This document outlines a music lesson plan for 9th grade students focusing on Medieval, Renaissance, and Baroque periods. The objectives are for students to understand the characteristic features of music from these eras and relate them to their historical and cultural contexts. Key concepts covered include Gregorian chants, troubadour music, masses, madrigals, and composers like Adam de la Halle, Giovanni da Palestrina, and Thomas Morley. Students will listen to and analyze examples, discuss musical elements, perform songs, and explore other arts from these periods through group activities. Assessment will be based on a chant/skit creation and a performance rubric.

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…
 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/performer
s, and audience)
during Medieval,
Renaissance and
Baroque periods
MU9MRB -Ia-h2
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/performers,
and audience) during
Medieval, Renaissance
and Baroque periods
MU9MRB -Ia-h2
Daily Lesson Log
in
MAPEH
SCHOOL Kapayapaan National High School GRADE LEVEL 9
TEACHER Hyacinth F. Entereso LEARNING AREA MUSIC
TEACHING DATE AND
TIME
12:20-6:40pm QUARTER 1ST (1st
week)

2. 2
 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
 create and or
perform songs in
Gregorian and
troubadour styles
MU9MRB-Ib-h8
 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
II. CONTENTS

3. 3
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;
RENAISSANCE PERIOD
(1400-1600)
 Mass
 Madrigal
 Composers -
Giovanni da
Palestrina and
Thomas Morley.
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?
The teacher will recall
the previous lesson by
asking questions to the
students:
 What is Medieval
period?
 What historical
events and
culture that
The teacher will ask the
following questions to the
students:
 What is a troubadour
music?
 Who is the composer of
Medieval period?
(5 min)
The teacher will ask the
foolowing questions to the
students:
 What is
Renaissance?
 What important
events happened
during the period?
(5 min)

4. 4
https://www.youtube.co
m/watch?v=6EAMqKUimr
8&t=155s
(5 min)
medieval period
has?
 What is gregorian
chant?
(5min)
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
following questions to
the students:
 Which music are
you familiar with?
 Which songs can
you relate with?
Sacred or secular
music?
(5 min)
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
(5 min)
The teacher will ask the
following questions to the
students:
 Have you been in a
chorale?
 What do you feel in
joining the
Chorale?

5. 5
4. MIDDLE AGES -
(5min)
C. Presenting Examples/
Instances of The New
Lesson
The teacher will post
pictures that represent
Medeival period.
(10 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)
The teacher will play
examples of sacred music
and secular music. The
students will listen will ask
the following questions:
 What can you say
about the music?
 Are secular and
sacred music the
same?
(10min)

6. 6
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
See attachment tool
(15 min)
The teacher will discuss
the Gregorian chant
troubadour music and
the composer of
Medieval period through
powerpoint presentation
and audio clips (15min)
See attachment tool
The teacher discuss the
historical and cultural
background, mass, madrigal
and the composers of the
Renaissance period through
power point presentation and
examples.
See attachment tool
(15 min)
The teacher will discuss
the mass, madrigal and
the composers of the
Renaissance period
through powerpoint
presentation and audio
clip.
(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?
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.
(15min)
G. Finding Practical
Applications Of
Group Activity: Group Activity: Group Activity: Group Activity:

7. 7
Concepts And Skills In
Daily Living
The teacher will ask the
students to relate their
chant about historical
and cultural background
through short
dramatization
(10min)
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.
(15 min)
The students will create a
short skit or dramatization that
will show the historical and
cultural background of the
Renaissance period.
(15 min)
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 C – Listen and sing
Five main sections of mass
like a chorale.
(25 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)
Based on what you have
heard and learned, do you
agree that the
compositions of the
composers reflect their
personalities? Why or Why
not?
(10 min)

8. 8
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)
Use Rubrics based on the
group presentation (letter
G)
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)
The teacher will ask the
students to hum the five
main sections of the Mass
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.
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

9. 9
To Share With Other
Teachers?