Mapeh 4th Quarter DLP

DIVISION OF CITY SCHOOLS
BAWING NATIONAL HIGH SCHOOL

Bawing, General Santos City
DAILY LESSON PLAN
Subject / Learning Area: MAPEH 9

Grade/ Section: 9- Narra, Yakal
FOURTH QUARTER
Monday- Friday
May 1-5,2023
OBJECTIVES:
Content Standards
The learner demonstrates an understanding of lifestyle and weight management to promote community fitness
Performance Standards
The learner maintains an active lifestyle to influence the physical activity participation of the community
practices healthy eating habits that support an active lifestyle
Learning Competency / LC Code

Discusses the nature and background of indoor and outdoor recreational activities. PE9GS-IVa-6an
CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (PHYSICAL EDUCATION)
ACTIVE RECREATION
LEARNING RESOURCES:
References: Learner’s Module in Health 9. Department of Education. Pp. 119-120,128-131,132-136,139-141.
https://www.wilderness.org/articles/article/outdoor-recreation-faqs
Other Learning Resources:
TEACHING STRATEGIES/ PROCEDURES

Explicit Teaching ___
MI / DI ____
Others Deductive Reasoning_____
a. Preliminary Activities- Prayer, Greetings & Checking of attendance
b. Developmental Activities
ACTIVITY:
Directions: Using the matrix below, identify the recreational activities that you do in a day.
Time of the Day Activities Amount of time spent in the Activities

ANALYSIS:
Answer the following questions:

1. Which of the activities are work-related?
2. Which among the activities attend to your leisure needs?
3. Why do you engage in those activities?
4. Which of the activities do you like most?
5. How can you categorize the activities listed above?
ABSTRACTION:
Definition of Terms
• Recreation-activities that you voluntarily participate in during your free time.
• Recreational satisfaction needs
1. Physiological 4. Relaxation
2. Educational 5. Psychological
3. Social 6. Aesthetics
• Indoor Recreation-when the activity is within the premises of your comfort zone at home or inside a building
• Outdoor Recreation-when the activity is undertaken in a natural, rural, or open space outside the confines of buildings,
usually a large area that is close to nature.
• Lifestyle-the way you live your life on an everyday basis, it includes eating habits, physical activity participation, and
recreation
• Lifestyle change- the best way of preventing illness and early death.
A. INDOOR RECREATIONAL ACTIVITIES are the things that you do for fun and enjoyment in the comfort of your
home, the gym, or any other covered area, or are used inside a building and not outside. It provides amusement,
entertainment, or physical fitness services that typically occur indoors.
1. Badminton is believed to have originated from the game “Poona” which was played by English Army officers stationed
in India during the 17th century. It was later brought to England in 1870‟s when the Duke of Beaufort held a lawn party
in his country place, Badminton. It was only in the 1992 Barcelona Olympics that the game became an Olympic sport
with singles and doubles events. Games are held inside the gym to avoid the effect of air in the flight of the shuttle.
Players need a racket and a shuttle cock to enjoy the game on a court.
2. Volleyball. The beginning of volleyball can be traced from the ingenuity of William J. Morgan in 1895 at Holyoke
Massachusetts. Initially, the game was called “mignonette” but in its first exhibition game demonstration, Alfred Halstead
suggested the name “Volley Ball” due to the volleying characteristic of the game. In 1910, the game was brought to the
Philippines by Elwood S Brown.
The Filipinos are credited with the changes in the game with the addition of the skill called “spike or kill”. In 1964,
volleyball had its first Summer Olympics exposure as a medal sport. Volleyball is a team sport with six players on each
side of the court with a 9x18 meters dimension. The object of the game is to send the ball over the net and avoid it from
grounding into your own court. A ball, net, and a court are needed to play the game. Scoring follows a rallying point
system.
3. Dance is another indoor alternative recreation for those who enjoy the beat of rhythm and movement. It is a fantastic
and fun form of exercise that gradually raises the heart rate. That’s why dance is a very good cardio workout. Regular
participation in dance activities tightens and tones muscle groups and burns more calories.
Zumba Fitness Dance – Zumba dance is an alternative indoor recreational activity with fitness benefit
claims. It was accidentally discovered by Alberto “Beto” Perez, a celebrity fitness trainer of Colombia in the
mid 90‟s. The birth of Zumba came about during one of his aerobics classes when he realized that he had
forgotten his aerobics music. Quickly, he grabbed whatever tape he has in his backpack. It so happened that
his tapes are those of Latin music such as merengue and salsa. With his improvisation skill, he was able to
create an on–the–spot aerobics class using non-traditional music. That’s the birth of the dance fitness
craze Zumba!
B. OUTDOOR RECREATION or OUTDOOR ACTIVITY refers to recreation engaged in out of doors, most commonly in
natural settings.
1. Hiking is going on an extended walk for the purpose of pleasure and exercise. Pleasure includes having a close
encounter with nature, enjoying the beauty of the environment, smelling the natural aroma of flowers
and trees, and being one with Mother Nature. Exercise on the other hand pertains to the fitness
benefits that we get from the activity. Hiking is more of an adventure.
2. Orienteering It is an outdoor navigational recreational activity using especially drawn and detailed maps. It requires
navigational skills to navigate from point to point normally moving at a speed. An orienteering course
consists of a series of control points that have to be located in order in the shortest possible time.
APPLICATION:
Read the following recreational activities and classify them as to whether they refer to outdoor or indoor recreational
activities. In a separate sheet of paper, write your answers by following the table below.
Table tennis Picnic Lawn tennis

Hiking Badminton Horseback riding
Bowling Chess Bowling
Fishing Hunting Boxing
V.EVALUATION
Read the passages of each item below and identify what type of recreational activities is being described for each
number. Write your answers in a separate sheet of paper.
1. Badminton is believed to have originated from the game “poona” that was played by English Army officers stationed
in India during the 17th century.
2. Cycling has plenty of benefits for both the mind and body. To start, it’s a great lower body workout that works your
quads, hamstrings, and calves.
3. Swimming is another great low-impact exercise, which means it allows people recovering from injury to stay fit without
straining their bodies.
4. Lovers of paddling often say the biggest draw is the peace and serenity of being on the water.
5. Hunting, a sport that involves the seeking, pursuing, and killing of wild animals and birds.
6. Playing chess, playing board games, and cards. All you need to play this game is the equipment (chessboard,
monopoly, scrabble, cards, etc.). Friends and families can play this game indoors at almost any time of the day.
7. Yoga, Floor Exercises, Planks, Weight Lifting Yoga originated in ancient India and it comprises of a combination of
physical, mental, and spiritual practices.
8. Arm wrestling basically is a sport to show who has the best arm strength among two individuals.
9. Take a Camping Trip – Pitch a tent, start a fire, and cook up the s’mores. On a clear night, kick back for some
stargazing while you’re at it.
10. The first official Monopoly game hit the market in 1935, and this game of buying property has been creating real
estate titans ever since.
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who

Female
No. of learners who Instructional
Total
Male
needs remediation
earned 75% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:
GLAXEL FAITH T. GAMOLO, T1

Subject Teacher
Checked and Verified by:
CHERYL O. CABRERA, MT-1

Academic Head
Noted by:
EMILY A. BATI-AO
Principal 1
DAILY LESSON PLAN

FOURTH QUARTER
Monday- Friday
May 8-12,2023
OBJECTIVES:
Content Standards
The learner demonstrates an understanding of lifestyle and weight management to promote community fitness
The learner maintains an active lifestyle to influence the physical activity participation of the community
practices healthy eating habits that support an active lifestyle

Discusses the nature and background of indoor and outdoor recreational activities. PE9GS-IVa-6an
CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (PHYSICAL EDUCATION)
ACTIVE RECREATION
LEARNING RESOURCES:
References: Learner’s Module in Health 9. Department of Education. Pp. 119-120,128-131,132-136,139-141.
https://www.wilderness.org/articles/article/outdoor-recreation-faqs
Other Learning Resources:

MI / DI ____
c. Preliminary Activities- Prayer, Greetings & Checking of attendance
d. Developmental Activities
ACTIVITY:
In or out!
Directions:
1. Ask them to find a partner and copy the Venn diagram in their worksheet.
2. Let them classify/ identify if the activities/games listed are held indoors or outdoors by writing on the diagram.
Clarify also that center represents activities that can also be done both indoors and outdoors.
3. Let them do this in 3 minutes (time may vary)
4. Let them share their work
Both indoor
and
outdoor
indoor outdoor
Cycling Volleyball Table tennis Badminton Zumba dance

aerobics
Camping Hiking Orienteering Futsal Frisbee ultimate Swimming
ANALYSIS:
1. Which activities are you familiar with?

2. Have you participated in one or two of the activities?
3. If yes, when was the last time you participated in that activity? Where?
4. How was your experience?
ABSTRACTION:
BENEFITS OF INDOOR ACTIVITIES
Badminton, Volleyball & Zumba

● Badminton and Volleyball are good recreational activities that involve the physical dimension. It enhances the
metabolism of the body which in turn is a factor in losing weight. While playing badminton, the constant racket swings in
receiving birdies, leg stretches in saving net and drop shots, and power jumps for smashing burn more calories.
● Volleyball on the other hand strengthens the upper body, arms, and should as well as the lower extremities when you
serve, pass, set, spike, and block when in play. You can burn approximately 7% of body fats in badminton while burning
585 calories in a 45-minute game.
● Participation in both badminton and volleyball helps you to manage your weight appropriately for your age and height.
● Aside from the physical dimension, the games also have claims on affecting the different dimensions of the health of a
person. When players control their feelings during games, the emotional dimension is involved. Since a sport is fun,
emotional well-being is improved. Playing with strategies and tactics involves the intellectual dimension.
ZUMBA/ LATIN AEROBICS

• It improves cardiovascular health –The combination of cardio intervals brought about by the fast and slow rhythms
makes this dance a great cardio interval workout. The fast and upbeat moves of Zumba improve the delivery of blood
which carries oxygen to the different parts of the body through the veins, arteries, and heart.
• It helps in losing weight – the cardio interval effect of Zumba maximize burns more calories. Joining a Zumba workout
for an hour burns approximately 600 calories.
• Stress Reliever – It is believed that Zumba dancing releases more altering endorphins that melt away worries away.
• Improves mood – It releases feel-good hormones called “endorphin” that improve self-esteem, self-confidence and
self-image
• It tones the abdominals – the dance moves work on firmer core abdominal muscles.
BENEFITS OF OUTDOOR ACTIVITIES

Hiking, Camping & Orienteering
HIKING
● It offers cardiovascular fitness.
● It gives the feeling of relaxation.
● It balances your daily life routine.
● It’s a good option for weight management activity
ORIENTEERING
● Conceptual aspects – Since it is a navigational activity, it enhances your decision-making skills about map
interpretations and using a compass. It also requires you to constantly interpret the information contained in the map.
● Physical Aspect – Orienteering is basically a running sport so it develops your cardiovascular endurance and general
fitness. Speed, endurance, and strength are essential components necessary to successfully participate in the game.
Technically, this activity captivates the mental and physical challenge features.
● Personal aspects – Since you are responsible for making decisions in this activity, you develop your self-confidence
and reliance. Your aims are clear and you work hard to achieve them giving you the feeling of self-achievement.
● Social Aspects – You will learn to work cohesively with one another
● Environmental aspect – It creates an avenue for you to appreciate your environment.
APPLICATION:
The activity elicits your personal reflection on the knowledge and skills that you have gained.
Here’s how:
1. Get a sheet of paper and copy the diagram
2. Complete the sentence by writing the needed information.
3. If there is a need to add more answers, you may do so.
4. Feel free to reflect.
Choose indoor activities as I choose outdoor activities My recreational activity I plan to promote active
my recreational activity as my recreational activity choices will help me to… and healthy lifestyle in the
because… because… community by…
V.EVALUATION
Choices: Volleyball, Badminton, Zumba, Hiking, Orienteering, Stretching and aerobics exercises. (Choices could be
repeated)
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who

Female

Total
Male
needs remediation
earned 75% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:

Subject Teacher

Academic Head
Noted by:
EMILY A. BATI-AO
Principal 1
DAILY LESSON PLAN

FOURTH QUARTER
Monday- Friday
May 15-19 ,2023
I. OBJECTIVES:
A. Content Standards
Demonstrates understanding of the concepts and principles of safety education in the prevention of
intentional injuries
B. Performance Standards
Consistently demonstrates resilience, vigilance and proactive behaviors to prevent intentional injuries
C. Learning Competency / LC Code
•Differentiates intentional injuries from unintentional injuries. (H9IS-IVa-d-31)
•Describes the types of intentional injuries and unintentional injuries. (H9IS-IVa-d-32)
II. CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (HEALTH)
INTENTIONAL and UNINTENTIONAL INJURIES
III. LEARNING RESOURCES:
A. References:
B. Other Learning Resources:
IV. TEACHING STRATEGIES/ PROCEDURES
MI / DI ____
e. Preliminary Activities- Prayer, Greetings & Checking of attendance
f. Developmental Activities
ACTIVITY:
News Bulletin
Directions: Identify the news headlines as to whether they refer to intentional or unintentional injuries. (see PPT)
ANALYSIS:
Answer the following questions:
1. Explain how did you identify each news headline?
2. How did you distinguish between intentional and unintentional injuries?
ABSTRACTION:
A. Intentional Injuries are injuries resulting from violence. The types of intentional injuries are:
1. Suicide – is the intentional taking of one’s own life.
2. Parasuicide – a suicide attempt in which a person does not intend to die.
3. Domestic violence – is an act the includes physical assault (hitting, pushing, shoving, etc.), sexual abuse
(unwanted or forced sexual activity), and verbal abuse. These occur in couples who may be living together or not.
4. Bullying – an unwanted, aggressive behavior that embarrasses and harm others repeatedly.
5. Stalking – a pattern of behavior that makes one feels afraid, nervous, harassed or in danger by repeatedly
contacting, following, talking, and/or sending things even if a person does not want them.
6. Extortion – is the act of using force or threats to force people to hand over their money or properties, on
favors like not to be beaten up.
7. Gang and Youth Violence – gang is a group of people, often youths, that engages in a range of criminal activity or
violence like gang wars, robbery, theft, extortion and a lot more.
8. Illegal Fraternity-Related Violence – fraternity is a group of people with has similar background, occupations or tastes
that has a power to protect one another in the brotherhood. In order to enter the brotherhood, one must undergo hazing
or activities that involve harassment, abuse or humiliation.
9. Kidnapping and Abduction – kidnapping is taking away or forcefully moving a person against his/her will and holding
him/her in unjust captivity. The kidnapper is usually an acquaintance to the family of the victim or just a stranger.
Abduction is the use of deceit or force in order to take a person away from their home or relatives. The abductor has
some sort of relation to the victim.
10. Terrorism – is the use of violence for political goals and putting the public in fear.
11. Verbal Abuse – is a form of cruelty that involves the use words.
12. Sexual Abuse – an abusive sexual behavior by a person to another. It inflicts force to take advantage. Incest is a
sexual contact between persons who are closely related that a marriage between them is considered illegal (e.g.,
parents and children, uncles/aunts and nephews, etc.). Molestation is the sexual abuse of a person (whether a child or
adult) by an adult for sexual pleasure or for profit. Rape is forced sexual intercourse.
B. Unintentional Injuries – injuries which are not expected; also known as accidents.
1. Fracture – is a break or crack in a bone.
2. Dislocation – is a partial or complete displacement in a bone.
3. Sprain – is an injury to the ligaments of a bone due to accidental overstretching.
4. Strain – is an injury to the muscles which is a result of improper use of muscle.
5. Heat Exhaustion – is caused by loss of salt and water due to excessive high temperature.
6. Food Poisoning – is caused by consuming food or drink that is contaminated.
7. Choking – results when a foreign object blocks the throat.
8. Drowning – happens when air cannot get into the lungs because of water.
9. Heart Attack – is caused by a sudden obstruction of blood supply to the part of the heart muscles.
10. Chemical Burns – are injuries caused by contact to corrosive substances.
11. Burns – injuries that result from overexposure to the sun, radiation, touching or iron, and the like.
12. Heat Stroke – a condition that is caused by a prolonged exposure to high temperature.
13. Stroke – is a condition in which the blood supply to a part of the brain is suddenly and seriously impaired by
a blood clot or ruptured blood vessel.
APPLICATION:
Divide the class into 3 groups. Learners will perform different tasks about the types of Intentional Injuries.
They will be given 10 minutes to prepare.
Group 1: Pantomime
The students are going to choose 1 type from examples of Intentional Injuries With their group, assign each one
of them to a particular role to act out. Present clearly how the type of injuries was formed and your way of
avoiding them.
Group 2: Draw it out!
The students are going to draw an example of scenarios based on the TV shows that they have recently
watched, and write or draw the scene showing the occurrence of injuries.
Group 3: Reporting
The students are going to recall any experiences they have encountered in the places given below. Using the
table, identify one example of intentional injuries they may encounter or have encountered in the different
identified places. Cite specific situations for your answers and present them in class.
PLACE/AREA INTENTIONAL INJURY

BEACH
MALL
SCHOOL
STREET
Rubrics
V.EVALUATION
Read the passages of each item below and identify what type of intentional and unintentional injuries is being described
for each number. Write your answers in a separate sheet of paper.
1. A man was seen at the top of the water reservoir shouting his sentiments, and tries to jump. Fortunately, rescuers
arrived and talked him out of his problems.
2. While dancing, Gina broke her ankle because she forgot the steps in their routine.
3. In 2018, a banana-q store flared up and a man was caught by the fire.
4. Jammy is afraid to go home alone because someone is following her since the other day. She told her father to fetch
her up from school after class.
5. Amy was jealous of Anne because many likes her. She made a fake account and posted nasty words about Anne.
6. According to the news, Children In Conflict with the Law (CICL) groups were being confined in DSWD because they
were found to start a riot in an open field.
7. During practice, Stanley attempted a back-tumbling without proper training. As a result, he broke his left arm.
8. The students were dismissed earlier because of the attack threat from ISIS.
9. Jethro is diagnosed with asthma. During a sunny day at school, he had troubled breathing, he was sent to the school
clinic in order for him to recover.
10. Nico, a 10-year-old boy humped on adult swimming pool. Suddenly, a commotion happened and he was rescued by
the life guard.
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who

Female

Total
Male
needs remediation
earned 75% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:

Subject Teacher

Academic Head
Noted by:
EMILY A. BATI-AO
Principal 1
DAILY LESSON PLAN

FOURTH QUARTER
Monday- Friday
May 22-26,2023
OBJECTIVES:
Content Standards
Demonstrates understanding of the concepts and principles of safety education in the prevention of
intentional injuries
Consistently demonstrates resilience, vigilance and proactive behaviors to prevent intentional injuries
The learner identifies protective factors related to intentional injuries.
H9IS-IVe-h-34
CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (HEALTH)
PROTECTIVE FACTORS IN INTENTIONAL INJURIES
LEARNING RESOURCES:
References: Grade 9 Learning Module-Health. DepEd. Chapter: 4 Pages: 40-54

Other Learning Resources: Laptop, TV, Powerpoint

MI / DI ____
Preliminary Activities- Prayer, Greetings & Checking of attendance

Developmental Activities
ACTIVITY:
How Safe am I?
Copy the chart in your worksheet. Then complete this by putting a check mark to the column that corresponds to your
answer. Answer the guide questions that follow.
Have you ever witnessed or experienced a problem Never Rarely Sometimes Often
with?
Name calling
Bully or intimidation
Sexual harassment
Gang-related violence
Extortion or theft
vandalism
Mistreatment or disrespect toward others
ANALYSIS:
Guide Questions:
1. Where did you experience or witness these situations or problems?
2. What did you do in the situations that you have experienced?
3. Do you feel that you are safe from intentional injuries? Why or why not?
ABSTRACTION:
Here is an excerpt from the United Nations’ The Convention on the Rights of the Child. It focuses on articles regarding
protection rights of children to keep them safe from harm.
Article 19 (Protection from all forms of violence): Children have the right to be protected from being hurt and mistreated,
physically or mentally. Governments should ensure that children are properly cared for and protect
them from violence, abuse and neglect by their parents, or anyone else who looks after them. In terms
of discipline, the Convention does not specify what forms of punishment parents should use. However,
any form of discipline involving violence is unacceptable. There are ways to discipline children that are
effective in helping children learn about family and social expectations for their behavior – ones that
are nonviolent, are appropriate to the child's level of development and take the best interests of the
child into consideration.
Article 34 (Sexual exploitation): Governments should protect children from all forms of sexual exploitation and abuse.
Article 35 (Abduction, sale and trafficking): The government should take all measures possible to make sure that
children are not abducted, sold or trafficked.
APPLICATION:
Answer the three (3) questions for each situation. Write your answers in your worksheet.
Situation 1
You saw your classmates outside the school extorting money from a younger student.
What are you thinking?
What are you feeling?
What will you do?
Situation 2
Your best friend revealed to you that she is being molested by her uncle.
What are you thinking?
What are you feeling?
What will you do?
V.EVALUATION
Read the articles and answer the guide questions that follow.
A. Republic Act No. 7610 - Special Protection of Children Against Abuse, Exploitation and Discrimination Act
✓ http://www.gov.ph/1992/06/17/republic-act-no-7610/
Section 2. Declaration of State Policy and Principles. – It is hereby declared to be the policy of the State to provide
special protection to children from all firms of abuse, neglect, cruelty exploitation and discrimination and other
conditions, prejudicial their development; provide sanctions for their commission and carry out a program for prevention
and deterrence of and crisis intervention in situations of child abuse, exploitation and discrimination. The State shall
intervene on behalf of the child when the parent, guardian, teacher or person having care or custody of the child fails or
is unable to protect the child against abuse, exploitation and discrimination or when such acts against the child are
committed by the said parent, guardian, teacher or person having care and custody of the same.
B. Republic Act No. 10627 - Anti-Bullying Act of 2013
✓ http://www.gov.ph/2013/09/12/republic-act-no-10627/#
SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe or repeated use by one or more
students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed
at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional
harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of
the other student at school; or materially and substantially disrupting the education process or the orderly operation of a
school; such as, but not limited to, the following: a. Any unwanted physical contact between the bully and the victim like
punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use
of available objects as weapons; b. Any act that causes damage to a victim’s psyche and/or emotional well-being; c.
Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or
profanity at the target, name-calling, tormenting and commenting negatively on victim’s looks, clothes and body; and d.
Cyber-bullying or any bullying done through the use of technology or any electronic means.
Guide Questions:
1. What problems are being addressed in Republic Act No. 7610?
_______________________________________________________________________________________________
____________________________________________________________________________.
2. If you were to revise the laws, what provisions would you add or remove so that they can protect you better from
violent acts or behaviors that cause intentional injuries? Why?
_______________________________________________________________________________________________
_____________________________________________________________________________.
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who

Female

Total
Male
needs remediation
earned 80% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:

Subject Teacher

Academic Head
Noted by:
EMILY A. BATI-AO
Principal 1

DAILY LESSON PLAN

FOURTH QUARTER
Monday- Friday
May 29- June 2,2023
OBJECTIVES:
Content Standards
Demonstrates understanding of characteristic features of vocal music of the Romantic period
sings and performs themes of selected songs
 explains the plot, musical and theatrical elements of an opera after watching video samples;
MU9OP-IVa-g-1
 performs themes or melodic fragments of given selected songs; MU9OP-IVb-h-3
CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (Music)
Music of the Romantic Period (Opera composer)
LEARNING RESOURCES:
References: Grade 9 Learning Module-


MI / DI ____

ACTIVITY:
LET’S WATCH
Directions: Watch the opera entitled “Madame Butterfly” (https://www.youtube.com/watch?v=IYrbdiee9SU). Take note of
the important details like plot, characters, musical and theatrical elements present in the opera then answer the
following questions:
ANALYSIS:
1. What is your over-all impression of the film?
2. Cite important components needed to produce an opera?
3. Did the film teach you how to have a good understanding on how to perform in an opera?
4. In what ways do operas help people learn about the culture of other people?
5. How will you help other people in the future to understand and appreciate theatrical performance like the opera?
ABSTRACTION:
VOCAL MUSIC -is the one of the best tools for expressing one’s feelings. This form of expression becomes more
evident during Romantic Period. Romanticism coincided with the Industrial Revolution in Western
Europe that brought about the rise of socialism and capitalism. The Romantic Periods basic quality is
emotional subjectivity. Composers explore feelings of grandiosity, intimacy, unpredictability, sadness,
rapture, and longing. Roman Vocal like the art song and operas were about fantasy, supernatural,
romance, and the nature as mirror of the human heart VERTOUSO PERFORMER are not also
instrumentalist but also a singer. One singer sometimes sounds like several characters by use of
different vocal register.
OPERA COMPOSERS
1. FRANZ PETER SCHUBERT-his song is a LIED which German word for “song”. He developed lieder so that they had
powerful dramatic impact on the listeners and considered the last of the classical composers and one
of the first romantic ones. He is born on January 1797 in Himmelpfortground, Austria and died in
Vienna, Austria at age of 31.
2. GUUSEPPI VERDI- A name associated with Romantic opera is that of Verdi. His characters are ordinary people and
not those of the royal family like those found in German operas. He insisted on a good Libretto and
wrote operas with political overtones and for middle-class audience. He was born in Parma Italy on
October 9, 1813.And studied in Bussetto later in Milan where her first opera “Oberto” was performed in
La Scala, the most important opera house at the time. Almost of his works are serious love story with
unhappy ending and his most acclaimed work are La Traviata, Rigoletto, Falstaff, Otello, and Aida and
wrote during the opening of Suez Canal and he was died on January 27,1901 in Milan.
3. GIACOMO PUCCINI- he was born in a poor family on December 22, 1858.in Lucca, Italy. He studied at the Milan
Conservatory, and belonged to a group of composers who stressed realism; therefore, he drew
material from everyday life, rejecting heroic themes from mythology and history. Puccini famous
operas were: LA BOHEME, TOSCA, MADAME BUTTERFLY and TURANDOT.
4. WILHEMN RICHARD WAGNER-was born in Liepzig, Germany on May 22, 1813. He attended Leipzig University. He
was very much inspired by Ludwig and Beethoven. He also explored the limits of the traditional tonal
system that gave way for the rise of atonality in the 20th century. And he exerted a strong influence on
the operatic medium. He was an advocate of a new form of opera which called (music drama) where
musical and dramatic elements were fused together. He developed a compositional style in which the
orchestra has of equal importance in dramatic roles as the singers themselves. The expressiveness in
aided using “leitmotifs” or musical sequences standing for a particular character/plot element. His
famous work is Tristan and Die Walkyrie, Die Meistersinger, Tannhauser, Parsifal, His work influences
modern film scores, including those of Harry Potter and Lord of the Rings film series. Wagner died of a
heart attack on February 13, 1883 at the age of 69.
5. GEORGES BIZET- was registered with the legal name Alexander Cesar Leopold Bizet but was always known by the
latter name. He was always known by the latter name. He was born October 25, 1838 in Paris. He is
very famous of his opera CARMEN. However, when Carmen shows in Paris it is very terrible the show
was criticized in horrible was resulted in poor audience attendance. During the first round of CARMEN
in performances he is died at the of 36 on JUNE 3, 1875 after four months later in Vienna Austria and
was smash hit.
Theater Terms:
1. Theatron- large, open-air structures/ buildings constructed on the slopes of hills during ancient times.
2. Skene- stage where performers performed.
3. Orchestra- a large circular or rectangular area at the center part of the theater, where play, dance, religious rites and
acting took place.
4. Parodos- side entrance
Theatrical Elements:
1. Gestures and Movements
2. Music
3. Actors/ Characters
4. Staging
5. Genre
6. Props and Costumes
APPLICATION:
THE STAGE IS YOURS

Directions: Create a one-minute Tik-Tok video using the music from romantic period Symphony No. 4 in A major, Op. 90
(https://www.youtube.com/watch?v=8nRfZqPWMfw) as your background music. Take a video of your performance and
send your output to your teacher via available medium. Your grade will be based on the given criteria.
V.EVALUATION
Directions: Write True if the statement is correct and FALSE if it is incorrect. Write your answer on the space provided
before the number.
____1. GEORGES BIZET is very famous because of his opera CARMEN.

____2. Vocal Music is one of the best tools for expressing one’s feelings.
____3. Virtuoso performer is not instrumentalists but singers.
____4. Puccini famous operas were: La Boheme, Tosca, Madame Butterfly and Turandot.
____5. Giuseppe Verdis’ works are serious love story with unhappy ending.
____6. Theater means “place for seeing”.
____7. Satyr is a play that lightens the overall mood on a serious play with a happy ending.
____8. The usual theme of Greek theater plays were chariot races, gladiators, and public executions.
____9. Carmen is a story of Don Jose, a naïve soldier who is seduced by the charm of sizzling Gypsy.
____10. Bizet’s work influences modern film scores, including those of Harry Potter and Lord of the Rings film series.
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who
Female
Total
Male
needs remediation
earned 75% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:

Subject Teacher

Academic Head
Noted by:
EMILY A. BATI-AO
Principal 1
DAILY LESSON PLAN

FOURTH QUARTER
Monday- Friday
June 5-9,2023
OBJECTIVES:
Content Standards
Demonstrates understanding of characteristic features of vocal music of the Romantic period
sings and performs themes of selected songs
Improvises appropriate sounds, music, gestures, movements, and costumes for a chosen opera.
(MU9OPIVb-h-5)
CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (Music)
Vocal Music of the Romantic Period (Romantic Opera)
LEARNING RESOURCES:


MI / DI ____

ACTIVITY:
Read and analyze the synopsis of the Romantic Opera “La Traviata” and answer the following guide questions.
At one of her brilliant supper parties, the beautiful but frail demimondaine (a woman supported by a wealthy lover)
Violetta Valéry, meets the well-born Alfredo Germont. They immediately fall in love and she decides to abandon her life
of pleasure.
Alfredo’s father did not approve of their lifestyle in the country and demanded that Violetta renounce Alfredo. Violetta is
determined to make the sacrifice, then departs and leaves only a note for Alfredo.
She appears at a ball in Flora’s house on the arm of an old admirer, Baron Douphol which makes Alfredo angry. Alfredo
challenges the Baron to play cards where Alfredo wins consistently. Unable to persuade Violetta to go with him, Alfredo
insults her. Violetta becomes ill, and all her friends desert her, leaving her virtually penniless.
Alfredo returns to Violetta. His father told him of the real story behind Violetta’s departure from their country house, and
urged him to seek her forgiveness. Overjoyed at the sight of him, Violetta attempts to rise but falls into Alfredo’s arms.
Germont and the doctor enter as Violetta dies.
ANALYSIS:
GUIDE QUESTIONS:
1. Does the plot of the opera reflect the ideals of the Romantic period? Why or why not?
2. If you were the director of this opera:
a. What famous theme song (it can be any song) will you use to represent the emotion of story? Why?
b. Will you include recitative and/or aria pieces on this opera? Why or why not?
3. Do you think the opera “La Traviata” is an opera worth watching? Why or why not?
ABSTRACTION:
ROMANTIC OPERA
Opera became increasingly popular during the romantic period. It is a musical composition having all or most of its set to
music with arias, recitative, chorus, duets, trios etc. sung to orchestral accompaniment. The opera is
usually characterized by elaborate costumes, scenery, and choreography.
COMPONENTS of an OPERA
LIBRETTO-the text of an opera. Librettist and the composers work closely together to tell the story.
SCORE-the book that the librettist put together. The score has all the musicals notes, words, and ideas to help the
performers tell the story. Often, there are operas with overtures, preludes, prologues several acts,
finales, and postludes.
RECITATIVE- Declamatory singing, used in the prose parts and dialogue of opera. Different roles in operas are created
taking into different types of voices. Each role requires a different type of singer, not only able to sing a
given vocal range but also with certain voice characteristics, color, and power.
ARIA- an air or solo singing part sung by a principal character. This song is what the public will remember best when
leaving the opera house. Properly and well sung, a beautiful aria can bring an audience to its feet and
decide the fate of an entire opera.
FOR MALE VOICE

TENOR-highest male voice
BARITONE-middle male voice lies between Bass and Tenor voices. It is the common male voices.
BASS-lowest male voice.
FOR FEMALE VOICE

SOPRANO-highest female voice
COLORATURA-highest female voice
LYRIC-bright and full sound
DRAMATIC-dramatic full sound
MEZZO SOPRANO-most common female voice; strong middle voice, tone is darker or deeper than the soprano.
CONTRALTO-lowest female voice and most unique among females.
DUET, TRIO AND SMALL ENSEMBLE
CHORUS-a part of song repeated every so often.
ORCHESTRA-main floor or theater
ACTS-main division of an opera
SCENE-setting or place
MUSICAL TERMS USED in the OPERA

A CAPELLA-one or more singers performing singers without instrumental accompaniment.
CANTABILE-in a singing style
CAPO-head, the beginning
DOLCE-sweetly
FALSETTO-a weaker or more airy voices usually in the higher pitch ranges
GLISSANDO- sliding quickly between 2 notes.
PASSAGIO- parts of singing voice where register transition occurs.
RUBATO-slight speeding up or slowly down of the tempo of a piece at discretion of the soloist
TESSITURA-the most comfortable singing range of a singer
VIBRATO-rapidly repeated slight pitch variation during a sustained note to give a richer and more varied sound.
APPLICATION:
ARIA Male FEMALE

1.La Donna e mobile o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=4iUwkJuRdiY) o Baritone o Mezzo-soprano
o Bass o Contralto
2.Nessum Dorma o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=cWc7vYjgnTs) o Baritone o Mezzo-soprano
o Bass o Contralto
3.Libiamo o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch? o Baritone o Mezzo-soprano
v=afhAqMeeQJk) o Bass o Contralto
4.Un bel di redremo o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=c-r2vu4t9-g) o Baritone o Mezzo-soprano
o Bass o Contralto
5.Vissi d’arte o Tenor o Soprano(coloratura)
(https://www.youtube.com/watch?v=gnqa94oeGfw) o Baritone o Mezzo-soprano
o Bass o Contralto
V.EVALUATION
Directions: Identify the correct components of the opera based on its description. Choose the answer from the box
below.
ARIA RECITATIVE LIBRETTO LIBRETTIST SCORE
___________1. A solo singing part sung by the principal character.
___________2. Declamatory singing used prose arts and voices in the delivery of dialogue.
___________3. The book that the composer and librettist put together.
___________4. The person who writes the text of an opera or other long vocal works.
___________5. The text of an opera.
MUSICAL TERM
Directions: Match the term in column A with its definition in column B. Write the letter of your choice on the space
provided.
A B
__1. Dolce A. one or more singer performing without instrument.
__2. Vibrato B. repeated slight pitch vibration.
__3. Falsetto C. most comfortable singing range
__4. Tessitura D. weaker or airier voice
__5. A Capella E. sweet voice
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who
Female
Total
Male
needs remediation
earned 80% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:

Subject Teacher

Academic Head
Noted by:
EMILY A. BATI-AO
Principal II
DAILY LESSON PLAN

FOURTH QUARTER
Monday- Friday
June 13-16,2023
OBJECTIVES:
Content Standards
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
Create appropriate theater play/opera costume and accessories and improvise appropriate sound, music,
gesture, movements, and costume for a chosen theatrical composition
-Identifies selected theatrical forms from different art periods. A9EL-IVa-1
-Identifies the elements and principles of arts as manifested in Western Classical plays and opera A9EL-IVc-3
-Defines what makes selected western classical plays and operas unique through visual representation
A9PL-IVc-1
CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (Arts)
WESTERN CLASSICAL PLAYS/ OPERA
LEARNING RESOURCES:


MI / DI ____

ACTIVITY:
Activity 1: GROUP ME
Directions: Write on the table below the different elements of theater according to its classification.
Music Plot Space Color

Body Sound Shape Dialogue
Texture Rhythm Movement Line
Voice Emotion Theme Character
Basic Elements of Musical Play/ Elements of Artistic Expressions Tools of an actor/ actress
Theatre
Activity 2: Watch the opera play “The Hunchback of Notre Dame” (https://www.youtube.com/watch?v=EDnkZpm5Fd4).
Analyze and describe the elements of theater arts and write your answer on the table below.
Elements of Theater Arts Descriptions

Sound/ Music
Gesture/ Movements
Costume / Make up/ Accessories
Props
Performance
ANALYSIS:
Guide Questions:
1. What makes selected Western classical opera (The Hunchback of Notre Dame) unique?
2. How do the Operas in the Philippines differ from the Western Theater Opera?
3. What is the importance of elements of theater in every opera?
ABSTRACTION:
I. Ancient Theater
⚫ Greek Theater
- Ritual - theory, focused on god Dionysus, performed in festivals
- Sophocles and Euripides were the most popular playwrights during Ancient period
- Oedipus Rex, Oedipus at Colonus, and Antigone were famous plays
- Theater genre was tragedy
- performed in Theatron - viewing place on slope of a hill
- Women were not allowed to perform
⚫ Roman Theater
- Began in Ancient Greek Theater
- Theater genre - Comedy
- Women began to perform
- Competitions of chariots, gladiators, and public executions as public theaters
II. Renaissance Theater
⚫ Focused on Classical Greek and Roman arts and culture
⚫ Theater designs were developed
⚫ Backdrops for scenery
⚫ Queen Elizabeth supported theater
⚫ Famous actor and playwright was William Shakespeare, who wrote Rome and Juliet, Hamlet, Midsummer Night’s
Dream, Cleopatra
III. Romantic Period
⚫ The age of enlightenment
⚫ Focused on appreciation of the exotic and primitive
⚫ Used fantastic mythical or nature - focused images
⚫ Melodrama was the genre of theater
⚫ Famous Operatic composers were George Bizet Carmen and Richard Wagner
⚫ Protagonist was rebellious who often succeeded
⚫ Interest in the common man and childhood Technical innovations were introduced
APPLICATION:
Directions: Create your own kind of theater design based from the Greek Theater. Label the different parts of your
desired theater. You will be graded based from the following criteria:
V.EVALUATION
DIRECTIONS: Arrange the following jumbled letters to answer the questions.
1. (SLCEOOPH) An ancient Greek Tragedian.

2. (CORNE) Oedipus brother - in law.
3. (YLUCHSEAS DAN DERUISEIP) Contemporary playwrights.
4. (UDPSOEIXER NAD TENGANIO) Famous tragedies of Sophocles.
5. (SKASM) Use to advance the university of the themes and dramatic impact of the events
6. (GEDYTRA) Theater genre during Greek Period.
7. (MANROTIC) The age of enlightenment.
8. (MEDYCO) Theater genre during Romantic Period.
9. (PEARESAHEKS) Famous actor and playwright during Renaissance Period.
10. (TAGOPRONIST) rebellious character who often succeeded.
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who

Female

Total
Male
needs remediation
earned 80% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:

Subject Teacher

Academic Head
Noted by:
EMILY A. BATI-AO
Principal II
DAILY LESSON PLAN

FOURTH QUARTER
Monday- Friday
June 13-16,2023
OBJECTIVES:
Content Standards
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
Create appropriate theater play/opera costume and accessories and improvise appropriate sound, music,
gesture, movements, and costume for a chosen theatrical composition
Identifies the elements and principles of arts as manifested in Western Classical plays and
opera. A9EL-IVc-3
CONTENT
MODULE TITLE
TOPIC/SUBJECT MATTER: MAPEH 9 (Arts)
WESTERN CLASSICAL PLAYS/ OPERA
LEARNING RESOURCES:


MI / DI ____

ACTIVITY:
Activity 1: Arrange the following jumbled letters to answer the questions. Write your answers on a separate sheet of
paper.
1. PUSIDEO A gold mask with exaggerated deep
empty eye sockets.
2. MHYHTR Indicates movement, created by careful
placement of repeated elements in a
work of art to cause visual tempo or
beat.
3. EPHSA An element of art that is two-
dimensional, descriptive, implied or
abstract.
4. RUETTEX An element of art that refers to the way
things feel or look as if they might feel if
touched.
5. ECORN Brother-in-law of Oedipus, mad or angry
facial expression, with crown
ANALYSIS:
ABSTRACTION:
THEATRICAL ELEMENTS OF THE DIFFERENT WESTERN CLASSICAL PLAYS/OPERA
Theatrical Elements of Oedipus Rex and Antigone

Gestures and Movements: Facial expression was of no importance to Greek actors since they were always masked.
Music: Sophocles also used the Chorus at the beginning of the play to help tell the audience the given circumstances of
the play. Choruses did a lot of lamenting of terrible events.
Costumes: Men wore loose floor-length ponchos with a pleated shoulder while
Females wore draped robes.
Staging: The Parthenon’s facade, has the design of Ionic order columns with cornice and moldings on the top, and
elevated by 5 step risers at the center, and has a platform in front near the audience
Masks: The use of masks acts to advance the universality of the themes and the dramatic impact
of the events and to keep the audience from being distracted by the actual, physical attributes of
the actors.
Oedipus: a gold mask with Antigone and Ismene: white Creon: brother-in-law of
exaggerated deep empty eye face, dark under the eyes, and Oedipus, mad or angry facial
sockets. sad-looking. expression, with a crown.
Theatrical Elements of Romeo and Juliet

Staging: The stage itself was divided into three levels:
1. The main stage area with doors at the rear and a curtained area at the back for "discovery scenes";
2. An upper, canopied area called "heaven", for balcony scenes; and
3. An area under the stage called "hell," which could be accessed through a trap door in the stage.
Costumes: The costumes are based on the style and design of dresses worn during the renaissance period.
Theatrical Elements of Carmen

Setting: The setting of Carmen takes place in Seville, Spain during the mid19th century.
Staging: The opera is a fascinating drama of love and jealousy, filled with famously alluring melodies and captivating
dancing. The story has been the subject of many screens and stage adaptations.
Elements of Artistic Expression

A musical is a kind of performing art that requires elements for creative expression. Like the visual art of painting, it
requires the following elements for an integrated wholesome art: lines, color, shape, rhythm, space, sound, texture, and
movement. However, unlike visual art, it must arouse sound and movement – the most essential elements.
Lines An element of art is defined by a point in space.

Color An element of art that is made up of three properties, hue, value, and intensity.
Shape An element of art that is two-dimensional, descriptive, implied, or abstract. Shape, which is a basic
element of art, should be emphasized on stage.
Rhythm Indicates movement, created by careful placement of repeated elements in a work of art to cause visual
tempo or beat.
Space An element of art by which positive and negative areas are defined or a sense of depth is achieved in a
work of art.
Sound During the antiquity of the Greek and Roman dramas, the actors are compelled or trained to project
their voice to be audible, firm, and clear enough for the audience to hear.
Texture An element of art that refers to the way things feel or look as if they might feel if touched. Like visual
arts, the image design of backdrops, props, and costumes may send to the audience the feeling of
roughness, hardness, finesse, and smoothness.
Movement Is used to create the look and feel of the action. Various body movements of the cast are differentiated
according to movement, yet integrated consistently for the development of the plot.
APPLICATION:
COMPARISON AND DIFFERENTIATION
List down some famous plays and operas in the Philippines that you think have Western theatre art influence. Write
some remarks on the given plays or operas. Answer the questions below, and write them on a separate sheet of paper
From the given above, which of the following plays and operas in the Philippines has some similarities or differences
from the Western theatre play and opera in performance, costumes, props, etc.? Support your answer.
V.EVALUATION
CHART COMPLETION AND ANALYSIS

Instructions:
1. Watch the plays (1) Oedipus Rex: https://www.youtube.com/watch?v=u9uV7gCU4Ig/
or Romeo and Juliet: https://www.youtube.com/watch?v=qKx6V7Wp0Uo
and the opera (2) Carmen: https://www.youtube.com/watch?v=zTDMvyj4TFg
2. While watching, analyze each theatrical form using the elements of theater arts.
3. Copy the chart and answer the activity on a separate sheet of paper.
Elements of Theatre Arts Form:
ASSIGNMENT
REMARKS/ REFLECTION
_______________________________________________________________________________________________
_______________________________________________________________________________________________
PROFICIENCY LEVEL:
No. of learners who

Female

Total
Male
needs remediation
earned 80% Decision
.
Grade 9 Yakal
Grade 9 Narra
Prepared by:

Subject Teacher

Academic Head
Noted by:
EMILY A. BATI-AO
Principal II

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DIVISION OF CITY SCHOOLS

BAWING NATIONAL HIGH SCHOOL

DAILY LESSON PLAN

Subject / Learning Area: MAPEH 9

Learning Competency / LC Code

TEACHING STRATEGIES/ PROCEDURES

Time of the Day Activities Amount of time spent in the Activities

Answer the following questions:

Table tennis Picnic Lawn tennis

No. of learners who

GLAXEL FAITH T. GAMOLO, T1

CHERYL O. CABRERA, MT-1

DAILY LESSON PLAN

Subject / Learning Area: MAPEH 9

Learning Competency / LC Code

TEACHING STRATEGIES/ PROCEDURES

Cycling Volleyball Table tennis Badminton Zumba dance

1. Which activities are you familiar with?

BENEFITS OF INDOOR ACTIVITIES

Badminton, Volleyball & Zumba

ZUMBA/ LATIN AEROBICS

BENEFITS OF OUTDOOR ACTIVITIES

No. of learners who

No. of learners who Instructional

GLAXEL FAITH T. GAMOLO, T1

CHERYL O. CABRERA, MT-1

DAILY LESSON PLAN

Subject / Learning Area: MAPEH 9

PLACE/AREA INTENTIONAL INJURY

No. of learners who

No. of learners who Instructional

GLAXEL FAITH T. GAMOLO, T1

CHERYL O. CABRERA, MT-1

DAILY LESSON PLAN

Subject / Learning Area: MAPEH 9

References: Grade 9 Learning Module-Health. DepEd. Chapter: 4 Pages: 40-54

TEACHING STRATEGIES/ PROCEDURES

Preliminary Activities- Prayer, Greetings & Checking of attendance

No. of learners who

No. of learners who Instructional

GLAXEL FAITH T. GAMOLO, T1

CHERYL O. CABRERA, MT-1

DIVISION OF CITY SCHOOLS

DAILY LESSON PLAN

Subject / Learning Area: MAPEH 9

References: Grade 9 Learning Module-

TEACHING STRATEGIES/ PROCEDURES

Preliminary Activities- Prayer, Greetings & Checking of attendance

THE STAGE IS YOURS

____1. GEORGES BIZET is very famous because of his opera CARMEN.

GLAXEL FAITH T. GAMOLO, T1

CHERYL O. CABRERA, MT-1

DAILY LESSON PLAN

Subject / Learning Area: MAPEH 9

References: Grade 9 Learning Module-

TEACHING STRATEGIES/ PROCEDURES

Preliminary Activities- Prayer, Greetings & Checking of attendance

FOR MALE VOICE

FOR FEMALE VOICE

MUSICAL TERMS USED in the OPERA

ARIA Male FEMALE

No. of learners who

GLAXEL FAITH T. GAMOLO, T1