MATATAG School ELIM CHRISTIAN ACADEMY INC.
Grade Level GRADE 9 - DAVID
K to 10 Curriculum Name of Teacher EDLYN J. DOMIQUEL Learning Area MAPEH
Daily Lesson Log Teaching Dates and Time AUGUST 5 – 9, 2024 Quarter Quarter 1/ Week 1
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner will demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period
Standards music
B. Performance The learner is able to perform selected songs from Medieval, renaissance and baroque periods a) Chants; b) Madrigals; c) excerpts
Standards from oratorio; d) chorales; e) troubadour.
listens perceptively to selected vocal and instrumental music of Medieval, Renaissance and Baroque music;
explains the performance practice (setting, composition, role of composers/performers, and audience) during Medieval,
C. Learning Renaissance and Baroque periods
Competencies relates Medieval, Renaissance and Baroque music to its historical and cultural background through dramatization
sings Medieval chant, troubadour song, madrigal, chorale and selections from oratorio with correct pitch, rhythm, expression
and style;
D. Learning Listen perceptively Listen perceptively Listen perceptively Sing selections of Perform a song
Objectives to selected vocal to selected vocal to selected vocal medieval chants, of medieval
and instrumental and instrumental and instrumental troubadour songs, chants,
music of Medieval music of music of Baroque madrigals, and troubadour
Describe musical Renaissance Describe musical oratorios with songs,
elements of given Describe musical elements of given correct pitch, madrigals, and
Medieval elements of given Baroque rhythm, expression oratorios with
Explain the Renaissance Explain the and style. correct pitch,
performance Explain the performance rhythm,
practice (setting, performance practice (setting, expression and
composition, role practice (setting, composition, role style.
of composition, role of
composers/perfor of composers/perform
mers and composers/perfor ers and audience)
audience) of mers and of Baroque
Medieval audience) of
Renaissance
II. CONTENT FOCUS History of Western Music History of Western Music History of Western Music History of Western Music History of Western
Music
III. LEARNING RESOURCES
A. References The 21st Century MAPEH The 21st Century MAPEH The 21st Century MAPEH The 21st Century MAPEH The 21st Century
in Action pp. 3 – 9 in Action pp. 10 – 16 in Action pp. 17 – 23 in Action pp. 3 – 9 MAPEH in Action pp. 3
–9
B. Other Learning PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint
Resources and Board and Board and Board and Board Presentation and
Board
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Guess Who? Preliminary Activities: Preliminary Activities: Preliminary Activities: Preliminary Activities:
Knowledge –
1. Divide the class Who is the Reflection about your What are the three
(Explore)
into five groups. musician plays the feelings for renaissance western music?
Vielle in a 14th music?
2. Each group will century Medieval
take turns in manuscript? Who are the musicians in
trying to name What is medieval What did you feel after time of western mmusic?
each composer music all about? listening to various
until all State some history examples of Renaissance
of Do – Re – Mi. music such as the music
pictures have
been named. of Thomas Morley,
Giovanni Pierluigi da
3. Write the name Palestrina, and some
of each instrumental Renaissance
composer below music played by
the picture. Theatrum
Instrumentorum? Check
the column that indicates
the emotions you felt
while listening to
Renaissance music. Why
did you feel this way?
Share your feelings and
thoughts with your
classmates.
Johann David
Giovanni Pierluigi
George Frideric Handel
Antonio Vivaldi
During/Lesson Proper
Reading the Key What is medieval What is What is baroque? Medieval What is medieval
Idea/Stem – (Firm- music all about? What factors helped Renaissance music all about?
Up) renaissance?
What is its shape Baroque Baroque
historical and What is renaissance music? What is
cultural music? renaissance?
background? What are the
What is characteristics of What is baroque?
troubadour
renaissance music?
music?
Who is Adam de What is a mass?
la Halle? What is a Madrigal?
The history of Do Who is Giovanni
– Re – Mi. Pierluigi de
Palestrina?
Who is Thomas
Morley?
Deepening Answer the following; What did you feel after Deepen your
Understanding of Key listening to various understanding of the
1. What language
Idea/ Stem – examples of Renaissance lesson by reflecting on
was used in the
(Deepen) music such as the music the following questions:
chant?
of Thomas Morley,
2. In what places
Giovanni Pierluigi da
were chants Palestrina, and some
commonly sung? instrumental Renaissance
1. Have you ever
3. Did the singers music played by
wondered what it would
perform in unison Theatrum
be like if you were
of with voicing? Instrumentorum? Check
Palestrina, Bach, or even
4. Describe the way the column that indicates
Handel? Do you think it
you felt while the emotions you felt
would be challenging,
listening the song. while listening to
exciting or amazing?
Renaissance music. Why
Why?
did you feel this way?
Share your feelings and
thoughts with your
classmates. 2. How could a young
student like you be able
to better understand and
appreciate the music and
musicians of the
Renaissance, Medieval,
and Baroque periods?
3. As a teenager, how
would you convince your
fellow teenagers to
appreciate the music of
the Medieval,
Renaissance, and
Baroque periods? What
steps would you take to
achieve your goal?
4. How should a musician
effectively convey
emotions or ideas in a
performance?
5. Imagine being a citizen
of the periods mentioned
in this lesson. What
specific song or music
would you present if you
were invited to perform
in the school where you
were studying? Why did
you choose that musical
composition?
Transfer Group Singing Musical Performers Simultaneity in
singing each of the
syllables in each of
The class will be divided Perform selected songs the words
into 5 groups. And you as from the Medieval,
a group will make a song Renaissance, and
according the elements Baroque periods: chants, Accuracy of the tones
of music from western. madrigals, excerpts from
oratorios, chorales, and
troubadours. Appropriateness of
Simultaneity in singing volume
each of the syllables in
each of the words Sing medieval chants,
troubadour songs, Pronunciation and
madrigals, chorales, and diction
Accuracy of the tones excerpts from oratorios
with correct pitch,
rhythm, expression, and Facial expression
Appropriateness of style.
volume
Legend:
Perform simple melodies
Pronunciation and diction of a chorale with
accompaniment.
1- lowest
Facial expression
5- highest
Legend:
1- lowest
5- highest
Evaluating Learning x f (fx) x f (fx) x f (fx) x f (fx) x f (fx)
4 4 4 4 4
(Index of Mastery) 3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
TOTAL TOTAL TOTAL TOTAL TOTAL
Percentage: Percentage: Percentage: Percentage: Percentage:
______________ ______________ ______________ ______________ ______________
Remarks
