Lesson Plan in Grade 9 Music: Mrs. Rosemarie Ann C. Camacho Teacher I

Department of Education
Schools Division Office, Manila

VALERIANO E. FUGOSO MEMORIAL HIGH SCHOOL
Boys Town Complex, Parang, Marikina City
Lesson Plan in
Grade 9 Music
Prepared by:
MRS. ROSEMARIE ANN C. CAMACHO

TEACHER I
Checked by:
MR. NORVIN A. MACARO MRS. NENITA O. MACARANAS

CURRICULUM TEACHER II
CHAIRMAN- GRADE 9 OIC – MAPEH
MR. BERNAL A. LAMBAN

SCHOOL PRINCIPAL
Page 1 of 4
Department of Education
Schools Division Office, Manila
VALERIANO E. FUGOSO MEMORIAL HIGH SCHOOL
Boys Town Complex, Parang, Marikina City
MAPEH DEPARTMENT
ROSEMARIE ANN C. CAMACHO IX-EMERALD MARCH 2, 2020
I. Topic: Vocal Music of the Romantic Period

Sub-topic: Romantic Opera
References: Learner’s Material for Music & Arts
II. Objectives: At the end of the lesson, 100% of the students with at least 80% mastery will be
able to:
- Narrate the plot, musical, and theatrical elements of an opera after video and movie
showing
- Listen perceptively to selected art songs and excerpts of opera and classify the
different vocal ranges and voice types of opera performers.
- Sing themes or melodic fragments of given selected songs
- Analyze the musical structure of the vocal music forms of Romantic Period music
III. Strategies:
A. Preliminary Activities:
1. Daily Routine
2. Checking of attendance
B. Presentation of the lesson
1. Motivation
a. Locate and encircle the word related to vocal music of the Romantic Period
inside the box. The word/s may be arranged horizontally, vertically,
diagonally/inverted. Match the words found to the questions given below. Write
the words in your notebook.
1. Romantic Opera composer who wrote his final opera that ends with “All the
world’s a joke.”
2. Late-Romantic Italian composer who composed the score for “La Boheme”
3. German composer who adapted the Leitmotif approach
4. German term for composition for solo voice and piano
5. Story set into music with several acts, finales, and postludes
6. Viennese composer who wrote over 600 art songs and the “Unfinished
Symphony”
7. “La Donna e Mobile” is an Aria from this Opera
8. Georges Bizet’s famous opera
Page 2 of 4
2. Activity/Discussion
-Ask the students about their answers in the given questions.
-Enumerate the words that they have found inside the puzzle.
-Introduced the lesson by asking essential questions that will give brief information about
the vocal music of the romantic period.
Guide Questions:
A.Were you aware that some of those music were composed centuries ago?
-How were they used as background music?
-Do you think they were used creatively? Was the music used appropriately?
-If you were one of the original composers, would you allow your compositions to be
used as they are used today? Why or why not?
B. Does the plot of the opera reflect the ideals of the Romantic period? Why?
Do you think the opera “La Traviata” is an opera worth watching? Why?
Does the opera showcase the ideals and emotional whims of Romantic Opera? How?
What makes this opera “Madame Butterfly” different from “La Traviata?”
3. Generalization
-Vocal Music of the Romantic Period
- Opera Composers of the Romantic Period
Franz Peter Schubert
Giuseppe Verdi
Giacomo Puccini
Richard Wagner
George Bizet
- Components of an Opera
Libretto Tenor Coloratura Contralto
Score Baritone Lyric Chorus
Recitative Bass Dramatic Orchestra
Aria Soprano Mezzo-Soprano Acts
4. Exercises
a. Listening Activity
Listen attentively to the Art song, “Erlking” (1815) by Franz Schubert and fill in the
missing word/s from the choices given below each number.
1. Introduction is played by the __________

a. Violin b. Orchestra c.Piano
2. Movements of notes are in___________
a. Leaps b. Steps c. Hopping
3. Tension was depicted by low steady pitches and _________
a. Homophonic b. Chromatic c. Pentatonic
4. The father part has a ____________ register.
a. High b. Low c. Medium
5. Last part of the piece has a slow piano and then stops with a ______________.
a. Chorus b. Aria c. Recitative
b. Who’s that voice?

Listen to the following excerpts from different Arias and identify the dominating vocal
range by shading the circle.
Page 3 of 4
Reflection:
1. How were the singers able to relay the message of the music?
2. Is it important for a composer to consider the vocal range or classification of his
singer? Why?
3. What is your overall impression of the performance?
4. If a Pop music singer of today will perform the songs of Romantic Period, would
he/she be able to perform the same way as the one you’ve just listened to? Why?
5. Research and paste pictures of some famous modern opera singers today in your
activity notebook.
5. Evaluation
Name that Tune!
Can you recall all the songs that you were able to listen to? Let us see if you could name
the tune with just a few melodic fragments from the song. Write the title and also the
composer.
IV. Homework
In this activity evaluate the voice classification of the people around you. You can choose
the people in your own home or at your school. List down their names and let them sign in after
you evaluate their type of voice.
Page 4 of 4

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Department of Education

Schools Division Office, Manila

MRS. ROSEMARIE ANN C. CAMACHO

MR. NORVIN A. MACARO MRS. NENITA O. MACARANAS

MR. BERNAL A. LAMBAN

ROSEMARIE ANN C. CAMACHO IX-EMERALD MARCH 2, 2020

I. Topic: Vocal Music of the Romantic Period

1. Introduction is played by the __________

b. Who’s that voice?

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