BIT INTERNATIONAL

COLLEGE – TALIBON
San Jose, Talibon, Bohol

High School Department

School Year 2020-2021

Subject: MUSIC Grade Level: GRADE 9 Quarter: 2 Time Frame: 8 hrs.

Unit Topic: Music of the Classical Period

Content Standard: The learner demonstrates understanding of characteristic and features of Classical period
music
Performance Standard: The learner sings and performs themes of symphonies and other instrumental forms

GOAL: AQUISITION EXPLORE

Learning Learning Activities
Competencies
 In this unit, you will learn the historical and cultural background of the Classical era.
In the history of Western music, the term Classical refers to the period from
17501820. During this time, there were significant changes in musical forms and
style distinguishing the music from those of the previous era. New music forms
emerged such as sonata, concerto, and symphony.

Essential Question: How can you use the characteristics and features to determine
the music of classical period?

Enduring Understanding: Students will understand that classical period music is

determined by its unique characteristics and features.

Activity 1: MUSIC ANALYSIS

Listen the music clip link below:
W.A. Mozart Serenade in G minor (Eine Kleine Nachtmusik)
http://www.youtube.com/watch?v=o1FSN8_pp_o

Process Questions:
1. Describe the melody. (direction, range, register, phrases, etc.)
2. Is this music familiar to you? Where did you first hear it?

Map of Conceptual Change:

Activity 2: Eliciting Prior Knowledge Through “Before and Now”

Write anything you know about classical music based on your prior
knowledge or anticipation about the topic. (Answer the before part only)

BEFORE AND NOW

Before, I thought….

Now, I realized…

GOAL: AQUISITION FIRM-UP

Learning Learning Activities
Competencies
The Student will be Activity 1: “Music Analysis”
able to…. Procedure: Have the students do the following
1. Let them listen to Eine Kleine Nachtmusik by W. A. Mozart
LC 1: describes 2. As they listen to the music, let them follow the musical score on the next
musical elements of page (Option: the students may follow the notes or tap the beat for each measure
given Classical period instructing them that there are 4 beats for each measure)
pieces; 3. Each measure has its number on top of the staff. Encircle the measure where
the exposition, development and recapitulation took place.
Learning Targets: at
the end of the lesson Process Questions:
the students are • In which measure does the development is?
expected to: • In which measure does the exposition is?
 Identify the • In which measure does the recapitulation is?
music of the • How can you use the characteristics and features to determine the music of
classical classical period?
period.

Self-assessment:

o List 3 things you

remember from the
lesson
o Give 2 examples of
what you learned
o Write 1 question you
have or something
you are confused
about

GOAL:
DEEPEN
MEANINGMAKING
Learning
Learning Activities
Competencies
The Student will be able
GUIDED GENERALIZATION TABLE
to…. Essential Situation 1 Situation 2 Situation 3
LC 2: explains the Question
Through listening, Let the students Let the students listen
performance practice and identify the given
tell the students tolisten to each
(setting, composition, role composition whether it is a
describe the music selected music
of Sonata, a
composers/performers, How can you of W.A. Mozart’s from the Concerto or a
Piano Sonata No Renaissance,
and audience) during use the Symphony
11 in A major K Baroque and
Classical Period characteristics 331 (Rondo) 3rd
Classical period
and features to movement and (Play the piece one
determine the answer the M. A. Mozart Piano Sonata
Learning Targets: at the after the other No. 16 in C major, K. 545
end of the lesson the music of questions below. starting with the http://www.youtube.
students are expected to: classical Renaissance com/watch?v=yi_EHu_Rb0
 Describe the period? http://www.youtub music)
melody of the e.com/watch?v=Rg
music of q3OTSRVBc The following W.A. Mozart - Piano
classical period. link may be used Sonata No 11 in A major K
for the listening 331 (Rondo) Third
activity movement
LC 3: relates Classical http://www.youtube.
Process Questions:
music to other art forms Renaissance - John com/watch?v=Rgq3
and its history Dowland Fine
OTSRVBc
1. Describe
within the era; Knacks for Ladies
the melody. W.A. Mozart Piano
(direction, range, http://www.youtub concerto n. No. 21 in C
Learning Targets: at the register, phrases, e.com/watch?v=da major, K.467
end of the lesson the etc.) bqyiJZN0c http://www.youtube.
students are expected to: 2. Is this com/watch?v=G1bM
 Express on what music familiar to Baroque - G. F. Pi2aw1A
their perception you? Where did Handel Hallelujah
about the music you first hear it? Chorus from
of Messiah W.A. Mozart,
http://www.youtub Symphony No. 40 in G
classical period minor, first movement
e.com/watch?v=IU
(symphony, (Molto Allegro)
ZEtVbJT5c
rhythm, overall http://www.youtube.
composition of the com/watch?v=l45DA
Classical - L. V. uXYSIs
musics, et.) Beethoven
Symphony No. 9,
Op. 125, Dm Piano Sonata no 14 in c
“Choral” sharp minor (Moonlight)
LC 4: improvises http://www.youtub 1st movement op 27 no 2
appropriate e.com/watch?v=w6 (adagio sostenuto)
accompaniment to E3xem_c2w http://www.youtube.
selected music from com/watch?v=YmV
Classical Period CcF42f-0
Process Questions:
Learning Targets: at the
end of the lesson the 1. Describe L. V. Beethoven Piano
Concerto no. 1 in C major
students are expected to: and differentiate
op. 15 http://www.youtube.
 Differentiate and the elements of the com/watch?v=SFfUc
determine the 3 compositions. QQbwsE
characteristic of 2. Which
music is familiar to
the classical
you? Where did
music and you hear it?
identify what Process Questions:
3. Among the 1. Which among the
three compositions, compositions are you
which did you like familiar with?
the most? Why?
musical 2. How were you able to
accompanim determine whether the music
is a Sonata, a Concerto or a
ent is
Symphony? 3. Which do you
heard. prefer: listening to Classical
music or pop music? Why?

Answer: Answer: Answer:

A multi-movement
work for solo
The music of the The melody is
instrument, Sonata.
Classical era has a simple and easy to
lighter and clearer remember. It is Concerto is a multimovement
work
texture. mainly designed for an
homophonic. instrumental soloist
and orchestra. Symphony is
a harmonious sounding
together

Reason: Reason: Reason:

Listening to
Classical music
The music of the There is extensive Classical
might not be your
era has a use of dynamics; lighter and
choice because most
clearer phrases are very
of you would rather
texture. It is mainly regular and of the sing songs or listen
homophonic. same length. to music which for you would
give enjoyment and
would make you feel good.
Common Ideas in Reason:
It has a smooth flow of rhythm with lighter texture that is easy to
remember and lovely to hear.

Enduring Understanding:
Students will understand that classical period music is determined by
its unique characteristics and features.
Process
Questions:
1. What do they have in
common?
2
3. What have you observed with the characteristics and features of the songs? . Are
you familiar with the compositions?

Holistic Rubrics

Points Descriptors

4 There is a concrete explanation and justification

of the classical period music. It shows smooth
flow of the idea.

3 The answer shows the main idea, explain and

justify the classical period music.

2 The answer still lack of idea but still shows the

explanation about the classical period music.

1 The answer is lack of idea or the main point of

the classical period music.

0 The answer shows no relation about the classical

period music.
 Revisit Activity 2: Eliciting Prior Knowledge Through “Before and Now”
Write anything you know about classical music based on your understanding
throughout the lesson. (Provide your answer in the NOW part)

BEFORE AND NOW

Before, I thought….

Now, I realized…

GOAL: TRANSFER TRANSFER

Learning
Learning Activities
Competencies
The Student will be
able to…. Transfer Goal: The students will showcase their creativity and talents through
performance such as singing, acting, dancing as well as directing and creative
LC 5: performs
writing.
selected music from the
Classical period Performance Task:
“Commercial Break”
Learning Targets: at
the end of the lesson Procedure:
the students are 1. Advertise a product of your own choice wherein classical music will be used
expected to: as background music.
 Use classical 2. You can create or improvise an instrumental or rhythmic accompaniment for
music on their your song.
recorded 3. Send your recorded video to the link given by the teacher or send via fb
video messenger
performance. 4. Your performance will be rate accordingly by:
Choice of music (must be classical and appropriate) --------- 30%
Originality (content of lyrics) --------- 30%
Voice Quality (pitch, projection) --------- 40%
LC 6: evaluates music
and music TOTAL 100%
performances using
guided rubrics.

Learning Targets: at
the end of the lesson
the students are Analytic Rubric:
expected to:
 Evaluate their
performance
and assess
their selves on
their
understanding
of the topic
 SCAFFOLD FOR TRANSFER
Level 1 Level 2 Level 3 Level 4
DIRECTED OPEN PROMPT GUIDED INDEPENDENT
PROMPT TRANSFER
“Music Analysis” Let the students listen Choose one movie for film
to each selected music viewing:
from the Renaissance,
Listen to the following
Baroque and Classical “Commercial Break”
music clips link below: AMADEUS
period and Let them Procedure:
BEETHOVEN
describe each musical 1. Advertise a
IMMORTAL BELOVED
piece product of your own
W.A. Mozart, BEETHOVEN LIVES
Symphony No. 40 in G choice wherein classical
UPSTAIRS
The following link music will be used as
minor, first movement
may be used for the background music.
(Molto Allegro)
You Can directly search
http://www.youtube.c listening activity
each video on the
om/watch?v=l45DAu 2. You can
internet
XYSIs Renaissance - John create or improvise an
via
Dowland Fine Knacks https://www.youtube.om instrumental or rhythmic
for Ladies accompaniment for your
http://www.youtube.co song.
Reflection Questions:
L. V. Beethoven m/watch?v=dabqyiJZ
Symphony No. 5, Op. N0c 3. Send your
67, C Minor 1. What is the recorded video to the
http://www.youtube.c Baroque - G. F. movie all about? link given by the
om/watch?v=FqvLf Handel Hallelujah 2. Who are the teacher or send via fb
Migm3I Chorus from main characters? messenger
Rock version - Messiah 3. When and
http://www.youtube.c http://www.youtube. where was the story set?
4.Your performance will
om/watch?v=c9EICN co m/watch? 4. Who is your
be rate accordingly
Avc1Q v=IUZEtVbJ favorite character in the
T5c movie?
L. V. Beethoven Why?
Symphony No. 9, 5. What part of
Classical - L. V. the film did you like best?
Op. 125, D Minor Beethoven Symphony
“Choral” Why?
No. 9, Op. 125, Dm 6. Analyze the use
http://www.youtube.c “Choral”
om/watch?v=w6E3xe of music in the film. Did it
http://www.youtube.co
m_c2w enhance the filmmaker’s
m/watch?v=w6E3xem
http://www.youtube.c _c2w story?
om/watch?v=Iq- 7. What did you
3B6xfNpY learn from the story?
8. What are the
F.J. Haydn great qualities/traits of the
Symphony No.94 in G composer that inspire you?
Major "Surprise”
http://www.youtube.c
om/watch?
v=0gFWzp8Ni8

Self-Assessment:

CORNELL’S NOTE:

TOPICS THINGS I LEARNED

QUESTIONS I WANT TO BE ANSWERED

Value Integration: Industry, Innovative and Competence

Reference: _Books and Learning Modules

Prepared and Submitted by: Jean Karyll N. Galve, LPT

Date: ___________________________________
Signature: _______________________________

Checked by:
GINA ESTRELLA L.GALEMBA, LPT
Junior High School Principal