MAPEH
School:
Teacher:
DAILY
LESSON
LOG
Teaching Dates and
Time:
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning
Competencies
Objectives
MOGCHS
ALFONSO C. JARAULA JR.
SEPTEMBER 26-30, 2022
Official Time: 10:00AM-6:00PM
Non-Teaching Load: Coach- Womens Volleyball
SECTION
COURAGEOUS
PETER
JOB
DANIEL
DAY 1
The learner demonstrate an
understanding of the
characteristic features of the
music of the Medieval,
Renaissance, and Baraoque
Periods.
The learner performs selected
songs from the Medieval,
Renaissance, and Baroque
period.
Describe the musical
elements of selected vocal
and instrumental music of
Medieval, Renaissance, and
Baroque period. ( MU9MRBlb-f-5)
A t the end of the lesson the
95% of the students are able to:
 Listen and appreciate
perceptively to selected vocal
and instrumental music of
Medieval, Renaissance, and
Baraoque Periods.
 Explain the performance
practice (setting, composition,
role of composers/performers,
TIME
11:30 – 12:30
3:00-4:00PM
4:00-5:00PM
5:00-6:00
DAY
MWTHF
TWTHF
TWTHW
TWTHF
IN – PERSON (SET B)
DAY 2
Grade level:
Learning Area:
ROOM
BESRA B
QRF
QRF
DAY 3
The learner demonstrate an
understanding of the characteristic
features of the music of the
Medieval, Renaissance, and
Baraoque Periods.
The learner demonstrate an
understanding of the characteristic
features of the music of the
Medieval, Renaissance, and
Baraoque Periods.
The learner performs selected
songs from the Medieval,
Renaissance, and Baroque period.
The learner performs selected
songs from the Medieval,
Renaissance, and Baroque period.
Describe the musical elements of
selected vocal and instrumental
music of Medieval, Renaissance,
and Baroque period. ( MU9MRB-lbf-5)
Describe the musical elements of
selected vocal and instrumental
music of Medieval, Renaissance,
and Baroque period. ( MU9MRB-lbf-5)
A t the end of the lesson the 95%
of the students are able to:
 Listen and appreciate
perceptively to selected vocal
and instrumental music of
Medieval, Renaissance, and
Baraoque Periods.
 Explain the performance
practice (setting, composition,
role of composers/performers,
A t the end of the lesson the 95% of
the students are able to:
 Listen and appreciate
perceptively to selected vocal and
instrumental music of Medieval,
Renaissance, and Baraoque
Periods.
 Explain the performance practice
(setting, composition, role of
composers/performers, and
Quarter:
9
MAPEH
1st QUARTER
DISTANCE LEARNING
SET A
The learner demonstrate an
understanding of the
characteristic features of the
music of the Medieval,
Renaissance, and Baraoque
Periods.
The learner performs selected
songs from the Medieval,
Renaissance, and Baroque
period.
Describe the musical
elements of selected vocal
and instrumental music of
Medieval, Renaissance,
and Baroque period. (
MU9MRB-lb-f-5)
A t the end of the lesson the
95% of the students are able
to:
 Listen and appreciate
perceptively to selected
vocal and instrumental
music of Medieval,
Renaissance, and Baraoque
Periods.
and audience) of Medieval,
Renaissance, and Baraoque
Periods.
 Relate Medieval,
Renaissance, and Baraoque
music to its historical and
cultural background through
dramatization.

II. CONTENT
Music of Medieval,
Renaissance, and Baraoque
Periods
III. LEARNING RESOURCES
A. References
Text book page 2-30
1. Teacher’s Guide
TG page 2-30
Pages
Add’l Mat.
Text book page 2-30
2. Learner’s
TG page 2-30
Materials Pages
Add’l Mat.
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or
presenting the new
lesson
 Listen to recorded
B. MOTIVATION
Classical Music
(Establishing a
Purpose for the
lesson)
and audience) of Medieval,
Renaissance, and Baraoque
Periods.
 Relate Medieval,
Renaissance, and Baraoque
music to its historical and
cultural background through
dramatization
audience) of Medieval,
Renaissance, and Baraoque
Periods.
 Relate Medieval, Renaissance,
and Baraoque music to its
historical and cultural background
through dramatization
Music of Medieval, Renaissance,
and Baraoque Periods
Text book page 2-30
TG page 2-30
Add’l Mat.
Text book page 2-30
TG page 2-30
Add’l Mat.
Music of Medieval, Renaissance,
and Baraoque Periods
Text book page 2-30
TG page 2-30
Add’l Mat.
Text book page 2-30
TG page 2-30
Add’l Mat.
 Explain the performance
practice (setting,
composition, role of
composers/performers,
and audience) of Medieval,
Renaissance, and Baraoque
Periods.
 Relate Medieval,
Renaissance, and Baraoque
music to its historical and
cultural background through
dramatization
Music of Medieval,
Renaissance, and Baraoque
Periods
Text book page 2-30
TG page 2-30
Add’l Mat.
Text book page 2-30
TG page 2-30
Add’l Mat.
PERFORMANCE TASK
DRAMATIZATION

Listen to recorded
Classical Music

Listen to recorded
Classical Music
RUBRICS:
A. CONTENT ( STORY LINE, )
- 50%
B. ORAL DELIVERY
25%
C. CREATIVITY
- 25%
C. PRESENTATION
(Presenting
examples /
instances of the
lesson)
Present the lesson using:
___ Posting & Answering
Guide
Questions on the Board
Present the lesson using:
___ Posting & Answering Guide
Questions on the Board
100%
 What can say about the
classical music you’ve just
listened?
 What can say about the
classical music you’ve
just listened?
D. DISCUSSION # 1:
(Discussing New
Concepts and
Practicing New
Skills)
Discuss new concepts/skills through:
Discuss new concepts/skills through:
 Listening to classical
music.
___
E. DISCUSSION # 2:
(Discussing New
Concepts and
Practicing New
Skills)
NOTE: for Distance Learning
Send a copy of the topics
and answer the given
activities provided by the
teacher.
Ask the students reflection
about the classical music (
Spring by Antonio Vivalde)
 Discuss the 5
Considerations for
creating a Home
Learning Space
 Based on the challenges
their faces last learn. Let
the learner’s summarize
what they have learned
about music of Medieval,
Renaissance, and
Baroque Periods.
Discuss new concepts/skills through:
Integrate the following values in the lesson:
___ Honesty
___ Patience/Perseverance
___ Obedience/Helpfulness
Integrate the following values in the lesson:
___ Honesty
___ Patience/Perseverance
___ Obedience/Helpfulness
F. DEVELOPING
MASTERY
(Formative
Assessment)
G. VALUES
FORMATION
/INTEGRATION
( PROJECTION, PROPS,
STYLE, STAGE PRESENCE)
Present the lesson using:
___ Posting & Answering Guide
Questions on the Board
Answering preliminary
activities/exercises
 Giving insights about
classical music.
 What are the importance of
knowing Classical music?
Discuss new concepts/skills through:
Answering preliminary
activities/exercises
 Compare the musical
composition of the
Medieval, Renaissance,
and Baroque period.
___
Discuss new concepts/skills through:
___ Discussion


Compare the performance
and practices from Medieval,
Renaissance, and Baroque
Periods.

Based on the challenges
their faces last learn. Let the
learner’s summarize what
they have learned about
music of Medieval,
Renaissance, and Baroque
Periods.

Review on the music and
practices of Medieval,
Renaissance, and
Baroque Periods.
Based on the challenges
their faces last learn. Let the
learner’s summarize what
they have learned about
music of Medieval,
Renaissance, and Baroque
Periods.
Integrate the following values in the lesson:
___ Honesty
___ Patience/Perseverance
___ Obedience/Helpfulness
.
___Alertness/Physically Fit
(Finding Practical
___ Cooperative/Responsible
Applications of
___ Neatness/Orderliness
___ Appreciation of Beauty/nature
Concepts and
___ Humility and Kindness
Skills in Daily
___ Others. Pls. Specify _______
Living)
H. GENERALIZATION Conceptualize the lesson by:
(Abstractions about  Discuss the importance
of having a home
the lesson)
learning spaces
___Alertness/Physically Fit
___ Cooperative/Responsible
___ Neatness/Orderliness
___ Appreciation of Beauty/nature
___ Humility and Kindness
___ Others. Pls. Specify _______
___Alertness/Physically Fit
___ Cooperative/Responsible
___ Neatness/Orderliness
___ Appreciation of Beauty/nature
___ Humility and Kindness
___ Others. Pls. Specify _______
Conceptualize the lesson by:
Conceptualize the lesson by:
I.
Create their content about
the dramatization of historical
and cultural background of
Medieval, Renaissance, and
Baroque Period.
Create their content about the
dramatization of historical and
cultural background of
Medieval, Renaissance, and
Baroque Period.
Discussing the importance of
having physical and mental
health to the overall wellness
of a person
Create their content about the
dramatization of historical and
cultural background of Medieval,
Renaissance, and Baroque
Period.
( Select only one period)
( Select only one period)
( Select only one period)
EVALUATION
(Evaluating
Learning)
J. AGREEMENT
( Additional
Activities for
Application or
Remediation)
V.
REMARKS
VI.
REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation

Discuss the importance of
having a proper meal and
hygiene to our overall health

Study the discussions for quiz
next meeting.
The lesson have successfully delivered
due to:
___ students’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
The lesson have successfully delivered due
to:
___ students’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
The lesson have successfully delivered due
to:
___ students’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
___ of Learners who earned 85% above
___ of Learners who earned 85% above
___ of Learners who earned 85% above
___ of Learners who earned 85%
above
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
___ of Learners who require additional
activities for remediation
C. Did the remedial
lesson work?
(No. of learners
who have caught
up with the lesson)
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
work well? Why did
this work?
___Yes ___No
___Yes ___No
___Yes ___No
___Yes ___No
___ of Learners need further
remediation
___ of Learners need further remediation
___ of Learners need further remediation
___ of Learners need further
remediation
___ of Learners need further
remediation
___ of Learners need further remediation
___ of Learners need further remediation
___ of Learners need further
remediation
Prepared by:
ALFONSO C. JARAULA JR.
MAPEH Teacher I
Checked by:
CORAZON C. VILLORENTE,
MT 1, MAPEH Department
Noted by:
RONJIE C. ROSETE, PhD
HT III, MAPEH Department
Attested by:
ABDON R. BACAYAN, PhD
School Principal IV