SUBJECT TITLE: Music

GRADE: 9
Prepared by Anni Su & David Llandino

I. AUP PHILOSOPHY:
The work of education and the work of redemption are one, to restore in humanity the lost
image of God through the harmonious development of the mental, physical, social, and
spiritual faculties.

II. AUPA MISSION:

Adventist University of the Philippines envisions to be a leading Adventist educational
institution in the Philippines by 2022.

III. AUPA VISION:

The Adventist University of the Philippines is committed to provide quality Bible-based
education, nurturing students for academic excellence, Christ like character, and exemplary
service.

IV. SUBJECT DESCRIPTION:

This subject focuses on the study of music that seeks to lead students into a relationship with
the loving God through Jesus Christ and to discover His plan for their lives. Instruction in this
course will incorporate the beliefs, values, and mission of the SEVENTH-DAY Adventist Church
through LISTENING, SINGING, PERFORMING, READING, and CREATING.
Its goals and standards should help students learn to see and reflect God’s image through
understanding, applying, and responding music in God’s service.

V. GENERAL OBJECTIVES:
 Demonstrate understanding of the characteristic features of the Vocal music of the Romantic period.
 Appreciate the romantic period opera music by listening and pointing the characteristics from their
listening track.
 Realize the significant of art song of the nineteenth century.
 School AUP Academy Grade Level 9
Teacher/Instructor Anni Su& David Learning Area online
Llandino
Class Grading
DLP: schedule/week Period/Semester 1st Grading
Daily Lesson
Plan

ETERNAL ASSESSMENT/ Week/No.

LEARNING LESSON/CONTENT REFERENCE/
LIFE SKILLS: VALUES: EVALUATION of Days
COMPETENCY: (LC) TITLE: MATERIALS:
(IFVL) STRATEGIES:
The Learners patience is a MAY MY Lesson 1: Pre- Grade 9
shall be able to: great lesson TONGUE SING opera in Italy, Assessment: MAPEH 3
to bring into OF YOUR France and KWL Book Meetings
MU9OP-IVa-g-1 your WORD, FOR German during Formative K-12
everyday life. ALL YOUR the Romantic Assessment: Curriculum
describes the It’s worth it to COMMANDS period  Picture Guide –
musical and do things the ARE Analysis Music Page
theatrical right way, RIGHTEOUS.  Discussion 81-85
elements of the even if it (PSALM  Slide deck Grade 9
different kinds of means it’s not 119:172) presentation Learning
opera in Italy, as easy.  Quiz Guide
France and  Reflection Module
German during  LGM
the Romantic Activity
period.

Sing to the
LORD with Lesson 2: Pre- Grade 9
MU9OP-IVa-g-2 Coping grateful Art song and Assessment: MAPEH
praise; make other vocal KWL Book
Describe the Having the music to our
characteristics of Forms of the K-12
option to cope God on the
an art song and harp.
Nineteenth Formative Curriculum
through music
the significant of (Psalm147:7) Century Assessment: Guide –
is a valuable
art song of the  Picture Music Page
tool that can
nineteenth Analysis 81-85
help balance Grade 9
century.  Discussion
out many of Learning
 Slide deck
life’s Guide
presentation
challenges. Module
 Quiz
 Reflection
 LGM
Activity

Status
TEACHING PROCEDURES: Indicator:
(check &
Lesson 1: opera of the Romantic period
 Specific OBJECTIVES:
 Identify the musical and theatrical elements of an opera of the Romantic Period Opera.
 Appreciate opera of the romantic period
*Essential Question/ or
Specific skill
A. Reviewing the previous lesson or
presenting new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson/IFVL
D. Discussing new concepts and
practicing skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery (Leads to
formative assessment)
G. Finding Practical Applications of
concepts and skills in daily living/IFVL
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning
J. Additional Activities for
application or remediation
II. Teacher’s REMARKS/Justification:
III. REFLECTION (To be filled up by
Teachers after
A. No. of learners who earned 80%
in the evaluation
B. No of learners who require
additional activities for remediation
who scored below 80%
date done)
How is Opera Different Around the World?
How did romanticism affect the production of opera in
France, Germany and other countries during the romantic
period?
A brief review of the previous lesson
Picture Analysis
“Sing to him,sing praise to him, tell of all his wonderful
acts.” (1 Chronicles 16:9)
PowerPoint Presentation. Via Ms team
PowerPoint Presentation. Via Ms team
Online Activity (Kahoot.it)
Check for understanding
The LORD is my strength and my shield; my heart trusts in
him, and he helps me. My heart leaps for joy, and with my
song I praise him. (Psalm 28:7)
Opera takes any type of dramatic story and tries to make it
more exciting and more believable with the help of music.
Ask the students about their learnings on Today’s lesson
and relate it to their high school life.
LGM Activity
Gemini
Chameleon
Gemini
Chameleon
 C. Did the remedial lessons work? Gemini
No learners who have caught up with Chameleon
the lesson.
D. No. of learners who continue to Gemini
require remediation Chameleon
E. Which of my teaching strategies
worked well? Why did these works?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover, which I
wish to share with other teachers?

Checked by:
_________________________

Date

Status
TEACHING PROCEDURES: Indicator:
(check &
Lesson 2: Art song in the romantic period date done)

 Specific OBJECTIVES:
 Describe the musical elements are used in art songs.
 Define art song and its characteristics
 Listen perceptively to selected Romantic period.

*Essential Question/ or
Specific skill
A. Reviewing previous lesson or
presenting new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson/IFVL
D. Discussing new concepts and
practicing skills #1
E. Discussing new concepts and
practicing new skills #2
How were art songs composed during the romantic period?
How the significance of art song of the nineteenth
century?
Let the students recall their learnings from previous
lesson.
“If music be the food of love, play on.” Reflect on this
“Music is sound and silence.” Reflect on this
PowerPoint Presentation. Via MS Team
LGM ACTIVITY
 F. Developing Mastery (Leads to LGM ACTIVITY
formative assessment)

G. Finding Practical Applications of As they make music they will sing, “All my fountains are
concepts and skills in daily living/IFVL in you.” (Psalm 87:7)
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning Performance-based
J. Additional Activities for
application or remediation
II. Teacher’s REMARKS/Justification:

III. REFLECTION (To be filled up by

Teachers after

A. No. of learners who earned 80% Gemini

in the evaluation Chameleon
B. No of learners who require Gemini
additional activities for remediation Chameleon
who scored below 80%
C. Did the remedial lessons work? Gemini
No of learners who have caught up Chameleon
with the lesson.
D. No. of learners who continue to Gemini
require remediation Chameleon
E. Which of my teaching strategies
worked well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover, which I
wish to share with other teachers?

Checked by:
_________________________

Date:

Status
TEACHING PROCEDURES: Indicator:
(check &
Lesson 3: Vocal forms in the Nineteenth century date done)
  Specific OBJECTIVES:
 Identify different kind of vocal forms its characteristics
 Listen perceptively to selected music of the vocal forms

*Essential Question/ or How difference between the vocal forms?

Specific skill
A. Reviewing previous lesson or Let the students recall their learnings from previous
presenting new lesson lesson.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of “If music be the food of love, play on.” Reflect on this
the new lesson/IFVL “Music is sound and silence.” Reflect on this
D. Discussing new concepts and PowerPoint Presentation. Via MS Team
practicing skills #1
E. Discussing new concepts and LGM ACTIVITY
practicing new skills #2
F. Developing Mastery (Leads to LGM ACTIVITY
formative assessment)

G. Finding Practical Applications of As they make music they will sing, “All my fountains are
concepts and skills in daily living/IFVL in you.” (Psalm 87:7)
H. Generalizing and abstractions
about the lesson
I. Evaluating Learning Performance-based
J. Additional Activities for
application or remediation
II. Teacher’s REMARKS/Justification:

III. REFLECTION (To be filled up by

Teachers after

A. No. of learners who earned 80% Gemini

in the evaluation Chameleon
B. No of learners who require Gemini
additional activities for remediation Chameleon
who scored below 80%
C. Did the remedial lessons work? Gemini
No of learners who have caught up Chameleon
with the lesson.
D. No. of learners who continue to Gemini
require remediation Chameleon
E. Which of my teaching strategies
worked well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
 G. What innovation or localized
materials did I use/discover, which I
wish to share with other teachers?

Checked by:
_________________________

Date: