A Detailed Lesson Plan

MAPEH 9

Date: June 06, 2023

I. Learning Objectives
A. Content Standard
The learner demonstrates an understanding of characteristic features of vocal music of the Romantic
Period.
B. Performance Standard
The learner sings and performs themes of selected songs from the Romantic Period.
C. Learning Competencies
1. Listen perceptively to selected art songs and excerpts, (MU9OP-Iva-g-2)
2. Classify the different vocal ranges and voice types of opera performers, (MU9OP-Iva-g-2)
3. Analyze the musical structure of the vocal music forms of the Romantic Period, (MU9OP-Ivb-h-4)

II. Subject Matter

Topic: Vocal Music of the Romantic Period
Subtopic: Components of an Opera
Reference: Learners Module Music and Arts 9, pp.113-114
Materials: Laptop, speakers, keyboard, audio and videoclips, PowerPoint presentation,

III. Learning Activity

Teachers Activity Learners Activity
A. DAILY ROUTINE
1. Prayer
Before we begin our session for today, may I
request Ms. Sarmiento to lead us in an (Ms. Sarmiento will lead the Prayer)
opening prayer? …Amen

Thank you, Ms. Sarmiento!

2. Customary Greetings
Good morning class!
Good morning,
Please be seated.
Sir!
3. Checking of attendance
May I ask our class monitors to report the
class attendance for today?
We have no absentees for today, Sir.
Alright then. I believe that everyone is
excited to learn something new today. Isn’t
it?

4. Recall of the past lesson

Before I formally introduce our lesson for
today, let us just have a short recap of our
discussion last time.

Anybody?
 Sir! (Raises hand)
Yes, Mr. Castro!
In our previous meeting, we discussed about
____________________. I learned that
Very good Mr. Castro! _________________.

I believe so that everybody is now ready for

our next lesson.

B. MOTIVATION

To introduce to us our lesson for today, I

prepare here a simple but exciting activity
called “Song Tanong”.
It sounds familiar right?
Yes, Sir! I think it was inspired in a sub-segment of
That’s right! Willie of Fortune in GMA 7 before.
But for those who are not yet familiar with
the game, let me present to you first its
mechanics:
 The class shall be grouped into 3.
 Each group will try to guess the title
of the song to be played by the
teacher.
 Each song will play for 10 seconds.
 Each group will raise their answers
after the song has stopped.
 Each correct answer will be given 1
point.
 First group to reach 3 points shall be
the winner.
That’s it. Isn’t it easy class? Is the mechanics
clear to everyone?
Yes, Sir.
(The teacher will play the songs.)
(The student answers.)
Congratulations to our winning group!
Let’s give them a kilig clap.
(The student claps.)
Did you enjoy our activity class?
Yes, Sir. We enjoyed it so much.
Well, that’s good to hear.

How did you feel about the songs? Were you

able to relate yourselves with those songs?
Yes, Sir. We can relate to the emotions being
Well, I would agree with that as I heard your expressed in those songs.
reactions while those songs are playing.

It is actually the intention of some

composers, to make the listeners feel what
they feel. They use music to express
themselves. And they don’t need to prove
that, as we sing or listen to their songs,
whenever we are sad, happy or even when
we are mad.

Music is indeed an effective avenue to deal

with our emotions.

Now, if you are to sing a song based on what

you feel right now, what is that song?
Sir! (Raises hand) I will sing Hindi Tayo Pwede.

Sir! (Raises hand) I will sing Gusto Ko Nang Bumitaw.

Okay, very good class! Sir! (Raises hand) I will sing Hataw Na.

Do you have any idea about our topic for

today?
Sir! (Raises hand) I think our topic for today is about
Very good! Romantic Music.
C. Lesson Proper
A. ACTIVITY
To begin with, I have prepared another
activity called “THE VOICE: Opera Singers
Edition”. All you need to do is to match these
words I posted on the board. On the right
side are pictures of some local opera singers.
While on the opposite side are voice
types/classifications.

And to help us match these individuals to

their voice types, we will listen first to their
voices.
Try to guess the name of the singer and find
out their voice type. Once you know the
answer, just raise your hand and pick your
answers on the board.
Yes, we are!
Are you ready class?
Name of Artist Voice Classification
(The teacher plays the voice clips and so on.) 1. Lea Salonga Soprano
2. Gary Valenciano Tenor
3. Jaya Alto
4. Martin Nievera Baritone

Now, let’s find out what these voices are and

check if you got the perfect match. (Presents the
description for each voice classification:)
Soprano - highest female vocal type
Alto - lowest female vocal type
Tenor - highest male vocal type
Baritone - middle-range vocal type for males

B. ANALYSIS
Class, how did you find the activity? Sir, we enjoyed guessing the name of opera singers
and their voices.

Well, that is nice to hear! What did you

observe from the voices of the singers? Sir, we noticed that they are different from each
other. Some are high and others are low pitched.
Very good class! But, why do you think is it
important to identify the voice types of singers? This will serve as guide for singers on their choice
of songs.
Absolutely! In addition, this will help the musical
director in an opera in designating the vocal parts to
singers, especially in chorus.

Speaking of chorus, do you know what chorus is?

Sir, that’s a part of a song.
Yes, that’s right. But to better understand what
chorus is, let’s talk about first the components of
Opera.

c. ABSTRACTION
I have provided clues to help us define each

component.

The first one is Aria. Any idea what Aria is?

Aria is a solo singing performance.
(Writes student idea on the board)
Good answer! How about Recitative?
Sir, it’s like a declamatory singing.
Have you experienced watching a declamation?
Yes, Sir.
Okay, let’s find out.
(The teacher presents the definition. Calls a student (A student reads)
to read.)

Alright, next. What do you think is a librettist based

on the picture? Sir, I believe a librettist is a writer.
Good answer. How about a composer?
He/she is the one who writes music.
Very good. They actually work hand in hand in an
opera.

Next, the chorus and orchestra.

What are they? Sir, a chorus is a group of singers, while an orchestra
is a group of instrumentalists.
Excellent! A chorus is a group of singers performing
together, while an orchestra is a group of musicians of
four sections accompanying singing and providing
overtures and interludes. Is that clear class?
Yes, Sir. But what do you mean by overtures and
interludes?
To find out what overtures and interludes are, let’s
listen to these audio clips. (Plays excerpts)

Can you now differentiate overtures to interludes class?

Sir, overtures are like intros in a song, while
interludes are like the instrumental part in between
verses or song parts.
Very good answer! That’s exactly the difference
between those two.

Lastly, ballet and ensembles. What are they?

Sir, ballet is a kind of dance that is performed in an
opera. An ensemble is a group of instruments played
together like a band.
That’s right. Ballet is a formal dance that is performed
specifically in an opera. An ensemble is a group of
instruments, voices, or even dance. It could be duet,
trio, quarter and so on.

Is there any question regarding the components of an

opera. None sir!

Okay if that’s so, let’s apply what we have learned in

our activity a while ago which is “THE VOICE: Opera (Students shall write this on a ½ crosswise.)
Singers Edition”. But now, let us call it “THE VOICE: Names Voice Type
Classmates Edition”.
D. APPLICATION
Evaluate the voice classification of your
classmates or groupmates. List down their
names on a table form. After that, one
representative from each group shall report
here in front. Starting with the group 1
followed by 2,3, and 4.

IV. EVALUATION
Kindly read the instruction.
(A student reads)
Instruction: Fill up the missing letters to complete
the words.

2
O R S

5
T
3
A I O N E
N
4
R E T
V
E

1. the manner of singing following a pattern

of speech
2. a group of singers performing together
3. middle-range vocal type for males
4. the book that the composer and librettist
put together.
5. The highest male voice
Answer:
R
E
C H O R U S
I
T T
B A R I T O N E
T N
L I B R E T T O
V R
E
IV. VALUING

How does music help a person in dealing

Music, as said a while ago is a very effective avenue
with challenges in life?
for us to express ourselves – our emotions, our
sentiments and opinions about something. It could
give us comfort and peace whenever we are being
challenged by different struggles in life.
Very well said.

V. ASSIGNMENT
Have an advance reading about the life
and works of the composers of
Romantic period.

We started with a prayer, let’s also end

(Someone volunteers)
with a prayer. Anybody?

Okay class! Let’s call it a day. Good bye

Good bye and thank you, Sir.
and thank you, everyone.
Prepared by;

MR. EMMANUEL T. DOCTOR

Applicant