School: PAMPANGA HIGH SCHOOL Grade Level: NINE

Teacher: GHENSIE S. CORTEZ Learning Area: MUSIC

Observation Date: NOVEMBER 14, 2019 Quarter: 3rd Observation: 1 2 3 4

Detailed Lesson Plan in MAPEH Grade 9

(Classroom Observation)
I. OBJECTIVES
The learner demonstrates understanding of
A. Content Standards characteristic features of instrumental Romantic
Music.

The learner sings and perform themes of selected

B. Performance Standards
instrumental pieces.

 Narrates the life and works of Romantic

C. Learning Competencies composers after video and movie showing
(MU9RO-119-h-1)

1. define piano music of the Romantic Period

D. Objectives 2. identify some of the famous compositions of
Frederic Chopin.

II. CONTENT Music of Romantic Period: Romantic Composers

III. LEARNING RESOURCES

A. References
1. Teacher's Guide pages 70 – 78
2. Learner's Material pages 70 – 78
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Printed Materials, Google / YouTube, Speaker

IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson ACTIVITY 1: LISTENING ACTIVITY
 The students will listen to
Indicator 1. Applies knowledge of content within and music of different genres.
across curriculum teaching areas - Folk Song
Indicator 3. Applies a range of teaching strategies to - Nationalistic
develop critical and creative thinking, as well as other - Love Song
higher-order thinking skills
Indicator 8. Selects, develops, organizes, and uses
appropriate teaching and learning resources,
including ICT, to address learning goals

B. Establishing a purpose for the lesson

To introduce and familiarize the students to
Indicator 1. Applies knowledge of content within and musical compositions during the Romantic Period.
across curriculum teaching areas

C. Presenting examples/ instances of the  The students will relate the purpose of the
new lesson first activity to present lesson through
identifying characteristics of folk, love, and
Indicator 1. Applies knowledge of content within and nationalistic songs then, comparing it to
across curriculum teaching areas composition during the Romantic Period.
D. Discussing new concepts and practicing
new skills #1
ACTIVITY 2:
Indicator 2. Uses a range of teaching strategies that
enhance learner achievement in literacy and  The teacher will let the students identify the
numeracy skills name of a famous artist during the
Indicator 3. Applies a range of teaching strategies to Romantic Period by using the codes given
develop critical and creative thinking, as well as other
higher-order thinking skills to them. Then, introduce the life and works
Indicator 8. Selects, develops, organizes, and uses of artist.
appropriate teaching and learning resources,
including ICT, to address learning goals UIVWVIRX–XSLKRN

E. Discussing new concepts and practicing ACTIVITY 3: DISCUSSION WEB

new skills #2
1. The teacher will play
Indicator 4. Manages classroom structure to engage some of the famous
learners, individually or in groups, in meaningful compositions of
exploration, discovery and hands-on activities within
a range of physical learning environments Frederic Chopin.
Indicator 6. Uses differentiated, developmentally 2. The students are asked
appropriate learning experiences to address learners' to listen and observe
gender, needs, strengths, interests and experiences on a specific composition of the said
Indicator 8. Selects, develops, organizes, and uses composer.
appropriate teaching and learning resources,
including ICT, to address learning goals 3. At every que done by the teacher, students
are obliged to regroup according to the
categories given.

ACTIVITY 4: MUSIC STORY TELLING

F. Developing Mastery
(Leads to Formative Assessment 3)
 The class is divided into 4.
Indicator 1. Applies knowledge of content within and Students are assigned to
across curriculum teaching areas share and summarize all
Indicator 2. Uses a range of teaching strategies that the information gathered
enhance learner achievement in literacy and during the previous activity
numeracy skills
Indicator 3. Applies a range of teaching strategies to with their groupmates.
develop critical and creative thinking, as well as other
higher-order thinking skills Guide Questions:
Indicator 5. Manages learner behaviour
constructively by applying positive and non-violent 1. What can you say about the flow of the
discipline to ensure learning-focused environments.
music?
2. Which instrument usually plays the melody?
3. What happen to the movement of the tempo?

Processing Questions:

1. Are these type of music important? Why?

2. Do you think they still have its impact to
modern people like you nowadays?
3. Is it important not to forget about the genres
of music before? Why?

G. Finding practical application of concepts

and skills in daily living Music is the reflection of the soul. A good way or
expressing one’s feelings is to express it through
Indicator 1. Applies knowledge of content within and
across curriculum teaching areas music. It is also beneficial for developing the skill in
organizing thoughts and emotions to avoid
overthinking that may lead to depression.
 ACTIVITY 5: TRAFFIC LIGHTS
H. Making generalizations and abstractions
about the lesson  Let the students share some of their thoughts
and realizations caught from the previous
Indicator 1. Applies knowledge of content within and
activity. Using the traffic lights, as a
across curriculum teaching areas
Indicator 4. Manages classroom structure to engage representation of their actions, they are going to
learners, individually or in groups, in meaningful identify
exploration, discovery and hands-on activities within
a range of physical learning environments
Indicator 7. Plans, manages and implements What to STOP ________________
developmentally sequenced teaching and learning
processes to meet curriculum requirements and What to CONTINUE ____________
varied teaching contexts.
What to START _______________

I. Evaluating Learning
Indicator 1. Applies knowledge of content within and ACTIVITY 6: QUIZ BEE
across curriculum teaching areas
Indicator 4. Manages classroom structure to engage  Listen and identify the following musical
learners, individually or in groups, in meaningful compositions of Frederic Chopin.
exploration, discovery and hands-on activities within
a range of physical learning environments

J. Additional activities for application or  Have an advance reading and listening of

remediation the life and works of Franz Liszt.

Prepared by:

__GHENSIE S. CORTEZ__
Name and Signature of the Teacher

Noted by:

__FE S. INTAL__
Name and Signature of Observer