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, speaker,
Resources/Materials cellphone, video clip, quizizz app
Procedures
Activity PRE-ASSESSMENT Indicator 3
Answer the Question
What comes in to your mind when you Select, develop,
hear 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
curriculum
3. What were the developments in instrumental
teaching
music during this period?
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 the Indicator 1
period from 1750- 1820. The cultural life was
dominated by the aristocracy, as patrons of musicians Apply
and artists who generally influenced the arts. knowledge of
Significant changes in musical forms and styles were
content within
made.
and across
Discover
curriculum
The term “classical” denotes conformity with the
principles and characteristics of ancient Greece and
teaching
Roman literature and art which were formal, elegant, areas.
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 a Plan and
Sonata, a Concerto, or a Symphony. deliver
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
A. Learners Material Protective Factors Related to Intentional Injuries
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
b. Reminder of the classroom health and safety safe and secure
protocols learning
c. Checking of attendance through the
consistent
d. Quick “kumustahan”
implementation
of policies,
guidelines and
procedures.
Activity LET US WATCH Indicator 5
Watch the video then answer the Maintained
question 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
2. Why do we need to identify these protective of Mother
factors? Tongue,
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 management Indicator 6
strategies that will Maintain
help you cope with stress and depression. But what if learning
someone you know is the one environments
who has suicidal tendencies? The key to suicide that nurture
and inspire
prevention is to act fast and take the learners to
suicide attempt seriously. A simple yet effective way
participate,
that is to speak to the person if
cooperate,
you’re worried that s/he will attempt suicide. It may
and
feel awkward and uncomfortable
to talk, but anyone who shows indications and warning
collaborate in
signs needs immediate help continued
and the sooner you respond, the better. In this case, learning.
you may express concern for that person by saying
“I wanted to check up on you because you haven’t Indicator 7
been yourself Apply a range
lately”. You may also ask questions, like “Did of successful
something happen that made you start strategies that
feeling this way?” You may also offer your help by maintain
saying “I may not be able to learning
understand exactly how you feel, but I care about environments
you and want to help.” that motivate
FOR CASES OF ASSAULT AND ABUSE learners to
In order to prevent becoming a victim of assault and work
abuse, one important productively by
consideration is knowing the proper self-defense assuming
techniques which involve physical,
responsibility
mental and emotional assertiveness. These are the
for their own
following:
learning.
• Self-esteem – having self-confidence that will
make you less likely to be chosen as an easy
target Indicator 1
• Assertiveness – having a bold and confident Apply
behavior, like speaking with conviction, knowledge of
may prevent a physical attack. Since many attackers content within
want easy victims they can overpower and across
curriculum
teaching
areas.
 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 content within
them. and across
1. Your classmate has been calling you “names”. curriculum
You know that it’s not okay and makes you feel teaching
uncomfortable. How will you make him/her areas.
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