DAILY LESSON LOG

MAPEH 9
School Year: 2022-2023
TEACHER KRISTELA MAE C. COLOMA QUARTER Q1 DATE SEPTEMBER 4-8, 2023
GRADE AND SECTION GRADE 9 WEEK: 2 TIME 7:30-8:30
PART/DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music.
B. Performance The learner performs selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts from oratorio; d)
Standards chorales; e) troubadour.
C. Learning The Learners….
Competencies/  describes the musical elements of selected vocal and instrumental music of Medieval, Renaissance and Baroque music; (MU9MRB -Ib-f-5)
Objective/s  explains the performance practice (setting, composition, role of composers/performers, and audience) during Medieval, Renaissance and
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)
 improvises appropriate accompaniment to selected music from Medieval, Renaissance and Baroque Period; (MU9MRB -Ib-d-7)
 performs music from Medieval, Renaissance and Baroque Period; (MU9MRB -Ib-h-4)
evaluates music and music performances using guided rubrics
II. CONTENT MUSIC OF THE BAROQUE Famous Works of the Contour-Factor Move to the Music
PERIOD (1685-1750) Baroque Composers (Performance Task 2) (Performance Task 3)
III. LEARNING
RESOURCES (LR)
A. References
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous What are the characteristics Ask the students: Recall the previous The class will be divided

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 Lesson or Presenting the of Renaissance Music? 1. What is lesson by asking the into 7 groups.
New Lesson characteristic of students the following:
Describe the two-vocal music Baroque music? 1. What is Baroque The teacher will assign a
of Renaissance period. 2. Describe the 5 music? segment of the following
music genres of 2. What are the
Baroque Music. characteristics of
baroque music?
3. Which of the
composers has an
appeal to you and
what give example of
music that has an
impact to you.

B. Establishing a Purpose
for the Lesson
Concept Map!
Post on the board the word
“GRANDIOSITY”. Let the
students give their own
understanding of it. Also, ask
them how grandiosity is
applied in music?
Picture Guess! Video-Watching! Listen to this music:
Post pictures of the three Watch the Fugue in G
famous composers of the minor. Process Questions:
Brogue period. Let the Process Questions: 1. Is the song happy
students guess with the 1. What is the title of or sad?
given clues of its name. the music? Who 2. What style is the
Clues: is the composer? song Hallelujah?
1. Johann Sebastian 2. What is the mood,
Bach form and texture
2. Antonio Vivaldi of the music?
3. George Friedrich
Handel

C. Presenting Let the students watch the PICTURE-PARADE: Describe the graphic Group Activity:
Examples/Instances of video. 1. Group the class presentation below:  Group the class
the Lesson Ask them: into three (3) into 5.
What can you say about the 2. Post the pictures of  The group must
Baroque music? Bach, Vivaldi and come up with
Handel on the walls movements to
What is its distinction from of the classroom interpret the
the two previous music eras containing music.
discussed? information about  They can use any
them. choreographic
Station 1: elements.
JOHANN SEBASTIAN  They will be given
BACH 30 minutes to
Station 2: practice.
ANTONIO VIVALDI  Present the rubric
Station 3: for assessment.
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D. Discussing New The teacher will discuss the
Concepts and Practicing following:
New Skills # 1  Characteristics of
Baroque Music
Music Genres of Baroque
Music
E. Developing Mastery Listen to the following
(Leads to Formative compositions and explain the
Assessment) performance practice of each
compositions:
1. CONCERTO
2. CONCERTO
GROSSO
3. ORATORIO
F. Making Generalizations Describe the following:
and Abstractions about 1. Concerto
the Lesson 2. Concerto Grosso
3. Oratorio
4. Fugue
5. Chorale
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GEORGE FRIEDRICH
HANDEL
3. Let each group visit
the stations with a
time duration given
to each station.
After the given time. Let
the students go back from
their group.
Call each group to discuss
briefly the life and works of
each composer through a
rap song. Play the music
while its representative is
presenting.
Group 1: Bach
Group 2: Vivaldi
Group 3: Handel
Listening Activity:
Listen to the
Take note of the
composer’s role to his
works.
(see LMs page 29 for
rubric)
Musical notation has Continuation of the Continuation of the Activity
evolved through time. Go Activity
back to the music heard
earlier and ask the
students to do the next
activity.
Watch again the Fugue in Continuation of the Continuation of the Activity
G minor as shown in the Activity
following link:
Create your own graphic
representation of “Spring”
from the Four Season.
Accomplished the Continuation of the
checklist below: Activity
 Did I draw my
lines to move
along with the
contour of the
melody?
 Did I create
variations on the
lines used?
 Are my lines
creatively drawn
 along with other
lines?

G. Evaluating Learning “Short Activity” Let the students answer the Use the attached rubric “Group Presentation”
questions o LMs page 21 for evaluating students Criteria:
Teacher-Made test output.  Choreography
Criteria:  Coordination of
 Content Movements
 Utility  Timing
 Presentation  Expression and
Execution
 Interpretation of
Music
H. Additional Activities List down famous Baroque Bring Art materials (e.g. Review lesson for the
for/Application or composers and their works. oslo paper, coloring Quiz (The teacher will give the activity
Remediation/Assignmen materials, etc.) to the students)
t

V. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
works? 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 work well? Why did
this work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?
G. What innovation or

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localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by: Recommending Approval: APPROVED:

KRISTELA MAE C. COLOMA MIRASOL A. BALDOZ GILBERT D. GALLO,P1

Teacher Head Teacher – I School Head

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