School: BAUA NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: MARJORIE A. NAVARRO Learning Area: MAPEH (MUSIC)

Teaching Dates and

DAILY LESSON LOG September 18-22, 2023 Quarter: FIRST
Time:
In MAPEH-9

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
Standards: oratorio; d) chorales; e) troubadour.
The Learners….
 describes the musical  explains the  Watch perceptively to  Listen perceptively to
elements of selected performance practice selected music selected vocal and
vocal and (setting, composition, composition of instrumental music of
instrumental music role of Baroque period different composers
of Medieval, composers/performers,  Create a graphic  performs music from
Renaissance and and audience) during presentation of a Medieval, Renaissance
Baroque music; Medieval, Renaissance selected composition. and Baroque Period;
C. Learning  Appreciate the (MU9MRB -Ib-h-4)
(MU9MRB -Ib-f-5) and Baroque periods;
Competencies development of  interpret the music
 Listen to different (MU9MRB -Ia-h-2)
(MELCs) compositions of  create and perform rap
musical notation through movements.
through their output
Baroque Music song discussing briefly
 appreciate the the life and works of
historical background each composer
through explaining  internalized the
the performance importance of Baroque
practice of Baroque Music through their
Music performance
II. CONTENT
QUARTER 1: MUSIC OF THE MEDIEVAL, RENAISSANCE AND BAROQUE PERIODS
MUSIC OF THE Famous Works of the Contour-Factor (Performance Move to the Music Summative Test
BAROQUE PERIOD Baroque Composers Task 2) (Performance Task 3) for Music 10
 (1685-1750)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
-
Pages
2. Learner’s
13-16 17-18 29
Materials Pages
Perez, Vilma V. Et al (2009). MAPEH IV Music, Arts, Physical Education and Health (Latest Edition). St. Bernadette Publishing House
3. Textbook Pages Corporation. 1373 E. Rodriguez ST., Ave. Kristong Hari, Quezon City 91-111
4. Additional CONCERTO
Materials from https://www.youtube.com/watch?v=FlCrONiYNZo
CONCERTO GROSSO
Learning https://www.youtube.com/watch?v=xUi0mM6-PJ0
Resource (LR) ORATORIO
portal https://www.youtube.com/watch?v=YkGpK95yqyw
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Describe the two-vocal Ask questions regarding Recall the previous The class will be divided into Summative Test
previous lesson or music of Renaissance Baroque Music lesson by asking the 7 groups and segment will for Music 9 Q1
presenting the period. students about composer be assign to each group.
of Baroque Period.
new lesson
(ELICIT)
B. Establishing a . Concept Map! Picture Guess! Video-Watching! Listen to this music:
purpose for the Post on the board the Post pictures of the three Watch the Fugue in G https://www.youtube.com/
lesson word “GRANDIOSITY”. famous composers of the minor watch?v=usfiAsWR4qU
Let the students give Brogue period. Let the
(ENGAGE)
their own students guess with the
understanding of it. given clues of its name

C. Presenting Let the students watch PICTURE-PARADE: Let the students describe Group Activity:
examples/ a video clip Group the class into three a graphic presentation. The group must come up
instances of the (3) and post the pictures with movements to interpret
of Bach, Vivaldi and the music.
new lesson
Handel on the walls of the
(EXPLORE) classroom containing
 information about them.
Let each group visit the
stations with a tie
duration given to each
station.

D. Discussing new The teacher will discuss Call each group to Go back to the music Continuation of the Activity
concepts and the following: discuss briefly the life and heard earlier and ask the
practicing new  Characteristics of works of each composer students to do the next
Baroque Music through a rap song. Play activity
skills #1
 Music Genres of the music while its
Baroque Music representative is
presenting.

E. Developing Listen to different Watch again the Fugue in Continuation of the Activity
mastery (leads to compositions and G minor and Create your
formative explain the own graphic
performance practice of representation of “Spring”
assessment)
each compositions: from the Four Season.
(EXPLAIN)
F. Making Describe the following: Listening Activity: Accomplish a checklist Continuation of the Activity
generalizations 1. Concerto
and abstractness 2. Concerto
Grosso
to the lesson
3. Oratorio
(ELABORATE) 4. Fugue
5. Chorale

G. Evaluating “Short Quiz” Let the students answer Use the attached rubric for “Group Presentation”
learning the questions o LMs page evaluating students output.
(EVALUATION) 21 Criteria:
 Content
 Utility
 Presentation

H. Additional List down famous Bring Art materials (e.g. Review lesson for the
activities for Baroque composers oslo paper, coloring Summative Test
application and and their works. materials, etc.)
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 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: Noted by:

MARJORIE A. NAVARRO PRESCILA M. LICUPA JOSELYN S. ALIPIO, PhD.

Teacher I Master Teacher I Secondary School Principal II