DAILY LESSON PLAN

June 16-17, 2016

Thursday, Friday
I - Objectives: At the end of the class the students will be able to:
Explain the performance practice (setting, composition, role of composers/performers, and audience) of Medieval and Renaissance Period.
Listen perceptively to selected vocal and instrumental music of Medieval and Renaissance Period.
Relate Medieval and Renaissance music to its historical and cultural background.
II- Subject Matter:
Topic: Music of Medieval and Renaissance Period
Duration: 3 sessions
Materials: PPT presentation, speaker, video clips
Reference: Teachers Guide, MAPEH book
III- Procedure:
A. Recall: To assess what the students know about the music of the Medieval and Renaissance Period, let them answer the Pre- Assessment from page 4-5.
B. Discussion: Explain to the students the characteristics of each period, composers, historical, and cultural backgrounds. Let the students listen to each of the
example of different music.
C. Generalization: Summarize the discussion by asking the students what they have learned and emphasize the importance of music of each period.
IV- Assessment: Answer the following questions.
1. Explain the performance practice of each of the Periods.
2. Identify which period each of the songs belong.
a. Fantasie
b. Kyrie
c. Gregorian Chant
d. Fire, Fire my Heart
e. April is my Mistress
f. Agnus Dei
g. Fugue
3. What is the most evident difference between Medieval and Renaissance Period.

V- Assignment: Look for other songs which were originally composed during the Medieval and Renaissance, that have been revived today.
 DAILY LESSON PLAN
June 20-21, 2016
Monday,Tuesday
I - Objectives: At the end of the class the students will be able to:
Explain the performance practice (setting, composition, role of composers/performers, and audience) of Baroque Period.
Listen perceptively to selected vocal and instrumental music of Baroque Period.
Relate Baroque Period music to its historical and cultural background.
II- Subject Matter:
Topic: Music of Baroque Period
Duration: 2 sessions
Materials: PPT presentation, speaker, video clips
Reference: Teachers Guide, MAPEH book
III- Procedure:
D. Recall: Review the students by asking them how is music developed in each period.
E. Discussion: Explain to the students the characteristics of each period, composers, historical, and cultural backgrounds. Let the students listen to each of the
example of different music.
F. Generalization: Summarize the discussion by asking the students what they have learned and emphasize the importance of composers of their works.
IV- Assessment: Answer the following questions.
1. Identify the composer of each selection.
___________a. Messiah
___________b. Four Seasons
___________c. Spring
___________d. Fugue in G minor
___________e. Cantata
___________f. The Creation

V- Assignment: Look any similarities between the chorales of the Baroque Period and chorales of the present time.
 DAILY LESSON PLAN
June 23, 2016
Thursday
I - Objectives: At the end of the class the students will be able to:
Identify the different music of each Periods.
Appreciate the beautiful musical compositions and presentations composed during the Medieval, Renaissance, Baroque Periods.
II- Subject Matter:
Topic: Listening Activity of the Western Music Periods
Duration: 1 session
Materials: speaker, video clips
Reference: www. Youtube.com
III- Procedure:
G. Recall: Review the musical genre and the characteristics of the three Western Music Periods
H. Lesson Proper: Let the students listen to the following music of each Periods.
a. Kyrie Eleison
b. Fire, Fire in my Heart
c. Hallelujah Chorus
d. Vivaldis Spring
I. Generalization: Summarize the activity by asking the students what they have learned.
IV- Assessment:
A. Listening Activity: Listen to the songs in the following pages. Use the chart below to guide you in analyzing the songs.
Title:_________________________
Composer: ____________________
Era: __________________________
B. Encircle your answer in the chart below. (Song #1, Song #2, Song #3, Song #4)
Elements Description
Language Latin Greek English
Form Vocal Instrumental
Text- Setting Syllabic Neumatic Melismatic
Texture Monophonic Homophonic Polyphonic

V- Assignment: Reflection
1. Were you aware that some of those music were composed centuries ago?
2. How were they used as background music?
3. Was the music used appropriately?