SAMPANA DLL q1 w1 - G9 music aug29-sept1-2023.docx
- 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 childrens 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. Teachers Guide Pages pp. 7-10 pp. 7-10 pp. 11-15 2. Learners 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 Europes 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