SAN ANDRES 1,

School Grade Level 9

DAILY INTEGRATED SCHOOL
LESSON Learning
LOG Teacher JEIRO ARKI D. MALLARI MAPEH (MUSIC)
Area
Teaching Dates and WEEK 2
Quarter FOURTH
Time

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content The learner demonstrates understanding of characteristic features of vocal music of the Romantic period.
Standards

B. Performance The learner sings and performs themes of selected songs.

Standards

C. Learning The learner… Summative

Competencies  Narrates the plot, musical and theatrical elements of an opera after video and movie showing Test
(MU9OP-IVa-g1)
 Listens perceptively to selected art songs and excerpts of opera (MU9OP-IVa-g2)
 Sings themes or melodic fragments of given selected songs (MU9OP-IVb-h3)
 Explores other arts and media that portray Romantic period elements (MU9OP-IVb-h4)
 Creates / improvises appropriate sounds, music, gestures, movements, and costumes for a
chosen opera. (MU9OP-IVb-h5)
Write the LC
code for each
II. CONTENT Opera
(Subject  Giacomo Puccini
Matter)  Richard Wagner
III. Learning Music – Grade 8 Alternative Delivery Mode Quarter 4 – Module 1: Traditional Asian Theater First Edition, 2020
Resources
A. References
1. Teacher’s CO_Q4_Music 8_Module 1 Page 7 to 10
Guide Pages
2. Curriculum
Guide
3. Learner’s Music & Arts LM Music & Arts
Music & Arts LM pages Music & Arts LM pages Music & Arts LM pages
Materials Pages pages LM pages
4. Textbook
Pages
5. Additional
Materials from
Learning
Resources (LR)
Portal)
B. Other
Learning
Resources
IV.
PROCEDURES
A. Review The teacher will post The teacher will play opera The teacher will Picture parade of di 昀昀 Summative
picture of Guiseppe music, while the students play an excerpt of erent opera composers.  Test
Previous
Lessons Verdi.  Narrate the life illustrate the moods based “Turandot” by Compare the life and
and the his compoitions. on their observations. Giacomo Puccini, works Giacomo Puccini
while the students and Richard Wagner.  In
will list down the what ways are they the
plot, theatrical same?
elements of an
excerpt.
B. Establishing The teacher will ask the Picture parade of
purpose for the students the following different opera
Lesson questions:  Have you during romantic
(Motivation) experienced to sing the period . The teacher
lines in a script?  What will ask the students
 did you feel about your to explore and
experience? describe the
pictures of arts and
media used during
the romantic
period .
C. Presenting The teacher will show The teacher will Continuation of the activity
examples the picture of a poetry play an excerpt of
/instances of the “And Did Those Feet” by opera like “Die
new lessons William Blake (1827) 
Walkyrie”. The
(show pics, What moods are being
videos, ppt) felt in the poetry? students will listen
and analyze the
excerpt.  What can
you say about the
opera?  What
sounds, music,
gestures,
movements, and
costumes did you
observe?

D. Discussing The teacher will discuss about the opera and life and works of Giacomo Puccini and Richard Wagner of romantic period
new concepts through a PowerPoint presentation and will play examples.
and practicing
new skills #1. The teacher will discuss the lifes and works of the opera composers under the vocal music. The teacher will also explain
(Pre-Discussion the forms and teathrical elements of an opera, opera Turandot and Di Walkyrie.
Activity)
E. Discussing Listening Activity: The teacher will play video clip of an excerpt of La boheme by Puccini.
new concepts &
practicing and
concern to new
skills #2
F. Developing “Parsifal” by Richard Wagner and “Tosca” by Giacomo Puccini”. Ask the students to listen and compare the two musical
Mastery (Leads pieces.  Decribe each piece in your point of view.  Give the characteristic s and form of the two compositions.  How do
to Formative they di 昀昀 er? What are their similarities?
Assessment)
(activity after the
lesson)
G. Finding Group Activity: Since the Group Activity: Since the Group Activity:
Practical common purpose of common purpose of vocal Each group will
Applications of vocal music of romantic music of romantic period recieve a task card
concepts and period are the are the interpretation of the which contains the
skills in daily interpretation of the poems, atmosphere and activity that they
living poems, atmosphere and imagery into music through need to perform
(application) imagery into music art song. This period Group A – Watch
through art song. This require singers to Group and listen to the La
period require singers to Activity: Each group will Boheme Act 1 and
perform a greater range recieve a task card which sing it. Group B –
of tone, color, dynamics contain s the activity that Sing and perform
and pitch. The students they need to perform Group the excerpt of
will sing the “Tosca” The A – Watch and listen to the Turandot. Group C
students will ask: ACT III: Ballroom in – Narrates the plot,
Flora’s mansion and sing musical and
theatrical elements
of La Boheme Act 1
and excerpt of
Turandot. Group D
– Creates /
improvises
appropriate sounds,
music, gestures,
movements, and
 costumes of the
chosen opera
H. Making BRAINSTORMING:
Generalizations Form a group of four.
Ask them to describe
& Abstractions Kabuki Theater in
about the lessons terms of:
 Costume
 Vocal and
Instrumental
Music
 Theater
elements and
features
Afterwards, ask them
to discuss in front to
the class.
(10 mins)
I. Evaluatin Art song has its inspiration from poetry in this period. This romantic period require singers to perform a greater range of
g Learning tone, color, dynamics and pitch. (5min) Does the opera showcase the ideals and emotional whims of Romantic opera?
(assessment/test (15min) I. Evaluating Learning Use Rubrics
)

J. Additional
activities for
application or
remediation
(assignment/home
work)
V.REMARKS

VI. Reflection

Prepared by: JEIRO ARKI D, MALLARI Noted by: DEBORAH C. MANUEL

MLSB Teacher School Principal II