Daily Lesson Plan (DLP)

School BAYBAY NATIONAL HIGH SCHOOL Grade Level 9

Teacher MARK ERIC B. DIAZ Learning Area MUSIC
Time & Date MONDAY – April 15, 2024 Quarter FOURTH
Sections 7:30-8:30 9-Shatom SPS 10:00-12:00 9-Eucalyptus (TTHF)
8:30-9:30 9-Science 02:00-03:00 9-Technology

I OBJECTIVES
A. Content Standard The learner…
demonstrates understanding of characteristic features of
vocal music of the Romantic period.
B. Performance Standards The learner…
sings and performs themes of selected songs.
C. Learning Competencies/Objectives The learner…
Write the LC code for each explains the plot, musical and theatrical elements of an
opera after watching video samples. MU9OP-IVa-g-1
II CONTENT Vocal Music of the Romantic Period
Topic: Introduction on Romantic Opera
III LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide for Music & Arts pp 136-150
2. Learner’s Materials pages Learner’s Material for Music & Arts pp 103-117
3. Textbook pages CO_Q4_Music 9_ Module_1
4. Additional Materials from learning https://mbopera.ca/wp-content/uploads/2018/10/What-is-
Resource (LR) portal Opera.pdf
B. Other Learning TV, Laptop, PowerPoint Presentation, Quiz notebook
IV. PROCEDURES
A. Reviewing previous lesson or Ask:
presenting the new lesson -What is Romantic Music?
-What are the Genres of Music during this period?
-How do we relate Romantic music to other art forms?
-Who were the famous composers during Romantic period?
-Give one (1) Romantic period music?
B. Establishing a purpose for the lesson Activity #1: Video-Watching!
The teacher will play video clips of the some of the famous opera in
the Romantic period and will ask the students to answer the
questions that follows:
- Turandot
- Carmen
- La Boheme

Process questions:
1. What can you say about the videos, you have watch?
2. Are you familiar of those videos? What do you call them?

KBI: Understands the basic characteristics of Opera music

GAD: Regardless of gender, anyone can perform opera music
DRRM: Ensure safe learning environment.

`
 C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluation learning
J.Additional activities for application
or remediation
V REMARKS
`
Activity #2: Peel In the Box!
Direction: Remove the item from the box that does not describe
Romantic Opera.
Constraint & conformity
Combined drama & music
Elaborate costumes & scenery
Arias
Birth of Opera
Sung to orchestra
Artists get inspiration for in landscapes
Subjects were myths, legends and folklore
Subjects were roman history
Lecture discussion on concepts and characteristics of Romantic
Opera.
- Emotions and individualism
- Orchestras and harmonies
- Melodies
- Harmonies
- Rhythms
- Themes
- Inspiration
Activity #3: Concept Map
Direction: Describe the Romantic opera using a concept map. Write
your answer on your notebook.
Ask:
-If you were one of the composers during the period, what kind
(emotions & themes) of music would you compose? Why?
-If you were one of the artists (singer) of an Opera, what kind of
preparations would you do?
Activity #4: Complete the Sentence
I’ve learned that…
I’ve realized that…
Quiz: True or False
Direction: Answer the following statement. Write T if the statement
is True, otherwise F if False on the space provided.
1. Romantic period quality is emotional subjectivity.
2. Subjects were traditional myths, legends and less ordinary.
3. Romantic Music is the Birth of Opera houses
4. Opera is characterized with simple and balance costumes &
scenery.
5. Opera became an important source of musical expression.
Answer Key:
1.T
2.T
3.T
4.F
5.T
Assignment: Search for opera composers during Romantic Period.
Write it on your notes. Their names and their contribution(s)
 VI REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who acquired additional
activities for remediation who scored
below 80%.
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation.

Prepared by:

MARK ERIC B. DIAZ

Student-Teacher

Checked by:

MARIA CHARITO T. ROA

Cooperating Teacher