Name: MARIELLE MARIE A.

PARROCHA
Republic of the Philippines Position: TEACHER I
DEPARTMENT OF EDUCATION Subject Area: MAPEH 9
Region I Date and Time: March 12,2021/10:00am
La Union Schools Division Office Grade and Section: 9- S.P.A.
DAMORTIS NATIONAL HIGH SCHOOL Quarter: Second
Junior High School Department COT Number: 1

Detailed Lesson Plan in MAPEH 9- MUSIC

Most Essential 1. Explain the performance practice (setting, composition, role of

Learning composers/performers, and audience) during classical period.
Competencies 2. Narrate the life and works of classical composers.
3. Relate classical music to its historical and cultural background
Topic MUSIC OF THE CLASSICAL PERIOD
(PERFORMANCE PRACTICES AND COMPOSERS)
Learning MAPEH 9: Quarter 2-Module 2
Resources Music of The Classical Period
A. Learners Material (Performance Practice)
B. Teacher's MAPEH 9: Quarter 2-Module 2 Music of The Classical Period
Guide (Performance Practice)
C. Textbook Learners' Material for Music and Arts Grade 9 pp. 106-117
D. Other Learning Powerpoint presentation,downloaded vocal music excerpt,
Resources/Materials speaker, cellphone, video clip, quizizz app
Procedures
Activity PRE-ASSESSMENT Indicator 3
Answer the Question
What comes in to your mind when you hear Select, develop,
the words “Classical Performance”? organize, and
Go to www.mentimeter.com use appropriate
teaching and
learning
resources
including ICT, to
address learning
goals.

Analysis 1. What are the different music forms during Indicator 1

the classical period?
Apply
2. How did economics and culture affect the knowledge of
performance practices during this period? content within
and across
3. What were the developments in instrumental curriculum
music during this period? teaching areas.

4. What were the developments in vocal music

during this period?
 5. Who are the composers in this period?
Abstraction The classical era, also called “Age of Reason”, is Indicator 1
the period from 1750- 1820. The cultural life was
dominated by the aristocracy, as patrons of Apply
musicians and artists who generally influenced knowledge of
the arts. Significant changes in musical forms content within
and styles were made. and across
Discover
curriculum
The term “classical” denotes conformity with the
teaching areas.
principles and characteristics of ancient Greece
and Roman literature and art which were formal,
elegant, simple, freed and dignified. The same
characteristics may also describe the melodies of
classical music. Harmony and texture are
homophonic in general. The dynamics of loud
and soft were clearly shown through the
extensive use of crescendo and diminuendo. A
style of broken chord accompaniment called;
Alberti Bass was practiced.
The great composers of the period were: Franz
Joseph Haydn, Wolfgang Amadeus Mozart, and
Ludwig Van Beethoven. Sonata, Concerto, and
Symphony are the instrumental forms developed
during this era while Opera Seria and Opera
Buffa are the two vocal forms.
Application Individual Activity Indicator 2
Direction: Listen to the musical excerpts then
identify the kind of musical performance if it is Plan and deliver
a Sonata, a Concerto, or a Symphony. teaching
strategies that
are responsive
to special
educational
needs of
learners in
difficult
circumstances
including
geographic
isolation,
chronic illness,
displacement
due to armed
conflict urban
resettlement or
disasters child
abuse and child
labor practices.
E. ASSESSMENT
FORMATIVE ASSESSMENT Indicator 3
Answer the questions in quizizz.com. The
teacher will give you the code for you to enter. Select, develop,
organize, and
use appropriate
teaching and
learning
resources
including ICT, to
address learning
goals.

Prepared by:

MARIELLE MARIE A. PARROCHA

Teacher I

Checked by:

JIMSON F. SELI
OIC-Head MAPEH Department

Noted:

CYNTHIA C. MAPALO
Secondary School Principal II
 Name: MARIELLE MARIE A. PARROCHA
Republic of the Philippines Position: TEACHER I
DEPARTMENT OF EDUCATION Subject Area: MAPEH 9
Region I Date and Time: June 6,2022/7:30-8:30am
La Union Schools Division Office Grade and Section: 9- S.P.A.
DAMORTIS NATIONAL HIGH SCHOOL Quarter: Fourth
Junior High School Department COT Number: 2

Detailed Lesson Plan in MAPEH 9- HEALTH

Most Essential
1. Identifies protective factors related to intentional injuries.
Learning
2. Demonstrate ways to prevent and control intentional injuries.
Competencies
Topic Protective Factors Related to Intentional Injuries
Learning
MAPEH 9: Quarter 4-Module 5
Resources
Protective Factors Related to Intentional Injuries
A. Learners Material
B. Teacher's MAPEH 9: Quarter 4-Module 5
Guide Protective Factors Related to Intentional Injuries
C. Textbook Learners' Material for P.E. and Health Grade 9 pp. 204-208
D. Other Learning Power point presentation, downloaded video about injury and
Resources/Materials decision making, speaker, cellphone, video clips
Procedures
Preliminary SIMULANG GAWAIN: Indicator 4
Activities a. Prayer Established safe
b. Reminder of the classroom health and and secure
safety protocols learning through
c. Checking of attendance the consistent
d. Quick “kumustahan” implementation
of policies,
guidelines and
procedures.

Activity LET US WATCH Indicator 5

Watch the video then answer the question Maintained
that follow. learning
environments
that promote
fairness, respect
and care to
encourage
learning.
 What is the message of the video for us?

Analysis Indicator 2
1. What are protective factors? Displayed
proficient use of
2. Why do we need to identify these protective Mother Tongue,
factors? Filipino, and
English to
3. How can these factors affect our decision facilitate
making? teaching and
learning
curriculum
teaching areas.
Abstraction In the previous quarter, you learned about Indicator 6
management strategies that will Maintain
help you cope with stress and depression. But learning
what if someone you know is the one environments
who has suicidal tendencies? The key to suicide that nurture and
inspire learners
prevention is to act fast and take the
to participate,
suicide attempt seriously. A simple yet effective
cooperate, and
way that is to speak to the person if
collaborate in
you’re worried that s/he will attempt suicide. It
may feel awkward and uncomfortable continued
to talk, but anyone who shows indications and learning.
warning signs needs immediate help
and the sooner you respond, the better. In this Indicator 7
case, you may express concern for that Apply a range of
person by saying “I wanted to check up on you successful
because you haven’t been yourself strategies that
lately”. You may also ask questions, like “Did maintain
something happen that made you start learning
feeling this way?” You may also offer your help environments
by saying “I may not be able to that motivate
understand exactly how you feel, but I care about learners to work
you and want to help.” productively by
FOR CASES OF ASSAULT AND ABUSE assuming
In order to prevent becoming a victim of assault responsibility
and abuse, one important
for their own
consideration is knowing the proper self-defense
learning.
techniques which involve physical,
mental and emotional assertiveness. These are
Indicator 1
the following:
 Self-esteem – having self-confidence that Apply
will make you less likely to be chosen as an easy knowledge of
target content within
 Assertiveness – having a bold and and across
confident behavior, like speaking with conviction, curriculum
may prevent a physical attack. Since many teaching areas.
attackers want easy victims they can overpower
 quickly, saying forcefully phrases like “Leave me
alone” may surprise an attacker before s/he can
make a move.
 Body language – making direct eye
contact and using a strong voice are some
actions that can send off a message to the
attacker that you are aware of how to take care
of your safety and that you will not be victimized
easily.
 Intuition – one important rule is that if you
sense danger, or if you sense that something is
wrong or about to happen, you should
immediately get away.
 A self-protective attitude – most important
of all, you must realize that you are worthy and
have a right to be treated with respect. Being
safe is your right but it is also your responsibility.
Application Individual Activity Apply
Direction: Read and understand each situation then knowledge of
write the positive steps that you can do to solve them. content within
1. Your classmate has been calling you and across
“names”. You know that it’s not okay and curriculum
makes you feel uncomfortable. How will you teaching areas.
make him/her stop?
2. Your Mom would always get mad at you for
little mistakes you do but when your
younger brother/sister does them, your
Mom would always say to him/her “it’s
okay”. How will you properly address this?
3. Your best friend has gotten herself a
boyfriend. She encouraged you to meet one
of his boyfriends’ friend. What will you do?
4. As a grade 9 student, you noticed a lot of
your schoolmates use vape or electronic
cigarette inside the school premises. What
actions can you take to stop them?
E. ASSESSMENT
Formative Assessment on: Indicator 3

Used verbal and

non-verbal
classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
Additional Video
 Prepared by:

MARIELLE MARIE A. PARROCHA

Teacher I
Checked by:

JIMSON F. SELI
OIC-Head MAPEH Department

Noted:

CYNTHIA C. MAPALO
Secondary School Principal II