SCHOOL ST.

URIEL COLLEGE, INC GRADE LEVEL 9

GRADE 7 TO 12 TEACHER MONDAY MARL JADE RICK A. TUESDAY
MALIGRO WEDNESDAY
LEARNING AREA MUSIC THURSDAY
DAILY LESSON LOG
DATES AND TIME JULY 2024 QUARTER Q1 W1

I. OBJECTIVES
A. CONTENT STANDARDS The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque
period music.
B. PERFORMANCE STANDARDS The learner performs selected songs from Medieval, renaissance and baroque periods
a) Chants; b) Madrigals; c) excerpts from oratorio; d) chorales; e) troubadour .
C. LEARNING COMPETENCIES The learner… The learner… listens perceptively to
 listens perceptively to selected vocal and
 relates Medieval, selected vocal and  relates Medieval, instrumental music of
Renaissance and instrumental music of Renaissance and Baroque Medieval, Renaissance
Baroque music to its Medieval, music to its historical and and Baroque music
historical and cultural Renaissance and cultural background MU9MRB-Ia-h1
background through Baroque music through dramatization
dramatization MU9MRB-Ia-h1 MU9MRB -Ic-f3  explains the
MU9MRB -Ic-f3 performance practice
explains the (setting, composition,
performance practice role of
(setting, composition, composers/performers,
role of and audience) during
composers/performer Medieval, Renaissance
s, and audience) and Baroque periods
during Medieval, MU9MRB -Ia-h2
Renaissance and
Baroque periods sings Medieval chant,
MU9MRB -Ia-h2 troubadour song,
madrigal, chorale and
sings Medieval chant, selections from oratorio
troubadour song, with correct pitch,
madrigal, chorale and rhythm, expression and
selections from style MU9MRB -Ib-
oratorio with correct h4
pitch, rhythm,
expression and style  describes musical
MU9MRB -Ib-h4 elements of given
Medieval, Renaissance
 Describes musical and Baroque music
elements of given MU9MRB -Ib-f5
Medieval,
Renaissance and  explores other arts
Baroque music and media that portray
MU9MRB -Ib-f5 Medieval, Renaissance
and Baroque elements
 explores other arts MU9MRB -Ib-f6
and media that
portray Medieval,  improvises appropriate
Renaissance and accompaniment to
Baroque elements given Medieval and
MU9MRB -Ib-f6 Renaissance songs
MU9MRB -Ib-d7
 improvises
appropriate
accompaniment to
given Medieval and
Renaissance songs
MU9MRB -Ib-d7

 create and or
perform songs in
Gregorian and
troubadour styles
MU9MRB-Ib-h8

D. OBJECTIVES:
COGNITIVE a. Identify the historical and cultural a. recognize the different chants and a. Identify the historical and cultural a. define the five types of
background of medieval period. composers of the medieval period background of renaissance period. mass
PSYCHOMOTOR b. Perform chant from the topic. b. insert effort in performing some b. practice different styles of renaissance b. create improvised
improvised instrument. period. accompaniment of the
madrigal music.
AFFECTIVE c. listen to the chants of medieval music c. try to compose valuable music inspired c. promote the importance of history of c. participate in the
by medieval period composers. renaissance period. group presentation about
the renaissance period.
II. CONTENT MUSIC OF THE MUSIC OF THE RENAISSANCE PERIOD RENAISSANCE PERIOD
MEDIEVAL PERIOD MEDIEVAL PERIOD (1400-1600) (1400-1600)
 (700-1400) (700-1400)  Historical and cultural  Mass
 Historical and  Gregorian chants background;  Madrigal
cultural  Troubadour music  Composers -
background  Composer - Adam Giovanni da
de la Halle Palestrina and
Thomas Morley.

III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHERS GUIDE PAGES pp. 7-10 pp. 7-10 pp. 11-15 pp. 11-15
2. LEARNERS MATERIALS PAGES pp. 2-8 pp. 2-8 Pp. 9-12 p. 9-12
3. TEXTBOOK PAGES Perez, Vilma V. Et al (2009).
MAPEH IV Music, Arts, Physical Education and Health (Latest Edition).
St. Bernadette
Publishing House Corporation. 1373 E. Rodriguez ST., Ave. Kristong Hari, Quezon City
91-111
4. ADDITIONAL MATERIALS https://www.youtube.com/watch?v=DEeAN471boQ
FROM LEARNING RESOURCE
PORTAL http://www.slideshare.net/lheyo/music-of-the-medieval-renaissance-baroque-music-47197393

http://www.medieval-life-and-times.info/medieval-music/medieval-music.htm

http://study.com/academy/lesson/what-is-medieval-music-history-church-music-composers.html

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. Reviewing Previous The teacher will play a The teacher will recall The teacher will ask the The teacher will ask the
Lesson or Presenting the video clip about dark the previous lesson by following questions to the following questions to
New Lesson ages or Middle Ages. asking questions to the students: the
 What have you students:  What is a troubadour students:
noticed from the music?  What is
video clip?  What is Medieval period?  Who is the composer of Renaissance?
https://www.youtube.co  What historical events and culture that Medieval period?  What important
m/watch?v=6EAMqKUimr medieval period has? events happened
8&t=155s  What is gregorian during the period?
(5 min) chant?

B. Establishing a Purpose for The teacher will ask the The teacher will ask the The teacher will ask the The teacher will ask the
the Lesson students to name the following questions to students to arrange the following questions to
 following pictures posted the students: rambled letters to form words the
in front.  Which music are you familiar with? about the Renaissance period. students:
1. CHURCH –  Which songs can you relate with?  Have you been in a
Sacred or secular music? 1. MASS – SMAS chorale?
2. MADRIGAL – LADRMAGI  What do you feel in
3. RENAISSANCE – ENASSIACREN joining the
4. THOMAS MORLEY – HMASOT LERYOM Chorale?
5. GIOVANNI PALESTRINA – IANINOGV
TELSARINAP
2. POLITICS -

3. POPE –

4. MIDDLE AGES –

(5 min)
C. Presenting Examples / The teacher will post The teacher will play a The teacher will post pictures The teacher will play
Instances of the New pictures that represent gregorian chant and a that illustrate the cultural and examples of sacred music
Lesson Medieval period. troubadour music. Let historical background of the and secular music. The
the students listen to the renaissance period and students will listen will
music. medieval period. ask
the following questions:
 What can you say about the  What can you say
music? about the music?
 Were you able to describe the  Are secular and
 musical elements of the music? sacred music the
same?

 What can you say about the

pictures?
 Are historical and cultural
background of medieval and
renaissance period still the
same?
D. Discussing New Concepts The teacher will discuss The teacher will discuss The teacher discusses the The teacher will discuss
and Practicing New Skills the historical and cultural the Gregorian chant historical and cultural the mass, madrigal and
#1 background, Gregorian troubadour music and background, mass, madrigal the composers of the
chant the medieval the composer of and the composers of the Renaissance period
period through power Medieval period through Renaissance period through through powerpoint
point presentation and PowerPoint presentation power point presentation and presentation and audio
video clip and audio clips examples. clip.

See attachment tool See attachment tool See attachment tool

E. Discussing New Concepts

and Practicing Skills #2
F. Developing Mastery Group Activity: Group Activity: Group Activity: Group Activity:
(leads to Formative
Assessment) The teacher will ask the Each group will receive a task card which The teacher will play a short video clip The teacher will play the
students to make a short contains the task they need to perform. about the Renaissance period: The “Five sections of a Mass”
chant of historical and studenst will be asked the following and “April is in My
cultural background of Group A – Listen to troubadour music questions: Mistress
the Medieval Period. and explore the art and media used in  What can you say about the Face”. The students will
 the music. video clip? listen and let them
 What events happened struck describe the musical
Group B – Listen and Create an you most? Why? elements in the music
improvised accompaniment of the music. through Venn diagram.

Group C – Listen and sing the given

troubadour music.

G. Finding Practical Group Activity: Group Activity: Group Activity: Group Activity:
Applications of Concepts
and Skills in Daily Living The teacher will ask the The teacher will ask the The students will create a Each group will receive a
students to relate their following questions to short skit or dramatization that task card which contain
chant about historical the students: will show the historical and the task they need to
and cultural background cultural background of the perform.
through short  What did you feel in improvising an Renaissance period.
dramatization accompaniment of the medieval music? Group A – Listen a mass
 What art and media used during the music and explore the art
medieval period? and media used in the
 Explain the performance practice of the music.
period.
Group B – Listen and
Create an improvised
accompaniment of the
madrigal music.

Group C – Listen and sing

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

I. Evaluating Learning The chant created by the The performance of the Use Rubrics based on the Use Rubrics based on the
students will be graded students will be graded group presentation group presentation
by using rubrics by using rubrics

See attachment tool See attachment tool

J. Additional Activities for The teacher will play The teacher will play other examples of The teacher will play Le Jeu de The teacher will ask the
Application or video clip of historical troubadour music. Robin et de Marion and La students to hum the five
Remediation and cultural background of Chanson du roi de sicile. main sections of the
Medieval Period. Mass

K. Assignment Study about Gregorian Study about the Music of Study the other forms of Study about the Music of
chant, troubadour music Renaissance Period. Renaissance period. Baroque Period.
and Adam de La Halle
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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: MARL JADE RICK A. MALIGRO