PRE-SERVICE TEACHER’S LESSON PLAN

Central Mindanao Colleges | College of Education

FRM-EDUC-44
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Work Instruction

Detailed Lesson Plan

SUBJECT: MAPEH (MUSIC)
NAME OF TEACHER DEMONSTRATOR: Patrick D. Acuna
DATE: 05-08-23

A. Content Standard: The learner…

Demonstrate understanding of characteristic features of vocal music of the
Romantic Period
B. Performance The learner…
Standard Sings and performs themes of selected songs

I. Learning Competencies/Objectives: At the end of the lesson, the students

should be able to:
*explains the plot, musical and
theatrical elements of an opera after
watching video samples. MU9OP-Iva-g1

a. Identify the opera composers of

the romantic period;
b. Show understanding on the
components and famous opera
during romantic period.
II. Content/Subject Matter:
Topic: Romantic Opera
Reference: K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH
SCHOOL – CORE SUBJECT
Materials: Laptop, sports equipment, pictures, video presentation
III.Strategies/Lesson Planning
TEACHER’S ACTIVITY STUDENT’S
ACTIVITY
A. Preliminary Activities

1. Prayer
2. Greetings
3. Song/Energizer
4. Checking of attendance
5. Setting of Classroom
Standards
6. Passing of
Assignments

B. Reviewing previous lesson Before we proceed to our new topic, what was our It’s all about Opera
or presenting the new lesson topic last meeting? composers of the
(REVIEW) romantic period ma’am
Yes Lory?
 Very Good!

C. Presenting We will be having a “Guess What” activity.

examples/instances of the Arrange the jumbled letters until you get the right
lesson (MOTIVATION) word/s.
1. OPERA
1. ARPEO 2. LIBRETTO
2. TTERLBI 3. SCORE
3. ECORS 4. RECITATIVE
4. RCEIEVTIT 5. ARIA
5. AAIR 6. TENOR
6. TNEOR 7. SOPRANO
7. ONARPOS 8. COLORATURA
8. COLORAUTRA 9. CONTRALTO
9. CONTRALOT 10. BASS
10. BSSA

D. Establishing a purpose for Our lesson for today is all about vocal music of the
the lesson romantic period, but before we proceed to our
discussion lets have first our objectives;

At the end of the lesson, students should be able to:

a. Identify the opera composers of
the romantic period.
b. Show understanding on the
components and famous opera
during romantic period .

E. Discussing the new Now, I will group you into 2 groups (by column).
concepts and practicing new Each group will select one representative and
skills #1 (ACTIVITY) prepare a song to be perform.

I will give you only 5 minutes to choose who will

perform.

Timer start now.

F. Discussing new concepts 1. What have you observe to your

and new skills #2 performance?
(ANALYSIS)
2. What vocal techniques did you use?

3. Is it important to know the different types

of voice of singers?

H. Making generalization and Romantic Opera

abstractions about the lesson
(ABSTRACTION)
 Opera became increasingly popular during the
Romantic period. It is a musical composition having all
or most of its text set to music with arias, recitative,
choruses, duets, trios, etc. sung to orchestral
accompaniment. The opera is usually characterized by
elaborate costumes, scenery and choreography.

Please read everyone

Components of an Opera:
 Libretto - the text of an opera. Librettist and the
composer work closely together to tell the story.
 Score - the book that the composer and librettist put
together. The score has all the musical notes, words and
ideas to help the performers tell the story. Often, there
are operas with overtures, preludes, prologues, several
acts, finales and postludes.
 Recitative - Declamatory singing, used in the prose
parts and dialogue of opera. Different roles in operas
are created taking into account different types of voices.
Each role requires a different type of singer, not only
able to sing a given vocal range but also with certain
voice characteristics, color and power.
 Aria – an air or solo singing part sung by a principal
character. This song is what the public will remember
best when leaving the opera house. Properly and well
sung, a beautiful aria can bring an audience to its feet
and decide the fate of an entire opera.

It is also important to know the types of voices of

singers. This will
serve as a guide for singers on their choice of songs and
vocal quality
expected of a singer or opera character.

For the Male Voice:

1. Tenor- highest male
voice
2. Baritone- Middle
male voice, lies
between Bass and
Tenor voices. It is the
common male voice.
3. Bass- lowest male
voice
For the Female Voice:
1. Soprano- highest
 female voice
 Coloratura-highest
soprano voice
 Lyric-bright and full
sound
 Dramatic- darker full
sound
 Mezzo-Sopranomost common female
voice; strong middle
voice, tone is darker
or deeper than the
soprano
 Contralto- lowest
female voice and
most unique among
female

Here are some examples of the story of 2 famous operas

of the Romantic Period:
LA TRAVIATA
 Music by Giuseppe Verdi (1813-1901)

Madame Butterfly
 Music by Giacomo Puccini (1858-1924)

I. Finding practical It combined drama and

applications of concepts and Why was opera important in the Romantic period? music, and it expressed
skills in daily living strong feelings or
(APPLICATION) passions like love or
death.

What is the importance of opera in our life today? Allows us to experience

emotional and
imaginative truths and
share profound a6nd
transformative cultural
experiences.

J. Evaluation of Learning In a ¼ sheet of paper, answer the following

(EVALUATION) question.
1. An air or solo singing part sung by a principal
character.
a. air
b. chorus
c. interlude
d. recitative
2. The book that the composer and librettist put together
is called a ____.
a. piece
b. score
c. script
d. sheet
3. Declamatory singing, used in the prose parts and
dialogue of opera.
a. aria
b. score
 c. libretto
d. recitative
4. The text of an opera.
a. aria
b. score
c. libretto
d. recitative
5. The ____ is usually characterized by elaborate
costumes, scenery and choreography.
a. chorus
b. interlude
c. opera
d. recitative

K. Additional activities for In a one whole sheet of paper, research and paste
application or remediation pictures of some famous modern opera singers today.
(ASSIGNMENT)
Yes, ma’am

Bye ma’am see you on our

next meeting.

(Give remarks if the lesson is finished or not finished. If not finished, give the
reasons.)

REFLECTIO A. No. of learners who earned 50% on the formative assessment.

N: B. No. of learners who require additional activities for remediation.
C. Did the remedial classes work? No. of learners who caught up with the
lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies worked well?

F. What difficulty did I encounter which my Principal/Supervisor help me

solve?

G. What innovation or localized materials did I use/discover which I wish to

share with other teachers?

Prepared by: Evaluated by:

PATRICK D. ACUNA DOMINIQUE ONTAL