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1. 1
GRADES 1 to 12
DAILY LESSON LOG
School: Antonio Luna High School Grade Level: 9
Teacher: Richard U. Sampana Learning Area: MAPEH
Teaching Dates and
Time:
12:30pm-1:30pm- Gumamela
1:30pm-2:30pm- Rosas
2:30 – 3:30pm- Waling-Waling
3:30pm-4:30pm- Sampaguita
4:30-4:50pm- BREAK
4:50-5:50pm- Camia
5:50-6:50pm- Dahlia Quarter/ Week :
1-1(August 29-
September 1, 2023)
I. OBJECTIVES
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment
strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
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/Objectives:
Write the LC Code for each
HOLIDAY
MONITORING/PREPAR
ATIONS/ANCILLAY
SERVICES
The learner…
 relates Medieval,
Renaissance and
Baroque music to its
historical and
cultural background
through
dramatization
MU9MRB -Ic-f3
 listens perceptively
to selected vocal and
instrumental music of
Medieval,
Renaissance and
Baroque music
MU9MRB-Ia-h1
 explains the
performance practice
(setting,
composition, role of
composers/performe
rs, and audience)
The learner…
 relates Medieval,
Renaissance and
Baroque music to its
historical and
cultural background
through
dramatization
MU9MRB -Ic-f3

2. 2
during Medieval,
Renaissance and
Baroque periods
MU9MRB -Ia-h2
 sings Medieval chant,
troubadour song,
madrigal, chorale and
selections from
oratorio with correct
pitch, rhythm,
expression and style
MU9MRB -Ib-h4
 describes musical
elements of given
Medieval,
Renaissance and
Baroque music
MU9MRB -Ib-f5
 explores other arts
and media that
portray Medieval,
Renaissance and
Baroque elements
MU9MRB -Ib-f6
 improvises
appropriate
accompaniment to
given Medieval and
Renaissance songs
MU9MRB -Ib-d7

3. 3
create and or perform
songs in Gregorian and
troubadour styles
MU9MRB-Ib-h8
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
MUSIC OF THE
MEDIEVAL PERIOD
(700-1400)
Historical and cultural
background
MUSIC OF THE
MEDIEVAL PERIOD
(700-1400)
 Gregorian chants
 Troubadour
music
Composer - Adam de la
Halle
RENAISSANCE PERIOD
(1400-1600)
 Historical and
cultural
background;
III. LEARNING RESOURCES
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 7-10 pp. 7-10 pp. 11-15
2. Learner’s Materials Pages pp. 2-8 pp. 2-8 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 Resource (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

4. 4
B. Other Learning Resources
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
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=6EAMqKUim
r8&t=155s
(5 min)
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?
(5min)
The teacher will ask
the following
questions to the
students:
 What is a
troubadour
music?
 Who is the
composer of
Medieval
period?
(5 min)
B. Establishing a Purpose For
The Lesson
The teacher will ask the
students to name the
following pictures posted
in front.
The teacher will ask the
following questions to
the students:
 Which music are
you familiar
with?
 Which songs can
you relate with?
The teacher will ask
the students to
arrange the rambled
letters to form words
about the
Renaissance period.

5. 5
1. CHURCH -
2. POLITICS -
3. POPE –
4. MIDDLE AGES -
(5min)
Sacred or
secular music?
(5 min)
1. MASS –
SMAS
2. MADRIGAL –
LADRMAGI
3. RENAISSANC
E –
ENASSIACRE
N
4. THOMAS
MORLEY –
HMASOT
LERYOM
5. GIOVANNI
PALESTRINA
– IANINOGV
TELSARINAP
(5 min)

6. 6
C. Presenting Examples/
Instances of The New
Lesson
The teacher will post
pictures that represent
Medeival period.
(15 min)
The teacher will play a
gregorian chant and a
troubadour music. Let
the students listen to
the music.
 What can you
say about the
music?
 Were you able
to describe the
musical
elements of the
music?
(10 min)
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?
(10 min)
D. Discussing New Concepts
And Practicing New Skills
#1
The teacher will discuss
the historical and cultural
background, gregorian
chant the medieval
The teacher will discuss
the Gregorian chant
troubadour music and
the composer of
The teacher discuss
the historical and
cultural background,
mass, madrigal and

7. 7
period through power
point presentation and
video clip
See attachment tool
(15 min)
Medieval period
through powerpoint
presentation and audio
clips (15min)
See attachment tool
the composers of the
Renaissance period
through power point
presentation and
examples.
See attachment tool
(15 min)
E. Discussing New
Concepts And Practicing
New Skills #2
F. Developing Mastery
(Leads To Formative Assessment
3)
Group Activity:
The teacher will ask the
students to make a
short chant of historical
and cultural back
ground of the Medieval
Period.
(10min)
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 C – Listen and
sing the given
troubadour music. (25
min)
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?

8. 8
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
(10min)
Group Activity:
The teacher will ask the
students to relate their
chant about historical
and cultural background
through short
dramatization
(10min)
Group Activity:
The students will
create a short skit or
dramatization that
will show the
historical and cultural
background of the
Renaissance period.
(15 min)
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.
(10 min)
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.
(10 min)
What is the
significance of
learning the historical
and cultural back
ground of the
Renaissance period?
Why?
(10 min)
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
Use Rubrics based on
the group
presentation (letter
G)
(10 min)
J. Additional Activities For
Application or
Remediation
The teacher will play
video clip of historical
and cultral background
of Medieval Period.
The teacher will play
other examples of
troubadour music.
The teacher will play
Le Jeu de Robin et de
Marion and La
Chanson du roi de
sicile.
(10 minutes)

9. 9
K. Assignment
Study about gregorian
chant, troubadour music
and Adam de La halle
Study about the Music
of Renaissance Period.
Study the other forms
of Renaissance
period.
REFLECTION
Number of learners who earned
80% in the evaluation
Number of learners who require
additional remediation who scored
below 80%.
Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
Number of learners who continue
to require remediation.
Prepared by:
RICHARD U. SAMPANA
Teacher I Checked by:
LILIA R. GUNDRAN, ED.D
Principal IV