Grade 9 - Arts (Fourth Quarter)

DAILY
LESSON PLAN
IN ARTS 9
(Fourth Quarter)
i
Region V/Daily Lesson Plan/2019-2020
DAILY LESSON PLAN DEVELOPMENT TEAM
Division: Iriga City Division EPS:CYNTHIA T. MONTANEZ

Grade level: Grade 9 Subject Area: Arts (Fourth Quarter)
Team Member Role in the DLP Development

ROMULO ALMELOR
CLOYD LAGYAP
ALAN DAISY Writers
ARJAY DIMANARIG
MARK ANTHONY TADURAN
ALFIE GASCON Language Editor
MARIBEL VARGAS Content Editor
CYNTHIA MONTANEZ Editor Consultant
BELEN PILI Consultant
RUDILY BARCE Illustrators
ISIDORE K. ALMIÑE Layout Artist
ii
TABLE OF CONTENTS
Grade 9 - Arts
(Fourth Quarter)
Week No Learning Competency Page

Week 1 Identify selected theatrical forms from different art
periods.
(A9EL-IVa-1) 1
Week 2 Research on the history of the theatrical forms and their
evolution.
( A9EL-IVb-2 ) 8
Week 3 Identify the elements and principles of arts as
manifested in Western Classical plays and opera
A9EL-IVc-3 19
Week 4 Define what makes selected western classical plays and
operas unique through visual representation
A9PL-IVc-1 22
Week 5 Design the visual elements and components of a
selected Western Classical theater play and opera.
A9PR-IVd-1 25
Week 6 Analyze the uniqueness of each group’s performance of
its selected Western Classical theater play and opera.
A9PR-IVh-2 33
Week 7 Show the influences of the selected Western Classical
play or opera on Philippine theatrical performance in
terms of form and content of story.
A9PR-IVh-6 39
Week 8-9 Choreograph the movements and gestures needed in
the effective delivery of a selected piece from Western
Classical plays and opera.
A9PR-IVe-f-3
Improvise accompanying sound and rhythm needed in
the effective delivery of a selected piece from Western
Classical plays and operas.
A9PR-IIIc-e-3 46
Week 10 perform in a group showcase of the selected piece from
Western Classical plays and operas
(A9PR-IVg-5) 51
iii
Daily Lesson Plan in Arts
Grade 9
Quarter Fourth Week 1
I. OBJECTIVES
A. CONTENT The learner demonstrates understanding...
STANDARD 1. the role of theatrical elements (sound, music, gesture,
movement and costume) in the creation and
communication
of western Classical plays and opera which influenced
by
history and culture
2. of theatre and performances as a synthesis of arts.
B. The learner…
PERFORMANC 1. creates appropriate theatre play/opera costume and
E STANDARD accessories and improvises appropriate sound, music,
gesture, movements
and costume for a chosen theatrical composition.
2. takes part in a performance of a selected piece from
Western
C. LEARNING The learners identify selected theatrical forms from
COMPETENCY different art
periods. (A9EL-IVa-1)
II. CONTENT WESTERN CLASSICAL PLAYS AND OPERAS :
Theatrical Forms from different art periods
III. LEARNING
RESOURCES
A. References Teacher’s Guide in Arts, pages 311-323
1. Teacher’s
Guide pages
2. Learner’s Learner’s Materials in Arts, pages
Materials pages
3. Additional https://www.google.com/search?ei=pPWaXeW9Gs2A-
Qb92ZaQBQ&q=Theater+Arts+of+the+different+art+periods&oq=Theater+Arts+of+th
Materials from e+different+art+periods&gs_l=psy-
Learning ab.3...209.12202..13228...0.0..1.467.1606.0j5j0j1j1......5....1..gws-
wiz.......33i22i29i30j33i21j33i160.d4WYA9zR9L0&ved=0ahUKEwjln9H124nlAhVNQN
Resource (LR) 4KHf2sBVIQ4dUDCAs&uact=5
Portal http://www.theatrecrafts.com/pages/home/topics/stage-management/theatrical-style/
IV.
PROCEDURES
A. Reviewing Teacher will post the jumbled letters on the board or
Previous will be using a power point. Let students arrange the
Lesson or jumbled letters to correct words.
Presenting the
New Lesson 1. KEERG RETAEHT 5. NAMOR RETAEHT
2. LAVEIDEM RETAEHT 6. ECNASSIANER

RETAEHT
1
3. EUQORAB RETAEHT 7. LACISSALCOEN
RETAEHT
4. CITNAMOR RETAEHT
Ask the students:

1. What were the words formed all about?
ANSWERED KEYS
1. GREEK THEATER 5. ROMAN THEATER
2. MEDIEVAL THEATER 6. RENAISSANCE
THEATER
3. BAROQUE THEATER 7. NEOCLASSICAL
THEATER
4. ROMANTIC THEATER
B. Establishing Ask the students:
a Purpose for How is theatre an art form?
the Lesson Possible answer:
- Theatre or theatre is a collaborative form of fine art that
uses live performers, typically actors or actresses, to
present the experience of a real or imagined event
before a live audience in a specific place, often a stage.
C. Presenting Teacher will post the visual aid on the board or
Examples/ through power point.
Instances of Ask students to match column A with that in column
the Lesson B. In Column A are the terms associated to Theatrical
Forms/Styles; while in column B are the Descriptions.
Write the letter only.
COLUMN A COLUMN B
1. SATYR PLAY A. is a play dealing with

tragic events and having an
2. MELODRAMA unhappy ending,
B. a theatrical performance
3. COMEDY using large scale scenery
and effects to wow the
4. MYSTERY PLAY audience
C. a performance with no
5. OPERA spoken words, often now
shortened to 'Mime'
6. PANTOMIME D. a highly dramatic and
stylised musical form where
7. SPECTACLE the text is completely sung
E. were stories taken from
8. TRAGEDY the Bible
F. performance in whcih
9. MORALITY PLAY the protagonist is met by
personifications of various
10. DRAMA
2
Aswered Keys: moral attributes who try to
1. J prompt him to choose a
2. G Godly life over the evil
3. I G. a dramatic work that
4. E exaggerates plot and/or
5. D characters in order to
6. C appeal to the emotion
7. B H. a term coming from the
8. A Greek word meaning
9. F “action”, which is derived
10.H from the verb meaning “to
do” or “to act”
I. were derived from
imitation; there were no
traces of their origin
J. a tragic play which
contains enough comic
elements to lighten the
overall mood or a serious
play with a happy ending
D. Discussing Explain to the students the selected theatrical form in

New Concepts Ancient Period.
and Practicing Teacher will post Visual Aids or will be using a power
New Skills point.
ANCIENT THEATER
(Greek and Roman)
❖ GREEK THEATER
- The theatre of ancient Greece consisted of
three types of drama: Tragedy, Comedy, and
the Satyr play.
• Tragedy is a compound of two Greek

words, tragos or “goat” and “ᾠδή” (ode)
meaning “song,” referring to goats
sacrificed to Dionysus before
performances, or to goat-skins worn by
the performer
- In Greece, tragedy was the most
admired type of play. It dealt with tragic
events and have an unhappy ending,
especially one concerning the downfall
of the main character.
• Comedy plays were derived from
imitation; there were no traces of their
origin. - Lysistrata, a
humorous tale about a strong woman
who led a female coalition to end war in
3
Greece survived. Cyclops was an
adventurous comedy.
• Satyr Play contains comic elements to
lighten the overall mood or a serious
play with a happy ending. It is an
ancient Greek form of tragic comedy.
- It featured choruses of satyrs, based
on Greek mythology. This featured half-
man / half-goat characters known as
Satyrs. They were awful, ridiculous, and
usually drunk.
❖ ROMAN THEATER
- It had varied and interesting art forms such as
festival performances of street theatre, acrobatics,
the staging of comedies of Plautus, and the
high-verbally elaborate tragedies of Seneca.
- The usual themes for Roman theatre plays
were chariots races, gladiators, and public
executions. The Romans loved a good spectacle.
- They loved to watch combat and admired
blood sports and gladiator competition.
- Comedy plays were popular too in the
Roman Theatre, and women were allowed to
perform on stage.
Let the pupils compare their previous answers to the

facts given.
Ask students:
1. What can you say on the selected theatrical forms
from the different art period?
2. What are the common theatrical forms from each
period?
E. Developing AVERAGE ADVANCE LEARNERS
Mastery LEARNERS Dyad Task
Group Task
Form 5 groups. Pair-Share. Let each pair
Assign each group accomplished the given
selected theatrical indicators.
forms from the Let each pair use the learner
different art periods. materials (Music & Arts) on
Teacher will pp.268-281, or the Teacher will
provide information for use a power point.
each group.
Students will .be using the following indicators:
GROUP ART THEATRICAL FORMS

No.
PERIOD
4
I MEDIEVAL
PERIOD
II RENAISSA
NCE
PERIOD
III BAROQUE
PERIOD
IV NEOCLASSI
CAL
PERIOD
:
V ROMANTIC
PERIOD
Let each group present Ask for volunteers to

their output to the class. present his/her work to the
class.
F. Finding Let the students understand that Theatre Arts of the
practical Western countries produced and performed in different
applications of periods and that have had great influence from the
concepts and Ancient Greek and Roman theatre art.
skills in daily
living Ask students:
1. Reflect on which theatre art form you think is the
best for you?
G. Making Wrapping – up the lessons by asking the students:
generalizations 1. What are the selected theatrical forms from the
and different art periods?
abstractions 2. How important is a theatrical form in a particular
about the period?
lesson
H. Evaluating AVERAGE LEARNERS ADVANCE LEARNERS
Learning
5
Identify the theatrical Teacher will post visual
form described in the given aids on the board or
statements. through power point.
On each of the blanks Write your answer on
write the letter of the the space provided before
correct answer. Choose each number..
the words from the
rectangular box. _____ 1. It dealt with
tragic events, especially
A. “Roman Chariot" one concerning the
B. “Carmen” downfall of the main
C. “Commedia dell’arte” character.
D. “The Cult of Dionysus"
E. “Orpheus” _____ 2. It is an art form
. in which singers and
_____ 1. It dealt with tragic musicians perform a
events, especially one dramatic work combining
concerning the downfall of text and musical score is
the main character. called ________.
_____ 2. It is an art form
in which singers and _____ 3. The use of
musicians theatrical technologies
perform a dramatic work may be seen in the
combining text and musical different stage productions
score is called ________. of _______.
_____ 3. The use of
theatrical technologies may _____ 4. This is an Italian
be seen in the different comedy and a humorous
stage productions of theatrical presentation
_______. performed by professional
_____ 4. This is an Italian players who travelled in
comedy and a humorous troupes.
theatrical presentation
performed by professional _____ 5. The Romans
players who travelled in loved to watch this kind of
troupes. spectacle, racing and
_____ 5. The Romans warfare.
loved to watch this kind of
spectacle, racing and
warfare.
ANSWERED KEYS
1. D 1. “The Cult of Dionysus"
2. B 2. “Carmen”
3. E 3. “Orpheus”
4. C 4. “Commedia dell’arte”
6
5. A 5. “Roman Chariot"
I. Additional
Activities for List down some famous theatrical forms in the
Application Philippines that you think has Western theatre art
influence.
Let the students use the indicators given below.
Theatrical Forms Descriptions
7
Grade 9
I. OBJECTIVES
A. CONTENT The learner demonstrates understanding...
STANDARD 1. the role of theatrical elements (sound, music,
gesture,
movement and costume) in the creation and
communication
of western Classical plays and opera which
influenced by
history and culture
2. of theatre and performances as a synthesis
of arts.
B. PERFORMANCE The learner…
STANDARD 1. creates appropriate theatre play/opera
costume and
accessories and improvises appropriate
sound, music,
gesture, movements
and costume for a chosen theatrical
composition.
2. takes part in a performance of a selected piece
from Western
C. LEARNING The learners research on the history of the
COMPETENCY theatrical forms and their evolution. ( A9EL-IVb-2 )
II. CONTENT WESTERN CLASSICAL PLAYS AND OPERAS
: History of the Theatrical Forms and their
Evolution
III. LEARNING
RESOURCES
A. References Teacher’s Guide in Arts, pages 310-323
1. Teacher’s Guide
pages
2. Learner’s Materials Learner’s Materials in Arts, pages
pages
3. Additional Materials
from Learning Resource
(LR) Portal
IV. PROCEDURES
A. Reviewing Previous Teacher will post the visual aid on the board
Lesson or Presenting or through power point.
the New Lesson From the choices below, classify the Dates to
the Different Theatre Art Periods where they
belong. Write the letter only.
Theatre Art Periods: Choices:
8
_____1. Ancient Theatre A. 1800-2000
_____2. Medieval B. 1800-1900
Theatre C. 1600-1750
_____3. Renaissance D. 1400-1600
Theatre E. 500 C.E.-1400
_____4. Baroque F. 700 B.C.-410 C.E.
Theatre
_____5. Neoclassical
Theatre
_____6. Romantic
Theatre
Ask the students:
1. How did you classify the different dates into
their respective periods?
2. What was your basis of classification?
Answered Keys:
1. F 2. E 3. D 4. C 5. B 6. A
B. Establishing a Ask the students:
Purpose for the Why is there a need to know the history of
Lesson the theatrical forms and their evolution?
C. Presenting Teacher will post the visual aid on the board
Examples/ Instances of or through power point.
the Lesson Teacher may also provide handouts to the
students, or they may use the Learner’s Material
on page 268.
An Overview of the Theatre Arts of the

Western Countries
Theatre began from myth, ritual, and

ceremony. Early society perceived connections
between actions performed by groups of people
or leaders to a certain society and these actions
moved from habit, to tradition, to ritual, to
ceremony due to human desire and need for
entertainment. The repeated rehearsals,
performances, and creation of different actions
broke the ground for theatre.
Theatre means “place of seeing,” but it is
more than the buildings where performance take
place. To produce theatre, a playwright writes
the scripts, the director rehearses the
performers, the designer and technical crew
produce props to create the scenes, and actors
and actresses perform on stage. Then it will only
be a true theatre act when an audience
witnesses it.
Ask the students:
9
1. What is Theatre?
2. How did Theatre started?
D. Discussing New Explain to the students the selected
Concepts and theatrical form in Ancient Period.
Practicing New Skills Teacher will post Visual Aids or will be using
#1 a power point.
ANCIENT THEATER
(Greek and Roman)
❖ GREEK THEATER
- European theater began in Ancient
Greece.
- It began around 700 B.C. with
festivals honoring their many gods.
Dionysus (Di-on-i-sus), the god of
wine and fertility, has a religious
festival called, “The Cult of Dionysus,”
to honor him.
- The three well-known Greek tragedy
playwrights are Sophocles, Euripides,
and Aeschylus.
- The theatre of ancient Greece
consisted of three types of drama:
Tragedy, Comedy, and the Satyr play.
• Tragedy is a compound of two
Greek words, tragos or “goat”
and “ᾠδή” (ode) meaning
“song,” referring to goats
sacrificed to Dionysus before
performances, or to goat-skins
worn by the performer
- In Greece, tragedy was the
most admired type of play. It
dealt with tragic events and
have an unhappy ending,
especially one concerning the
downfall of the main character.
• Comedy plays were derived
from imitation; there were no
traces of their origin.
- Lysistrata, a humorous tale
about a strong woman who led
a female coalition to end war in
Greece survived. Cyclops was
an adventurous comedy.
• Satyr Play contains comic
elements to lighten the overall
mood or a serious play with a
happy ending. It is an ancient
Greek form of tragic comedy.
- It featured choruses of satyrs,
10
based on Greek mythology.
This featured half-man / half-
goat characters known as
Satyrs. They were awful,
ridiculous, and usually drunk.
❖ ROMAN THEATER
- The theatre of ancient Rome started in
the 3rd centuryBC.
- It had varied and interesting art forms
such as festival performances of street
theatre, acrobatics, the staging of
comedies of Plautus, and the high-
verbally elaborate tragedies of Seneca.
- Hellenization (historical spread of
ancient Greek culture) of Roman culture
in the 3rd century BC had an intense and
energizing effect on Roman theatre and
encouraged then development of Latin
literature. -
According to Roman historian Livy, the
Etruscan actors in the 4th century BC,
were the first experienced theatre actor. -
While in 240 BC, Roman drama began
with the plays of Livius Andronicus.
- By the mid-4th century AD, 102 out of
176 ludi publici were dedicated to theatre,
aside a considerably lower number of
gladiator and chariot racing events.
- The usual themes for Roman theatre
plays were chariots races, gladiators, and
public executions. The Romans loved a
good spectacle.
- They loved to watch combat and
admired blood sports and gladiator
competition.
- Comedy plays were popular too in
the Roman Theatre from 350 to 250 B.C.
and women were allowed to perform on
stage.
Let the students compare their previous answers

to the facts given.
Ask students:
1. What can you say on the History of the
theatrical forms the Ancient Period?
2. How does it developed?
11
E. Developing Mastery Form 5 Groups. Assign each group one Theatre
Art Period.
Teacher will provide information for each
group, or let the students use the Learner’s
Material on pp. 272-281.
Group I – Medieval Theatre (500 C.E.-400)

Group II – Renaissance Theatre (1400-1600)
Group III – Baroque Theatre(1600-1750)
Group IV – Neoclassical Theatre (1800-1900)
Group V – Romantic Theatre (1800-2000)
Medieval Theater
(500 C.E.-1400)
❖ During the Medieval era, theater

performances were not allowed
throughout Europe. To keep the theater
alive, minstrels, though denounced by the
Church, performed in markets, public
places, and festivals. They travelled from
one town to another as puppeteers,
jugglers, story tellers, dancers, singers,
and other performers in other theatrical
acts. These minstrels were viewed as
dangerous and pagan.
❖ Churches in Europe started staging their
own theater performances during Easter
Sundays with biblical stories and events.
Eventually, some plays were brought
outside the church due to their portrayal
of the devil and hell.
❖ An example of this kind of play is the
Mystére d’Adam or “The Mystery of
Adam.” The story revolves around Adam
and Eve and ends with the devil capturing
and bringing them to hell.
❖ Over the centuries, the plays revolved
around biblical themes from the Story of
the Creation to the Last Judgment.
Renaissance Theater
(1400-1600)
❖ During Middle Ages, mystery plays

formed a part of religious festivals in
England and other parts of Europe during
the Renaissance period.
❖ Morality plays (in which the protagonist
was met by personifications of various
12
moral attributes who try to choose a
Godly life over the evil) and University
drama were formed to recreate Athenian
tragedy.
❖ Public theatres were developed like the
Commedia dell’arte (Italian comedy and a
humorous theatrical presentation
performed by professional players who
traveled in troupes) and the elaborate
masques (a dramatic entertainment
consisting of pantomime, dancing,
dialogue, song, and sometimes players
who wore masks) that were usually
presented in court.
❖ One of the most prominent supporters of
the theater was Queen Elizabeth I.
❖ The companies of players (companies of
actors) were organized by the aristocrats
and performed seasonally in many
places. They were called professional
players that performed on the Elizabethan
stage.
❖ Gorboduc, also known asFerrex and
Porrex, was an English play that was first
performed at the Christmas celebration in
1561, and was performed before Queen
Elizabeth I on 18 January 1562 by the
Gentlemen of the Inner Temple.
❖ The famous actor and poet who emerged
in this period was William Shakespeare.
❖ He was an English poet, playwright, and
actor and was regarded as the greatest
writer and dramatist in the whole world.
Shakespeare was often called England’s
national poet and the “Bard of Avon.” One
of his of his plays were well-loved Romeo
and Juliet.
❖ For the first time, ballet was performed in
public during this period. Ballet is a
formalized form of dance which originated
from the Italian Renaissance courts.
❖ The first formal “court ballet” ever
recognized was Ballet des Polonais in
1573.
Baroque Theater
(1600-1750)
❖ The theater of the Baroque period is

marked by the use of technology in
13
current Broadways or commercial plays.
The theater crew uses machines for
special effects and scene changes which
may be changed in a matter of seconds
with the use of ropes and pulleys.
❖ This technology affected the content of
the performed pieces, practicing at its
best the Deus ex Machina (a Latin word
meaning “god from the machine”)
solutionin which the character gods were
finally able to come down from the
heavens and rescue the hero in
dangerous situations.
❖ The use of theatrical technologies in the
Baroque period may be seen in the films
“Vatel”(2000), “Farinelli” (1999) and in the
different stage productions of “Orpheus”
by Claudio Monteverdi.
Neoclassical Theater
(1800-1900)
❖ During the Neoclassical period, the

theater was characterized by its
grandiosity.
❖ This period officially established just two
types of plays – tragedy, and comedy.
Tragedies portrayed the complex and
fateful lives of the upper classes and
royals, while comedies, which were either
public discourse or comedies of manners,
tended to focus on the lower ranks of
society.
❖ Three playwrights achieved a significant
amount of success.
❖ Pierre Cornielle (1606 – 1684) who was
often called the “Father of the French
tragedy,” wrote scripts for more than four
decades. One of these was The Cid.
❖ Jean-Baptiste Poquelin, better known as
Molière (1622 – 1673) was known for his
comedies, Tartuffe and The Missanthrope
was one of his works.
❖ Jean Racine (1639 – 1699) was a
tragedian beloved for his simple approach
to action and the linguistic rhythms and
effects he achieved. Andromache and
Phaedra was one of his scripts.
14
Romantic Theater
(1800-2000)
❖ During Romantic period, melodrama and

operas became the most popular
theatrical forms.
❖ Melodrama originated from the French
word melodrame, which is derived from
Greek melos, which means “music,” and
French drame, which is derived from
Greek dran to “peform.” Melodrama can
be also be described as a dramatic work
that puts characters in a lot of danger in
order to appeal to the emotions and in
which orchestral music or song was used
to accompany the action.
❖ Opera, in the other hand, is an art form in
which singers and musicians perform a
dramatic work combining text (called a
libretto) and musical score.
❖ Acting, scenery, costumes, and dance
were important elements of theater. It is
usually performed in an opera house,
accompanied by an orchestra or smaller
musical ensemble.
❖ Victor Marie Hugo was born on February
26, 1802 and died on May 22, 1885. He
was a poet, novelist, and dramatist of the
Romantic movement. Among his works
that stand out all over the world are Les
Contemplations, La Légende des siècles,
Les Misérables, and the Notre-Dame de
Paris which is known as the Hunchback
of Notre-Dame.
❖ Georges Bizet was born on October 25,
1838 – died June 3, 1875, Paris. Bizet
was the only child of Adolphe Armand
Bizet (formerly a hairdresser and later
became a singer and composer) and
Aimee Marie Louise Leopoldine
Josephine Delsarte, a pianist. Carmen is
the most popular among his works.
Let each group presents the output in the class.
15
F. Finding practical Ask students:
applications of 1. Who among the Famous Playwright you
concepts and skills in most likely to be? Why?
daily living 2. Which theatrical form do you prefer
Tragedy or Comedy? Explain briefly?
3. What is the implication of the Theatrical
Forms to modern civilization?
G. Making Wrapping – up the lessons by asking the

generalizations and students:
abstractions about the 1. Who are the Famous Playwright of the
lesson Western Theatre Arts?
2. How do the artists convey their ideas to
their theatrical forms?
H. Evaluating Learning AVERAGE ADVANCE LEARNERS

LEARNERS
Teacher will post visual aids on the board or

through power point.
Let the student complete the table.
Period Date Playwrigh Famous

t Work
Greek
16
Renaissa
nce
Baroque
Neoclassi
cal
Romantic
ANSWERED KEYS
Period Date Playwrigh Famous

t Work
Greek 700 B.C. Euripides “Cyclops
”
Renaissa 1400- William “Romeo
nce 1600 Shakespe and
are Juliet”
Baroque 1600- Caudio “Orpheus
1750 Montevird ”
i
Neoclassi 1800- Pierre “The Cid”
cal 1900 Cornielle
Romantic 1800- George “Carmen
2000 Bizet ”
17
I. Additional Activities Complete the Table: Select three Famous
for Application Filipino Playwright, and their artworks from each
era.
ERA PLAYW THEATRICA

RIGHT L FORM
18
Grade 9
I. OBJECTIVES
A. CONTENT The learner demonstrates understanding of...
STANDARD 1. how theatrical elements (sound, music, gesture,
movement, and costume) affect the creation and
communication of meaning in Western Classical
plays and opera as influenced by history and
culture;
2. theater and performance as a synthesis of arts
B. PERFORMANCE The learner…
STANDARD 1. create appropriate theater play/opera costume and
accessories and improvise appropriate sound,
music, gesture, movements, and costume for a
chosen theatrical composition
2. take part in a performance of a selected piece
from Western Classical plays and opera
C. LEARNING 3. identify the elements and principles of arts as
COMPETENCY manifested in Western Classical plays and
opera
A9EL-IVc-3
II. CONTENT Western Classical Plays/Opera
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Page 260-300
Materials pages
3. Additional
Materials from
Learning Resource
(LR) Portal
IV. PROCEDURES
A. Reviewing 1. Give the students a quick run through of elements
Previous Lesson or and principles with their meanings.
Presenting the New
Lesson
ELEMENTS OF ARTS:
➢ The building blocks or ingredients of art.
COMPONENTS:
➢ LINE - A mark with length and direction. A
continuous mark made on a surface .by a
moving point.
➢ COLOR - Consists of Hue (another word for
color), Intensity (brightness) and Value
(lightness or darkness).
19
➢ VALUE - The lightness or darkness of a color.
➢ SHAPE - An enclosed area defined and
determined by other art elements; 2-
dimensional.
➢ FORM - A 3-dimensional object; or something
in a 2-dimensional artwork that appears to be
3-dimensional.
➢ SPACE - The distance or area between,
around, above, below, or within things.
➢ TEXTURE - The surface quality or "feel" of an
object, its smoothness, roughness, softness,
etc.
PRINCIPLES OF ART:
➢ What we use to organize the Elements of Art,
or the tools to make art.
COMPONENTS:
➢ BALANCE - The way the elements are
arranged to create a feeling of stability in a
work.
➢ EMPHASIS - The focal point of an image.
➢ CONTRAST - A large difference between two
things to create interest and tension.
➢ RHYTHM & MOVEMENT - A regular repetition
of elements to produce the look and feel of
movement.
➢ PATTERN - Repetition of a design.
➢ UNITY - When all the elements and principles
work together to create a pleasing image.
➢ VARIETY - The use of differences and change
to increase the visual interest of the work.
➢ PROPORTION - The comparative relationship
of one part to another with respect to size,
quantity, or degree.
B. Establishing a 1. Viewing of video clip of Oedipus Rex.

Purpose for the 2. Let students explain how the different elements
Lesson and principles were used and depicted in the play
Oedipus Rex.
C. Presenting Let students share their answers to the class.
Examples/
Instances of the
Lesson
D. Discussing New Discussion on the different western classical plays
Concepts and and opera.
Practicing New A. Greek – Oedipus Rex
Skills B. Renaissance – Romeo and Juliet
C. Romantic Period- Carmen
20
E. Developing Let students identify the elements and principles of
Mastery arts manifested in the following plays and opera.
Oedipus Rex Romeo and
Juliet
Costume
Masks/Make
Up
Stage
Designs
Props
Average Learners: By Group

Advance Learners: Individual Output
F. Finding practical Let students give the importance of identifying the

applications of elements and principles of arts in any artwork. (Art
concepts and skills Appreciation)
in daily living
G. Making What are the elements and principles of arts
generalizations and manifested in the given play/opera?
abstractions about
the lesson
H. Evaluating Identify the elements and principles of arts in
Learning Carmen, opera.
Costumes
Masks/Make Up
Stage Designs
Props
I. Additional Research on other Western Classical plays and

Activities for operas. Identify the elements and principles of arts
Application as manifested in the plays and opera.
21
Grade 9
I. OBJECTIVES
A. CONTENT The learner demonstrates understanding of...
communication of meaning in Western Classical
plays and opera as influenced by history and
culture;
B. The learner…
PERFORMANCE 1. create appropriate theater play/opera costume and
STANDARD accessories and improvise appropriate sound,
music, gesture, movements, and costume for a
chosen theatrical composition
2. take part in a performance of a selected piece from
Western Classical plays and opera
C. LEARNING 4. define what makes selected western classical
COMPETENCY plays and operas unique through visual
representation
A9PL-IVc-1
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Pages 277-300
Materials pages
3. Additional
Materials from
Learning Resource
(LR) Portal
IV. PROCEDURES
A. Reviewing
Previous Lesson or
Presenting the New
?
Lesson ? ?
Romeo
& Juliet ?
? ?
Carmen
22
Let students fill up the graphic above. Let them write on the
boxes the reason why they love the play/opera?
B. Establishing a Ask students:
Purpose for the If you were to choose only one play to watch live,
Lesson which play will you watch? Why?
C. Presenting Let students fill up the table below based from their
Examples/ answers.
Instances of the REAMARKS
Lesson Romeo and Juliet
Carmen
D. Discussing New Go over the table above. Let students give the
Concepts and similarities and differences of the given western
Practicing New classical play/opera.
Skills
E. Developing Let students use the Venn Diagram to show the
Mastery similarities and differences of the given Western
Classical play/opera.
Romeo & Juliet Carmen
F. Finding practical Let students give the value of being unique.

applications of
concepts and skills
in daily living
G. Making Refer to the venn diagram. What makes the selected
generalizations and Western Classical play/opera unique?
abstractions about
the lesson
H. Evaluating Fill up the Venn Diagram
Learning
Oedipus Rex Romeo and Juliet
23
I. Additional Research for famous plays and operas in the
Activities for Philippines. Describe what makes them unique.
Application
24
Grade 9
I. OBJECTIVES
A. Content The learner demonstrates...
Standards 1. understanding the role of theatrical elements
(sound, music, gesture, movement and
costume) in the creation and communication of
Western Classical plays and opera which
influenced by history and culture.
2. understanding of theater and performances as a

synthesis of arts.
B. Performance The learner…

Standards 1. creates appropriate theater play/opera costume
and accessories and improvises appropriate
sound, music, gesture, movements, and
costume for a chosen theatrical composition.
Western Classical Plays/Opera

from Western Classical plays and opera.
C. Learning
Competencie 5. Design the visual elements and components of a
s/Objectives selected Western Classical theater play and
opera.
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s 258 – 309 (277 – 282)
Materials
pages
3. Textbook
pages
4. Additional
Materials
25
IV. PROCEDU
RES
A. Reviewing Let students enumerate the elements of arts as
previous manifested in Western Classical plays and opera:
lesson or Basic Elements:
presenting
the new Music Character Theme Plot Dialogue
lesson Other Elements:
Sounds Props Costumes Gestures Makeup
Accessories Spectacle
B. Establishing
a purpose for Ask students:
the lesson 1. What is the purpose of these elements in the
Western Classical Plays and Opera?
2. Match column A with column B. Choose your
answer in column B that corresponds to the
pictures in column A.
A B
a. The Merchant of
Image from: Venice
https://upload.wikimed
ia.org/wikipedia/comm
ons/d/dc/Gilbert-
Shylock.jpg
b. La Bohemme
Image from:
https://en.wikipedia.or
g/wiki/Oedipus_Rex
26
c. Oedipus Rex
Image from:
g/wiki/Carmen#/media
/File:Habanera_Carm
en.jpg
d. Carmen
Image from:
g/wiki/File:La_Bohem
e_Rappezzatrice_Cos
tume.jpg
27
C. Presenting Present video clips of adapted Western Classical Play
examples/inst and Opera.
ances of the
new lesson 1. OEDIPUS REX (1957 film)
By Sophocles
Video Clips:
https://www.youtube.com/watch?v=6UsFZ5SoLAw
https://www.youtube.com/watch?v=u4hrXadN_fc
2. ROMEO AND JULIET (2013)

by William Shakespeare
Video Clip:
https://www.youtube.com/watch?v=uIvYHEMfkmQ&t=1
22s
3. CARMEN (ROMANTIC PERIOD)

by Georges Bizet
Video Clip:
https://www.youtube.com/watch?v=KJ_HHRJf0xg
D. Discussing Discuss the different elements needed in its

new concepts production. Let the students describe as to how the
and practicing elements of Western Classical Play and Opera were
new skills used.
1. OEDIPUS REX (GREEK)

By Sophocles
Image from:
https://en.wikipedia.org/wiki/Sophocles#/media/File:So
phocles_pushkin.jpg
Genre: Tragedy (Play)
28
Image from:
1.https://maheensmuse.files.wordpress.com/2018/02/o
edipusrex_2100x1400_03.jpg?w=1000
2.
http://teacherpress.ocps.net/wellsml/files/2015/09/Oedi
pus-Rex-1957-1024x566.png
Theatrical Elements:
• Staging
• Main Characters
• Gestures and Movements
• Music
• Costumes/Props/Masks
2. ROMEO AND JULIET

(RENASISSANCE)
Image from:
https://en.wikipedia.org/wiki/William_Shakespeare
Genre: Tragedy (Play)
29
Image from Pinterest:
https://i.pinimg.com/originals/ea/45/45/ea4545f42fee56
3b1859d59aed870fbf.jpg
• Stagin
• Props
• Characters
• Costumes
3. CARMEN (ROMANTIC PERIOD)

by Georges Bizet
Image from:
https://upload.wikimedia.org/wikipedia/commons/9/96/
Georges_bizet.jpg
Genre: Opera
Image from:
https://i.ytimg.com/vi/Gd0FNpiBDyA/maxresdefault.jpg
30
• Setting
• Main Characters
• Staging
• Costumes
• Music and Videos
Galli-Marié as Carmen
Image
from:https://en.wikipedia.org/wiki/Carmen#/media/File:
Henri-Lucien_Doucet_-_Carmen.jpg
E. Developing Group students into three groups. Assign each group
mastery with a selected Western Classical Theatre Play or
(Leads to Opera to be presented through a two-minute
Formative pantomime based on the video clips shown earlier. Let
Assessment the students design the staging and improvise props
3) and costumes using the resources they can get inside
the classroom.
F. Finding Let the groups present their two-minute pantomime to

practical the whole class.
application of Background music can be supplied to be used in the
concepts and
presentation.
skills in daily
living Group 1: Oedipus Rex
Group 2: Romeo and Juliet
Group 3: Carmen
G. Making Most famous theatre plays and opera are also being
generalization adapted into other media like movies:
s and
abstractions Cats (2019)
about the https://www.youtube.com/watch?v=FtSd844cI7U
lesson
Les Miserables (2012)
https://www.youtube.com/watch?v=IuEFm84s4oI
Dreamgirls (2006)
https://www.youtube.com/watch?v=yK4AEkzYDIE
Romeo and Juliet 1996 (Modern Version)
31
https://www.youtube.com/watch?v=4VBsi0VxiLg
H. Evaluating Let the students identify as to how the visual elements

learning and components are used in the group presentations.
Fill out the table below with the answers.
I. Additional Let the students organize a theatre play or opera to be

activities for adapted into school presentation/recital.
application or
remediation Let them design the visual elements and components:
facilitate the staging, improvise costumes, create the
script/dialogues, add music, etc.
32
Grade 9
I. OBJECTIVES
A. Content The learner demonstrates...
Standards 1. understanding the role of theatrical elements
(sound, music, gesture, movement and
costume) in the creation and communication of
Western Classical plays and opera which
influenced by history and culture.
2. understanding of theater and performances as

a synthesis of arts.
B. Performance The learner…
Standards 1. creates appropriate theater play/opera
costume and accessories and improvises
appropriate sound, music, gesture,
movements, and costume for a chosen
theatrical composition. Western Classical
Plays/Opera

from Western Classical plays and opera.
C. Learning
Competencies/ 6. Analyze the uniqueness of each group’s
Objectives performance of its selected Western Classical
theater play and opera.
III. LEARNING
RESOURCES
B. References
5. Teacher’s
Guide pages
6. Learner’s 258 – 309 (277 – 282)
Materials
pages
7. Textbook
pages
8. Additional
Materials
IV.
SPROCEDURES
33
A. Reviewing Review of Previous Lesson
previous 3. Match column A with column B. Choose your
lesson or answer in column B that corresponds to the
presenting pictures in column A.
the new
lesson A B
a. Oedipus Rex
Image from:
https://i.ytimg.com/vi/
Gd0FNpiBDyA/maxre
sdefault.jpg
b. Galli-Marié as
Carmen
c. Romeo and
Image from: Juliet
https://maheensmuse.
files.wordpress.com/2
018/02/oedipusrex_21
00x1400_03.jpg?w=1
000
34
d. Staging Romeo
and Juliet
Image from:
g/wiki/File:La_Bohem
e_Rappezzatrice_Cos
tume.jpg
e. Carmen
Habanera
Image from:
https://i.pinimg.com/ori
ginals/ea/45/45/ea454
5f42fee563b1859d59a
ed870fbf.jpg
B. Establishing a Ask students:

purpose for the 1. What are the visual elements (or components)
lesson of a Western Theatre Play and Opera?
2. How do the visual elements and components

of art contribute to production of a Theatre Play
and Opera?
35
1. Presenting Present video clips of adapted Western Classical Play
examples/insta and Opera.
nces of the new
lesson 1. OEDIPUS REX (1984 TV)
By Sophocles
Video Clips:
https://www.youtube.com/watch?v=WS9KJ_bAJLE&f
eature=share&list=PL96E9FB6082235976
2. ROMEO AND JULIET (2013)

Video Clip:
https://www.youtube.com/watch?v=lxGsl4gpvIs
3. CARMEN (1984)
by Georges Bizet
Video Clip:
https://www.youtube.com/watch?v=djsuP0uta7s&feature
=share&list=RD02Gd0FNpiBDyA
2. Discussing new 1. Analyze each theatrical form using the

concepts and elements of theater arts.Write your answers on
practicing new the chart below. For conclusion, answer the
skills questions written below of the chart.
Elements of Theater Arts Form:

Theate Sound Gestures/ Costumes/ Spectacl
r/ s/ Movement Makeup/
Opera Music s Accessories
Oedipu
s Rex
Romeo
and
Juliet
Carme
n
Habane
ra
36
2. From the information you have written above,
compare or differentiate the two theatrical
forms.
3. Developing Activity: Chart Completion and Rating Instructions

mastery
(Leads to 1. Rate each theater form according to the elements
Formative of theater art using the 1-5 scale. Five (5) is the
Assessment 3) highest and (1) is the lowest.
2. Add all the numbers on each row and write the

total score at the last column.
3. Analyze the score, and answer the questions

below
4. Finding Ask students:

practical
application of Based on the result, which of the theater art forms
concepts and
has the best visual elements? Which theatre form
skills in daily
living would you likely choose to produce?
5. Making Let the students give their conclusion on which

generalizations theatre form would they likely produce for school
and presentation/recital.
37
abstractions
about the
lesson
6. Evaluating Ask students:
learning
Relate all your understanding to the present lesson.
Compare, differentiate, and reflect on which theater
art form you think is the best for you. Support your
answers by using the elements and principles of
theater art and visual art form.
7. Additional Let the students organize a theatre play or opera to

activities for be adapted into a school presentation/recital.
application or
remediation Let them design the visual elements and components:
facilitate the staging, improvise costumes, create the
script/dialogues, add music, etc.
38
Grade 9
I. OBJECTIVES
A. Content How theatrical elements (sound, music, gesture, movement, and
Standard costume) affect the creation and communication of
meaning in Western Classical plays and opera as influenced
by history and culture
The
learner… Theater and performance as a synthesis of arts
B. Performan Create appropriate theatre play/opera costume and
ce accessories and improvise appropriate sound, music,
Standard gesture, movements, and costume for a chosen
theatrical composition
The Take part in a performance of a selected piece from

learner… Western Classical plays and opera
C. Learning Show the influences of the selected Western Classical
Competen play or opera on Philippine theatrical performance in
ce/ terms of form and content of story. A9PR-IVh-6
Objectives
III. LEARNING
RESOURCES
A. Reference
s
1. Teacher’s Pages 149-211
Guide
pages
2. Learner’s LM-9, Arts Pages 258-309
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR)
Portal
B. Other Pictures, Power point presentation
Learning
Resources
IV. PROCEDURE
39
A. Reviewing Quick Review and Recapitulation of the History of the
previous Theatrical Forms and Their Evolution:
lesson or • Ancient Theater (700 B.C.E.-410 C.E)
presenting ➢ Greek Theater
the new ➢ Roman Theater
lesson • Medieval Theater (500C.E.-1400)
• Renaissance Theater (1400-1600)
• Baroque Theater (1600-1750)
• Neoclassical Theater (1800-1900)
• Romantic Theater (1800-2000)
B. Establishing 1. What make these theatres differ from each?

a purpose for 2. How these each theatres developed in times?
the lesson 3. How do Filipino playwrights adopt these theatre
forms?
C. Presenting Present to the class the pictures of Walang Sugat ,

examples/ Sarswela and Dalagang Bukid.
instances of
the new
lesson
40
Analyze the pictures
1. What are these pictures try to tell us?

2. How do the Western Theatrical Forms influence
the Philippines in terms of plays and operas?
3. Do you think that Filipino Playwrights adopt their
own form of theatrical play?
D. Discussing Discussion of the Famous Filipino Playwrights
new (Pages 191-294)
concepts
and • FRANCISCO BALAGTAS Y DE LA CRUZ was
practicing born on April 2, 1788 in Panginay, Bigaa, Bulacan
new skills #1 and died on February 20, 1862 of pneumonia.
➢ He was also known as Francisco Baltazar.
➢ His best known work is the Florante at Laura.
➢ Francisco Balagtas was the youngest of the
four children of Juan Balagtas, a blacksmith,
and Juana de la Cruz. He studied in a
parochial school in Bigaa and later in Manila.
During his childhood years. Francisco worked
as houseboy in Tondo, Manila.
➢ In 1835, Balagtas moved to Pandacan, where
he met María Asunción Rivera, who served as
the muse for his future works. She is
referenced in Florante at Laura as 'Celia' and
'Mer'.
➢ Balagtas' affections for Mer were challenged
by the influential Mariano Capule. Capule won
the battle when he used his wealth to get
Balagtas
imprisoned under the accusation that he
ordered a servant girl's head to be shaved. It
was in prison that he wrote Florante at Laura
so that the events of the poem were meant to
parallel his own situation.
➢ Balagtas published Florante at Laura upon his
release in 1838. He moved to Balanga, Bataan
in 1840 where he served as the assistant to the
Justice of the peace and later, in 1856, as the
Major Lieutenant.
• SEVERINO R. REYES (A playwright)
"Father of the Tagalog Zarzuela"
The son of Rufino Reyes and Andrea Rivera,
Reyes was born in Sta. Cruz, Manila on February
11, 1861.
➢ He studied at San Juan de Letran College and
later at the University of Sto. Tomas, where he
studied philosophy.
41
➢ A Filipino writer, dramatist, and playwright, he
was highly acclaimed as one of the giants of
Tagalog literature
➢ In 1902, Reyes founded and directed the
Grand Compania de Zarzuela Tagala.
➢ On June 14, 1902, the company staged his
play Walang Sugat (No Wounds), a drama set
against the historical events in Bulacan during
the Philippine revolution.
• DR. RICARDO G. ABAD (A Director)
Born in Manila on August 10, 1946 of parents
from Cavite and Camiguin.
➢ Graduated at the Ateneo de Manila, after which
he obtained a Fulbright grant to finish a
doctorate in sociology at Fordham University in
New York.
➢ Full-time Faculty, Department of Sociology and
Anthropology; Artistic
➢ Director, Tanghalang Ateneo Metrobank
Network of Outstanding
➢ Teachers Pathways/ANI, Ateneo de Manila
University Role Players,
➢ Theater for Life Social Weather Stations
➢ Has been involved as actor and director in over
120 productions while at the same time doing
sociological work as teacher, researcher, and
editor.
➢ He has also directed and acted for professional
companies like Teatro Pilipino and Tanghalang
Pilipino of the Cultural Center of the
Philippines, and the Metropolitan Theater.
➢ Theater Guild. Many of his theater productions
were classics of western drama but in terms of
a Filipino and Asian sensibility, like
Shakespeare’s Romeo and Juliet.
• SALVADOR F. BERNAL
(Father of Theater Design in the Philippines)
➢ Born in 1945 to a family that ran a Ternoshop
➢ He was the first to develop theater design as a
profession and elevate it to an art form.
➢ Studied at Ateneo de Manila and at
Northwestern University, Evanston, Illinois,
USA; practiced and handled courses in the art
And craft of theater design.
➢ Taught briefly at Ateneo de Manila and
University of the Philippines
➢ He had designed more than 250 productions in
ballet, theater and film.
➢ National Artist awardee
42
1. In what way these Filipino Playwrights famous
2. How these Filipino Playwrights develop theatre
forms?
E. Developing ACTIVITY: Comparison and Differentiation

mastery Instructions:
(Leads to 1. List down some famous plays and operas in the
Formative Philippines that you think have Western theater art
Assessme influence.
nt 3) 2. Write some remarks on the given plays or operas.
3. Answer the questions below.
From the given above, which of the following plays and

operas in the Philippines has some similarity or is
different from the Western theatre play and opera in
performance, costumes, props etc.? Support your
answer.
F. Finding If you would ask to make your own theatrical play

practical presentation reflecting your life in general, what would
application be the theme of your play?
s of Who among the Filipino Playwrights will author your
concepts theatrical play and why?
and skills
in daily
living
G. Making REFLECTION ACTIVITY:
generalizat In three to five sentences, What realization did you
ion and learn about the Western Classical Plays and the
abstraction Filipino Theater Forms?
s about the
less on
H. Evaluating Let the students watch Walang Sugat by Severino R.
learning Reyes, Florante at Laura by Francisco Balagtas
Have them compare and differentiate the works of

Filipino Playwright to Western Classical Theater.
43
I. Additional Presentation of the output made. (with presented
activities rubrics)
for
application
or
remediatio
n
• Assign
ment/A
greeme
nt
(_____
minutes
). Fill-in
below
any of
the four
purpose
s
• Reinfor
cing/
Strengt
hening
the
day’s
lesson
• Enrichi
ng /
inspirin
g the
day’s
lesson
• Enhanc
ing /
improvi
ng the
day’s
lesson
#Preparing for the
new lesson
V. REMARKS
VI. REFLECTION
44
A. No. of
learners who
earned 80% in
the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
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?
45
Grade 9
Quarter Fourth Week 8-9
i.
OBJECTIVES
A. Content Art elements and processes by synthesizing and
Standard applying prior knowledge and skills
The arts as integral to the development of

The organizations,
learner… spiritual belief, historical events, scientific
discoveries,
natural disasters/ occurrences, and other external
phenomena
B. Performance Performs/ participate competently in a presentation
Standard of a creative impression (verbal/nonverbal) of a
particular artistic period
The Recognizes the difference and uniqueness of the art

learner… styles of the different periods (techniques, process,
elements, and principles of art)
C. Learning Choreograph the movements and gestures needed
Competence/ in the effective delivery of a selected piece from
Objectives Western Classical plays and opera. A9PR-IVe-f-3
Improvise accompanying sound and rhythm needed

in the effective delivery of a selected piece from
Western Classical plays and operas. A9PR-IIIc-e-3
I. CONTENT Neoclassic and Romantic arts
II. LEARNING
RESOURCES
C. References
5. Teacher’s Pages 99-148
Guide pages
6. Learner’s LM-9, Arts Pages 218-256
Materials
pages
7. Textbook
pages
8. Additional
Materials from
Learning
Resources
(LR)
Portal
D. Other Video Clips, Activity Pad, Indigenous Materials,
Learning props,
Resources
III. PROCEDURE Advanced Average
46
A. Reviewing Review on the Different Western Classical Plays and
previous Opera lectures, discussions and activities.
lesson or
presenting the
new lesson
B. Establishing a Showmanship, cooperation, participation and
purpose for creativity of the group presentation are highly needed.
the lesson
C. Presenting Present the following pictures relating to Theatrical

examples/ plays and Opera
instances of
the new
lesson
Explain that this session will showcase the Western

Classical Plays and Opera performances.
D. Discussing Let the students watch the play entitled
new concepts
and practicing Oedipus Rex, Romeo and Juliet, and the Opera
new skills #1 Carmen
Video Clips:
Carmen (Bizet) The Royal Opera
http://www.youtube.com/watch?v=djsuP0uta7s&feature=share&list=R
D02Gd0
FNpiBDyA
http://www.youtube.com/watch?v=uV9iGv4sKNI&feature=share&list=R
D02Gd
0FNpiBDyA
Sophocles Oedipus Rex
http://youtu.be/ZZUCgq8LfhY
COMPLETE RARE FILM of Oedipus the King w/Christopher Plummer
http://youtu.be/mAgvdfyAiJw
Oedipus The King
http://www.youtube.com/watch?v=WS9KJ_bAJLE&feature=share&list=
PL96E
9FB6082235976
E. Discussing Explanation or giving the overview of the
new concepts presentation.
and practicing
new skills #1 Giving of instructions and assigning of the group
members
47
Brainstorming of the stage play.
F. Developing Advanced Learners Average Learners

mastery Activity: Chart completion and Analysis (Pages 296-
(Leads to 297)
Formative
Assessment Activity: Chart Completion and Rating (Page 297)
3)
G. Finding How these plays relate to real life situation? Give
practical some instances that reflect human life activities and
applications explain its significance to a person.
of concepts
and skills in
daily living
H. Making What helps you understand the nature of the
generalization Different Theatrical Western Classical Plays and
and Opera?
abstractions
about the Why is it important to know its basic elements and
lesson principles in terms of visual presentations?
I. Evaluating Group Activity: Choreograph a stage play entitled
learning “Romeo and Juliet” by William Shakespeare
applying the movements and gestures using an
improvised accompanying sound and rhythm
needed in the effective delivery of a Western
Classical Play and Opera.
Make uses of indigenous materials as costumes and

props for the presentation.
(with rubrics set by the teachers and students)
48
J. Additional Group Presentation
activities for
application or
remediation
➢ Assignme
nt/Agreem
ent
(_____min
utes). Fill-
in below
any of the
four
purposes
• Reinforcin
g/
Strengthe
ning the
day’s
lesson
• Enriching /
inspiring
the day’s
lesson
• Enhancing
/
improving
the day’s
lesson
#Preparing for the
new lesson
IV. REMARKS
V. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
49
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these 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?
50
Grade 9
I. OBJECTIVES
A. CONTENT The learner…
communication of meaning in Western Classical plays
and opera as influenced by history and culture
B. The learner…
PERFOR 1. create appropriate theater play/opera costume and
MANCE accessories and improvise appropriate sound, music,
STANDA gesture, movements, and costume for a chosen
RD theatrical composition
2. take part in a performance of a selected piece from
Western Classical plays and opera
C. Learning 10. perform in a group showcase of the selected piece from
Competency Western Classical plays and operas (A9PR-IVg-5)
III. LEARNING
RESOURCES
A. References
1. Teacher’s 196-203
Guide pages
2. Learner’s 337-343
Materials pages
B. Other
Learning
Resources
IV. Average Learners Advance Learners
PROCEDURES
A. What are the different What are the different

Reviewing pre western classical plays and activities that we conducted?
vious lesson operas? Would you name Can you recall? What have
or presenting at least one and describe you learned
the new lesson it? ? How did you find the
activity?
B. Establishing Teacher’s Instruction:
a purpose It is time to group the class. You are free to choose among
for the lesson the suggested group of working tem in preparation for your
culminating activity, production team, technical team, and
casting. Choose your leader.
When you already have chosen your group, you have to be

responsible and serious in doing your part. Work
harmoniously with the other members of the group.
51
In culminating activities, you need to observe planning,
brainstorming, sharing of ideas, creativity, tactfulness, open
to criticism, and patience in dealing with others.
Submit the list of the group to your teacher for monitoring
and recording.
After grouping, you are now must choose your role in the
play. It is necessary to understand you duties and
responsibilities in doing your part.
C. Presenting Group yourselves into 5.
examples/insta You are free to choose among the suggested groups of
nces of the working teams in preparation for your culminating activity:
new lesson production team, technical team and casting team.
Choose your leader. When you have chosen your group you
have to be responsible in doing your part. Work
harmoniously with the other members of the group.
In culminating activities, you need to observe planning,
brainstorming, sharing of ideas, creativity, tactfulness, open
to criticism, and patience in dealing with others. Submit the
list of the members of the group to your teacher for
monitoring and recording. After grouping, you now must
choose your role in the play. It is necessary to understand
your duties and responsibilities in doing your part.
Roles Duties and Responsibilities

Director Lead the group properly Organize and
designate members to their respective
role Prepare script of the play Initiate
planning
Formulate time table of the rehearsals up
to actual performance
Stage Look for a good venue of the play
Manager Responsible for the blockings of the
performers Assist the director Check the
props, microphones, performers etc.
during the rehearsals and actual
performance
Production
Team
Costumes/ Prepare, sketch , and make designs of
Makeup/Ac the costumes, accessories and
cessories makeups. They are the make-up artists
(3-4 during the play (Your designs must follow
members) the designs of the costumes, accessories
and make-ups of that era.)
Stage Prepare, sketch , and make designs of
Décor & the stage decoration and props Arrange
Props (3-4 the stage décor and props on stage Must
members) work hand in hand with the stage
manager and director (You are
52
challenged to make your stage decor and
props spectacular; use your
imagination!)
Advertisem Prepare, post and construct
ent announcements/advertisements and
Programs programs of the performance Gives the
& Invitation invitation letters to teachers, advisers,
(2 administrators, and parents
members)
D. Discussing It is time to relate all your understanding to the present

new concepts lesson. It is necessary to compare, differentiate and reflect
and practicing on which theater art form you think is the best for you, but
new skills you have to support your answers by using the elements
and principles of theater art and visual art forms. Refection
and self-assessment is the key in order to make this activity
effective.
Activity: Comparison and Differentiation
Instructions:
1. List down some famous plays and operas in the
Philippines that you think has Western theater art influence.
2. Write some remarks on the given plays or operas.
3. Answer the questions below
Theater Art Remarks Opera Remarks
Plays
53
E. From the given above, which of the following plays and
Developing ma operas in the Philippines has some similarity or is different
stery from the Western theater play and opera in performance,
costumes, props etc.? Support your answer.
F. Finding Activity : Rehearsals and Practices TIME TABLE:
practical Planning and Preparation of the Script, Rehearsals, Stage
applications of Décor and Props: Since Music and Arts components have
concepts and the same content in Unit 4 for the culminating activity, you
skills in daily may coordinate with your two teachers (Music and Arts
living teachers on when the rehearsal days be done in their
respective classes. Show them your time-table so that your
teachers may know when to give you days for the group’s
rehearsals. Plan with your group on what to do on each day
of preparation and submit it to your teacher.
Page 200 ARTS TG

G. Making If you will be one of the artworks during Neoclassic and
generalizations Romantic Period. What will you be and why?
and
abstractions What artwork has big impact or influence to you as student?
about the Discuss it to the class.
lesson
H. Evaluating What to Perform: Culminating Activity/Performance Proper:
learning This is the most awaited part of the module, the
performance. The group will perform their chosen play on
stage. It is exciting too because you are going to apply all
the knowledge and skills you have learned about Western
Classical Theater. Your group will be rated according to the
criteria given below. Read the criteria so that you are guided
on what things to consider in rating the group’s
performance. Goodluck to all of you!!!
Criteria:
 Appropriateness of gestures/movements----------------
30%
Make ups/masks, costume and props, music (the use of
styles and techniques of Western Musical and Popular
Theate------ 30%
 Culturally-based (the use of appropriate music and
visual design elements) ----------------------------------------------
---------------20%
 Creative (the use of theater elements and principles,)-
20%
To the Teacher: Tell your students that this is the most

awaited part of the module, the performance. The group will
perform their chosen play on stage. They have to apply all
the knowledge, understanding and skills they have learned
about Western Classical Theater. They are rated according
to the criteria given below. Let them read the criteria so that
54
they are guided on what things to consider in rating the
group’s performance
Use the Rubrics at TG page 342-343
I. Additional 1. Have each group summarize their evaluation.
Activities for 2. Ask each representative to present their evaluation in the
Application class.
3. Open the floor for clarification, insights and
recommendations.
4. Remind the group to submit their respective production
book.
5. End the session with a group ritual.
6. The presentation should be documented through photo
taking or video recording for viewing purposes of the
performers, parents and other students and teachers who
failed to watch the show.
55

Grade 9 - Arts (Fourth Quarter)

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Grade 9 - Arts (Fourth Quarter)

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DAILY

Division: Iriga City Division EPS:CYNTHIA T. MONTANEZ

Team Member Role in the DLP Development

Week No Learning Competency Page

2. LAVEIDEM RETAEHT 6. ECNASSIANER

Ask the students:

1. SATYR PLAY A. is a play dealing with

D. Discussing Explain to the students the selected theatrical form in

• Tragedy is a compound of two Greek

Let the pupils compare their previous answers to the

GROUP ART THEATRICAL FORMS

Let each group present Ask for volunteers to

1. D 1. “The Cult of Dionysus"

Let the students use the indicators given below.

Theatrical Forms Descriptions

Theatre Art Periods: Choices:

An Overview of the Theatre Arts of the

Theatre began from myth, ritual, and

Let the students compare their previous answers

Group I – Medieval Theatre (500 C.E.-400)

❖ During the Medieval era, theater

❖ During Middle Ages, mystery plays

❖ The theater of the Baroque period is

❖ During the Neoclassical period, the

❖ During Romantic period, melodrama and

Let each group presents the output in the class.

G. Making Wrapping – up the lessons by asking the

H. Evaluating Learning AVERAGE ADVANCE LEARNERS

Teacher will post visual aids on the board or

Period Date Playwrigh Famous

Period Date Playwrigh Famous

ERA PLAYW THEATRICA

B. Establishing a 1. Viewing of video clip of Oedipus Rex.

Average Learners: By Group

F. Finding practical Let students give the importance of identifying the

I. Additional Research on other Western Classical plays and

Romeo & Juliet Carmen

F. Finding practical Let students give the value of being unique.

2. understanding of theater and performances as a

B. Performance The learner…

2. takes part in a performance of a selected piece

II. CONTENT Western Classical Plays/Opera

2. ROMEO AND JULIET (2013)

3. CARMEN (ROMANTIC PERIOD)

D. Discussing Discuss the different elements needed in its

1. OEDIPUS REX (GREEK)

Genre: Tragedy (Play)

2. ROMEO AND JULIET

Genre: Tragedy (Play)

3. CARMEN (ROMANTIC PERIOD)

F. Finding Let the groups present their two-minute pantomime to

Romeo and Juliet 1996 (Modern Version)

H. Evaluating Let the students identify as to how the visual elements

I. Additional Let the students organize a theatre play or opera to be

2. understanding of theater and performances as

2. takes part in a performance of a selected piece

II. CONTENT Western Classical Plays/Opera

B. Establishing a Ask students:

2. How do the visual elements and components

2. ROMEO AND JULIET (2013)

2. Discussing new 1. Analyze each theatrical form using the

Elements of Theater Arts Form:

3. Developing Activity: Chart Completion and Rating Instructions