LESSON PLAN IN MAPEH 10(1st Quarter)

Date: Sept. 4-8, 2023 Grade: 10 – Amethyst (M,W,F) - 7:17-9:45am,

10 – Aquamarine (M,W,F) -11:00-12:00 , 3:30-4:00
10- Turquoise (M,W,F) -1:00-2:30
10 – Amber ( T,TH, F) - 7:45- 9:15

Content Standards: The learners will demonstrates understanding of 20th century music
styles and characteristic features.
Performance Standards: The learners will creates musical pieces using particular style/s
of the 20th Century.
Learning Competency and Code: The Learners listens perceptively to selected 20th
century music; (MU10TC-Ia-h-1)

I. Objectives:
At the end of 90 mins, 100% of the learners are expected to:
1. Listen perceptively to selected 20th century.
II. Content:
Subject Matter: MUSIC OF THe 20TH - IMPRESSIONISM
Integration:
English: learners will be using English as their medium of communication in describing
the music of 20th century.
Araling Panlipunan: learners will be able to learn more on the history and culture of the
20th century
Strategies: Inquiry-based learning, cooperative/collaborative learning
Materials: Review ball questions, pictures, spring balance, string, Manila paper/ Cartolina,
Marker/Pentel Pen, LCD TV & Laptop
References:
Debussy, Claude. Preludes pour Piano. France: Durand et Cie, 1910..
Gershwin, George. Rhapsody in Blue. London, England: Chappel and Co., Ltd.
www.everynote.com
www.imlsp.com
www.naxosmusiclibrary.com

III. Learning Tasks:

preliminaries Learner’s Activity

Opening Prayer

Checking of attendance

Energizer

Activity: Learner’s Activity

The learners will complete a concept map using K-W-L

Chart

Write what you currently know about the music of 20th century
music focusing on impressionism musical style and its
composers.

Concept Map: Based on the contents of the readings and

links given above, fill in the boxes below with details
regarding the Music of 20th century.

ANALYSIS Learner’s Activity

Activity: Listening

Listen to the following works of an Impressionism composer

 Claude Debussy. You may also do some research:

1. What instrument was used in this particular music? Piano Ma’am

2. Describe the instruments used. What is the The instrument is made of metals
instrument made of? How was it played? What and it is played by plucking,
instrumental substitutes can be used using strumming and blowing air.
environmental materials present in the classroom?
They are applied in the music very
3. How were the varied musical elements (timbre, effectively.
dynamics, rhythm, pitch, form) employed bring about
the message of the music?
ABSTRACTION
Each learner will answer the following questions:

1. how do they understand the impressionist style of music Students’ answers vary.
and the work of Debussy.

2. Have you listened to an impressionism inspired music?

How do you feel while listening to it? Yes ma’am, it feels relaxing.

APPLICATION

Presentation of Output of the Students through singing Each group is given 20 mins to
(humming). practice

Each group will choose one of Claude Debussy’s

compositions and present it to the class.

Note: Clarify misconceptions when needed

IV. Evaluation:
Answer the following questions correctly.
1-3. what are the characteristics of Impressionism music?
4.- 5. Who are the composers of these musical style?

V. Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? ___
 LESSON PLAN IN MAPEH 10(1st Quarter)

Content Standard: Demonstrates understanding of 20th century music styles and

characteristic features.
th
Performance Standard: Creates musical pieces using particular style/s of the 20
Century.

Learning Competency Code: Describes distinctive musical elements of given pieces in

20th century styles (MU10TC-Ia-h-2).

I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describes distinctive musical elements of given pieces in 20th century styles.

II. Content:
Subject Matter: MUSIC OF THE 20TH CENTURY (Musical Elements)
Integration: Relate the topic to western classical Art.
(Learning Area): Grade 10
Strategies: Interactive and collaborative.
Materials: Speakers, 20th century music recordings, and power point.
Reference: Horizon Music and Arts Appreciation for Young Filipinos.

III. Learning Task

Preliminaries

Activity: (Listening Activity)

Procedure: The teacher will let the students listen to musical pieces of the different
composers of the 20th century.
Claude Debussy – Claire De Lune
Maurice Raver – Bolero
Arnold Schoenberg – Three Piano Pieces
Igor Stravinsky – Russian Dance
Bela Bartok – Duet for Pipes
Sergei Prokofiett – Concerto in C Major

Analysis
Procedure: The teacher will play the musical pieces of the 20th century and will let the
students write their observations regarding the piece that was being played.

Abstraction: (Think Pair Share)

The students will look for their pair and will discuss the things they have observed
through their written output.
The teacher will then elaborate the lesson to the students.

Application
The teacher will play again the musical pieces of the 20th century and will let the
students identify to which composer does the piece that is being played belongs.

MUSICAL PIECE COMPOSER

Concerto in C Major Sergei Prokofiett
Duet Pipes Bela Bartok
Russian Dance Igor Stravinsky
Three Piano Pieces Arnold Schoenberg
Bolero Maurice Raver
Claire De Lune

IV. Evaluation:
 The students will write again at the back of their papers the correct elements
according to the music they have listened.

V. Assignment/Enrichment:
A. Learners are going to relate 20th century music to their favorite song. Identify their
difference and similarities. They are going to write it in their activity notebook.

LESSON PLAN IN MAPEH 10 (1st Quarter)

Content Standard: Demonstrates understanding of 20th century music styles and

characteristic features.

Performance Standard: Creates musical pieces using particular style/s of the 20th
Century.

Learning Competencies and Codes: Relates 20th century music to its historical and
cultural background; MU10TC-Ia-g-3

I. OBJECTIVES:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify Neoclassicism & Avant Garde music
2. Relates 20th century music to its historical and cultural background through a
collage.

II. CONTENT:
Subject Matter: Music of the 20th Century (Neoclassicism & Avant Garde music)
Integration: Collaborative
Strategies:
Materials: Book, laptop
References: Music and Arts 10
 III. LEARNING TASKS:

Setting the Mood

Preliminaries (Prayer, Checking of Attendance, etc.)

ACTIVITY (FIX ME)

Work by Pair: Each pair is given a paper which contains the activity, the
scrambled letters. Below each composer, write a short description describing each
composers.
1. EDSALDUBCSEY- CLAUDE DEBUSSY
2. ODCERELNNSABROGH- ARNOLD SCHOENBERG
3. ERLEMUIARCAV- MAURICE RAVEL
4. BAORLEABTK- BELA BARTOK
5. RASINOTRISKGYV- IGOR STRAVINSKY

(The teacher should make sure that the students have understood well the
previous lesson before tackling/opening a new lesson/topic.

ANALYSIS:

STARTUP ACTIVITY (Picture Analysis)

STRATEGY: Collaborative Activity
Work by group with 5 members. The teacher will prepare the puzzled pictures of
Sergie Prokofieff, Francis Jean Marcel Poulenc, George Gershwin, Leonard
Bernstein, Philip Glass. . First to finish the activity wins.

ABSTRACTION:

The teacher will now proceed to the Neoclassicism & Avant Garde
DURING THE LESSON
Discussion of the main topic: Neoclassicism & Avant Garde
The teacher shall discuss the following:
1. Sergie Prokofieff
2. Francis Jean Marcel Poulenc
3. George Gershwin
4. Leonard Bernstein
5. Philip Glass

APPLICATION:

Work by group with 5 members: The students are task to bring their art materials.
What the students will do is to make a collage regarding how they understand the
lesson. In the collage, they are going to show their understanding on how the 20th
century music relates to its musical and historical background. After making the
collage, one representative each group will have to summarize their output.

IV. Generalization/Wrap-up

The teacher will post these questions:

*What have we learned this morning?
(The teacher should make sure that the generalization comes from the students. They
must be able to give the generalization before he/she moves to the evaluation phase)

V. EVALUATION
The teacher will call random names to answer questions which the teacher prepares.
Below are sample questions:
 1. His compositions are mainly characterized by its uniquely innovative but not
atonal style of harmonic treatment- Joseph Maurice Ravel
2. It was a moderating factor between the emotional excesses of the Romantic
period and the violent impulses of the soul in expressionism.-Neo-classicism
3. He rejected the heavy romanticism of Wagner and the so-called imprecision
of Debussy and Ravel- Francis Poulenc
4. Closely associated with electronic music that deals with the parameters or the
dimensions of sound in space.- Avant- Garde Music

VI. REFLECTION:
A. No of learners achieved 80% _________
B. No. of learners who required additional activities for remediation: _______
C. Did the remedial lesson work? ________
D. No. of learners who have caught up the class: _________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did these work? _______
G. What difficulties did I encounter which my principal or supervisor help me
solve? _______
H. What innovation or localized materials did I used? Discover which I wish to
share with other teacher? _______

REMARKS:

LESSON PLAN IN MAPEH 10(1st Quarter)

Content Standards: Demonstrates understanding of 20th century music styles and
characteristics features.

Performance Standards: Creates musical pieces using particular styles of the 20th
Century

Learning Competency and Code: explains the performance (setting, composition, roles of
composers/performers, and audience) of 20th century music MU10TC-Ib-
g-4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Explains the performance setting, composition, role of composers/performers, and
audience) of 20th century music

II. Content:
Subject Matter: Roles of composers/performers in the 20th century music.
Integration:
(Learning Area): Social Studies (present the history of 20th century music)
Strategies: Differentiated Instructions.
Materials: Books;
References:

III. Learning Tasks

Setting the Mood

Preliminaries (Prayer, Checking of Attendance, etc.)

A. Activity: Film Viewing

The teacher will give at least 5 minutes to research about the 20th century musical play
West Side Story written by Leonard Bernstein.
Then the teacher will view the musical play West Side Story.

B. Analysis:
After watching the video clip of the musical play West Side Story the teacher will then
let the students explain each elements of the musical play:
 Setting
 Musical
 Role of composer and lyricist
 Role of performers (actors, actresses)
 Role of audience (yourself)
 Sound and musical direction
 Script/screenplay
 Props, costumes, lighting

C. Abstraction
The teacher will elaborate the setting, composition and roles of composers of the
20th century music.

D. Application:
The teacher will give a paper pencil test to the students:
Guide Questions:
a. What is the setting based on the video clip that was presented?
b. What is the role of composers?
c. Does the composition relates to the story of the musical play?
d. What is the role of the audience?

IV. Evaluation
 The teacher will divide the class into two groups and each group will make their own
short musical play. Every after performances the group leaders will report to the class about
their musical play and the role of composers, performers, audience and etc.
.
V. Assignment? Enrichment (as needed)

VI. Reflection:
A. No. of learners achieved 80%___________
B. No. of learners who required additional activities for remediation: ________
C. Did the remedial lessons work? _____________
D. No. of learners who have caught up the class: _______________
E. No. of learners who continue to require remediation: __________
F. Which of my teaching strategies worked well? Why did these work? ___________
G. What difficulties did I encounter which my principal or supervisor help me
solve? _________
H. What innovation or localized materials did I used? Discover which I wish to share with
other teacher? _______________

LESSON PLAN IN MAPEH 10(1st Quarter)

Content Standard: Demonstrates understanding of 20th century music styles and

characteristic features.

Performance Standard: Creates musical pieces using particular style/s of the 20th
Century
.
Learning Competencies and Codes: Sings melodic fragments of given
Impressionism period pieces MU10TC-Ib-5

IV.OBJECTIVES:
At the end of 50 minutes, 100% of the learners are expected to:
1. Sing melodic fragments of given impressionism period pieces.

V. CONTENT:
Subject Matter: Music of the 20th century (Melodic Fragments)
Integration:
Strategies: Collaborative/Cooperative Learning Strategies
Materials: Book, Videos, Laptop and speaker
References: TG pp 2-7, LM pp. 4-9

VI. LEARNING TASKS:

1. Setting the Mood

 Preliminaries (Prayer, Checking of Attendance, etc.)

Activity:
Listening Activity: Works of Impressionist Composers
1. The teacher will play excerpts of any of the following musical examples.
Debussy – Claire de Lune, Children Corner Suite
Ravel – Miroirs, Sonative, Daphnis et Chloe, Jeux d’ Eau, Bolera
2. Let the students listen carefully to each excerpts and be able to recognize the
distinct musical style of each composer.
3. Let them choose a composition that they like. The group will sing at least two
melodic fragments (portion only) of the given pieces. (one for each composer)
4. They can sing or hum melodic fragments if accompaniments is not available
5. They can use any musical instruments to accompany the song (as instructed last
meeting)

Analysis:
The teacher will facilitate the students’ performance with the same grouping.
Then let them answer the following questions.
 Guide Questions:
1. What was the most significant thing that you have learned from this activity?
2. How was the music performed?
3. Is the performance style effective in bringing about the message of the song?

Abstraction:
The teacher will elaborate the music in the impressionism period and will teach
the students proper way of singing:
a. Vocalization
b. Breathing
c. Posture

Application:
The students will be divided into four groups and will choose one piece from music
fragments of Impressionism period. Students will then practice the piece they have
chosen applying the proper ways of singing.

IV. Evaluation
The students will sing the piece they have chosen and every group will be graded
according to their performance based on the criteria.

Criteria:
Voice Quality – 40%
Vocal Rendition – 25%
Interpretation – 25%
Audience Impact – 10%
Total: 100%

V. ASSIGNMENT:

VI. REFLECTION:
A. No. of learners achieve _____
B. No. of learners who require additional activities for remediation: ____
C. Did the remedial lessons work: ____
D. No. of learners who have caught up the lesson:____
E. No. of learners who continue to require remediation:___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve?
___
 H. What innovation or localized materials did I used/discover which I wish to share
with other teacher?

VII. REMARKS:

LESSON PLAN IN MAPEH 10(1st Quarter)

Content Standard: Demonstrates understanding of 20th century music styles and

characteristic features.

Performance Standard: Creates musical pieces using particular style/s of the 20th
Century.

Learning Competency and Code: Explores other arts and media that portray 20th
century elements through video films or live performances; MU10TC-Ic-h-6

I. OBJECTIVES:
At the end of 50 minutes, 100% of the learners are expected to:
1. Explores other arts and media that portray 20th century elements through video
films or live performances

II. CONTENT:
Subject Matter: 20th Century Musical Styles (Arts and Media in the 20th century)
Integration:
Strategies: Collaborative
Materials: Book, Videos, Laptop and speaker
References: Music Book

III. Learning Task

1. Setting the mood

Preliminaries (Prayer, Checking of Attendance and etc.)

 Activity
The teacher will show videos regarding the arts and media that portray 20th century
elements.

 Analysis
The students will identify the arts and media that portrayed in 20 th century based on the
video played.

 Abstraction
The teacher will correct the students’ work and will discuss the arts and media that
portrayed in 20th century.
.

 Application
Live/TV Performances
The teacher will let the students watch live performances of musical concerts. The class
will then be divided into 4 groups and will then reenact in the class about the musical
concerts they have watched.
The students will show and discuss their video works in the class.
IV. Evaluation:
The students will remain to their grouping. The teacher will then let the students create
and explore other arts (multi media) that portray 20 th century musical style (chance, electronic,
jazz, avant – garde) through a 10 – minute video clip or MTV using your digital cameras or
mobile phones. Every group will show and discuss your video works in class.

V. Application:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _

LESSON PLAN IN MAPEH 10(1st Quarter)

Content Standard: Demonstrates understanding of 20th century music styles and

characteristic features.

Performance Standard: Creates musical pieces using particular style/s of the 20th
Century.

Learning Competency and Code: Create short electronic and chance music pieces
using knowledge of 20th century styles. MU10TC-Ic-h-7

I. OBJECTIVES:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify what is electronic music, chance music and composers.
2. Create short electronic and chance music pieces using the knowledge of 20th
century styles.
II. CONTENT:
Subject Matter: 20th Century Musical Styles (Electronic and Chance Music)
Integration:
Strategies: Collaborative
Materials: Book, Videos, Laptop and speaker
References: Music Book

III. Learning Task

1. Setting the mood

Preliminaries (Prayer, Checking of Attendance and etc.)

 Activity
Listening activity: Works of 20th Century Composers
Materials: Video Clips or audio from YouTube or internet.
Adapted and revised from Music Teaching Guide book, listening activity pgs. 16-17

1. Let the students listen attentively to recordings or let them watch performances of
electronic music and chance music.

Cage – 4’33”, Metamorphosis, for piano; five songs, for contralto soloist and piano;
Music for wind instruments, for wind quintet.

Stockhausen – Eltude, Electronic Studies I and II, Gesang der Junglinge, and double
bass.

 Analysis
The teacher will let the students describe chance and electronic music based on the
music they listened through oral recitation.
 Abstraction

The teacher will discuss and describe the composer of the electronic and chance music.
Guide Questions:
1. Who was the French composer known as the “Father of Electronic Music?”
2. What are the new musical approaches of Cage?
3. Give an example of musical work by Varese, Stockhausen and Cage.

 Application

Experimentation with the sounds of 20th Century Music System

Let the students do the following activity:

1. Chance Music: Put small items inside a bag. Include coins, pens, pins small bells,
and other articles with percussive sounds. Pour the bags contents on a hard surface.
Then, using a cell or other available device, record the sounds that are produced.

Put the items back in the bag. Then unload the same, while once again recording the
sounds being produced. Note the changes between the two sets of sounds recorded.

2. Electronic Music: Record on your phone different sounds that are heard in the
environment such as the bustle of traffic, the sound of the wind, the barking of dogs, the
strumming of guitar, the cry of an infant or any sound that you like or hear in the
environment. Then make your own arrangement of music using the things that you
recorded.

IV. Evaluation:
The teacher will divide the class into 4 groups and will let the students create their own
chance and electronic music.
Guide Questions;
1. What did you feel in doing the activity?
2. What was the significant thing that you learned from this activity?
3. Give the difference of electronic music and chance music.

V. Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher?