LESSON PLAN IN MAPEH

MUSIC 10
Name of Teacher: CATHERINE MARIANO- POSITION: Teacher I
SANTOS
Grade level: 10 Date: Sept. 05, 2022 – Sept. 06, 2022
(ENRIQUEZ, ALVAREZ, VALDEROZA,
ATILANO)
Sept. 06, 2022 – Sept. 07, 2022(CLIMACO)
Learning Competency/Code:

• observes dance styles,instruments, and rhythms ofAfro Latin American andpopular music
through video,movies and liveperformances;MU10AP-IIa-g-1

1. describe the historical and cultural background of Afro-Latin American and

popular music (MU10AP IIa-g-2);
2. analyze musical characteristics of Afro-Latin American and popular music
through listening activities (MU10AP IIa-h-5);
3. explore ways of creating sounds on a variety of sources suitable to chosen vocal
and instrumental selections (MU10AP IIa-7);
4. perform selections of Afro-Latin Americans and popular music in appropriate
pitch, rhythm, style and expression (MU10AP IIa-h-6); and
5. evaluate music and music performances using guided rubrics (MU10AP IIa-h-
10).
1. describe the historical and cultural background of Afro-Latin American and
popular music (MU10AP IIa-g-2);
2. analyze musical characteristics of Afro-Latin American and popular music
through listening activities (MU10AP IIa-h-5);
1. describe the historical and cultural background of Afro-Latin American and
popular music (MU10AP IIa-g-2);
2. analyze musical characteristics of Afro-Latin American and popular music
through listening activities (MU10AP IIa-h-5);
1. describe the historical and cultural background of Afro-Latin American and
popular music (MU10AP IIa-g-2);
2. analyze musical characteristics of Afro-Latin American and popular music
through listening activities (MU10AP IIa-h-5);
• describe the historical and cultural background of Afro-Latin American and
popular music (MU10AP IIa-g-2)

Content Standard Performance Standard

The learner... The learner...

demonstrates understanding of characteristic performs vocal and dance forms of Afro-

features of Afro-Latin American music and Popular Latin American music and selections of
music. Popular music.
I. Objectives:
At the end of the session, the learners are expected to:
The student will be able to identify and describe the different genres of Afro-Latin American and popular
music.
II. Subject Matter:
Topic: The Comparison of the Modern Art
Materials/Learning resources: Activity cards, pictures, and music
III. Procedure:
Preliminary Activities
Mood setting:
• Prayer and Greetings
• Checking of attendance
• Recall/Review/Motivation
The teacher will review the different elements of music and will flash pictures of
different gernes of music.
Lesson Proper
• Discussion: (I do)
The teacher will introduce to the class the foundation of Afro-Latin American and popular music.

• Traditional Music of Africa

Apala (Akpala), Juju, Zou, Blues, Soul, Spiritual, Call and response,
• Latin American Music
Cumbia, Tango, Cha cha, Bossa Nova, Salsa, Rumba, Reggae, Foxtrot, Paso doble
• Jazz
Ragtime, Big Band, Jelly Roll Morton, Big band, Bebop or bop, Jazz rock
• Popular Music
Ballad, Standard, Rock and roll, Disco, Alternative music, Elvis Presley’s style, Rap

• Guided practice / (We do)

Activity: Identify the different musical characteristics of Afro-Latin American and Popular music

IV. Evaluation
• Independent practice/ (You do)
Directions: Read each statement then encircle the letter of the correct
answer.
1. Which of the following is the popular music style from in Nigeria
that relies on the traditional Yoruba rhythms, were the
instruments in Juju are more Western in origin?
• Kwassa kwassa b. Jit c. Jive d. Juju

2. Which of these social dances marked influences from Cuba and

Puerto Rico that started in New York in the mid 1970’s.
• Son b. Salsa c. Samba d. Rhumba

3. It is a popular recreational dance of Afro-Cuban origin, performed

in a complex duple meter pattern and tresillo, which is a dotted
quaver – dotted quaver – dotted semiquaver rhythm.
• Cumbia b. Rhumba c. Tango d. Cha cha

4. Who was an American ragtime and early jazz pianist and composer
of Frog I More Rag?
• Jelly Roll Morton b. Scott Joplin c. Glenn Miller d. Joni Mitchell

5. What is the speed (fast and slow) of the underlying beat.

a. Texture b. Dynamics c. Timbre d. Tempo

Which of the following

major influence is notof
of the music a
Latin
a. America?
African
b.
c. Indigenous
Italian
d. Spanish-Portuguese
Which of the following is notof
a
major
Latin influence
America? of the music
a.
b. African
Indigenous
c. Italian
d. Spanish-Portuguese
6. Which of the following is not major influences of the music of Latin America?
a. African b. Indigenous c. Italian d. Spanish Portuguese

7. The best-known proponent of Reggae is?

a. Bob Marley b. Peter Tosh c. Dennis Brown d. Jimmy Cliff

8. Which of the following is a “trend” or “something charming,”

integrating melody, harmony, and rhythm into a swaying feel,
where the vocal style is often nasal?
• Bossa Nova b. Salsa c. Rumba d. Tango

9. Which of the following musical elements refers to the volume

(loudness and softness) of a sound or note?
• tempo b. Texture c. Dynamics d. Timbre

10. What musical genre from Nigeria in the Yoruba tribal style to
wake up the worshippers after fasting during the Muslim holy
feast of Ramadan?
a.Apala b. Afrobeat c. Axe d. Juju

V. Assignment/Agreement/Home – Based Activity

The teacher will ask the students to listen to the different Afro-Latin American and Popular Music on
youTube.

Prepared by: Checked by:

CATHERINE MARIANO-SANTOS CEZANNE PHILIP I. UNABIA

MAPEH 10 Teacher Designated MAPEH Dept. Head

Noted by:

OLGA AMOLO GUEVARA, Ed. D.

Secondary School principal II