RADE 1 to 12 School SAN MIGUEL NATIONAL HIGH SCHOOL Grade Level GRADE 9

DAILY LESSON Teacher CANDICE A. DONATO Learning Area MAPEH 9 (MUSIC)

PLAN Teaching Dates and Time AUGUST 22-26,2022 Quarter FIRST/WEEK 1
MAKABANSA 7:30-8:30 /MAKAKALIKASAN 8:30-9:30

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 for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives
I. 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.

Content Standard The learner performs selected songs from Medieval, Renaissance, and Baroque periods
a. Chants b. Madrigals c. Excerpts from oratorio d. Chorales d. Troubadour
Performance Standard The learner performs Southeast Asian songs with appropriate pitch, rhythm, expression, and style.
Learning Competency/Objectives 1. Relates Medieval, Renaissance, Baroque music to its historical and cultural background through dramatization
Write the LC code for each. 2. Listens perceptively to selected vocal and musical of Medieval, Renaissance, and Baroque music
3. Explains the performance practice (setting, composition, role of composers) during the Medieval, Renaissance, and Baroque periods
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.ii
II. CONTENT CLASS ORIENTATION Music of Medieval Period Music of Medieval Period (700- Renaissance Period Renaissance Period
(700-1400) 1400) (1400-1600) (1400-1600)
IV. LEARNING RESOURCES
References Music and Arts LM and Music and Arts LM and Music and Arts LM and Music and Arts LM and Curriculum
Curriculum Guide Curriculum Guide Curriculum Guide Guide
Teacher’s Guide pages
Learner’s Materials pages pp. 2-8 pp.2-8 pp. 9-12 pp. 9-12
Textbook pages
Additional Materials from Learning
Resource (LR)portal
Other Learning Resources
Hand-outs of the class rules
and regulations
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
V. PROCEDURES 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.
Reviewing previous lesson or presenting The teacher will play a video The teacher will recall the The teacher will ask the students: The teacher will ask the students:
the new lesson clip about dark ages. previous lesson by asking - What is troubadour - What is Renaissance?
- What have you questions to the students: music? - What important events
noticed from the - What is Medieval - Who is the composer happened during the period?
videoclip? period? of Medieval period?
- What is Gregorian
https://www.youtube.com/ chant?
watch?
v=6EAMqKUimr8&t=155s
Establishing a purpose for the lesson Short welcome and The teacher will ask the Ask the students: The teacher will ask the The teacher will ask the students:
introduction students to name the following - Which music are you students to arrange the - Have you been in a chorale?
pictures posted through familiar with? rambled letters to form - What do you feel in joining
powerpoint presentation. - Which songs can you words about the the chorale?
relate with? Sacred or Renaissance period.
secular music? 1. SMAS – MASS
2. LADRMAGI-
MADRIGAL
3. ENASSIACREN-
RENAISSANCE
 4. HMASOT LERYOM-
THOMAS MORLEY
5. IANINOGV
TELSARINAP –
GIOVANNI
PALESTRINA
Presenting examples/Instances of the new Students introduce The teacher will present The teacher will play Gregorian The teacher will present The teacher will play examples of
lesson themselves and give their pictures that represent chant and the troubadour music. pictures that illustrate the sacred music and secular music. The
expectations towards the Medieval period. Let the students listen to the cultural and historical students will listen and ask the
subject. music. background of the following questions:
- What can you say Renaissance and Medieval - What can you say about the
about the music? period through powerpoint music?
presentation. - Are secular and sacred music
the same?
Discussing new concepts and practicing Give a short introduction The teacher will discuss the The teacher will discuss the Ask the students: The teacher will discuss the mass,
new skills # 1 about the subject historical background and Gregorian chant troubadour - What can you say madrigal and the composers of the
cultural background, Gregorian music and composer of Medieval about the pictures? Renaissance period through powerpoint
chant the medieval period period through powerpoint - Are the historical and presentation.
through powerpoint presentation. cultural background of
presentation medieval and
renaissance period
are still the same?
Discussing new concepts and practicing Orient the students about the
new skills # 2 school policies
Developing mastery The teacher will ask the The teacher will let the students The teacher will discuss the The teacher will the “Five sections of a
(leads to Formative Assessment 3) students to make a short chant to listen to troubadour music. historical and cultural Mas”" and “ April is in my Mistress
background, mass, madrigal, and Face”
the composers of the Renaissance
period through powerpoint
presentation.
Finding practical application of concepts The teacher will ask the Ask the students: The teacher will play a short Ask the students to describe the musical
and skills in daily living students to relate their chant - What did you feel video clip about the Renaissance elements through venn diagram.
through dramatization about the troubadour period.
music? - What can you say
- Explain the about the video clip?
performance practice
of the period
Making generalizations and abstractions In a ¼ sheet of paper, let the The Medieval period is also Gregorian chant remains among What is the significance of Based on what you have heard learned,
about the lesson students write their names, known as the “Middle Ages or the most spiritually moving and learning the historical and do you agree that the compositions of
grade and section, age, Dark Ages” that started with profound music in Western cultural background of the the composers reflect their
address, and parents’ name. the fall of the Roman Empire. culture. An idea of its pure, Renaissance period? personalities?
During this time, the Christian floating melody can be heard in
church influenced Europe’s the Easter hymn Victimae
cultural and political affairs. paschali laudes. It comprised a
single melody without any
harmonic support or
accompaniment.
Evaluating learning Ask the students: The teacher will play other Quiz The teacher will ask the students to hum
What do you think is the big examples of troubadour music. the five main sections of the Mass.
contribution of the music of
medieval period to our present
music?
Additional activities for application or
remediation
VI. REMARKS
 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
VII. REFLECTION
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

GAD Core Values: Shared Decision Making

Prepared by: Checked and Reviewed Noted by:

CANDICE A. DONATO BONIFACIO C. MENDEZ JESLAPID A. OSORIO

Subject Teacher Master Teacher I P-IV/OIC,Office of SH