DAILY School NEW CABALAN NATIONAL Grade 9

LESSON LOG HIGH SCHOOL

Teacher Ms. Jezy Lei C. Manalansan Learning Area MAPEH
Teaching Dates and Time August 22-26, 2022 Quarter 1
6:15-12:30 n.n
Day 1 Day 2 Day 3 Day 4 Day 5
I. WEEKLY OBJECTIVES
A. Content Standards Demonstrates understanding of characteristic features of the Medieval,Renaissance and Baroque period music.

B. Performance Standards The learner’s performs selected songs from Medieval,renaissance and baroque periods
a) Chants;
b) Madrigals;
c) excerpts
from oratorio;
d) chorales;
e) troubadour.
C. Learning Competencies / Objectives MUSIC * performs music from
Write the LC code for each describes the musical elements of explains the performance practice * relates Medieval, Renaissance Medieval,Renaissance and
* improvises appropriate
selected vocal and instrumental (setting, composition, role of and Baroque music to other art Baroque Period;
composers/performers, and accompaniment to selected music
music of Medieval, Renaissance forms and its history within the * evaluates music and music
audience) from Medieval, Renaissance and
and Baroque music; era; performances using guided
during Medieval, Renaissance Baroque Period;
rubrics
and Baroque periods;
Week 1
Week 2 Week 3 Week 6-7
MU9MRB-Ib-f-5 Week 4-5
MU9MRB -Ia-h-2 MU9MRB-Ic-f-3 MU9MRB-Ib-h-4
MU9MRB-Ib-d-7
Week 8
II. CONTENT Music of medieval, Renaissance, and baroque period
Music of the medieval period
-Adam De La Halle
Music of the Renaissance period
-Giovanni Pierluigi Da Palestrina
-Thomas Morley
Music of the Baroque period
-Johann Sebastian Bach
-Antonio Vivaldi
-George Friedrich Handel
III. LEARNING RESOURCES

A. References Learner’s Material for MUSIC & ARTS

1. Teacher’s Guide pages PP.6-18
2. Learner’s Mat PP. 6-18
3. \erials pages
4. Textbook pages PP. 6-18
 5. Additional Materials from Learning Resource (LR) https://www.youtube.com/watch?v=0CPsFxAZssY
portal
https://www.youtube.com/watch?v=6EAMqKUmr8&t=155s

B. Other Learning Resources

IV. PROCEDURES

A. Establishing a purpose for the lesson The teacher will ask the The teacher will ask the ask The teacher will ask the The teacher will ask the
Motivate them to learn the new lesson. Encourage students to name the following the student following students to arrange the rambled following questions to the
them to ask questions about the new topic. This pictures posted in front. questions to the students: letters to form words about the students:
will help establish a reason for learning the new
renaissance period?
lessons.
1. CHURCH  Have you been in a
 Which music are you 1. MASS-SMAS chorale?
familiar with? 2. MADRIGAL- LADRMAGI  What do you feel in joining
 Which songs can you 3. RENAISSANCE- chorale?
relate with? Sacred or ENASSIACREN
secular music? 4. THOMAS-MORLEY
-HMASOT LERYOM
5.GIOVANNI PALESTRINA-
IANINOGV TELSARINA

2.POLITICS

3.POPE
 4. MIDDLE AGES-

B. Reviewing yesterday’s lesson or Presenting the new The teacher will play a video The teacher will recall the The teacher will ask the The teacher will ask the
lesson clip about dark ages or middle previous lesson by asking following questions to the following questions to the
Connect the lesson with learners’ prior knowledge.
ages questions to the students: students: students
Explicitly teach to the learners how the new lesson
connects to previous lessons. Review and present  What have you noticed  What is medieval period?  What is troubadour music?  What is renaissance?
new lessons in a systematic manner. from the video clip?  What historical events  Who is the composer of  What important events
and culture that medieval the medieval period? happened during the
https://www.youtube.com/ period has? period?
watch?  What is Gregorian
v=6EAMqKUmr8&t=155s chant?
(5mins)
C. Presenting examples/ instances of the new lesson The teacher will post pictures The teacher will play a the teacher will post pictures the teacher will play
Provide examples of the new lesson. Show what the
instances of the content and competencies. This is where that represent medieval period Gregorian chant and a that illustrate the cultural and examples of sacred music
the concepts are clarified. troubadour music. Let the historical background of the and secular music. The
students listen to the music. renaissance period and students will listen. They will
medieval period. answer the following
 What can you say about (10 mins) questions:
the music?
 Were you able to  What can you say about
describe the musical the music
elements of the music?  Are secular music and
sacred music the same?
(10mins)
  What can you say about
the pictures?
 Are historical and cultural
background of medieval
and renaissance period
still the same?

(10 mins)
D. Discussing new concepts and practicing new skills #1 The teacher will discuss the The teacher will discuss the The teacher will discuss the The teacher will discuss the
(Leads to Formative Assessment 1) historical & cultural gregorian chant troubadour historical & cultural background mass, madrigal and composers
Discuss the concepts. Prepare good questions background gregorian chant music and composer of the , mass , madrigal and of the baroque period via ppt
for this. Listen to the answers of learners to the medieval period through a medieval period via ppt and composers of the renaissance and audio clips
gauge if they understood your presentation powerpoint presentationand audio clips period
lesson. If not, then reteach. If they have video clip
understood, then proceed to deepening the
lesson.

E. Discussing new concepts and practicing new skills #2

(Leads to Formative Assessment 2)
Deepen the lesson with new ways to apply the
learning. Pair, group and team work might be a
good way to help learners discuss the lesson
among themselves. They can present their work to
the class and this serves as the teachers’ way of
assessing if the concepts are solidifying and if their
skills are developing.
F. Developing mastery Group activity: Group activity: Group activity: Group activity:
(Leads to Formative Assessment 3)
Develop mastery through more individual work The teacher will ask the Each group will receive a task The teacher will play short The teacher will play the five
activities such as writing, creative ways of students to make a short card which contains the task video clip about the seconds of a mass” and april is
representing learning, dramatizing, etc. Let chant of historical and cultural they need to perform. renaissance period . the in my mistress face. The
children demonstrate their learning through background of the medieval Group 1- listen to troubadour students will be asked the students will listen and let them
assessable activities such as quizzes, worksheets,
period music and explore the art and following : describe the musical elements
seat work, and games. When the children
media used in the music  What can you say about in the music through venn
demonstrate learning, then proceed to the next
the video clip? diagram
step. Add activities as needed until formative
assessment shows that the learners are confident Group 2-listen and create an  What events happened
in their knowledge and competencies. improvised accompaniment of struck you most? Why?
the music.
Group 3- listen and sing the
given troubadour music
 G.Finding practical applications of concepts and skills in The teacher will ask the
daily living students to relate their
Develop appreciation and valuing for their learning chant about historical
by bridging the lesson to daily living. This will and cultural background
establish relevance in the lesson. through short
dramatization
H. Making generalizations and abstractions about the The medieval period is
lesson also known as the middle
Conclude the lesson by asking children good ages/ dark ages that
questions that will help them crystallize their started on the fall of
learning so they can declare the knowledge and roman empire. During
demonstrate their skills. this time the christian
church influences by the
European cultures and
political affairs
I. Evaluating learning The chant created by the
Assess whether the learning objectives have been students will be graded by the
met. Evaluation should tap into the three types of rubrics below
objectives.
Clarity- 50%
Composition- 30%
Content: 20%
J. Additional activities for application or remediation The teacher will play a video
Based on the formative assessments, provide clip of historical and cultural
children with enrichment or remedial activities. background of medieval
Those who are demonstrating difficulties with the period
lesson should be given extra time by the teacher
for additional teaching.
V. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
The teacher will ask the
following questions to the
students:
 What did you feel in
improvising an
accompaniment of the
medieval music?
 What art and media used
during the medieval
music?
 Explain the performance
practice of the period?
Gregorian chants
remains among the most
spirituality moving and
profound music in the
western culture. An idea
of its pure, floating
melody can be heard in
the Easter hymn ,
victimae paschal laud es.
It comprises a single
melody without any
harmonic support or
accompaniment
students will be graded by the
rubrics below
Clarity- 50%
Composition- 30%
Content: 20%
the teacher will play a
video clip examples of
troubadour music
The students will create a
short skit or dramatization
that will show the historical
and cultural background of
the renaissance period
What is the significance of
learning the historical and
cultural background of the
renaissance period and why?
students will be graded by the
rubrics below
Clarity- 50%
Composition- 30%
Content: 20%
the teacher will play a music
of le jeu de robin et de
marion
Each group will receive a
task card which contain the
task they need to perform
Group 1- listen a mass
music and explore the art
and media used in the
music
Group 2 --listen and create
an improvised
accompaniment of the
music.
Group 3- listen and sing five
main sections of mass like a
chorale
Based on what you have
learned do you agree that
the compositions of the
composers reflect their
personalities ? why or why
not?
students will be graded by the
rubrics below
Clarity- 50%
Composition- 30%
Content: 20%
The teacher will ask the
students to hum the five section
of the mass.
 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: Checked and Reviewed by: Noted by:

JEZY LEI C. MANALANSAN

TEACHER I, MAPEH
ANALIZA U. LACUATA
HEAD TEACHER I SANDY T. CABARLE ED. D.
Principal-III