LESSON PLAN
COT 1 – Q1
SY 2025- 2026
Name: ARVIHN JAKE M. MALTO Grade & Year Level: 9
Subject: MUSIC Date & Time: February 18,
2026 @ AM
I. OBJECTIVES
A. Content
Standard The learner demonstrates understanding of characteristic features of vocal music of the
Romantic period.
B. Performance
Standard The learner sings and performs themes of selected songs.
C. Learning At the end of the period, the learners are expected to:
Competencies/ Cognitive: Identify the elements and components of Opera
Objectives Psychomotor: Perform a short Opera scene, incorporating music, movement and drama.
Affective: Appreciate the role of opera and music in expressing emotions
and inspiring future goals by reflecting on their daily life experiences.
II. CONTENT Vocal Music of the Romantic Period: Elements and Components of Opera
[Link] RESOURCES
A. References Learner’s Material for Music and Arts 9, pp. 107-120.
B. Other Learning DepEd CPAR modules
Resources Materials/Resources Needed:
Smart TV, laptop, music samples (digital), PowerPoint presentation
[Link] ACTIVITIES
Preliminaries:
Prayer
Greetings
Checking of Attendance
Reading of Classroom Rules
Activity: “Soundtrack of a Story”
A. Previous
Briefly review the previous discussion by recalling the characteristics
lesson or
presenting the
of the Romantic era music.
new lesson Show 4 diverse images: Dancing guests, Theatre play, and a
heartbroken individual.
Task: Play Romantic music snippets (ex. Romanza de Amour, Gran
vals, Queen of the night, ) Students must "match" the music to the
image that best fits the mood.
The Pivot: Ask students why they chose those matches. Highlight that
Romantic music was designed to reflect poetry, people, nature, and
intense personal feelings.
- Music is indeed an effective avenue to deal with our emotion. Now if you’re going
to sing a song or play music based on what you feel right now, what would be the
song?
Strategies: Interactive Learning
B. Establishing a Motivation Questions:
purpose for the Imagine you are creating a movie or a video game. What are the essential
lesson "ingredients" that you need in order to fully engage the audience with the story
The teacher will present the lesson objectives and have the students read them. It
will be emphasized that these objectives can be easily met if everyone listens,
participates, and cooperates. Classroom rules will also be reviewed.
(Direct Instruction with Classroom Management)
C. Presenting Activity: “Elements Search"
examples/ - Teacher will present pictures of Opera set up which shows combined
instances of the elements and students will answer questions.
new lesson
Strategies: Analytical and Direct Instruction
Ask what elements of an Opera production can you identify on the
image?
If you were to write a poem that serves as the basis for the storyline,
what elements is being described?
If we took a blockbuster movie like Avengers or a hit Teleserye, and
removed all the spoken dialogue—replacing every line with singing
and a live orchestra—would the story still make sense, or would it
actually become more powerful?
D. Discussing new The teacher will discuss the Components of an Opera.
concepts and Presentation of the lesson
practicing new
skills #1 ( Direct Instruction / Explicit Teaching)
(add more)
Define each components and ask:
1. What is the purpose of Libretto in an Opera?
2. What is the purpose of the Orchestra?
3. How do you differentiate Aria vs Recitative style?
4. Which component of the opera (the music, the lyrics, or the acting) do you
think is the truest reflection of human emotion?"
Across/ Within Curriculum Area:
Mathematics
-Rhythmic Fractions and Time Signatures: Music is divided into measures, which act
like mathematical divisions of time. Time signatures (like 4/4 or 3/4) function
exactly like fractions, telling the performer how many beats fit into each measure.
English
-the use of poetic writing to support the emotional aspects of the scene.
Science
- Singers’ technique that uses biological mechanics on Respiratory system which
shows how the diaphragm controls air pressure.
Within Curriculum Area- TLE/Arts:
- The use of colors and appropriate make-up for performers in matching specific
characters in the scene.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Group Activity- "Human orchestra roleplay"
mastery (Leads The group will assign student to represent the different
to Formative "production components" of an opera to show how they
Assessment 3) collaborate:
- The Librettist: Writes a shorty story (e.g., "A student lost their
phone and is crying").
- The Composer (The Score): Claps or taps a rhythm, sing a
song/chant or play music to
match the story's "vibe."
- The Singer (Aria/Recitative/Chorus): Performs the lines. For
the Recitative, they must "sing-talk" the lines like a conversation.
For the Aria, they sing one word (like "Nooo!") as a dramatic,
emotional solo. For Chorus, they can sing songs together that
echoes the feelings of the lead characters, magnifying joy
(celebrations) or grief (funeral dirges) to make the scene feel
universal.
🌟 Rubric for Group Performance
Criteria 3 - Excellent 2 - Satisfactory 1 - Needs
Improvement
Musicality Incorporates musical themes Maintains steady pitch, Poor song choice,
with accurate song beat, and dynamics. dynamic variation, and
pitch,timing, dynamics, and incorrect pitch.
harmony.
Expression Effectively portrays character Delivers basic Lack expressive intent
emotions and motivations interpretation of the scene
Group Participation All members contributed to Some members Very limited group
G. Finding Ask the class to answer
create the reflective
a cohesive scene. question:
participated; a few were engagement.
practical less involved.
applications of 1. How can learning about Opera help you if you want to be an
concepts and artist, event coordinator, or musician someday?
skills in daily 2. "If your life was a movie, which part of your day would be the
living 'Grand Opera' climax and which part would just be the
background music?
3. How does music help a person in dealing with challenges in life?
Strategy: Reflective Application Strategy which is designed to help students connect art styles to personal
experiences:
H. Making
In this lesson,
generalizations
I learned that ________________________________________________ (Key Concept)
and I realized that_________________________________________________ (Personal Insights
abstractions I found interesting that_________________________________________ (Highlight of Interest)
about the
lesson (A simple and effective metacognitive strategy for summarizing lessons)
MULTIPLE CHOICE
I. Evaluating Formative Assessment
learning I. Directions: Read the questions and choose the letter of the correct answer.
1. Which art style shows the
A.
B.
C.
D.
2. Which art style is characterized by
A.
B.
C.
D.
3. Which statement best describes
A.
B.
C.
D.
4. An artist paints a human figure by
A.
B.
C.
D.
5. Which components do you think allows the artist to express the most creativity? Why?
A.
B.
C.
D.
TEST II. Write the name and a short description of the art ___ shown in the
J. Additional Assignment:
activities for Directions: Have an advance reading about the life and works of the composers of the
application or Romantic period and write a a brief biography highlighting their most famous vocal or
remediation instrumental work.
V. REMARKS
VI. REFLECTION A. [Link] learners who earned 80% in the evaluation: _________________
B. [Link] learners who require additional activities for remediation: _______
C. Did the remedial lessons work? [Link] learners who have caught up with the
lesson:_________
D. [Link] learners who continue to require remediation: ____________
E. Which of my teaching strategies worked well? Why did these work?
___________________________________________________________
F. What difficulties did I encounter which my principal or supervisor can help me
solve?______________________________________________.
G. What innovation or localized materials did I use/discover which I wish to share
with other teachers?_________________________________________________
Prepared by:
Arvihn Jake M. Malto
Teacher I
Checked and observed by:
LEAH M. POSIA, Ed.D.
Principal I for Academics
board.