DLL Music 9

1. 1
MONDAY TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque
period music
B. Performance Standard
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/
Objectives
The learner…
 describes the
musical elements
of selected vocal
and instrumental
music of Medieval,
Renaissance and Baroque
music (MU9MRB-Ib-f-
5)
 explains the
performance
practice (setting,
The learner…
 describes the
musical elements
of selected vocal
and instrumental
music of Medieval,
Renaissance and
Baroque music
(MU9MRB-Ib-f-5)
 explains the
performance
practice (setting,
The learner…
 describes the musical
elements of selected
vocal and instrumental
music of Medieval,
Renaissance and Baroque
music (MU9MRB-Ib-f-5)
 explains the
performance practice
(setting, composition,
role of composers/
performers, and
The learner…
 performs music
from Medieval,
Renaissance and
Baroque Period
(MU9MRB-Ib-h-4)
 evaluates music
and music
performances using
guided rubrics
Daily Lesson Log
in
MAPEH
SCHOOL GRADE LEVEL 9
TEACHER LEARNING AREA MUSIC
TEACHING DATE AND
TIME
QUARTER 1ST
(Week 1)

2. 2
composition, role
of composers/
performers, and
audience) during
Medieval,
Renaissance and
Baroque periods
(MU9MRB -Ia-
h2)
 listens
perceptively to
selected vocal
and instrumental
music of
Medieval,
Renaissance and
Baroque music
MU9MRB-Ia-h1

composition, role
of composers/
performers, and
audience) during
Medieval,
Renaissance and
Baroque periods
(MU9MRB -Ia-
h2)
 listens
perceptively to
selected vocal
and instrumental
music of
Medieval,
Renaissance and
Baroque music
MU9MRB-Ia-h1
audience) during
Medieval, Renaissance
and Baroque periods
(MU9MRB -Ia-h2)
 listens perceptively to
selected vocal and
instrumental music of
Medieval, Renaissance
and Baroque music
MU9MRB-Ia-h1
II. CONTENTS
MUSIC OF THE
MEDIEVAL PERIOD
(700-1400)
 Historical and
cultural
background
 Gregorian chants
 Troubadour music
 Composer - Adam
de la Halle
MUSIC OF THE
RENAISSANCE
PERIOD
(1400-1600)
 Historical and
cultural
background;
 Mass
 Madrigal
 Composers -
Giovanni da
Palestrina and
Thomas Morley.
MUSIC OF THE
BAROUQE PERIOD
(1685 – 1750)
 Historical and cultural
background;
 Concerto
 Concerto Grosso
 Fugue
 Oratorio
 Chorale
 Composers
George Friedrich
Handel, Johann
Sebastian Bach,
 MUSIC OF THE
MEDIEVAL PERIOD
(700-1400)
 MUSIC OF THE
RENAISSANCE
PERIOD
(1400-1600)
 MUSIC OF THE
BAROUQE PERIOD
(1685 – 1750)
(SUMMATIVE)

3. 3
Claudio Monteverdi,
and Antonio Vivaldi.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 7-10 pp. 7-10 pp. 11-15 pp.11-15
2. Learner’s Mateials pages pp. 2-8 pp. 2-8 pp. 9-12 pp.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
Sacdalan, Guinevere I. Et al (1999) Edukasyong pangkatawan, kalusugan at musika IV. 226.
4. Additional Materials from
Learning Resources (LR)
portal
https://www.youtube.com/watch?v=DEeAN471boQ
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
https://www.youtube.com/watch?v=6EAMqKUimr8
https://www.youtube.com/watch?v=4mgSPiAiBjU
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous
Lesson or Presenting
The New Lesson
The teacher will play a
video clip about dark
ages or middle ages.
 What have you
noticed from the
video clip?
https://www.youtube.co
m/watch?v=6EAMqKUimr
8&t=155s
The teacher will recall
the previous lesson by
asking questions to the
students:
 What is Medieval
period?
 What historical
events and
culture that
medieval period
has?
 What is gregorian
chant?
The teacher will ask the
foolowing questions to the
students:
What is Renaissance?
What important events
happened during the period?
Teacher will show again
one example of the
composition from
Medieval, Renaissance and
Baroque Period.
https://youtu.be/VI6dsMeA
BpU
(Hallelujah chorus from
Handel’s Messiah- Mormon
Tabernacle Choir)
https://youtu.be/kK5AohC
MX0U

4. 4
Gregorian Plainchant
B. Establishing a Purpose
For The Lesson
The teacher will ask the
students to name the
following pictures posted
in front.
1. CHURCH -
2. POLITICS -
3. POPE –
The teacher will ask the
students to arrange the
rambled letters to form
words about the
Renaissance period.
1. MASS – SMAS
2. MADRIGAL –
LADRMAGI
3. RENAISSANCE –
ENASSIACREN
4. THOMAS
MORLEY – HMASOT
LERYOM
5. GIOVANNI
PALESTRINA –
IANINOGV TELSARINAP
The teacher show a video of a
Chorale and will ask the
following questions to the
students:
1. What have you notice to
the singers?
2. How about the musical
accompaniment? What
music instrument you
know?
Learner will answer the the
following question based
on the activity:
1. Were you aware
that some of those music
were composed centuries
ago?
2. How were they
used as background
music?
3. Do you think they
were used creatively?

5. 5
4. MIDDLE AGES -
(5min)
C. Presenting Examples/
Instances of The New
Lesson
The teacher will post
pictures that represent
Medeival period.
The teacher will post
pictures that illustrate
the cultural and
historical background of
the renaissance period
and medieval period.
• What can you
say about the pictures?
• Are historical and
cultural back ground of
medieval and
renaissance period still
the same?
The teacher will post pictures
that represent Baroque
period.
What can you say about the
pictures?
• Are historical and
cultural back ground of
medieval and renaissance and
barouqe period still the same?
The teacher will play
examples of sacred music
and secular music. The
students will listen will ask
the following questions:
Teacher will asked the
question based on the
activity.
1. What can you
say about the
music?
2. Are secular and
sacred music
the same?

6. 6
• What can you say
about the pictures?
D. Discussing New
Concepts And
Practicing New Skills
#1
The teacher will discuss
the historical and cultural
background, gregorian
chant the medieval
period through power
point presentation and
video clip
The teacher will discuss
the Gregorian chant
troubadour music and
the composer of
Medieval period through
powerpoint presentation
and audio clips
The teacher discuss the
historical and cultural
background, mass,
madrigal and the
composers of the
Renaissance period
through power point
presentation and
examples.
The teacher will discuss
the mass, madrigal and
the composers of the
Renaissance period
through powerpoint
presentation and audio
clip.
The teacher discuss the
historical background and
cultural background, concerto,
concerto grosso and
composers of the Baroque
period through power point
presentation.
Learner will do the activity.
Guessing Game
Directions: Write the name
of each composer below
the picture:
E. Discussing New
Concepts And
Practicing New Skills
#2
Group Activity:
Each group will receive a
task card which contain
the task they need to
perform.
Group A – Listen to
troubadour music and
explore the art and
media used in the music.
Group B – Listen and
Create an improvised
accompaniment of the
music.
Group Activity:
The teacher will play a
short video clip about
the Renaissance period:
The studenst will be
asked the following
questions:
• What can you
say about the video clip?
What events happened
sturck you most? Why?
Group Activity:
The teacher will play a short
video clip about the Baroque
period:
The studenst will be asked the
following questions:
What can you say about the
video clip?
What events happened sturck
you most? Why?

7. 7
Group C – Listen and
sing the given
troubadour music. (25
min)
F. Developing Mastery
(Leads To Formative
Assessment 3)
Group Activity:
The teacher will ask the
following questions to
the students:
• What did you feel
in improvising an
accompaniment of the
medieval music?
• What art and
media used during the
medieval period?
• Explain the
performance practice of
the period.
Group Activity:
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
diagram.
G. Finding Practical
Applications Of
Concepts And Skills In
Daily Living
Group Activity:
The teacher will ask the
students to relate their
chant about historical
and cultural background
through short
dramatization.
Group Activity:
Each group will receive a
task card which contain
the task they need to
perform.
Group A – Listen a mass
music and explore the
art and media used in
the music.
Group B – Listen and
Create an improvised
accompaniment of the
madrigal music.
Group Activity:
The students will create a
short skit or dramatization that
will show the historical and
cultural background of the
Barouqe period.

8. 8
H. Making Generalizations
And Abstractions About
The Lesson
The Medieval period is
also known as the
“Middle Ages or Dark
Ages” that started with
the fall of the Roman
Empire. During this time,
the Christian church
influenced Europe’s
culture and political
Affairs.
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.
What is the
significance of learning
the historical and
cultural back ground
of the Renaissance
period? Why?
Based on what you
have heard and
learned, do you agree
that the compositions
of the composers
reflect their
personalities? Why or
Why not?
What is the significance of
learning the historical and
cultural back ground of the
Baroque period? Why?
Based on what you have
heard and learned, do you
agree that the compositions
of the composers reflect
their personalities? Why or
Why not?
I. Evaluating Learning
The chant created by the
students will be graded
by using rubrics
See attachment tool
The performance of the
students will be graded
by using rubrics
See attachment tool
The performance of the
students will be graded by
using rubrics
J. Additional Activities For
Application or
Remediation
The teacher will play
video clip of historical
The teacher will play Le
Jeu de Robin et de

9. 9
and cultral background of
Medieval Period.
Marion and La Chanson
du roi de sicile.
K. Assignment
Group Activity:
The teacher will ask the
students to make a short
chant of historical and
cultural back ground of
the Medieval Period.
(10min)
Study about the Music of
Baroque Period.
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 Lessons
Work?
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?

10. 10