School: SAN AGUSTIN INTEGRATED SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/s:
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Teacher:
Teaching Dates and
MONDAY
The Learner demonstrates
understanding of characteristic
features of instrumental
Romantic music
The Learner sings and
performs themes of selected
instrumental pieces
The Learner narrates the life
and works of romantic
composers
after video and movie showing
MU9RO-IIIa-h-1
INSTRUMENTAL MUSIC OF
THE ROMANTIC PERIOD:
The
Composers
PIVOT 4A Learner’s Material
Quarter 3 First Edition, 2020
70-78, 86-87
Powerpoint Presentation,
Printed Instructional Material,
Pen and Paper
Review previous lesson
Grade Level: 9
Jay B. Agustin
FEBRUARY 5-9, 2024 (WEEK 1 AND 2)
Time:
TUESDAY
The Learner demonstrates
understanding of
characteristic features of
instrumental Romantic music
The Learner sings and
performs themes of selected
instrumental pieces
The Learner relates Romantic
period music
to its historical and cultural
background MU9RO-IIIa-2
Listens perceptively to
selected Romantic period
music MU9RO-IIIb-h-4
Distinct Features of
Neoclassicism and
Romanticism
PIVOT 4A Learner’s
Material Quarter 3 First
Edition, 2020
70-78, 86-87
Powerpoint Presentation,
Printed Instructional Material,
Pen and Paper
Let the students watch one of
the films a day before the
lesson:
11:00AM-12:00PM
WEDNESDAY
The Learner demonstrates
understanding of characteristic
features of instrumental
Romantic music
The Learner sings and
performs themes of selected
instrumental pieces
The learner explains the
performance practice (setting,
composition, role of
composers/ performers, and
audience) during the Romantic
period MU9RO-IIIb-h-3
Artists from Neoclassical
and Romantic Periods
PIVOT 4A Learner’s
Material Quarter 3 First
Edition, 2020
70-78, 86-87
Powerpoint Presentation,
Printed Instructional Material,
Pen and Paper
Let the students watch one of
the films a day before the
lesson:
Learning Area: Music
Quarter: 3rd QUARTER
THURSDAY FRIDAY
The Learner demonstrates
understanding of characteristic HOLIDAY
features of instrumental
Romantic music
The Learner sings and
performs themes of selected
instrumental pieces
Describes musical elements of
given Romantic period pieces
MU9RO-IIIb-h-5
Sings themes or melodic
fragments of given Romantic
period pieces
MU9RO-IIIe-h-6
NEOCLASSIC PERIOD
PIVOT 4A Learner’s Material
Quarter 3 First Edition, 2020
70-78, 86-87
Powerpoint Presentation,
Printed Instructional Material,
Pen and Paper, Bucket,
vegetable oil
Let the students watch one of
the films a day before the
lesson:

B. Establishing a purpose for the
lesson
C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
The discussion on the different
composers will narrate the life
and works of each composer.
Identify the composers of the
Romantic Period from each
column.
Gallery Walk on the
Composers Life’s and Works
Class will be divided into 7,
and every composer’s gallery
one
facilitator will be assign to
discuss briefly the lifes of a
particular
composer. Every 2 minutes,
groups will proceed to the next
composer until all groups have
been accommodated.
THE LIFE OF THE
ROMANTIC PERIOD
COMPOSERS
WORKS OF THE
COMPOSERS
Gallery Walk on the
Composers Life’s and Works
Class will be divided into 7,
and every composer’s gallery
one
facilitator will be assign to
discuss briefly the works of a
particular
• The Music Lovers
(Tchaikovsky)
https://www.youtube.com/
watch?v=JDzvB3TAf-
Y
Individual Reflection from the
video that they have watch
about the lesson by
answering these questions:
1. What is the movie all
about?
2. Describe the qualities of
the composer.
3. Describe their
compositions as to your
honest opinion.
Familiarizing each of the
composer’s picture
Gallery Walk on the
Composers Life’s and Works
Class will be divided into 7,
and every composer’s gallery
one
facilitator will be assign to
discuss briefly the lifes of a
particular
composer. Every 2 minutes,
groups will proceed to the
next
composer until all groups
have been accommodated.
THE LIFE OF THE
ROMANTIC PERIOD
COMPOSERS
WORKS OF THE
COMPOSERS
Gallery Walk on the
Composers Life’s and Works
Class will be divided into 7,
and every composer’s gallery
one
facilitator will be assign to
discuss briefly the works of a
particular
• Impromptu (Chopin)
https://www.youtube.com/
watch?v=pmC3rsgHD
9E
Individual Reflection from the
video that they have watch
about the lesson by answering
these questions:
1. What is the movie all about?
2. Describe the qualities of the
composer.
3. Describe their compositions
as to your honest opinion.
Familiarizing each of the
WORKS OF THE
COMPOSERS.
Gallery Walk on the
Composers Life’s and Works
Class will be divided into 7,
and every composer’s gallery
one
facilitator will be assign to
discuss briefly the lifes of a
particular
composer. Every 2 minutes,
groups will proceed to the next
composer until all groups have
been accommodated.
THE LIFE OF THE
ROMANTIC PERIOD
COMPOSERS
WORKS OF THE
COMPOSERS
Gallery Walk on the
Composers Life’s and Works
Class will be divided into 7,
and every composer’s gallery
one
facilitator will be assign to
discuss briefly the works of a
particular
• The Devil’s Violinist (Paganini)
https://www.youtube.com/
watch?v=oY9Dg-
OlA3E
Individual Reflection from the
video that they have watch
about the lesson by answering
these questions:
1. What is the movie all about?
2. Describe the qualities of the
composer.
3. Describe their compositions
as to your honest opinion.
Presenting sample works of
each composer by palying it
through video.
Gallery Walk on the Composers .
Life’s and Works
Class will be divided into 7, and
every composer’s gallery one
facilitator will be assign to
discuss briefly the lifes of a
particular
composer. Every 2 minutes,
groups will proceed to the next
composer until all groups have
been accommodated.
THE LIFE OF THE ROMANTIC
PERIOD COMPOSERS
WORKS OF THE
COMPOSERS
Gallery Walk on the Composers
Life’s and Works
Class will be divided into 7, and
every composer’s gallery one
facilitator will be assign to
discuss briefly the works of a
particular
composer. Every 2 minutes,

F. Developing mastery
(Leads to Formative
Assessment)
G. Finding Practical applications
of concepts and skills
H. Making generalizations and
abstractions about the lesson
composer. Every 2 minutes,
groups will proceed to the next
composer until all groups have
been accommodated.
Individual Activity
The objective of this activity
is to assess the knowledge
of the student about music
and composer. Ask the
students to answer the
given assessment task. Let
them write the answer in a
piece of paper. Match the
selected music of the
Romantic period and its
composer. write your
answer in the box.
Group Activity
Divide the class into 5 groups.
Each group will narrate the life
of each composer. One
member will act as the
composer and narrate his life
while his group members will
act as support to thenarration
of the composer. They may
sing, act or dance.
Group 1 Frederic Chopin
Group 2 Franz Liszt
How is the life of a composers
relevant to the characteristics
of their compositions?
During the Romantic period
every composer has his
individual style as free spirits
expressing, rather than
periodic styles. Therefore, their
experiences, personality, life
and emotions of every artist is
seen in their works which
makes them unique.
composer. Every 2 minutes,
groups will proceed to the
next
composer until all groups
have been accommodated.
Q&A
What is the importance of
studying INSTRUMENTAL
MUSIC OF THE
ROMANTICPERIOD:
The Composers
Group Activity
Divide the class into 5
groups. Each group will
narrate the life of each
composer. One member will
act as the composer and
narrate his life while his group
members will act as support
to the narration of the
composer. They may sing,
act or dance.
Group 3 Camille Saint-Saens
Group 4 Hector Berlioz
How is the life of a
composers relevant to the
characteristics of their
compositions?
During the Romantic period
every composer has his
individual style as free spirits
expressing, rather than
periodic styles. Therefore,
their experiences, personality,
life and emotions of every
artist is seen in their works
which makes them unique.
composer. Every 2 minutes,
groups will proceed to the next
composer until all groups have
been accommodated.
Q&A
What is the importance of
studying Distinct Features of
Neoclassicism and
Romanticism.
Group Activity
Divide the class into 5 groups.
Each group will narrate the life
of each composer. One
member will act as the
composer and
narrate his life while his group
members will act as support to
the narration of the composer.
They may sing, act or dance.
Group 5 Peter Ilyich
Tchaikovsky
How is the life of a composers
relevant to the characteristics
of their compositions?
During the Romantic period
every composer has his
individual style as free spirits
expressing, rather than
periodic styles. Therefore, their
experiences, personality, life
and emotions of every artist is
seen in their works which
makes them unique.
groups will proceed to the next
composer until all groups have
been accommodated.
Q&A
Based on our discussion, make
a reflection in regards of what
we have discussed and about
our lesson.
Group Activity
Divide the class into 5
groups.Each group need to
choose one of the composition
on their selected composer and
they need to do a reflection
about it.
The Romantic period is a
cultural movement that started
in the early nineteenth century.
The period is characterized of
emotion, individuality, and
imagination. The basic quality
of romanticism in art is
emotional subjectivity. Aside
from this, artists were also
fascinated with fantasy,
irrational, and the unknown.

I. Evaluating Learning
J. Additional activities for
application or remediation
 Frederic Chopin
 Franz Liszt
Rubrics:
Criteria
Exemplary
Accomplished
Developing
Beginning
Video record yourself while
you are impersonating your
favorite Romantic composer
and let your classmates guess
your face. Give some hints
about the composer you are
impersonating. While you are
impersonating your composer,
sing/hum a line of any of their
famous composition.
Requirements:
1. All impersonations must be
approximately 2-3 minutes. 2.
You will be graded base on the
following:
A. Creativity and Credibility
 Camille Saint-Saens
 Hector Berlioz
Individual Activity: Paint the
Music
Listen to the recording of
Frederic Chopin’s Fantasie
Impromptu Op. 66 and draw
your own interpretation on
a piece of oslo paper. Write a
short description of your
drawing at the back of the
paper.
Write an essay about your
favorite Romantic period
composer. In not less than
500 words, enumerate the
different contributions of your
composer, their struggles and
innovations. Do this on a
separate sheet of paper.
 Peter Ilyich
Tchaikovsky
Recognizing composers’
motivation for creating music.
In this activity, you may use a
scrap book or old notebook.
You will make a journal of the
different famous Romantic
period composers and their
compositions and cite a short
background of how these
composers where motivated to
compose such masterpiece.
You may include pictures and
other necessary artistic
materials to make your journal
a colorful one.
Things to accomplish in your
journal entry:
A. Picture of the Romantic
Composers.
B. Articles related to the
Romantic Composers.
C. Lessons learned about
romantic music and
composers.
D. Pictures of musical activity
done inside/ outside the
classroom.
List down at least 10 Romantic
period music which are not
mentioned or listed in this
module. Write the title of the
music and the complete name
of the composer in your
activity notebook.
Reflection: A. Was it easy for
you to research and find these
compositions from the
Romantic period? Why? B.
What characteristic of
Romantic period music you
believe stands out as the main
reason why it is still being
appreciated today?
Make a weekly log chart and
place it in your journal. Search
for YouTube videos pertaining
to the mentioned composers
below. Write the title of the
song, time/date you listened to
the music, and your reflection
about the following music of the
romantic composers.
Your reflection should be based
on the following questions: 1. Is
the melody easy to remember?
2. Is the composition appealing
to you and your other family
members? Why? 3. Do you
think the composition will retain
its popularity in the coming
years? Why?
Make a weekly log chart and
place it in your journal. Search
for YouTube videos pertaining
to the mentioned composers
below. Write the title of the
song, time/date you listened to
the music, and your reflection
about the following music of the
romantic composers.
Your reflection should be based
on the following questions: 1. Is
the melody easy to remember?
2. Is the composition appealing
to you and your other family
members? Why? 3. Do you
 B. Preparation of Character think the composition will retain
Costume its popularity in the coming
C. Presentation Skills years? Why?
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80%

on the formative assessment
B. No. of Learners who require
additional activities for remediation
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: Noted by:

JAY B. AGUSTIN MICHELLE B. SIMEON, Ph.D.

Teacher School Head