Q3 DLL-MUSIC9-Week2

School: LLORENTE NATIONAL HIGH SCHOOL Grade Level: 9
Teacher: EUGENIO C. DIALINO JR. Learning Area: MAPEH (Music)
Teaching Dates and

Week 2 Quarter: THIRD
Time:
DAILY LESSON LOG
In MAPEH-9
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content
The learner demonstrates understanding of characteristic features of instrumental Romantic music.
Standards:
B. Performance
The learner sings and performs themes of selected instrumental pieces.
Standards:
●relates Romantic ● relates Romantic ● improvises appropriate ● performs selected ● evaluates music
C. Learning music to other art music to other art accompaniment to music from the and music
Competencies/ forms and its forms and its history selected music from Romantic period; performances using
Objectives: history within the within the era; Romantic Period (MU9ROIIIe-h-6) guided rubrics.
era; (MU9ROIIIc-h- (MU9ROIIIc-h-7) (MU9ROIIIc-h-8)
7)
Author: Eugenio C. Dialino Jr. (Master Teacher I, Llorente NHS, Eastern Samar)
YouTube: Teacher Eugene email: teachereugene0226@gmail.com
Lesson 1: LL Lesson 4: Program Music Interpretation Lesson 2: Violin & Lesson 3: Piano Music
Characteristic of ee Music Strings Music
Romantic Period ss
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II. CONTENT oa
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III. LEARNING
RESOURCES
A. References
1. Teacher’s None None None None None

Guide Pages
2. Learner’s
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Ask The students to do The teacher will Before we proceed to the To recall the previous Review lessons
previous the following: group the class into main lesson, let us review lesson, ask the through the post test.
lesson or 3. Each group will be what are the students to enumerate (see attachment)
Based on your previous given a task. characteristics of music the famous composers
presenting the
lesson, how will you from the Romantic of the Romantic period.
new lesson
distinguish the romantic period. Complete the
(ELICIT)
music from classical table below to summarize
music. What are the some of the most
differences between the (5 mins)
important features of
two periods of music in Romantic music.
terms of its style of
performance and ROMANTIC MUSIC
characteristics?
Musical
Classical Romantic Principles &
Music Music Features
Prominent
Composers
Historical
and
Philosophica
(5 mins)
l Background
LEME IDENTIFICATION To perform other art Listening Activity! To perform selected Pick It
form relating to the music from the
Find on the box the words Romantic music. Listen to the link provided Romantic period. Choose from the
can best describe a below of Beethoven’s 9th following list of traits
Romantic music. Symphony Theme. that best describes
https://youtu.be/q the composer of the
Passionate Art Romantic period and
Literature Love Song
SdYe0fG4Ug write it on the box
Play Freedom of provided.
Expression Feeling
Nationalism
Imagination Do the activity on SLM
Stressed emotion page 5. (see attachment on
SLM page 4)
(10 mins)
(5 mins)
(5 mins)
B. Presenting Let the students watch Differentiated Listen and Create Differentiated Activity Listening Activity
examples/ the link below and ask Activity Listen to the sample
instances of them after watching: 1. Listen to this excerpt of The teacher will group music of the Romantic
the new lesson Each group will pick a composition from the the class into 3 period through the
“Swan Lake” YouTube the following to Romantic period. depending on their YouTube links
(EXPLORE)
present. preference. provided below.
2. Describe the
Identify the melody,
watch?v=Xd2nTXsivHs Performance A – characteristics of the tempo, texture,
Dance melody. dynamics, and
Presentation Group 1 instruments used.
3. Identify an instrument Write your answers
Process Question: Create a dance that you think is best Dance Performance
using the table below
movement using one suited to play the theme.
●Did you see another fort of Frederic Chopin’s
applied to what you piano composition. 4. Identify another Group 2
have watched? You may choose instrument that you think ELEMENT OBSERVATION
from any mazurka or is best suited to play Chorale Performance Melody

●What was the art form along with the melody. 5.
polonaise that
shown? Chopin composed Imagine other sounds Tempo
such as chords, rhythmic
●What other art form can Group 3 Dynami
patterns, or even body
be used possibly with percussion (clap, tap, c
Music Performance
the music of romantic Performance B – snap, etc) that can be
period? Speech Choir Texture
played along with the
melody.
(10 mins) Search on the Each group may
internet the poem choose any of the (5 mins)
entitled” Lines a Few compositions from the
Miles above Tintern (5 mins) Romantic period to
Abbey” Reflect and perform.
emphasize on how
this poem relates to
music of the
Romantic period.
Performance C –
Comic Strip
Recreate the
animated version of
Schubert’s Erkling
by creating your
modern version of
the story in a Comic
Strip/ Anime strip
(10 mins)
C. Discussing The teacher will briefly Independent The teacher will briefly
new concepts discuss through a Practice discuss about
and practicing PowerPoint presentation IMPROVISATION as a
new skills #1 about the Art forms creative approach in a
relating to the Romantic music material.
period.
(10 mins)
(see SLM pages 7-8)
(10 mins)
D. Developing Play again the “Swan Independent Listen to these excerpts Compare 2 great
mastery (leads Lake” Practice of compositions from the Masters
to formative https://www.youtube.com/ Romantic period.
Listen to Franz Lizst’s
assessment)
watch?v=Xd2nTXsivHs Frederic Chopin Funeral La Campanella- and
(EXPLAIN)
March with Counter Niccolo Paganini’s La
and relate to the art forms https://www.youtube.com/ Campanella
applied.
watch?v=jUQmK_nyyZk
● Describe how the
Question:
ballerina dance ● Melody
with the music in
● Tempo
Swan Lake.
● What does the ● Describe how the ● Dynamics
emotions convey melodies/themes were
● Texture
in the accompanied.
performance?
(10 mins)
E. Making Listening Activity: Independent Let’s Get Ready to Reflection:

generalization Practice Improvise This is an
s and Direction: This time excerpt from Brahms’ 1. Do they have the
listen to the following arts Hungarian Dance No. 5. same theme or motif?
abstractness
forms below and answer https://www.youtube.com/ 2. Did both
to the lesson
the questions that follows compositions stayed
(ELABORATE)
watch?v=yrTIY2PSXBk in a strict and rigid
. tempo the whole
Listen to the melody time?
"The Erlking"- Franz several times and
Schubert improvise an 3. Describe, compare,
https://www.youtube.com/ accompaniment that you or contrast the
think is appropriate to the dynamic levels used
watch?v=x3IM4pU05_g
character of the theme. for both compositions.
Questions: 4. Does the sound of
piano makes the
1. What are the emotions entire composition
(use the criteria as guide)
conveyed in "The different from the La
Erlking" by Franz Campanella of
Schubert? Paganini?
2. What piano
composition of
Frederic Chopin
shows nationalism?
Why were these
compositions
regarded as
nationalist music?
(10 mins)
F. Evaluating (the teacher will get the Group Presentation Criteria: Presentation guided Evaluation of Creating
learning scores from the previous guided with the with the rubric. and Performing
(EVALUATION) activity as assessment) rubric (See the ● Counter-melody Activities Rating
attached rubric on Scale: 5 – Very Good,
the SLM) ● Rhythm 4 – Good, 3 – Fair, 2
(see the rubric
– Poor, 1 – Needs
● Mastery attached)
Follow-up
(see attachment page

8 SLM)
G. Additional On your notes, write the On your notebook, make Let the students
activities for composition in our a reflective essay: review for the
application country that shows summative test.
Nationalism. Which of the activities I
and
like the most and why?
remediation
(EXTEND) What values have I
developed in doing the
above activities?
What other experiences

from daily life can I
compare in learning
about improvisation?
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 this
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:
EUGENIO C. DIALINO JR. ____________________________

Master Teacher I Dept. Head

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School: LLORENTE NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: EUGENIO C. DIALINO JR. Learning Area: MAPEH (Music)

Teaching Dates and

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. Teacher’s None None None None None

from any mazurka or is best suited to play Chorale Performance Melody

E. Making Listening Activity: Independent Let’s Get Ready to Reflection:

(see attachment page

What other experiences

C. Did the remedial lesson

F. What difficulties did I

Prepared by: Checked by:

EUGENIO C. DIALINO JR. ____________________________

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