if you think you need help for it.
5. Thumbs down if you cannot do it by yourself.
6. Remember that there are NO incorrect answers in this assessment.

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Values Integration: Think and Share
Instruction: What did you learn from this unit? Share your thoughts by answering the following
questions.
1. What new realizations do you have about speech choir?
2. As a student, how do you think delivering a speech choir helps in developing your
speaking skills?
3. How can this task help you build social relationship opportunities for learn of grow?

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 CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION –
HYBRID HYBRID HYBRID ONLINE ONLINE

Activity 1

WEEK 2
MON TUE WED THU FRI
ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION – ACQUISITION –
HYBRID HYBRID HYBRID ONLINE ONLINE

Activity 2

WEEK 3
MON TUE WED THU FRI
ACQUSITION TEST MAKE MEANING – MAKE MEANING – MAKE MEANING – MAKE MEANING
HYBRID HYBRID ONLINE TEST

WEEK 4
MON TUE WED THU FRI
SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 1 SCAFFOLD FOR PT 2 SCAFFOLD FOR PT 2

WEEK 5
MON TUE WED THU FRI
PT ASSIGNMENT PT ASSIGNMENT PT ASSIGNMENT PT ASSIGNMENT PT ASSIGNMENT

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 UNIT ASSESSMENT SAMPLES
A. ACQUISITION
1. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY TEST ITEM(S)

LC1: Identify the musical style and
significant developments in music 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
during Medieval, Renaissance,
Baroque
LC2: Describes the musical
elements of selected vocal and 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
instrumental music of Medieval,
Renaissance, Baroque.

B. MAKING MEANING
CER WITH OPEN BOOKS:

LEARNING COMPETENCY:
 Explains the performance practice (setting, composition, role of composers/ performers, and audience)
 Relates Medieval, Renaissance and Baroque music to other art forms and its history within the era

DIRECTIONS: Below are the videos samples. Watch each video, then select which best explain characteristics of
Medieval, Renaissance and Baroque periods. After the third video, write your answer in the given table. You are
allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT allowed to ask
help from your classmates, parents, guardians, relatives or any other adult. Before submitting, make sure you have
followed the instructions on how to answer.

VIDEO 1: https://youtu.be/OWH2MrHs7Fo
VIDEO 2: https://youtu.be/JRWle61b0UA
VIDEO 3: https://youtu.be/r0OhiyBHKzE
DIRECTIONS: After watching the three videos, select which best explain characteristics of Medieval, Renaissance and
Baroque periods. Discuss your choice and support your answer with quotations or statements from the chosen video.
ANSWER:
Video no. ______ is the best because ____________________________________________________________.

C. TRANSFER

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PERFORMANCE TASK (1 PRODUCT INTEGRATED FROM 2 SUBJECTS)

GRADE LEVEL: Nine QUARTER: First

SUBJECT: Music PERFORMANCE STANDARD: The learner performs selected
songs from Medieval, renaissance and baroque periods
a) Chants;
b) Madrigals;
c) excerpts from oratorio;
d) chorales;
e) troubadour.

SUBJECT 1: English The learner actively participates in a speech choir through using
effective verbal and non-verbal strategies based on the following
criteria: focus, voice, delivery, facial expressions, body movements/
gestures and audience contact.

SUBJECT 2: Edukasyon sa Pagpapakatao The learner will be able to create a project that will contribute to the
cultural development of a community.

COMMON THEME IN SUBJECT STANDARDS:

Voice delivery, cultural appreciation

COMMON OUTPUT:
Speech Choir

PERFORMANCE STANDARD:
Music - The learners will be able to perform chants, madrigals, oratorio, chorales, and troubadour.
English - The learner actively participates in a speech choir through using effective verbal and non-verbal strategies
based on the following criteria: focus, voice, delivery, facial expressions, body movements/ gestures and audience
contact.
Edukasyon sa Pagpapakatao - The learner will be able to create a project that will contribute to the cultural
development of a community.

SITUATION: The National Youth Commission has commissioned your group to present a piece that is about living a
good life.
GOAL: to instill good values in the youth
ROLE: choir members
INTEGRATED PRODUCT: speech choir presentation
AUDIENCE: secondary level students
STANDARDS: delivery, costume and sound effects, interpretation, stage presence

PERFORMANCE TASK ANALYTIC RUBRIC:

4 3 2 1
CRITERIA RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

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Delivery (quality Students Students Students Students
of voice, fluency, pronounced all pronounced most pronounced some pronounced most
pronunciation, words correctly words correctly and words correctly words and the
blending, and with great quality has good harmony and has blended blending of their
harmony) of voices and has and blending of their voices. voices was not
excellent blending their voices. done well.
and harmony.
Costume and Costumes are Costumes are Costumes are Costumes are
Sound Effects related and very related and effective related and related but not
(attire is related effective in in conveying their effective in effective in
to the concept, conveying their message. It has used conveying their conveying their
sound production, message. It has visual and audio message. It has message. It has
visual and audio utilized great visual effects. limited visual and limited visual and
effects) and audio effects. audio effects. audio effects.
Interpretation Students used Students used good Students need to Students were not
(manner in which excellent timing timing and phrasing. improve on timing understood by the
the piece is and phrasing. Each Each part/role was and phrasing. audience because
internalized and part/role was spoken in a steady Each part/role was the students sped
presented) spoken in a steady voice. Students hard to understand through their
voice. Students interpreted the because the lines.
used creativity in poem very well. students spoke too
their interpretation quickly.
of the piece.
Stage Presence Students used Students used some Students tried a Students did not
(stage poise, eye gestures, voice gestures, voice few gestures, use gestures,
contact, gestures, fluctuations, and fluctuations, and voice fluctuations, voice fluctuations,
movement and facial expressions facial expressions to and facial and facial
audience impact) to enhance meaning enhance meaning of expressions. expressions.
of their piece. their piece. Students did not
Audience was Audience was make the audience
convinced well. slightly convinced. believe in the
message of their
piece.
TOTAL:

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