School: CANUMAY WEST NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: MORENO REFEL BACO Learning Area: MAPEH (MUSIC)

Teaching Dates and

AUGUST 29, 30, 31, Sept. 1, 2022 Quarter: First
Time:
DAILY LESSON LOG

In MAPEH-9

MONDAY TUESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content
The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music.
Standards:

B. Performance The learner performs selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e)
Standards: troubadour.

The Learners….

C. Learning ● describes the musical elements of selected vocal and instrumental music of Medieval, Renaissance and Baroque music; (MU9MRB -Ib-f-5)
Competencies/ ● explains the performance practice (setting, composition, role of composers/performers, and audience) during Medieval, Renaissance and
Objectives: Baroque periods; (MU9MRB -Ia-h-2)

● relates Medieval, Renaissance and Baroque music to other art forms and its history within the era; (MU9MRB -Ic-f-3)

II. CONTENT
 MUSIC OF THE MEDIEVAL MUSIC OF THE MEDIEVAL PERIOD RENAISSANCE PERIOD (1400- RENAISSANCE PERIOD
PERIOD (700-1400) (700-1400) 1600) (1400-1600)

∙ Historical and cultural background ∙ Gregorian chants ∙ Historical and cultural ∙ Mass
background;
∙ Troubadour music ∙ Madrigal

∙ Composer - Adam de la Halle ∙ Composers - Giovanni da

Palestrina and Thomas
Morley.

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
7-10 7-10 11-15 11-15
Pages

2. Learner’s
2-8 2-8 9-12 9-12
Materials Pages

Perez, Vilma V. Et al (2009). MAPEH IV Music, Arts, Physical Education and Health (Latest Edition). St. Bernadette Publishing House Corporation. 1373
3. Textbook Pages
E. Rodriguez ST., Ave. Kristong Hari, Quezon City 91-111

4. Additional
Materials from https://www.youtube.com/watch?v=DEeAN471boQ http://www.slideshare.net/lheyo/music-of-the-medieval-renaissance-baroque-music-47197393
Learning http://www.medieval-life-and-times.info/medieval-music/medieval-music.htm http://study.com/academy/lesson/what-is-medieval-music-history-church-
Resource (LR) music-composers.html https://www.youtube.com/watch?v=6EAMqKUimr8 https://www.youtube.com/watch?v=4mgSPiAiBjU
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing The teacher will play a video clip The teacher will recall the previous The teacher will ask the following The teacher will ask the
previous lesson about dark ages or middle ages. lesson by asking questions to the questions to the students: following questions to the
or presenting
 students: ∙ What is a troubadour music? students:

the new lesson ∙ What have you noticed from the
video clip?
(ELICIT)
https://www.youtube.co m/watch?
v=6EAMqKUimr 8&t=155s (5 min)
∙ What is Medieval period? ∙ Who is the composer of ∙ What is Renaissance? ∙ What
Medieval period? important events happened
∙ What historical events and culture that during the period?
medieval period has? ∙ What is (5 min)
Gregorian chant? (5min) (5 min)

The teacher will ask the students to
name the following pictures posted in
front.
1. CHURCH
The teacher will ask the following The teacher will ask the students
questions to the students: to arrange the rambled letters to
form words about the
∙ Which music are you familiar with? Renaissance period.
∙ Which songs can you relate with? 1. MASS – SMAS
Sacred or secular music?
2. MADRIGAL –
(5 min) LADRMAGI
The teacher will ask the
following questions to the
students:
∙ Have you been in a chorale?
∙ What do you feel in joining
the Chorale?

3. RENAISSANCE –
B. Establishing a ENASSIACREN
2. POLITICS
purpose for the
4. THOMAS MORLEY –
lesson
HMASOT LERYOM
(ENGAGE)
5. GIOVANNI
PALESTRINA –
IANINOGV
3. POPE TELSARINAP

(5 min)

4. MIDDLE AGES

C. Presenting The teacher will post pictures that The teacher will play a Gregorian chant The teacher will post pictures that The teacher will play examples
examples/ represent Medieval period. and a troubadour music. Let the students illustrate the cultural and historical of sacred music and secular
instances of the background of the renaissance music. The students will listen
 listen to the music. period and medieval period
∙ What can you say about the music? ● What can you say about
the pictures?
new lesson ∙ Were you able to describe the musical
elements of the music? ● Are historical and
(EXPLORE) cultural back ground of
(10 min) medieval and
renaissance period still
the same? (10 min)
will ask the following
questions:
∙ What can you say about the
music?
∙ Are secular and sacred
music the same? (10min)

The teacher will discuss the historical The teacher will discuss the Gregorian The teacher discusses the The teacher will discuss the
D. Discussing new and cultural background, Gregorian chant troubadour music and the historical and cultural background, mass, madrigal and the
concepts and chant the medieval period through composer of Medieval period through mass, madrigal and the composers of the Renaissance
practicing new power point presentation and video PowerPoint presentation and audio composers of the Renaissance period through PowerPoint
skills #1 clip clips (15min) period through power point presentation and audio clip.
presentation and examples. (15 min)

E. Discussing new
concepts and
practicing new
skills #2

Group Activity: Group Activity: Group Activity: Group Activity:

The teacher will ask the students to Each group will receive a task card
make a short chant of historical and which contains the task they need to
F. Developing cultural background of the Medieval perform.
mastery (leads Period.
to formative Group A – Listen to troubadour music
assessment) and explore the art and media used in
the music.
(EXPLAIN)
Group B – Listen and Create an
improvised accompaniment of the music.
Group C – Listen and sing the given
troubadour music. (25 min)
The teacher will play a short video
clip about the Renaissance
period: The students will be asked
the following questions:
∙ What can you say about the
video clip?
∙ What events struck you most?
Why?
The teacher will play the “Five
sections of a Mass” and “April
is in My Mistress Face”. The
students will listen and let
them describe the musical
elements in the music through
Venn diagrams. (15min)
 Group Activity: Group Activity: Group Activity: Group Activity:

The teacher will ask the students to The teacher will ask the following The students will create a short Each group will receive a task
relate their chant about historical and questions to the students: skit or dramatization that will show card which contains the task
cultural background through short the historical and cultural they need to perform.
G. Finding practical ∙ What did you feel in improvising an
dramatization (10min) background of the Renaissance
application of accompaniment of medieval music? ∙ Group A – Listen to mass
period. (15 min)
concepts and What art and media used during the music and explore the art and
skills in daily medieval period? media used in the music.
living Group B – Listen and Create
∙ Explain the performance practice of the an improvised accompaniment
period. (15 min) of the madrigal music.

Group C – Listen and sing

Five main sections of mass
like a chorale. (25 min)

The Medieval period is also known
H. Making as the “Middle Ages or Dark Ages”
generalizations that started with the fall of the Roman
and abstractness Empire. During this time, the
to the lesson Christian church influenced Europe’s
culture and political Affairs. (10 min)
(ELABORATE)
Gregorian chant remains among the
most spiritually moving and profound
music in Western culture. An idea of its
pure, floating melody can be heard in the
Easter hymn Victimae paschali laudes. It
comprised a single melody without any
harmonic support or accompaniment. (10
min)
What is the significance of
learning the historical and cultural
background of the Renaissance
period? Why? (10 min)
Based on what you have
heard and learned, do you
agree that the compositions of
the composers reflect their
personalities? Why or Why
not? (10 min)

I. Evaluating The chant created by the students The Performance by the students will be Use Rubrics based on the group Use Rubrics based on the
learning will be graded by using rubrics graded by using rubrics presentation (letter G) (10 min) group presentation (letter G)
(10 min)
(EVALUATION) See attachment tool See attachment tool

J. Additional Study about Gregorian chant, Study about the Music of Renaissance Study the other forms of Study the other forms of
activities for troubadour music and Adam de La Period. Renaissance period Baroque period
application and Halle
remediation
 (EXTEND)

V. REMARKS

VI. REFLECTION

A. Number of learners who

earned 80% in the
evaluation: _________

B. Number of learners who

scored below 80% who
needs additional activities
for remediation: _________

C. Did the remedial lesson

work? No. of learners who
have caught up with the
lesson: __________

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies 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 by:

MORENO REFEL BACO GILBERTO B. QUILBIO JR.

Teacher I MAPEH Department Head