Republic of the Philippines

Department of Education
Region VII, Central Visayas
Sudlon, Lahug ,Cebu City

Instructional Plan

Duration: 60
DLP No. : 11 Learning Area: MUSIC Grade Level: 9 Quarter: 1
minutes

 Explores other arts and media that portray Medieval, Code: MU9MRB-
Learning Competency/ies:
Renaissance, and Baroque music. Ib-f-6

Key  Music is an art because it is a skill of creating and performing music.

Concepts/Understandings to  Aside from singing and creating music, we can still use music to create other forms
be Developed of art.
Domain 1. Objectives:
Knowledge Interpret the chosen music from the different period through body movements;
Execute an interpretative dance that interprets the music of Medieval, Renaissance, and
Skills
Baroque period;
Attitudes Share talents in dancing by interpreting a chosen music from the different periods of music;
Maka- Diyos- share and show God given talents
Values
Maka Tao- display unity upon doing the group performance
2. Content / Topic Medieval, Renaissance and Baroque Period
3. Learning Resources/ Music and Art Teachers Manual and Learners Manual, Downloaded music, Power point
Materials/ Equipment presentation, LED TV with speakers
4. Procedures (Indicate the steps you will undertake to teach the lesson and indicate the no. of minutes each step will consume)
4.1 Introductory
Listening drill. The teacher will play music of different moods. Each learner will execute a
4.2 Activity (5 minutes)
movement relating to the music while closing their eyes.
1. The class will be divided into 5 groups.
4.3 Analysis (20 minutes) 2. Each group will choose music from the different periods and interpret it in the class
through movements.
4.4 Abstraction ( 5 minutes) 1. How did you come up with your movements or dance steps?
2. What did you feel while the music is playing?
4.5 Application (20 minutes) Each group will perform their dance interpretation in the class.
4.6 Assessment (5 minutes)
a. Observation (Formal and Criteria: Understanding of the lesson - 35
informal observations of Performance -30
learners’ performance or Presentation - 20
behaviors are recorded, based Teamwork - 15
on assessment criteria) 100
c. Analysis of Learners’
Products (Teachers judge the
The teacher gives comments with regards to learners’ performance based on the given
quality of products produced by
criteria.
learners according to agreed
criteria
4.7 Assignment: (3 minutes). Fill
–in below any four purposes:
 Reinforcing/ 1. What have you realized after doing the activities?
Strengthening the 2. What did you feel while and after performing the interpretative dance?
day’s lesson 3. What can you say to the music of Medieval, Renaissance, and Baroque periods?
4.8 Concluding Activity ( 2
minutes) This is usually brief but
effective closing activity such as
a strong quotation, a short song, “ Musicians don’t retire; they stop when there’s no more music in them.”
an anecdote, parable or a letter --- Louis Armstrong
that inspires the learners to do
something to practice their new
learning
5. Remarks
6. Reflections
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 lesson.
D. No. of learners who continue
to require remediation.
E. Which of my learning
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?

Prepared by:

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