LESSON PLAN

Member/s In-charge: KATHERINE G. ENCABO

Subject: MUSIC 9 Grade Level: 9

Unit Topic: Music of the Medieval, Renaissance, and Baroque Period Quarter: 1

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER

PERFORMANCE STANDARD
TRANSFER GOAL PERFORMANCE TASK
The learner performs selected songs
Students on their own and in the long run will from Medieval, Renaissance and
be able to carry out selected songs from
MUSIC PERFORMANCE
Baroque periods.
three different periods that prepare learners
DEMONSTRATION
for a wide range of educational and vocational a. Chants;
activities that reflects discrete cultural traits b. Madrigal;
for them to value and understand variety of c. Excerpts from oratario;
music from the distinct periods. d. Chorales;
troubador
ACQUISITION
1. Describes the musical elements CONTENT STANDARD MAKE MEANING
of selected vocal and
instrumental music of Medieval, EQ: What are the distinct musical
The learner demonstrates
characteristic features of
Renaissance and Baroque understanding of characteristic Medieval, Renaissance and
music features of the Medieval, Baroque period?
Renaissance and Baroque period
2. Listens perceptively to selected music. EU: The students will understand
vocal and instrumental music of that learning characteristic
Medieval, Renaissance and features of different periods is
Baroque music influenced by musical history that
is connected to the realm of
 EXPLORE

This unit is about a wide range of historical development of Western music. From the Middle Ages (450-1450), Renaissance Period
(1450-1600) to Baroque Period (1600-1750), the historical and cultural background of each period.
Consider this question: What are the distinct musical characteristics of Medieval, Renaissance and Baroque period?
Activity1. IMPRESSION CHECK
Activity 2. IMPRESSION INVENTORY
Activity 3. IRF CHART Instruction: Based from the collated answers that you gather after process activity 1 and 2 you are now ready
to answer the first level (Initial Answers) of the I-R-F Chart.
IRF CHART
TOPIC: Music of the Medieval, Renaissance, and Baroque Period

What are the distinct musical characteristic features of

Medieval, Renaissance and Baroque period?
INITIAL ANSWER

REVISED ANSWER

FINAL ANSWER
LEARNING
COMPETENCY
FIRM-UP
LC1 Activity 1 MUSICAL ELEMENTS: A WALK THROUGH
Listens perceptively to
Click the songs from the list below. Your task is to listen carefully and practice. As you go along with this
selected vocal and
lesson, think about this question: What are the distinct musical characteristic features of Medieval,
instrumental music of
Renaissance and Baroque period?
Medieval,
Renaissance and Clickable Links: Medieval Music- https://youtu.be/vwlHAwQ
Baroque music
Renaissance Music-https://youtube.com/watch?v=54gq9OOX90Q&feature=share
Baroque Music- https://youtube.com/watch?vCuU9q2VKOyc&feature=share

Learning Targets: Screenshot of Online Resource

I can familiarize the

music from the
Medieval,
Renaissance and
Baroque period.

LC2 Describes the

musical elements of
selected vocal and
instrumental music of
Medieval,
Renaissance and
Baroque music.

Activity 2 MUSIC DESCRIPTION GUIDE SHEET

Instructions: Describe the musical elements of the Medieval, Renaissance, and Baroque period that you’ve
listen by accomplishing the Music Description Guide Sheet below.
Clickable Links: Medieval Music- https://youtu.be/vwlHAwQ
Renaissance Music-https://youtube.com/watch?v=54gq9OOX90Q&feature=share
I can figure out what
distinct period of music Baroque Music- https://youtube.com/watch?vCuU9q2VKOyc&feature=share
is playing.
Screenshot of Online Resource:

Process Questions: How did you find the activity?

How will you describe the musical elements of the three different periods?
Do you like their kind of music? Why or why not?
Quiz1: Matching Type
Instructions: Read carefully the sentences from the column A. Match the statements with its description by
placing the letter of the definition in the space.
LEARNING DEEPEN
COMPETENCY
Instructions: Read carefully the texts from your book from page 3-34 to answer the Guided Generalization
Table below.
LC 3: Explains the
performance practice GUIDED GENERALIZATION TABLE
(setting, composition,
Essential Text 1 Text 2 Text 3
role of
Question
composers/performers,
and audience) during Answer: Medieval Answer: Music based on Answer: Baroque music
Medieval, instrumental music may be modes. Richer texture, with expanded the size, range,
Renaissance and What are the
characterized by its thin four or more independent and complexity of
Baroque periods; distinct musical
“texture” ( relatively few melodic parts being instrumental performance,
characteristic
instruments as opposed performed simultaneously. and also established
features of
to the “thick texture” of a These interweaving melodic opera, cantata, oratorio,
Medieval,
full symphony orchestra); lines, a style called concerto, and sonata as
Renaissance
very rhythmic character; polyphony, is one of the musical genres. Many
and Baroque
and repetitive quality, as defining features of musical terms and
period?
well by the distinctive Renaissance music. concepts from this era are
sound of instruments of Blending, rather than still in use today.
that era. contrasting, melodic lines in
LC 4: Relates the musical texture.
Medieval, Supporting Texts: Supporting Texts: Supporting Texts:
Renaissance and
Concha et. Al 2018 Concha et. Al 2018 Achieve Concha et. Al 2018
Baroque music to Achieve Creative Creative Experiences and Achieve Creative
other art forms and its Experiences and Skills in Skills in MAPEH: Sibs Experiences and Skills in
history within the era; MAPEH: Sibs Publishing MAPEH: Sibs Publishing
 House, Inc. Publishing House, Inc. House, Inc.
pp. 3-11 pp. 12-23 pp. 25-34

Learning Targets: Reason: Reason: Reason:

I can clarify and
expound the
performance practice
(setting, composition, Common Ideas in Reasons:
role of
composers/performers,
and audience) during Enduring Understanding/Generalization: The students will understand that learning characteristic
Medieval, features of different periods is influenced by musical history that is connected to the realm of music today.
Renaissance and
Baroque periods. C-E-R Questions:
1.
2.

I can establish 3.
connection between 4. EQ: What are the distinct musical characteristic features of Medieval, Renaissance and Baroque period?
music to other art
forms and its history.
Prompt for Generalization:
1.
2.
3.

Holistic Rubric for Guided Generalization:

HOLISTIC RUBRIC SCORING GUIDE

4- In addition to Level 3 response, student’s answer shows in- depth

inference that go beyond class discussion of the Enduring Understanding
(EU) and other compelling evidences related to the text.
3- Explanation shows no major errors or omission regarding the Enduring
Understanding (EU). Justification shows logical reasoning with appropriate
text citation.
2- Explanation contains major errors or omission regarding the
Enduring Understanding (EU). Justification shows logical reasoning but text
citation is not relevant.
1- Explanation has no major reference to the Enduring Understanding
(EU). Justification is either incomplete, missing or lacks support of
evidence.
0- No explanation or justification was found in the answer.

Map of Conceptual Change with EQ:

Consider this question: What are the distinct musical characteristic features of Medieval,
Renaissance and Baroque period?
Instruction: Now that you already understand and analyze the topic, write your Revised answer and final
answer to the Essential Questions in the IRF worksheet below. You need to accomplish only the part with
“Revised Answer and Final Answer.”

IRF CHART
TOPIC: Music of the Medieval, Renaissance, and Baroque Period

INITIAL ANSWER REVISED ANSWER FINAL ANSWER

Learning Competency TRANSFER
LC 5: Improvises Transfer Goal: Students on their own and in the long run will be able to carry out selected songs from
appropriate three different periods that prepare learners for a wide range of educational and vocational activities that
accompaniment to reflects discrete cultural traits for them to value and understand variety of music from the distinct periods.
selected music from
Performance Task
Medieval,
Renaissance and
Baroque Period
1. In GRASPS
The learners are tasked to do a research on the internet about the varied music present in Medieval,
Renaissance and Baroque Period. Create a simple drama or role play with a setting from any of the three
periods. Be able to incorporate the songs or instrumental characteristic of the period you chose. You might
LC 6: Performs music assume the role of a musician, a performer, or a royalty of that music period and present it to the class.
from Medieval, Your performance will be assessed using the rubric: Tone Quality, Musicality, Interpretation, Creativity,
Renaissance and Focus, and Demeanor.
Baroque Period.
2. Differentiated Performance Tasks
Accompaniment Demonstration
Presentation:
Accompaniment Rehearsal
Learning Targets: Musical Presentation

I can develop new

accompaniment out
from available LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
materials.
DIRECTED PROMPT OPEN PROMPT GUIDED TRANSFER INDEPENDENT
I can deliver and TRANSFER
portray different roles
appropriately.
 1. Inform the students 1. Provide students 1. Provide a real world 1. Provide a real world
the skills they are another task similar to situation where the skills situation similar to Level
expected to that given in Level 1. taught in Levels 1- 2 are 3 where the skills taught
demonstrate. applied. in Levels 1-2 are
2. Instead of giving a applied.
2. Provide step-by-step step-by-step 2. Instead of directing
instruction on how to instruction, prompt the the students step-by- 2. Purposely refrain from
do the skills and check students to do the step to use the skills suggesting to students
their work. steps on their own. If they learned in previous to use the skills they
3. Provide this task different procedures levels, ask students to learned in Levels 1-2.
during Firm Up or are given, ask look back on the skills Have students on their
Interaction stage. students to choose they learned and own figure out which of
which procedure they determine which of the skills they learned in
would use. Students these they would use to previous levels they
may also be asked to meet the requirements would use to meet the
vary the steps they of the given task. standards in the given
learned. task.
3. Provide this task
3. Provide this task during Deepen or 3. Provide task during
during Firm Up or Interaction stage. Transfer or Integration
Interaction stage. stage.
Formation Standard:
Students on their own
and in the long run will
become informed and
skillful musician or
performer on valuing
and understanding
Analytic Rubric: Instrument Performance Assessment Evaluation Form
music diversity. 4 3 2 1
Excellent Satisfactor Good Needs
y Improveme
nt
Demonstrated Correct Posture
Demonstrated correct carriage/hand positions
Played with a full, characteristic tone
Performed in a steady tempo
Began/ended notes correctly
Eyes focused primarily on the printed music
Demonstrated proper rolls
Played prescribed dynamics
Played with confidence/pride
Played with correct rhythms

Comments:__________________________________________________________________________

___________________________________________________________________________________
________________________________.
Rubric for Musical Performance
State Standard 4- Exceeds 3- Meets 2- Approaching 1-Does not meet
expectations expectations expectations expectations
Knows elements Displayed Displayed Displayed some Student displayed
and expressive consistent accuracy, which inaccuracy during much inaccuracy,
qualities accuracy which contributed to the performance. which detracted
contributed much overall from the overall
to the overall performance. performance.
performance.
Understands how Student performed Student typically Student performed Student rarely
works of music are with creative performed with some creative demonstrated
produced through expression, more creative expression creative
creating and than what was expression as expression.
performing taught in class. taught in class.

Musicality Student sings Student is Student is Student lip-synchs

masterfully and engaged in the sometimes or sings mostly off
interprets the music, expresses engaged in the pitch.
material with emotion and sings music.
accuracy and fair. accurately.
Focus Student stays Student weaves in Student immerses Student never
completely and out of enough into their truly immerses
immersed in their character slightly character to enough into their
character throughout produce any kind character to
throughout the performance. of believability. produce any kind
entire Student subtly Student’s focus is of believability.
performance. breaks focus when easily broken. Student seems
 Student never possible unprepared.
breaks focus, distractions occur.
even during
missed/cues or
mistakes in the
music.
Effort and Consistently and Generally Needed frequent Obviously there’s
Behavior independently demonstrated reminders to no effort use and
demonstrated target behaviors, demonstrate poor behavior.
target behaviors, attitude, and effort. target behaviors,
attitude, and effort. attitude, and effort.

Total Score:

Process Questions:
1. How was your preparation for your performance task?
2. Is your task a big help to develop your talent in music?
 SELF-ASSESSMENT ASSESSMENT TOOL

I can…

1. describe the
musical elements of
selected vocal and
instrumental music of
Medieval,
Renaissance and
Baroque music

2. listen perceptively
to selected vocal and
instrumental music of
Medieval,
Renaissance and
Baroque music

Value Integration:
 The goal of this unit is to let the students understand that learning characteristic features of
different periods is influenced by musical history that is connected to the realm of music.

Prepared by: Checked by: Noted by:

KATHERINE G. ENCABO KATHERINE G. ENCABO RANEBIE B. INOJALES
Subject Teacher Subject Area Coordinator Academic Coordinator

Approved by:

MERIAM K. TUTOR
School Principal