DAILY School Grade Level 9

LESSO Teacher Learning Area MUSIC

N Quarter FIRST
Teaching Dates
LOG

Date
I. OBJECTIVES
A. Content Standards The learner…
Demonstrates understanding of characteristics features of the Medieval, Renaissance and
Baroque period music.
B. Performance The learner…
Standards Performs selected songs from Medieval, Renaissance, and Baroque periods
a. Chants
b. Madrigal
c. Oratorio
d. Chorales
e. Troubadour
C. Learning The Learner… The Learner… The Learner… The Learner… The Learner…
Competencies/ *listen perceptively to *relates Medieval, *sing Medieval chants, *explore other art and media *create and perform song
Objectives selected vocal and Renaissance and Baroque troubadour song, madrigal that portray Medieval, in Gregorian and
instrumental music of music to its historical chorale and selection from Renaissance and Baroque Troubadour styles.
Medieval, Renaissance and background through oratorio with correct pitch, elements.
Baroque music. dramatization rhythm, expression and MU9MRB-1b-f-6 MU9MRB-Ib-d-8
style.
MU9MRB-Ia-h-1 MU9MRB-Ic-f-3 *improvise appropriate
MU9MRB-Ib-h-4 accompaniment to given
*explain the performance Medieval, Renaissance and
practice (setting, *describe musical elements Baroque song.
composition, role of of given Medieval,
composer/performers and Renaissance and Baroque MU9MRB-Ib-h-7
audience during Medieval, Music.
Renaissance and Baroque
periods. MU9MRB-Ib-f-5

MU9MRB-Ia-h-2

II. CONTENT 1. Music of the Medieval Period (900-1400)a. Historical and Cultural Background b. Gregorian Chants c. Troubadour Music d. Composer-Adam de
la Halle
2. Music of the Renaissance Period (1400-1600) a. Historical Background b. Mass c. Madrigal d. Composers-Giovanni da Palestrina and Thomas
Morley
3. Music of the Baroque Period (1685-1750) a. Historical and Cultural Background b. Concerto Grosso , Fugue c. Oratorio d. Composers-Johan
 Sebastian Bach and George Frederich Handel
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 7-20 7-20 7-20 6-28 6-28
Pages
2. Learner’s Material 7-18 6-20 6-20 6-27 6-27
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review for the previous Simple review for the Listening Activity Instruct the learner on what Review of the previous
lesson or presenting the lesson previous lesson (Troubadour, Madrigal, to do as output of the lesson
new lesson and oratorio music) day(Listening Activity)
(Localization)

B. Establishing a Listening to music of the
purpose for the lesson Medieval, Renaissance and
Baroque music (localization)
Group activity :Reading of Describe the musical Individual Activity Group Activity
historical and Cultural element of troubadour, Contour Factor Move to the music
Background(divide the madrigal, and oratorio (Play any music in G Minor) LM-29
group into medieval, during Medieval, TG-28
renaissance and baroque) renaissance and Baroque (localization)
period.

C. Presenting examples/ More music to listen Let learners discuss the Let them imitate the song Student improvisation of Teacher divide the class
instances of the new (localization) topic to assigned group (troubadour song, accompaniment to given into assigned segments
lesson Madrigal chorale and Medieval and renaissance of composition
oratorio or (Localization) song (Localization)
D. Discussing new Listening to music again Group reporting through Divide the class into 3 Answer the checklist below Group practice of song
concepts and practicing (localization) TV or Radio Broadcasting groups; Perform TG-25 interpretation
new skill #1 style. Troubadour, Madrigal and LM-32
Oratorio showing the
elements of music
(medieval, renaissance, and
baroque period)
(localization)

E. Discussing new Group practice

concepts and practicing
new skill #2
F. Developing Mastery What can you say about the
music you heard ?
G. Finding practical Why is it important to know
applications of concepts the performance practice in
& skills in daily living terms of (setting,
composition, role of
composers and audience of
Medieval, Renaissance, and
Baroque music?
H. Making Tell something about the
generalizations & performance in terms of
abstractions about the setting, composition, role of
lesson composers and audience of
medieval, Renaissance and
Baroque period music.
Group practice Group Practice Answer the checklist Practice
Activity #5 Winter Dou
LM-28
TG-27
practice Practice It is needed to use art and
other media to portray Practice
Medieval, renaissance, and
Baroque elements? Why?
Group presentation (Group presentation) Let the learner share their Practice
idea about the art and other
In your group media used to portray
presentation, what musical Medieval, Renaissance and
elements are presents? Baroque elements.

I. Evaluating Learning Teachers made test Teachers made rubric In scale 1-10 rate your own Let the learner show their Rubrics
group performance improvise accompaniment TG-28
through accompanying local LM-29
music (localization)
See Rubrics page 27-TG, 28-
LM
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
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
lesson work? No. of
learners who 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?
 DAILY School Grade Level 9
LESSO Teacher Learning Area MUSIC (cont.)
N Teaching Dates
LOG Quarter FIRST

Date
I. OBJECTIVES
A. Content Standards

B. Performance
Standards

C. Learning The learner…

Competencies/ *play simple melodies of a
Objectives chorale and provide
accompaniment
MU9MRB-IIb-h-9

II. CONTENT A. Historical and cultural background; B. Sonata, sonata allegro form, concerto, symphony C. Composers; Franz Joseph Hayden, Wolfgang
Amadeus Mozart and Ludwig Van Beethoven
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 16-18
Pages
2. Learner’s Material 13-18
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Listening to melodies of
lesson or presenting the chorale (Localization)
new lesson
B. Establishing a Group Activity
purpose for the lesson Imitate/or humming while
playing the music
(localization)
C. Presenting examples/ Creating rhythmic pattern
instances of the new to accompany simple
lesson melodies of a chorale.
D. Discussing new Practice
concepts and practicing
new skill #1
E. Discussing new Practice
concepts and practicing
new skill #2
F. Developing Mastery Practice
G. Finding practical practice
applications of concepts
& skills in daily living
H. Making Group presentation
generalizations &
abstractions about the
lesson
I. Evaluating Learning Teachers made rubrics
J. Additional activities . .
for application or
remediation
V. REMARKS
VI. REFLECTION
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
lesson work? No. of
learners who 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?

Note: Music in Grade 9 found in Encarta Kids