Music 9 Quarter 1 - 4

DEPED ILOCOS NORTE DIVISION VISION: ETHICAL, INNOVATIVE, SOCIALLY-RESPONSIVE ENTREPRENEURIAL ENVIRONMENTALIST
LEVEL: GRADE 9 SUBJECT: MUSIC
Content Standard: The learner demonstrates understanding of the Medieval, Renaissance and Baroque music styles and characteristics features.
ENDSTATES Think Do Feel Communicate Intuit Lead Be

ETHICAL FORMATION Understands Demonstrates Appreciates Expresses the Reflects on Inspire others Reflective Artist
(JUNIOR HIGH prevailing personal uniqueness of importance of insights derived to develop their
SCHOOL VALUE human thoughts uniqueness and music in each understanding from various musical skills
LADEN) and creativity in period different genres musical pieces and talents
perspectives expressing self as reflection of
derived from man’s thoughts,
various music feelings, and
periods attitudes
towards self,
others and the
world
ACADEMICALLY Understands Applies Appreciates Describes Derives mood, Encourages Young Musician
EXCELLENT distinct knowledge and comparative influences of idea or evaluation of
(JUNIOR HIGH characteristics skills learned in characteristics iconic artists inspiration from musical works
SCHOOL of music from creating musical of various belonging to artworks or based on
CREATIVE/ACADEMIC) the different works that music periods different periods experiences concepts and
periods depict different of music ideas
periods or eras
of music
SOCIALLY Understands Showcases Values Expresses the Imagines Encourages Creative

RESPONSIVE relevance of personal importance of importance of impact or music communitarian
(JUNIOR HIGH human outputs through cultural and personal influence of appreciation in
SCHOOL SOCIALLY characteristics recital historical experiences as one’s work the community
RESPONSIBLE) in various music background of basis for towards others
periods to various music personal
modern man periods artworks
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QUARTER PLAN
1ST QUARTER
SUBJECT: Music LEVEL: GRADE 9
UNIT TITLE: Music of Medieval, Renaissance and Baroque Period TOTAL NUMBER OF SESSIONS: 8
I. TOPIC COVERAGE:
Music of Medieval, Renaissance and Baroque Period
II. CONTENT STANDARDS: The learner demonstrates understanding of characteristic features of the Medieval, Renaissance and Baroque period music
III. LEARNING ENDSTATES FOR THIS UNIT:
A. ACADEMIC:
1. Learning to THINK: Understands distinct characteristics of Medieval, Renaissance and Baroque music
2. Learning to DO: Performs selected musical works from the Medieval, Renaissance and Baroque Period
3. Learning to FEEL: Appreciates characteristics of Medieval, Renaissance and Baroque music
4. Learning to COMMUNICATE: Describes how the Medieval, Renaissance and Baroque style influences modern music
5. Learning to INTUIT: Derives insights or inspiration from musical pieces or experiences.
6. Learning to LEAD: Encourages appreciation of musical works based on concepts and ideas of the Medieval, Renaissance and Baroque Period
7. Learning to BE: Innovative young musicians
B. HOW WILL THE LEARNING PROMOTE:

MORAL/ETHICAL FORMATION: Learner expands understanding and awareness on culture through the art of music.
SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Appreciates uniqueness of Medieval, Renaissance and Baroque Music; Inspires others to develop
their musical skills and talents.
IV. ACHIEVING THE ENDSTATES OF THIS UNIT:
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A. Essential Questions for this Unit:
1. How did historical and cultural events shape features of Medieval, Renaissance and Baroque music?
2. What are the greatest influences of the Medieval, Renaissance and Baroque Period to music and musical history?
B. Materials, Methods and Activities that should be undertaken to Achieve the ENDSTATES:
Learning Materials Methods Activities
Sample Academic Texts and Professional Lecture – Discussion Loop Me
Correspondences for modelling
Power Point Presentation Inquiry-based Teaching Music Listening and Analysis
Downloaded Musical recordings Discovery Learning Video Clip Viewing
Downloaded Video clips Collaborative Learning Performance Task (Differentiated Activities)
Guess Who?
Reflection Time
C. Product/Performance Outputs:
1. Gregorian Chant / Troubadour Music Singing
2. Mass / Madrigal Singing
3. Move to the Music
V. CHUNKING / OUTLINING THE UNIT

Lesson I: Music of the Medieval Period
a. Historical and Cultural Background
b. Gregorian Chant
c. Troubadour Music
d. Composer
d.1 Adam de la Halle
Lesson 2: Music of the Renaissance Period

b. Mass
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c. Madrigal
d. Composers
d.1 Giovanni da Palestrina
d.2 Thomas Morley
Lesson 3: Music of the Baroque Period

b. Concerto and Concerto Grosso
c. Fugue
d. Oratorio and Chorale
e. Composers
e.1 Johann Sebastian Bach
e.2 Antonio Vivaldi
e.3 George Friedrich Handel
VI. ASSESSMENT DESIGN

Pre-Assessment: Diagnostic Test
Formative Assessment: Listening Exercise, Music Analysis, Video Clip Viewing, Guess Who?
Summative Assessment: Unit Test
Products/Performance: Individual/Group Performance
Self-Assessment: Performance Task
Post Assessment: Quarterly Examination
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WHOLE-BRAIN LESSON PLAN
1ST QUARTER
SUBJECT: Music Education GRADE: 9
UNIT TITLE: Music of Medieval, Renaissance and Baroque Periods WEEK: 1
LESSON TITLE: Music of the Medieval Period NUMBER OF SESSIONS: 2
I. CONTENT
Lesson 1. Music of the Medieval Period
b. Gregorian Chant
c. Troubadour Music
d. Composer
d.1 Adam de la Halle
II. LEARNING ENDSTATES:
A. ACADEMIC
1. Learning to THINK: Understands characteristics of Medieval music
2. Leaning to DO: Performs dance interpretation about selected compositions of Medieval periods
3. Learning to FEEL: Values characteristics of Medieval musical forms
4. Learning to COMMUNICATE: Explains the characteristics of Medieval music
5. Learning to INTUIT: Derives mood, idea or inspiration from Medieval compositions
6. Learning to LEAD: Encourages appreciation of musical compositions of the Medieval period
7. Learning to BE: Creative young musician

MORAL/ETHICAL FORMATION: Encourages learner to become passionate in musical activities
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SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Inspires others to participate in musical and dance activities using Medieval music
III. ESSENTIAL QUESTIONS:

1. Why is it that the musical forms of Medieval period are still being used to this generation?
IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

MATERIALS METHODS ACTIVITIES
Sample Academic Texts and Professional Lecture – Discussion Loop Me
Power Point Presentation Game-based Teaching Music Listening and Analysis
Downloaded Musical recordings Collaborative Learning Video Clip Viewing
Downloaded Video clips Inquiry-based Teaching Group Performance Task (Differentiated
Activities)
V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Loop Me

Look for words in the puzzle that are associated to Medieval Music.
M A N D O R E N Q W
S E S R T E Y U I O
P E A A S H D F L N
E F C N M T T A Y R
T G R U Q I Y S R E
U H E W L Z U D E T
L J D E R A I F G T
F K L Z X C R V B I
E L L A H A L E D G
S E G A E L D D I M
Processing Questions:
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1. How many of these words are you familiar with?
2. How did you recognize them? Have you encountered these words before?
2) ACQUIRE Activity 2: Lecture-Discussion with the use of ICT and through inquiry-
based teaching
 Music of the Medieval Period
 Historical and Cultural Background
 Gregorian Chant
 Troubadour Music
 Composer – Adam de la Halle
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3: Music Listening

Learners will listen to the following songs
 Canon in D by Pachelbel
 Canon Rock
1. Were you aware that some of this music was composed centuries ago?
2. How was it used as background music?
3. Do you think they were used creatively? Was the music used
appropriately?
4. If you were one of the original composers, would you allow your
compositions to be used as they are used today? Why or Why not?
Activity 4: Music Analysis

With prior knowledge on elements of music, students will analyze the music
to be played:
 The Introit Gaudeamus Omnes
 Le Jeu de Robin et de Marion
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Language Latin English French
Form Strophic Binary Ternary
Text Setting Syllabic Neumatic Melismatic
Texture Monophony Homophony Polypohony
Style Vocal Instrumental Both
1. Which music are you familiar with? Why?
2. Which songs can you relate with? Gregorian Chant or Troubadour music?
Why?
4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION Activity 5: Written Test

Learners will be given a 20-item test. The teacher implements test-taking
managerial skills for learners to do it independently and honestly.
Activity 6: Group Performance Task (Differentiated Activities)

The class will be divided into 4 groups and will perform through singing the
salient features of Gregorian Chant or Troubadour Music. The teacher
facilitates an interactive discussion on the proper way of rehearsing the song
to be performed. At the end of the performance of each group, the teacher
will give feedback and suggestions.
Activity 7: Reflection Time

Let the students complete the phrase.
“I learned to appreciate Medieval Music because…
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Attachment 1
RUBRICS FOR SONG PERFORMANCE
4 3 2 1
Tone is focused, clear and Tone is often focused, clear
Tone is consistently focused,
centered throughout the and centered, but Tone is often not focused,
clear and centered
Tone Quality normal range. Highs and sometimes the tone is not clear or centered regardless
throughout the range of the
lows are occasionally out of controlled in any range being of the range being sung.
voice. Intonation is accurate.
tune. sung.
Performs with a lot of
Performs with the style Occasionally demonstrates
expression indicated by the Rarely demonstrates
indicated by the score or the style indicated by the
Expression and Style score or genre and expression and style; merely
genre, but needs to be more score or genre through the
demonstrates creativity with sings the notes.
consistent. performance.
the selection.
An occasional, isolated error, Some accurate pitches, but
Virtually no errors. Pitch is Very few accurate or secure
Pitch however, most pitches are there are frequent and/or
quite accurate. pitches.
accurate. repeated errors.
The pulse is secure and the The pulse is somewhat off, The pulse is not secure and
The pulse is secure and the
rhythms are mostly accurate. yet some rhythms are the rhythms are not
Rhythm rhythms are accurate. No
There are a few, isolated accurate. Several errors in accurate. Several errors in
errors in duration.
duration errors. duration. duration.
Diction Diction is understandable,
Diction is very Diction is somewhat Diction is difficult to
yet the vowels are not open
understandable. Vowels are understandable. Vowels understand. Vowels are not
consistently and the
open and consonants are need to be more open and open and consonants are not
consonants need more
precise. consonants more precise. precise.
precision.
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1ST QUARTER
LESSON TITLE: Music of the Renaissance Period NUMBER OF SESSIONS: 2
I. CONTENT
Lesson 2: Music of the Renaissance Period
b. Mass
c. Madrigal
d. Composers
d.1 Giovanni da Palestrina
d.2 Thomas Morley
A. ACADEMIC
1. Learning to THINK: Understands characteristics of Renaissance music
2. Leaning to DO: Performs dance interpretation about selected compositions of Renaissance periods
3. Learning to FEEL: Values characteristics of Renaissance musical forms
4. Learning to COMMUNICATE: Explains the characteristics of Renaissance music
5. Learning to INTUIT: Derives mood, idea or inspiration from Renaissance compositions
6. Learning to LEAD: Encourages appreciation of musical compositions of the Renaissance period

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SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Inspires others to participate in musical and dance activities using Renaissance music

1. Why is it that the musical form of Renaissance period is still being used to this generation?

Sample Academic Texts and Professional Lecture – Discussion Music Listening and Analysis
Power Point Presentation Game-based Teaching Video Clip Viewing
Downloaded Musical recordings Collaborative Learning Group Performance Task (Differentiated
Activities)
Downloaded Video clips
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Music Listening

Learners will listen to the following songs
 Gloria by Joaquin de Prez
 April Is In My Mistress„ Face” by Thomas Morley
1. Which music are you familiar with? Why?
2. Which songs can you relate with? Sacred or secular music? Why?
2) ACQUIRE Activity 2: Lecture-Discussion with the use of ICT integration through

inquiry-based learning
 Music of the Renaissance Period
 Mass
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 Madrigal
 Composer – Giovanni da Palestrina and Thomas Morley
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3: Music Analysis

to be played:
 Kyrie (excerpt from Pope Marcellus Mass) by Giovanni da Palestrina
 Fire, Fire my Heart by Thomas Morley
Language Latin English French

Form Strophic Binary Ternary
Text Setting Syllabic Neumatic Melismatic
Texture Monophony Homophony Polypohony
Style Vocal Instrumental Both
1. Which video did you enjoy the most? Why?
2. What is the evident difference between the two musical forms?


The class will be divided into 4 groups and will perform through singing the
salient features of Mass or Madrigal Music. The teacher facilitates an
interactive discussion on the proper way of rehearsing the song to be
performed. At the end of the performance of each group, the teacher will
give feedback and suggestions.
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“I found enjoyment learning about Renaissance music because…
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Attachment 1
RUBRIC FOR SONG PERFORMANCE
4 3 2 1
clear and centered
tune. sung.
the selection.
errors in duration.
precision.
17
1ST QUARTER
LESSON TITLE: Music of the Baroque Period NUMBER OF SESSIONS: 4
I. CONTENT
Lesson 3: Music of the Baroque Period
b. Concerto and Concerto Grosso
c. Fugue
d. Oratorio and Chorale
e. Composers
e.1 Johann Sebastian Bach
e.2 Antonio Vivaldi
e.3 George Friedrich Handel
II. LEARNING ENDSTATES: Learner demonstrates understanding characteristics features of Baroque music
A. ACADEMIC
1. Learning to THINK: Understands characteristics of Baroque music
2. Leaning to DO: Performs dance interpretation about selected compositions of Baroque periods
3. Learning to FEEL: Values characteristics of Baroque musical forms
4. Learning to COMMUNICATE: Explains the characteristics of Baroque music
5. Learning to INTUIT: Derives mood, idea or inspiration from Baroque compositions
6. Learning to LEAD: Encourages appreciation of musical compositions of the Baroque period
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SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Inspires others to participate in musical and dance activities using Baroque music
II. ESSENTIAL QUESTIONS:

1. Why is it that the musical form of Baroque period is still being used to this generation?

Sample Academic Texts and Professional Lecture – Discussion Guess Who
Downloaded Video clips Inquiry-based Learning Group Performance Task (Differentiated
Activities)
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Guess Who
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1. How many of these composers can you name?
2. How did you recognize them?
3. What songs can you recall as their compositions?
2) ACQUIRE Activity 2: Lecture-Discussion with the use of ICT integration through

inquiry-based learning
 Music of the Renaissance Period
 Concerto and Concerto Grosso
 Fugue
 Oratorio and Chorale
 Composer – Johann Sebastian Bach, Antonio Vivaldi, George
Friedrich Handel
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3: Video Clip Viewing on Concerto and Concerto Grosso
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to be played:
 Handel’s Concerto Grosso for two violins, cello, strings and basso
continuo
 Vivaldi’s Winter
2. What is the evident difference between the two concertos?
Activity 4: Music Listening on Fugue

to be played:
 Bach’s Toccata and Fugue in D minor
1. Which part did you find interesting?
2. Did you hear melodies that imitate each other? Which part?
3. Do you know any other music where imitative counterpoint is evident?
Can you name some titles?
Activity 5: Video Clip Viewing on Oratorio

to be played:
 Handel’s Messiah
 Bach’s Christmas Oratorio
1. Which of the characteristics of an oratorio were seen in the videos?
2. What are the major differences between an oratorio and an opera?
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3. Have the differences been shown clearly?
Activity 6: Music Listening on Chorale

to be played:
 Baroque Chorale
 Chorale Trio
1. What is the difference between the two chorales?
2. Have you watched any modern chorale presentation?
3. Can you identify any similarities between the chorales of the Baroque
Period and chorales of the present time?


“Baroque music is fun to learn because…
Activity 9: Move to the Music

The class will be divided into 5 groups
The teacher will assign a segment of the following compositions:
 Gregorian Chant in Medieval Period
 Fire, Fire, Fire My Heart by Thomas Morley
 Toccata and Fugue in D minor by Johann S. Bach
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 Concerto Grosso for two violins, cello, strings and basso continuo by
Handel
 Pope Marcellus Mass by Giovanni Pierluigi da Palestrina
 Hallelujah by George F. Handel
 Four Seasons by Antonio Vivaldi
Your group must come up with movements to interpret the assigned musical
selection.
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Attachment 1
RUBRIC FOR DANCE PERFORMANCE
4 3 2 1
Student uses all space Student intersects the space Student uses space within Student moves only within
Choreography provided, vertically a well as of others around him/her on own immediate area on narrow restricted personal
horizontally horizontal plane horizontal space
All members participate in Most members participate in Some members participate
One member participates in
the dance. The group is well the dance. The group is put in the dance. The group is
Coordination of Movements the dance. The group is a
put together. Good effort together ok, but not not put together at all. Effort
mess. No effort at all.
from everyone. everyone is trying. is minimal.
The group rarely shows a
The group shows a good The group attempts to keep
The group is outstandingly basic understanding of
understanding of tempo and a rhythm but often gets off
accurate in beat, tempo, tempo and beat, but
Timing beat but periodically gets off beat and speeds up or falls
rhythms and dance sometimes falls behind
beat or makes errors in behind. Doesn’t follow beat
sequences. and/or speeds up in places
rhythm. in music.
or makes errors in rhythm.
Effort shows in close and
Effort shows in close Effort shows in general
appropriate matching of
Expression and Execution of matching of music and match of movements to Effort seems minimal with
music and movements and
Movements movements and in the music and in number of few movements
in the variety and number of
number of movements movements
movements
Interpretation of Music Song has little or no relevant
Important, meaningful song
Song has a clear message The rhythm of the song is meaning, and the rhythm is
with appropriate rhythm
and the rhythm is conducive fitting, but it is not seemingly not appropriate for a dance
which supports movement
for movement purposes. unimportant. performance. Just “Bubble-
and dance.
Gum” distraction.
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Content Standard: The learner demonstrates understanding of the Classical music styles and characteristics features.

periods attitudes
towards self,
others and the
world
SCHOOL of music from creating of various belonging to artworks or based on
CREATIVE/ACADEMIC) the different musical works music periods different periods experiences concepts and
periods that depict of music ideas
different
periods or eras
of music
25
QUARTER PLAN
2ND QUARTER
UNIT TITLE: Music of the Classical Period and Its Vocal Forms TOTAL NUMBER OF SESSIONS: 8
I. TOPIC COVERAGE:
Music of the Classical Period and Its Vocal Forms
II. CONTENT STANDARDS: The learner demonstrates understanding of characteristic features of Classical period music.
III. UNIT LEARNING ENDSTATES:
A. ACADEMIC
1. Learning to THINK: Understands distinct characteristics of Classical music
2. Leaning to DO: Performs selected musical works from the Classical Period
3. Learning to FEEL: Appreciates characteristics of Classical music
4. Learning to COMMUNICATE: Describes how the Classical style influences modern music
5. Learning to INTUIT: Derives insights or inspiration from musical pieces or experiences
6. Learning to LEAD: Encourages appreciation of musical works based on concepts and ideas of the Classical Period
7. Learning to BE: Innovative young musicians

MORAL/ETHICAL FORMATION: Learner expands understanding of humanity through the art of music.
SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Appreciates uniqueness of Classical Music; Inspires others to develop their musical skills and
talent
26
A. Essential Questions:
1. How did historical and cultural events shape features of Classical music?
2. What are the greatest influences of the Classical Period to music and musical history?
Power Point Presentation Inquiry-based Teaching Video Clip Viewing
Downloaded Musical recordings Discovery Learning Performance Task (Differentiated Activities)
Downloaded Video clips Collaborative Learning
1. Sing it to the Classic!
2. Commercial Break

Lesson 1: Historical Background, Nature and Forms of Classical Music
a. Historical Background
b. Vocal Forms
b.1 Opera Seria
b.2 Opera Buffa
c. Instrumental Forms
c.1 Sonata
c.1.1 Allegro
c.1.2 Adagio
c.1.3 Rondo
c.2 Sonata Allegro Form
c.3 Concerto
c.4 Symphony
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c.5 Suite
d. Chamber Music
Lesson 2: Composers of the Classical Period
a. Franz Joseph Haydn
b. Wolfgang Amadeus Mozart
c. Ludwig Van Beethoven

Formative Assessment: Listening Exercise, Music Analysis, Video Clip Viewing, Name that Tune, Sing it to the Classic!, Music and Match, Commercial
Break
Products/Performance: Individual/Group Performance (Differentiated Tasks)
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2ND QUARTER
UNIT TITLE: Music of the Classical Period and its Vocal Forms WEEK: 1
LESSON TITLE: Historical Background, Nature and Forms of Classical Music NUMBER OF SESSIONS: 4
I. CONTENT
Lesson 1: Historical Background, Nature and Forms of Classical Music
a. Historical Background
b. Vocal Forms
b.1 Opera Seria
b.2 Opera Buffa
c. Instrumental Forms
c.1 Sonata
c.1.1 Allegro
c.1.2 Adagio
c.1.3 Rondo
c.2 Sonata Allegro Form
c.3 Concerto
c.4 Symphony
c.5 Suite
d. Chamber Music
A. ACADEMIC
1. Learning to THINK: Understands characteristics of Classical music
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2. Leaning to DO: Performs dance interpretation about selected compositions of Classical periods
3. Learning to FEEL: Values characteristics of Classical musical forms
4. Learning to COMMUNICATE: Explains the characteristics of Classical music
5. Learning to INTUIT: Derives mood, idea or inspiration from Classical compositions
6. Learning to LEAD: Encourages appreciation of musical compositions of the Classical period

MORAL/ETHICAL FORMATION: Encourages music appreciation in the community
SOCIAL AWARENESS: Appreciates uniqueness of Classical music and develop musical skills and talent

1. Why is it that the musical forms of Classical period are still being used to this generation?

Sample Academic Texts and Professional Lecture – Discussion Pre - Assessment
Activities)
Name that Tune
Sing it to the Classic!
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Pre – Assessment

Identify the term being described. Write the letter that corresponds to your
answer on the space provided.
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1. A musical work with different movements for an instrumental soloist and
orchestra
a. symphony c. concerto
b. sonata d. rondo
2. A section of the sonata allegro form where the themes are introduced
a. exposition c. recapitulation
b. development d. theme and variation
3. The general texture of Classical music
a. monophonic c. heterophonic
b. homophonic d. polyphonic
4. The term for serious opera
a. opera c. opera buffa
b. comic opera d. opera seria
5. The most important form that was developed during the classical era and
usually the form of the first movement of a sonata or symphony
a. minuet c. rondo
b. sonata allegro d. symphony
6. It repeats the themes as they first emerged in the opening exposition
a. exposition c. recapitulation
b. development d. sonata
7. A musical composition designed to be played by the full orchestra
b. sonata d. cantata
8. The term for Italian opera
a. opera c. opera buffa
b. comic opera d. opera seria
9. It is a multi-movement work for solo instrument
b. sonata d. cantata
10. It is called “The Age of Reason”
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a. medieval c. baroque
b. renaissance d. classical
1. List down all the musical terms you are familiar with.
2. What do you know about Classical era?
3. Write down what you want to know at the end of this lesson:
I would like to know about ________________
I would like to understand ________________
I would like to perform ___________________
2) ACQUIRE Activity 2: Lecture-Discussion with the use of ICT and through inquiry-
based teaching
 Historical Background, Nature and Forms of Classical Music
 Historical Background
 Vocal Forms
 Opera Seria
 Opera Buffa
 Instrumental Forms
 Sonata
 Allegro
 Adagio
 Rondo
 Sonata Allegro Form
 Concerto
 Symphony
 Suite
 Chamber Music
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3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3: Video Clip Viewing on Opera Buffa and Opera Seria
to be played:
 W. A. Mozart’s Idonomeo
 Queen of the Night (an aria from The Magic Flute) by Mozart
2. What is the evident difference between the two opera?
Activity 4: Music Listening on Sonata

to be played:
 Sonata No. 16 in C Major K545 by W.A. Mozart
1. Which part did you find interesting?
2. What is the meter?
3. What is the tempo?
4. What dynamics were used?
5. What is the texture?
Processing Questions (for group sharing):

1. Describe the melody. (direction, range, register, phrases, etc.)
2. Is this music familiar to you? Where did you first hear it?

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Activity 6: Name that Tune
1. Divide the class into 4 groups
2. Listen to the given composition.
3. Identify whether it is a Sonata, a Concerto or a Symphony
4. Choose a group representative who will write the answer on the board
5. Each correct answer is equivalent to 1 point. (Additional 1 point will be
given to your group if they will be able to identify the title and another 1
point for the name of the composer)
6. The group with the highest score wins the game.

1. Which among the compositions are you familiar with?
2. How were you able to determine whether the music is a Sonata, a
Concerto or a Symphony?
3. Which do you prefer: listening to classical music or to pop music? Why?
Activity 7: Sing it to the Classic!

Procedure:
1. The class will be divided into 3 groups.
2. Each group will create a short poem with a theme on the Classical Era
(opt.) or any theme of their choice.
3. Each group will recite or rap the poem and use music of the Classical
Period as their accompaniment. (Example: melody of Beethoven’s
Symphony No. 9, “Ode to Joy”)
4. They will perform in front of the class.
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Attachment 1
4 3 2 1
clear and centered
tune. sung.
the selection.
errors in duration.
precision.
35
2ND QUARTER
UNIT TITLE: Music of the Classical Period and its Vocal Forms WEEK: 2
LESSON TITLE: Composers of the Classical Period NUMBER OF SESSIONS: 4
I. CONTENT:
Lesson 2: Composers of the Classical Period
a. Franz Joseph Haydn
b. Wolfgang Amadeus Mozart
c. Ludwig Van Beethoven
A. ACADEMIC
1. Learning to THINK: Understands characteristics of Classical music
2. Leaning to DO: Performs dance interpretation about selected compositions of Classical periods
3. Learning to FEEL: Values characteristics of Classical musical forms
4. Learning to COMMUNICATE: Explains the characteristics of Classical music
5. Learning to INTUIT: Derives mood, idea or inspiration from Classical compositions
6. Learning to LEAD: Encourages appreciation of musical compositions of the Classical period

MORAL/ETHICAL FORMATION: Encourages music appreciation in the community
SOCIAL AWARENESS: Appreciates uniqueness of Classical music and develop musical skills and talent
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 Why is it that the musical forms of Classical period is still being used to this generation?

Sample Academic Texts and Professional Lecture – Discussion Word Maze
Activities)
Music and Match
Film Viewing
Commercial Break
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Word Maze

Pick the words from the maze that relate to the classical period. Write your
answer on the blanks.
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1. _______________ 6. _______________
2, _______________ 7. _______________
3. _______________ 8. _______________
4. _______________ 9. _______________
5. _________________ 10. ________________
1. How many of these words are you familiar with?
2. How did you recognize them? Have you encountered these words before?
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2) ACQUIRE Activity 2: Lecture-Discussion through Power point presentation and video
clips
 Composers of the Classical Period
 Franz Joseph Haydn
 Wolfgang Amadeus Mozart
 Ludwig Van Beethoven
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3: Music and Match

Listen to each recording then match the title of the cartoon show/movie in
column B to the title of the music in column A. Write your answer on the
blank before each number.
A B
1. Piano Sonata No 11 in A major (Rondo) 3rd mov. a. Mr. Bean
2. Piano Sonata no 14 in C#m (Moonlight) 1st mov. b. Little Einstein’s
3. Symphony No. 5, Op. 67, Cm c. Tom & Jerry
4. Fur Elise d. Popeye
5. Eine Kleine Nachtmusik e. The Ring
f. Backyardigan
Activity 4: Music Listening on Sonata

to be played:
 W.A. Mozart’s Piano Sonata No 11 in A major K 331 (Rondo) 3rd
movement
1. What is the meter?
2. What is the tempo?
39
3. What dynamics were used?
4. What is the texture?

1. Describe the melody. (direction, range, register, phrases, etc.)
2. Is this music familiar to you? Where did you first hear it?
Activity 5: Music Analysis

1. Listen to Eine Kleine Nachtmusik by W. A. Mozart
2. As they listen to the music, follow the musical score to be distributed
(Optional: To follow the musical score you may tap the beat counting to 4
for each measure)
3. Each measure has a number on top of the staff. Encircle the measure
where the exposition, development and recapitulation starts and ends.
Write the number of the measure on the blanks

EXPOSITION _______________
DEVELOPMENT ____________
RECAPITULATION __________
Activity 6: Film Viewing

The class will be watching one of the films below
 AMADEUS
 BEETHOVEN
 IMMORTAL BELOVED
 BEETHOVEN LIVES UPSTAIRS
1. What is the movie all about?
2. Who are the main characters?
40
3. When and where was the story set?
4. Who is your favorite character in the movie? Why?
5. What part of the film did you like best? Why?
6. Analyze the use of music in the film. Did it enhance the filmmaker’s story?
7. What did you learn from the story?
8. What are the great qualities/traits of the composer that inspire you?

Activity 8: Commercial Break

1. The class will be divided into 4 groups.
2. Each group will be assigned to advertise a product of their own choice
wherein classical music will be used as background music.
3. They will perform in front of the class.
Attachment 1
RUBRIC FOR COMMERCIAL BREAK PRESENTATION
41
4 3 2 1
The presentation is very
The presentation was well The presentation was not
The presentation was mostly unorganized, the
prepared and the very prepared and the
Preparedness well prepared and, for the presentation completely
presentation flowed presentation does not have a
most part, flowed smoothly. lacks cohesion, and does not
smoothly. good flow.
have a direction.
Group has a very creative Group shows some creativity Group shows little creativity Group shows no creativity in
Creativity
presentation. in the presentation. in the presentation. the presentation.
Presentation is well- Presentation kept within the Presentation went bit Presentation is way off the
Time performed within the time allowable time allotted for beyond the time allotted for time allotted for the
allotted for the presentation. the presentation. the presentation. presentation.
Group displayed good Group displayed some Little evidence of teamwork
teamwork with each other teamwork with each other within the group. The group
and showed strong and showed good showed weak There is no evidence of
Teamwork communication, communication, communication, collaboration and teamwork
understanding and understanding and understanding and at all.
knowledge between knowledge between knowledge between
members. members. members.
Group shows full Group shows good Group shows some
Group shows no
understanding of the task understanding of the topic understanding of the topic
understanding of the topic
Content given and the presentation and the presentation and the presentation
and the presentation did not
showed excellent coverage showed good coverage of covered a portion of the
cover the topic at all.
of the topic. the topic. topic.
42
Content Standard: The learner demonstrates understanding of the Romantic music styles and characteristics features.

periods attitudes
towards self,
others and the
world
SCHOOL of music from creating musical of various belonging to artworks or based on
CREATIVE/ACADEMIC) the different works that music periods different periods experiences concepts and
periods depict different of music ideas
periods or eras
of music

QUARTER PLAN
3RD QUARTER
43
UNIT TITLE: Music of the Romantic Period TOTAL NUMBER OF SESSIONS: 8
I. TOPIC COVERAGE:
Music of the Romantic Period
II. CONTENT STANDARDS: The learner demonstrates understanding of characteristic features of Romantic period music.
III. UNIT LEARNING ENDSTATES:
A. ACADEMIC
1. Learning to THINK: Understands distinct characteristics of Romantic music
2. Leaning to DO: Performs selected musical works from the Romantic Period
3. Learning to FEEL: Appreciates characteristics of Romantic music
4. Learning to COMMUNICATE: Describes how the Romantic style influences modern music
5. Learning to INTUIT: Derives mood, insights or inspiration from musical pieces or experiences
6. Learning to LEAD: Encourages appreciation of musical works based on concepts and ideas of the Romantic Period
7. Learning to BE: Innovative young musician (instrumentalist)

MORAL/ETHICAL FORMATION: Learner deepens understanding of humanity through arts and music
SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Appreciates uniqueness of Romantic Music; Inspires others to develop their musical skills and
talent.

1. How did historical and cultural events shape features of instrumental romantic music?
2. What are the greatest impacts and influences of the Romantic Period to music, music history and to the world at large?
44
1. Sing it to the Classic!
2. Commercial Break

Lesson 1: Instrumental Music of the Romantic Period
b. Piano Music
c. Program Music
Lesson 2: Composers of the Romantic Period

a. Composers
a.1 Niccolo Paganini
a.2 Frederic Chopin
a.3 Franz Liszt
a.4 Robert Schumann
a.5 Hector Berlioz
a.6 Peter Ilych Tchaikovsky
a.7 Camille Saint-Saens
45
Formative Assessment: Listening Exercise, Musical Score Analysis, Video Clip Viewing, Graphic Organizing, Paint that Music, Music and Match, Identify
that Music
Products/Performance: Individual/Group Performance (Differentiated Tasks – Musical Concept Rapping, Bio-Flip Chart)

3RD QUARTER
UNIT TITLE: Music of the Romantic Period WEEK: 1
46
LESSON TITLE: Instrumental Music of the Romantic Period NUMBER OF SESSIONS: 4
I. CONTENT
Lesson 1: Instrumental Music of the Romantic Period
b. Piano Music
c. Program Music
A. ACADEMIC
1. Learning to THINK: Understands characteristics of the instrumental music of the Romantic Period
2. Learning to DO: Performs selected musical works from the Romantic Period
3. Learning to FEEL: Appreciates selected instrumental music of the Romantic Period
4. Learning to COMMUNICATE: Describes life and works of the composers of the Romantic Period
5. Learning to INTUIT: Derives mood, idea or inspiration from the instrumental music of the Romantic Period
6. Learning to LEAD: Encourages other to perform instrumental romantic music in school and community programs

MORAL/ETHICAL FORMATION: Appreciates uniqueness of Romantic Instrumental Music and develop musical skills and talent.
SOCIAL AWARENESS: Encourages music appreciation in the community

1. What are the distinct characteristics of instrumental music of the Romantic Period that makes it relevant to this generation?

47
Activities)
Bio Flip Chart
Musical Concept Rapping
Name that Tune
Identify the Music
IV. INSTRUCTIONAL PHASES LEARNING ACTIVITIES
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Pre-Assessment

Ask the students to answer the Pre-assessment. Read the questions carefully and
choose the correct answer.
1. Frederick Chopin wrote most of his music for the following instrument.
a. Violin c. Piano
b. Flute d. Orchestra
2. What does the term “Nationalism” means?
a. Being patriotic
b. Having a strong feeling for one’s nation
c. Pride in one’s own composition
d. Pride for another country or culture
3. Name the composer who bridged the Classical Period to the Romantic Period.
a. Bach c. Berlioz
b. Bruckner d. Beethoven
4. Which of these is not a characteristic of the romantic period?
a. A freedom in writing and designing an intense personal expression of self-
emotion
b. Has a rich variety of piece types
48
c. Has a shape and unity of the theme
d. The textures are more expressive
e. None of the above
5. Which one of the following is not a type of Program music?
a. Song cycle c. Concert overture
b. Symphonic poem d. Incidental music
2) ACQUIRE Activity 3: What to Know - Lecture-Discussion with ICT Integration about

Instrumental Music of the Romantic Period
b. Piano Music
c. Program Music
Activity 4: Graphic Organizing

Genres of Instrumental Music of the Romantic Period
Make a graphic organizer that show the different genres of music during the
Romantic Period (Give 2-3 examples in each genre)
Activity 5: GROUP ACTIVITY: Paint that Music

Divide the class into 5 groups, each group will listen to the recording of the following
music, interpret it by means of painting or drawing on a piece cartolina, and write a
short description or reflection on the subject that is painted.
Group 1 - Fantasie Impromptu Op. 66, Chopin
Group 2 – The Swan, Saint - Saens
Group 3 - Love Dream , Liszt
Group 4 – 1812 Overture , Tchaikovsky
Group 5 – Abegg Variations, Schumann
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 6: GROUP PERFORMANCE: Musical Concept Rapping
As a group, create a music with a rap song with the themes of the following:
49
a. Love for country
b. Unconditional love of parents to their child/ren
c. Love of child/ren to their parents

Learners will be given a 20-item test. The teacher implements test-taking managerial
skills for learners to do it independently and honestly.

Let the students answer the question:
How will you help other people in the future to understand and appreciate theatrical
performances like the opera?

The class will be divided into 4 groups and will perform through singing the salient
features of Program Music or Piano Music. The teacher facilitates an interactive
discussion on the proper way of rehearsing excerpts of the music to be performed.
At the end of the performance of each group, the teacher will give feedback and
suggestions.
Attachment 1
RUBRIC FOR ACTIVITY NUMBER 7 (PAINT THAT MUSIC)
CRITERIA 4 3 2 1
OVER ALL The output was creative, The output was somewhat The output was very basic and The output was not
50
PRESENTATION clean/easy to understand, and creative and legible. Most of the somewhat legible to understand. complete, and very
included all required elements. required elements were At least half of the required difficult to understand.
The subject fits well with the included. The subjects were not elements were included. Little Under half of the
theme of the music. properly fitted with the theme consistency is found in the required elements were
of the music. theme and music. included. No consistency
if found in the music and
theme
Attachment 2
RUBRIC FOR ACTIVITY NUMBER 8 (MUSICAL CONCEPT RAPPING)
CRITERIA 4 3 2 1
ORIGINALITY AND Presentation show considerable Presentation shows some Presentation shows an attempt Presentation is a r
51
APPEARANCE originality and inventiveness. The originality and inventiveness. at originality and inventiveness. educed attempt at
content and ideas are presented The content and ideas are Fair use of graphics and originality and
in a unique and interesting way. presented in an interesting way. backgrounds. inventiveness. Reduced
Excellent use of graphics and Good use of graphics and use of graphics and
background. backgrounds. backgrounds.
CONTENT Information is detailed, varied, Includes important interesting Includes some important and Minimal content
and extensive information interesting information
AUDIO QUALITY Singing is clear, with good diction Audio could be better quality. Audio could be better quality. Audio is of much reduced
and appropriate words for the Music and singing a little out of Singing could be articulated quality (too loud or soft,
topic. Music is at appropriate balance. Either music chosen or better. Music or singing fuzzy!) Music and singing
level. Not too loud or soft in the singing is slightly too loud overpowering the other making it compete as audio in not
accordance with singing but both still audible difficult but still possible to properly leveled.
understand both
Attachment 3
4 3 2 1
Tone Quality Tone is consistently focused, Tone is focused, clear and Tone is often focused, clear Tone is often not focused,
52
clear and centered centered throughout the and centered, but clear or centered regardless
throughout the range of the normal range. Highs and sometimes the tone is not of the range being sung.
voice. Intonation is accurate. lows are occasionally out of controlled in any range being
tune. sung.
the selection.
errors in duration.
precision.

3RD QUARTER
53
UNIT TITLE: Music of the Romantic Period WEEK: 2
LESSON TITLE: Instrumental Music and Composers of the Romantic Period NUMBER OF SESSIONS: 4
I. CONTENT
Lesson 2: Composers of the Romantic Period
a. Composers
a.2 Frederic Chopin
a.3 Franz Liszt
a.4 Robert Schumann
a.5 Hector Berlioz
A. ACADEMIC
1. Learning to THINK: Understands characteristics of the instrumental music of the Romantic Period
2. Learning to DO: Performs selected musical works from the Romantic Period
3. Learning to FEEL: Appreciates selected instrumental music of the Romantic Period
4. Learning to COMMUNICATE: Describes life and works of the composers of the Romantic Period
5. Learning to INTUIT: Derives mood, idea or inspiration from the instrumental music of the Romantic Period
6. Learning to LEAD: Encourages other to perform instrumental romantic music in school and community programs

MORAL/ETHICAL FORMATION: Appreciates uniqueness of Romantic Instrumental Music and develop musical skills and talent.
SOCIAL AWARENESS: Encourages music appreciation in the community
54
1. What are the distinct characteristics of instrumental music of the Romantic Period that makes it relevant to this generation?

Activities)
Bio Flip Chart
Musical Concept Rapping
Name that Tune
Identify the Music
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Identification

Identify the composers of the Romantic period from each column.
55
2) ACQUIRE Activity 2: What to Know - Lecture-Discussion with ICT Integration about
Composers of the Romantic Period
a. Composers
a.2 Frederic Chopin
a.3 Franz Liszt
a.4 Robert Schumann
a.5 Hector Berlioz
Activity 3: Who’s that Composer? (Pokemon’s who’s that Pokemon style) –

Teacher will show shadow pictures of the Romantic Composers.
Let the students identify the composers of the Romantic Period and tell the life
stories of the different distinct Instrumental Composers of the Romantic Period.
a) Niccolo Paganini
b) Frederic Chopin
c) Franz Liszt
d) Robert Schumann
e) Hector Berlioz
f) Peter Ilych Tchaikovsky
g) Camille Saint-Saens
Activity 4: Graphic Organizing

Composers of the Romantic Period.
Make a concept map about the Composers of the Romantic Period. (Keep it
Simple and Short)
56
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 5: Move to the Music
Group 1 - Fantasie Impromptu Op. 66, Chopin
Group 2 – The Swan, Saint - Saens
Group 3 - Love Dream , Liszt
Group 4 – 1812 Overture , Tchaikovsky
Group 5 – Abegg Variations, Schumann
Activity 6: GROUP ACTIVITY- BIO-FLIPCHART

Collect photos/pictures of the famous composers of the Romantic Period.
Assemble a flipchart, and write a short biography and tell it to the class.


Let the students answer the question:
“Learning about Romantic music is worthwhile because…

The class will be divided into 4 groups and will make a music video with a
storyline using any composition by Romantic composers. The teacher facilitates
an interactive discussion on the proper way of rehearsing excerpts of the music
to be performed. At the end of the performance of each group, the teacher will
give feedback and suggestions.
57
Attachment 1
4 3 2 1
All members participate in Most members participate in Some members participate One member participates in
Coordination of Movements the dance. The group is well the dance. The group is put in the dance. The group is the dance. The group is a
put together. Good effort together ok, but not not put together at all. Effort mess. No effort at all.
58
rhythm. in music.
movements
and dance.
Gum” distraction.
Attachment 2
RUBRIC FOR ACTIVITY NUMBER 9 (BIO-FLIP CHART)
CRITERIA 5 4 3 2 1
ACCURACY OF All information is true Almost all information is Much of the information Not much information is Information is not
CONTENT and correct true and correct is true and correct true and correct true and correct
VISUAL Format and lay-out are Format and lay-out are Format and lay-out are Format and lay-out lacks Format and lay-out
ATTRACTIVENESS exceptionally attractive organized organization are disorganized
attractive
59
GRAPHICS AND Graphics and pictures Graphics and picture are Graphics and picture are Graphics and pictures do No graphics and
PICTURES go well with the good but are too many that good but are few that not go well with the text pictures are used in
content and they dominate the material texts dominate the making the material the making of the
information material disorganized material
GRAMMAR AND No grammatical errors 1-3 grammatical errors and 4-6 grammatical errors 7-9 grammatical errors 10 or more
SPELLING and/or misspelled /or misspelled words and/or misspelled words and/or misspelled words grammatical errors
and/ or misspelled
words.
TOTAL SCORE /20
Attachment 3
RUBRIC FOR MUSIC VIDEO
CRITERIA 5 4 3 2
STORY LINE The video played with The video played but with The video played but with The video did not play
excellent screen shots and minor problems. major problems. during viewing.
details.
CREATIVITY Excellent creativity using Satisfactory use of creativity Lacks creativity and used No creativity in the
various materials and and use of various materials minimal materials and production of the advocacy
60
properties. and properties. properties. campaign.
ACCURACY All contents are correct. Most contents are correct. Most contents are incorrect. All contents are incorrect
and misleading.
TIME FRAME The video played between The video played between 5 The video played between7- The video played less than 3
3-4 minutes. -6 minutes. 8 minutes. minutes or more than 8
minutes.
Content Standard: The learner demonstrates understanding of the Romantic music styles and characteristics features.
61
periods attitudes
towards self,
others and the
world
SCHOOL of music from creating of various belonging to artworks or based on
CREATIVE/ACADEMIC) the different musical works music periods different periods experiences concepts and
periods that depict of music ideas
different
periods or eras
of music
QUARTER PLAN
4TH QUARTER
SUBJECT: Music GRADE: 9
UNIT TITLE: Vocal Music of the Romantic Period TOTAL NUMBER OF SESSIONS: 8
62
I. TOPIC COVERAGE:
Vocal Music of the Romantic Period
II. CONTENT STANDARD: The learner demonstrates understanding of characteristic features of vocal music of the Romantic Period.
III. LEARNING ENDSTATES FOR THIS UNIT:
A. ACADEMIC
1. Learning to THINK: Understands distinct characteristics of vocal Romantic music
2. Leaning to DO: Performs selected musical works from the Romantic Period
3. Learning to FEEL: Appreciates characteristics of vocal Romantic music
5. Learning to INTUIT: Derives insights or inspiration from musical pieces or experiences
6. Learning to LEAD: Encourages appreciation of musical works based on concepts and ideas of the Romantic Period
7. Learning to BE: Innovative young musician

MORAL/ETHICAL FORMATION: Learner deepens understanding of humanity through arts and music
SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Appreciates uniqueness of Romantic Vocal Music
Inspires others to develop their musical skills and talent.

1. How did historical and cultural events shaped features of vocal romantic music?
2. What are the greatest influences of the Romantic Period to music and musical history?
63
1. Name that Tune
2. The Stage is Yours

Lesson 1: Art Song and Opera
a. Components of an Opera
b. Voice Classifications
c. Fundamental of Opera Singing
Lesson 2: Vocal Music Composers of the Romantic Period

a. Franz Schubert
b. Guiseppe Verdi
c. Giacomo Puccini
d. Richard Wagner

Formative Assessment: Individual Activity, Differentiated Performance Tasks
Products/Performance: Individual/Group Performance
64
65
WHOLE BRAIN LESSON PLAN
4TH QUARTER
UNIT TITLE: Vocal Music of the Romantic Period WEEK: 1 - 2
LESSON TITLE: Vocal Music and Composers of the Romantic Period NUMBER OF SESSIONS: 8
I. CONTENT
Lesson 1: Art Song and Opera
A. ACADEMIC
1. Learning to THINK: Understands distinct vocal characteristics of Romantic Music
2. Learning to DO: Performs selected vocal music from the Romantic Period
3. Learning to FEEL: Appreciates selected vocal music of the Romantics Period
5. Learning to INTUIT: Derives insight or inspiration from musical pieces or experiences
6. Learning to LEAD: Encourages others to perform vocal romantic music in school and community programs

MORAL/ETHICAL FORMATION: Appreciates uniqueness of Romantic Vocal Music and develop musical skills and talent.
SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Encourages music appreciation in the community
66
1. What are the characteristics of vocal music of the Romantic Period?
2. Who are the composers of vocal music of the Romantic Period?
3. What are the compositions of the different vocal romantic composers?

Activities)
Name that Tune
The Stage is Yours
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Pre-Assessment

Ask the students to raise their hands to find out who among them know about
the following:
Who knows what Romantic Vocal music all about?
Who knows little about Romantic Vocal Music?
2) ACQUIRE Activity 2: What to Know - Lecture-Discussion with the use of ICT integration
through inquiry-based learning about Art Song and Opera
67
Activity 3: Who’s that voice? (Classification of Voices)
Listen to the following excerpts from different Arias and identify the dominating
vocal range by shading the circle.
ARIA MALE FEMALE

1.La Donna e mobile o Tenor o Soprano(coloratura)
o Baritone o Mezzo-soprano
o Bass o Contralto
2.Nessum Dorma o Tenor o Soprano(coloratura)
o Bass o Contralto
3.Libiamo o Tenor o Soprano(coloratura)
o Bass o Contralto
4.Un bel di redremo o Tenor o Soprano(coloratura)
o Bass o Contralto
5.VISSI d’ArTE o Tenor o Soprano(coloratura)
o Bass o Contralto
6.QUAndo m’En Vo o Tenor o Soprano(coloratura)
o Bass o Contralto
7.Ave Maria o Tenor o Soprano(coloratura)
o Bass o Contralto
Activity 4: Now I know! Individual Activity.

Look for famous opera and popular singers today and try to identify their voice
classification. Don‟t limit your research on foreign artists but also our local
68
singers today.
Name of Artist Voice Classification
1.
2.
3.
4.
5.
Activity 5: Listening is a skill ( Which is Which)

Compare two vocal works by listening to these songs entitled, “Gretchen am
Spinnrade” by F. Schubert, and “Mutya ng Pasig” by Nicanor Abelardo. Write
their characteristics.
Title Melody Rhythm Tone Quality Texture

“Gretchen am Spinnrade” by
F. Schubert Lied/ Art Song
“Mutya ng Pasig” by Nicanor
Abelardo Kundiman
Activity 9: Let’s watch a movie!

Watch a modern version of Opera. Observe the different components of opera
being shown in the movie. Take note of the important details about the plot,
characters, musical and theatrical elements present in the film.
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 6: GROUP PERFORMANCE: THE STAGE IS YOURS
The class will be divided into four groups. As a group, learners will create a
plot/story about or either of the following themes:
d. Love for country
e. Love of parents for their children
f. Love story of a young boy and a lady
69
g. Social relevant issues (poverty, OFW, natural calamity)
After creating the plot, rehearse for ten minutes and perform it in front of the
class afterwards. Lines should be sung since it is an opera performance.


Let the students answer this question: How will you help the future generation to
understand and appreciate theatrical performances like the opera?
Activity 9: 60 Seconds to Fame

Learners will be tasked to prepare a one-minute opera performance specifically
an aria. Learners may perform solo, duet, trio, quarter or a chorus. The teacher
facilitates an interactive discussion on the proper way of rehearsing the song to
be performed. At the end of the performance of each group, the teacher will give
feedback and suggestions.
Attachment 1
RUBRIC FOR OPERA PERFORMANCE
70
Advanced Fairly Advanced Proficient Developing Beginning
5 points 4 points 3 points 2 points 1 point
Understanding of the Information is Information is mostly Information is mostly Information is Information presented
topic accurate and accurate and accurate but lacking somewhat accurate is inaccurate and
complete. complete. and lacking. incomplete
Indicates a fair
Indicates a clear Indicates a good understanding of the Indicates a poor Presentation is of
understanding of the understanding of the topic understanding of the topic
topic topic topic
Presentation All dialogues are loud Most of the dialogues Some of the dialogues Dialogues are difficult Unclear delivery of
and clear. are clear. are clear. to hear. lines.
Appropriate use of Uses body language. Some uses body Some movements are Lacks body language.
body language. Most of the actors language. present. All of the actors lack
All actors are highly show high confidence. Some actors show Few of the actors confidence.
confident. Engages audience confidence. show confidence. Audience is bored.
Entertaining; engages consistently. Engages audience. Engages audience Lacks information.
audience consistently. Presents sufficient Presents some inadvertently.
Presents complete information. information. Some information are
information. present.
Cooperation There is harmony in Most members Some members Few members The group members
the group where all contribute and able to contribute and able to contribute and some do not work together.
members contribute. compromise. compromise. are unwilling to
compromise.
Attachment 1
71
4 3 2 1
clear and centered
tune. sung.
the selection.
errors in duration.
precision.
72
WHOLE BRAIN LESSON PLAN
4TH QUARTER
UNIT TITLE: Vocal Music of the Romantic Period WEEK: 1 - 2
LESSON TITLE: Vocal Music and Composers of the Romantic Period NUMBER OF SESSIONS: 8
I. CONTENT
Lesson 2: Vocal Music Composers of the Romantic Period
a. Franz Schubert
b. Guiseppe Verdi
c. Giacomo Puccini
d. Richard Wagner
A. ACADEMIC
1. Learning to THINK: Understands distinct vocal characteristics of Romantic Music
2. Learning to DO: Performs selected vocal music from the Romantic Period
3. Learning to FEEL: Appreciates selected vocal music of the Romantics Period
5. Learning to INTUIT: Derives insight or inspiration from musical pieces or experiences
6. Learning to LEAD: Encourages others to perform vocal romantic music in school and community programs

MORAL/ETHICAL FORMATION: Appreciates uniqueness of Romantic Vocal Music and develop musical skills and talent.
73
SOCIAL RESPONSIVENESS/GLOBAL AWARENESS: Encourages music appreciation in the community

1. What are the characteristics of vocal music of the Romantic Period?
2. Who are the composers of vocal music of the Romantic Period?
3. What are the compositions of the different vocal romantic composers?

Sample Academic Texts and Professional Lecture – Discussion Cross word puzzle
Activities)
Name that Tune
The Stage is Yours
1) ACTIVATE (Creating Focus and Purpose) Activity 1: Cross word puzzle (Locate Me)
Locate and encircle the word related to vocal music of the Romantic period
inside the box. The word/s may be arranged horizontally, vertically,
diagonally/inverted. Match the words found to the questions given below.
P U C C I N I E U P
O I R E D E I L T S
P D T N E M R A C G
E R E W R R N I R L
R E N G A W G D E R
A V L A B C H E M E
74
P R I G O L L E T O
O S C H U B E R T I
1. Romantic Opera composer who wrote his final opera that ends with “All the
world‟s a joke.”
2. Late-Romantic Italian composer who composed the score for “La Boheme.”
3. German composer who adapted the leitmotif approach.
4. German term for composition for solo voice and piano.
5. Story set into music with several acts, finales and postludes.
6. Viennese composer who wrote over 600 art songs and the “Unfinished
Symphony”.
7. “La Donna e Mobile” is an Aria from this Opera.
8. Georges Bizet‟s famous opera
2) ACQUIRE Activity 2: What to Know - Lecture-Discussion with the use of ICT integration
through inquiry-based learning about Vocal Music Composers of the Romantic
Period
a. Franz Schubert
b. Guiseppe Verdi
c. Giacomo Puccini
d. Richard Wagner
Activity 3: (Who’s that Composer?)

Name / Identify the different Opera Composers of the Romantic Period, their life,
works and contribution to music and in the world at large.
Activity 4: Music Chart

The teacher will assign each group with an aria from famous operas of the
Romantic Period. Listen perceptively and fill in the chart below with information
about the composition assigned to your group. As for the musical elements,
75
listen first to the songs before filling in the chart.
Composer
5 facts about the composer 1.
2.
3.
4.
5.
Title
Year of Composition
Style of performance ( Solo Vocal with
orchestral accompaniment)
Tone Color
Draw the melodic contour
Rhythm :
- Meter
- Tempo
Harmony ( monophonic, homophonic
or polyphonic)
Describe the overall performance.
Share your thoughts, feelings, story
and images that you imagined while
listening.
Suggested additional listening resources:

Rigoletto-“La Donna e Mobile”-G.Verdi
- http:// www.youtube.com/watch?v=xCFREk6Y8TmM
Turandot-“Nessun Dorma”-G. Puccini
- http:// www.youtube.com/watch?v=RdTBm14o0Z8
La Traviata-“Libiamo ne lieti calici”-G.Verdi
- http:// www.youtube.com/watch?v=yOhQ1Wdiik
76
Madame Butterfly-“Un bel di redremo”- G. Puccini
- http:// www.youtube.com/watch?v=mPUSqOeApVe
Gretchen am Spinnrade- F. Schubert
- http:// www.youtube.com/watch?v=jSneYMIdY-k
“Erlking”- F. Schubert
- http:// www.youtube.com/watch?v=S9fHa6caCMc
Carmen- “L‟amour”- G. Bizet
- http://www.youtube.com/watch?v=8w9yJdkeryI
Activity 5: Name that tune! Individual Activity

Recall all the songs that you were able to listen. Let us see if you could name the
tune with just a few melodic fragments from the song. Write the title and also
the composer.
Title Composer
1.
2.
3.
4.
5.
6.
7.
8.
3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 6: GROUP ACTIVITY- ROMANTIC’S SCRAPBOOK
Make a collection of famous Romantic opera synopsis and musical pieces from
the internet and other music books. Compile the examples according to the
composer and their musical style. From your compilation of musical pieces/arias,
each group will sing an example to the class.
77

“I find Opera singing as enjoyable because…
Activity 9: Move to the Music

a. Schwanenge sang
b. Oberto
c. La Boheme
d. Parsifal
e. Carmen
Your group must come up with movements to interpret the assigned musical
selection.
78
Attachment 1
RUBRIC FOR SCRAPBOOK
4 3 2 1
CRITERIA
ADVANCED PROFICIENT BASIC MINIMAL
Content Complete information, Main points are covered but Some main points and details Main points are not
accurate and appropriate lack some details. are missing. complete and greatly
details. lacking.
Picture, photographs and Number and types of visuals More and better visuals Very little pictorial
drawings or other similar are adequate as are captions. could be used; captions only representation is present,
devices add to the overall identify and label rather than captions are incomplete.
effectiveness. Captions are explain
relevant and explanatory.
Space, shapes and colors add Design elements and Show evidence of use of No consideration of design
to the overall effectiveness of principles used are adequate. some design elements and elements and principles.
the scrapbook. principles.
Sources are properly and Minimum sources are Sufficient number/types of List of sources are
thoroughly cited. present and are cited sources are lacking. inadequate.
properly.
Theme There is wholeness about the Most of the information Only a portion of the Confusing and inconsistent.
scrapbook. The cover clearly relates to the theme of the information relates to the
identifies the theme. scrapbook. theme of the scrapbook.
Language Spelling, punctuation, and Spelling, punctuation, and Spelling, punctuation, and A significant number of
grammar are used with a grammar are used grammar are used but there errors are made in spelling,
high degree of accuracy. accurately. are some mistakes. punctuation and grammar.
Overall Effectiveness Requirements of the All the requirements have Only some of the areas of the Few of the assignment
assignment have been been fulfilled. The scrapbook scrapbook lack neatness. requirements have been
exceeded. The scrapbook is is neat and presentable. met. The presentation as a
very creative and interesting. whole lacks neatness.
79
Total Points:_________
80
Attachment 2
4 3 2 1
clear and centered
tune. sung.
the selection.
errors in duration.
precision.
81
Attachment 3
4 3 2 1
All members participate in Most members participate in Some members participate
One member participates in
the dance. The group is well the dance. The group is put in the dance. The group is
Coordination of Movements the dance. The group is a
put together. Good effort together ok, but not not put together at all. Effort
mess. No effort at all.
rhythm. in music.
movements
and dance.
Gum” distraction.
82

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DEPED ILOCOS NORTE DIVISION VISION: ETHICAL, INNOVATIVE, SOCIALLY-RESPONSIVE ENTREPRENEURIAL ENVIRONMENTALIST

LEVEL: GRADE 9 SUBJECT: MUSIC

ENDSTATES Think Do Feel Communicate Intuit Lead Be

SOCIALLY Understands Showcases Values Expresses the Imagines Encourages Creative

III. LEARNING ENDSTATES FOR THIS UNIT:

B. HOW WILL THE LEARNING PROMOTE:

IV. ACHIEVING THE ENDSTATES OF THIS UNIT:

V. CHUNKING / OUTLINING THE UNIT

Lesson 2: Music of the Renaissance Period

Lesson 3: Music of the Baroque Period

VI. ASSESSMENT DESIGN

II. LEARNING ENDSTATES:

B. HOW WILL THE LEARNING PROMOTE:

III. ESSENTIAL QUESTIONS:

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Activity 1: Loop Me

3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3: Music Listening

Activity 4: Music Analysis

4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION Activity 5: Written Test

Activity 6: Group Performance Task (Differentiated Activities)

Activity 7: Reflection Time

“I learned to appreciate Medieval Music because…

II. LEARNING ENDSTATES:

B. HOW WILL THE LEARNING PROMOTE:

III. ESSENTIAL QUESTIONS:

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Activity 1: Music Listening

2) ACQUIRE Activity 2: Lecture-Discussion with the use of ICT integration through

3) APPLY, PRACTICE, FORMATIVE ASSESSMENT Activity 3: Music Analysis

Language Latin English French

4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION Activity 4: Written Test

Activity 5: Group Performance Task (Differentiated Activities)

“I found enjoyment learning about Renaissance music because…

II. ESSENTIAL QUESTIONS:

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Activity 1: Guess Who

2) ACQUIRE Activity 2: Lecture-Discussion with the use of ICT integration through

Activity 4: Music Listening on Fugue

Activity 5: Video Clip Viewing on Oratorio

Activity 6: Music Listening on Chorale

4) SUMMATIVE ASSESSMENT, CLOSURE AND REFLECTION Activity 7: Written Test

Activity 8: Reflection Time

“Baroque music is fun to learn because…

Activity 9: Move to the Music

LEVEL: GRADE 9 SUBJECT: MUSIC

ENDSTATES Think Do Feel Communicate Intuit Lead Be

III. UNIT LEARNING ENDSTATES:

B. HOW WILL THE LEARNING PROMOTE:

IV. ACHIEVING THE ENDSTATES OF THIS UNIT:

V. CHUNKING / OUTLINING THE UNIT

VI. ASSESSMENT DESIGN

II. LEARNING ENDSTATES:

B. HOW WILL THE LEARNING PROMOTE:

III. ESSENTIAL QUESTIONS:

IV. MATERIALS, METHODS, AND ACTIVITIES TO ACHIEVE ENDSTATES

V. INSTRUCTIONAL PHASES LEARNING ACTIVITIES

1) ACTIVATE (Creating Focus and Purpose) Activity 1: Pre – Assessment

Activity 4: Music Listening on Sonata

Processing Questions (for group sharing):