Annex 2B.1 to DepEd Order No. 42, s.

2016
School Cantilan National High School Grade Level 9
Teacher Jazel Sheen S. Ahit Subject MAPEH
Teaching Dates November 20 - 24, 2023 Quarter 2
DETAILED
and Time Week 3
LESSON
PLAN

I. OBJECTIVES

A. Content Standards The learner demonstrate an understanding of the characteristic features of the music of Classical Period
The learner sings and performs themes of symphonies and other instrumental forms
B. Performance Standards

C. Learning Competencies Describes the musical elements of given Classical pieces MU9CL-lla-f-1
with LC code
At the end of the session, the learners are expected to:

D. Objectives 1. Discuss the music of Classical Period

2. Listen perceptively to selected Classical Period Music
3. Appreciate the importance of life and works of famous Classical Period Composers
II. CONTENT
A. Topic Music of Medieval, Renaissance and Baroque Periods

III. LEARNING RESOURCES

Ritcher, Gisela; A Handbook of Greek Art, 1959 Phaidon Press LTD, 5 Cromwell Place, London SW7, Six Edition 1969

A. References http:// youtube.be/ZZUCgq8l=Lfhy

http://1.bp.blogspot.com/_T5YoNX_lojuTTA/estVX

1. Teacher’s Guide pages

2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
 from learning Resource
(LR) portal
B. Other Learning television, laptop, meta strips, manila paper, pentel pen, pictures, bond paper, pencil, crayons
Resources

MONDAY
IV. Procedures PRELIMINARIES
● Prayer

● Greetings

● Checking of attendance

● Setting the mood of the learners

● Setting of classroom standard

A. Reviewing previous Review
lesson or presenting the The teacher will ask the students about their expectations on the topics that will be discussed for the second quarter.
new lesson Motivation
 The teacher will flash on screen the pictures of different Classical Composers below each picture are jumbled letters that will
allow the students to guess the name of the composers

O E V E T B H NE
 YANDH O R Z M TA

Follow up questions:
1. What do you think are the important contributions of these personalities in the field of Classical Music?
What do you think is our topic today?
B. Establishing a purpose
● The teacher presents the objectives by allowing learners to read it. The teacher gives further inputs to emphasize the
for the lesson
learning goals that students will achieve at the end of the lesson. After reading the objectives, the teacher asks if the learners are
ready for the lessons and the activities.
C. Presenting examples/
Instances of the new ● The teacher proceeds to the differentiated tasking. The teacher gives instructions to guide learners of the tasks.
lesson
ACTIVITY ● The learners gather by group in a designated area.

● Each group are given the envelop with materials needed for the activity.

● The activity will be performed within 10 minutes only.

● Each group will assign the following roles to the members.

Leader One who leads the group
Secretary One who writes the answers of the group
Reporter One who reports the output to the class
Timekeeper One who monitors the time
Members Will cooperate and participate in constructing ideas

● The teacher allows the groups to decide first who are assigned with the different tasks in a minute. Once the groups are
done assigning the tasks, the teacher presents the rubrics and informs the learners that the rubric will be used in rating the outputs.

Criteria 10 8 6
 Promptness The group who finished The group who finished The group who finished the
the activity on or before the activity 3 minutes activity more than 5
the given time. after the given time. minutes the given time.

Cooperation All the members 1 member did not More than 1 member did
(Brainstorming) actively participated in participate in not participate in
performing the activity. performing the activity. performing the activity.

Behavior All the members 1 of the members did More than 1 member did
behave properly. not behave. not behave
Accuracy All the answers are One answer is not More than one answer is
correct. correct. not correct.

● The class will be group into three (3) All the groups will have the same activity but different music to listen and analyse

Group 1

.
Group 2
 Group 3

D. Discussing new
● The teacher will use HOTS in the processing of questions to elicit responses from the students. In case learners’ answers
concepts and practicing
new skills #1 are needing more support, other learners will be called through the same method, or the teacher may shift to voluntary modality to
ANALYSIS allow other learners who are ready to share to answer the questions. The teacher must ensure also those other learners are given a
chance to share their answers.

Eliciting Learners’ Experience

1. Was the activity easy?
2. Did you encounter difficulties in carrying out the tasks?
3. What were those difficulties?
4. What did you do to overcome those difficulties?

Teamwork
5. Did you apply any strategy to finish your task on time?
6. What are those strategies?
7. How did it help you during the process of making the activity?

Content
8. What did you observed on the music provided in your group?
9. What can you say about the music during Classical Period?
10. What distinct characteristic did you observed by listening to the music?
11. How do the 3 composers differ in their musical styles?

● After the series of processing questions the teacher wraps up about what the learners understand in the activities. This
is to ensure that learners are now ready for the discussion of the lesson. The teacher makes sure that there is smooth transition
from process questions so that learners see the connectivity of the activities and the lessons.
Tuesday
Note: Conduct review on the previous discussion and present the objectives Knowledge and Skill.
12. Continuation of MUSIC OF THE CLASSICAL PERIOD (1750
 discussion of new -1820)
concepts leading to
formative assessment The classical era, also called “Age of Reason”, is the
ABSTRACTION
period from 1750-1820. The cultural life was
dominated by the aristocracy, as patrons of musicians
and artists who generally influenced the arts.
Significant changes in musical forms and styles were
made.
In the middle of the 18th century, Europe began to
move toward a new style in architecture, literature,
and the arts, known as Classicism. It was also pushed
forward by changes in the economic order and in
social structure. Instrumental music was patronized
primarily by the nobility.

The term “classical” denotes conformity with the principles and characteristics of ancient
Greece and Roman literature and art which were formal, elegant, simple, freed and dignified.
The same characteristics may also describe the melodies of classical music. Harmony and
texture is homophonic in general. The dynamics of loud and soft were clearly shown through
the extensive use of crescendo and diminuendo. A style of broken chord accompaniment
called, Alberti Bass was practiced.
The great composers of the period were: Franz Joseph Haydn, Wolfgang Amadeus Mozart,
and Ludwig Van Beethoven.
Composers of the Classical Period

FRANZ JOSEPH HAYDN (1732-1809)

His music reflects his character and personality: mainly calm, balanced, serious but with
touches of humor. He was able to compose over 100 symphonies and developed them into
long forms for a large orchestra. He was named, “Father of the Symphony” although he
excelled in every music genre of the period. Most of his symphonies have nicknames such as
the “Surprise Symphony”, “The Clock”, “The Military”. He also wrote chamber piano music
and choral works.
Franz Joseph Haydn is one of the most prominent composers of the
classical period. His life is described as a “rags-to-riches” story. He
came from a poor family and his music led to his rise in social
status. He was hired by rich patrons and eventually became a
musical director for the Esterhazy family for 30 years.

WOLFGANG AMADEUS MOZART (1756-1791)

Wolfgang Amadeus Mozart is a child prodigy and the most
amazing genius in musical history. At age five, he was already
playing the violin and the harpsichord; at six, he was recognized as
an exceptional pianist and, at seven, he was already composing
excellent music. At age thirteen, he had written sonatas, concertos,
symphonies, religious works, and operas and operettas. He
experimented in all kinds of music and composed over 700 works

Unfortunately, due to mismanaged finances he lived his life in poverty, died young and was
buried in an unknown grave. He composed wonderful concertos, symphonies and opera such
as “The Marriage of Figaro” (1786), “Don Giovanni (1789), and “The Magic Flute” which
became popular. Other known works: Eine Kleine Nachtmusik, Symphony No. 40 in G Major,
and Sonata No. 11 in A Major K311.

Ludwig Van Beethoven was born in Bonn, Germany to a

family of musicians and studied music at an early age. He
was the composer who bridged the late Classical era and
the early Romantic era. He was a talented pianist and
composer. His famous compositions include 32 piano
sonatas, 21 set of variations, 9 symphonies, 5 concertos
for piano, 16 string quartets and choral music. His works
include the “Missa Solemnis” (1818-1823) and opera
“Fidelio” (1805). His known symphonies are: Symphony
No. 3 (Eroica), No. 5, No. 6 (Pastoral), No. 9 (Choral),
which adds voices to the orchestra. He began to go deaf in
1796 but this did not become a hindrance. He continued
composing through the help of an assistant and hearing
gadget. Some of his famous compositions were made
 when he was deaf.

Wednesday
Note: Conduct review on the previous lesson and present the objectives Knowledge, Skill, and Attitude.
13. Developing Mastery Individual Activity:
Formative Practice

Thursday
Note: Conduct review on the previous lesson and present the objectives Knowledge, Skill, and Attitude.
 14. Finding practical
applications of concepts
and skills in daily living
APPLICATION

Friday
HRPTA Meeting

REMARKS

V. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lessons.
D. No. Learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?

Prepared by: Checked and Validated:

JAZEL SHEEN S. AHIT ELLA C. ARMAYAN
Teacher III Intructional Supervisor