LEARNING PLAN

Subject: MAPEH Quarter: 4

Grade & Section: 9 – St. John & St. Matthew School Year: 2022-2023
Subject Teacher: MR. ERWIN D. DAVO JR., LPT

UNIT TOPIC:

Vocal Music of the Romantic Period

a. Art Song
b. Opera
c. Composers: Franz Schubert, Guiseppe Verdi, Giacomo Puccini, and Richard
Wagner

CONTENT PERFORMANC MOST ESSENTIAL LEARNING

STANDARD E STANDARD COMPETENCIES
The learner The learner sings 1. Explains the plot, musical and
demonstrates and performs theatrical elements of an opera
understanding of themes of after watching video samples;
characteristic features selected songs. 2. Improvises appropriate sounds,
of vocal music of the music, gestures, movements,
Romantic period. and costumes for a chosen
opera; and
3. Performs themes or melodic
fragments of given selected
songs.
STAGE I – DESIRED RESULTS
TRANSFER
TRANSFER GOAL

The students will independently use their understanding to express their

emotion through the medium of musical performance.

MAKE-MEANING
ENDURING UNDERSTANDING (EU) ESSENTIAL QUESTION (EQ)
The students will understand that….

1. Opera in the nineteenth century 1. How did Romanticism affect the

was affected by the theme that production of opera during
music is the most profound of all Romantic period?
the arts using more realistic 2. How were art songs composed
characters. during Romantic period?
2. Romantic art songs were a 3. How were sacred music created
product of the composers’ well- during Romantic period?
thought-out conception of infusing 4. How did Romantic composers
poetry and music create their work?
3. Sacred music (oratorios,
cantatas, psalms, masses) during
Romantic period, although not as
many as operas and art songs,
were composed using expanded
orchestral resources, large
 choruses, and solo voices.
4. Vocal music during Romantic
period like opera, art songs,
cantata, and other sacred music
were created based on the
composers’ philosophy, expertise,
and experiences.
ACQUISITION
KNOWLEDGE (K) SKILLS (S)
The students will know….. The students will be skilled at:

 Art song 1. Explaining the plot, musical and

 Opera theatrical elements of an opera
 Life and compositions of Franz after watching video samples;
Schubert, Guiseppe Verdi, 2. Improvising appropriate sounds,
Giacomo Puccini, and Richard music, gestures, movements, and
Wagner costumes for a chosen opera;
and
3. Performing themes or melodic
fragments of given selected
songs.
STAGE II – EVIDENCE OF LEARNING
ASSESSMENT EVIDENCE
PERFORMANCE TASK:

The Music club decided to recruit more members. Considering, you are a song
writer and musician of the school, you are planning to join to help you practice more
of your skills in music. As one of the requirements of the Music club officers, you are
tasked to create a simple musical drama using the themes and melodic fragments
from the different operas and other vocal music of the Romantic period. Your output
should in a video presentation and it will be assessed using the given criteria.

GOAL: to help you practice more of your skills in music

ROLE: song writer and musician of the school
AUDIENCE: Music club officers
SITUATION: you are tasked to create a simple musical drama using the themes
and melodic fragments from the different operas and other vocal music of the
Romantic period.
PRODUCT: output should in a video presentation.
STANDARD: Rubrics

RUBRICS
Criteria Excellent Proficient Adequate Limited
(15) (10) (5) (1)
Content Always present Often present Sometimes Never present
concrete facts concrete facts present concrete facts
with evidence with evidence concrete facts with evidence
with evidence
Creativity Expresses Expresses Lacks original Lacks of
original idea original ideas ideas and has original idea
and insightful but has few few details and no details
perspectives details
with an amount
of details
 Preparedness Student is Student seems The student is Student does
completely pretty prepared somewhat not seem at
prepared and but might have prepared, but it all prepared
has obviously needed a is clear that to present.
rehearsed. couple more rehearsal was
rehearsals. lacking.
OTHER EVIDENCE
Formative:
 Quizzes
STAGE III – LEARNING PLAN
LEARNING EVENTS
Pre-Assessment and Introduction of Performance Task:

1. The teacher will present the topic.

2. The teacher will discuss the topic of the Vocal Music of the Romantic Period
through learning materials or module/s
3. After the discussion, the teacher will conduct a performance task.
4. The performance task is to create a simple musical drama using the themes and
melodic fragments from the different operas and other vocal music of the Romantic
period.
5. The performance task will be graded according to the given rubrics.
6. After the performance task, the teacher will conduct a quiz through learning
materials.
7. The evaluation of the students will consist of three (3) activities: Essay,
Enumeration, and Fill in the acronym.
VALUE INTEGRATION: Sense of Cooperation
MATERIALS/LEARNING RESOURCES:
 The 21st Century MAPEH in Action
 Practical MAPEH 9

UNIT TOPIC:

Western Classical Plays and Operas

Greek: Oedipus Rex, Medea
Romantic: Carmen

CONTENT PERFORMANC MOST ESSENTIAL LEARNING

STANDARD E STANDARD COMPETENCIES
The learner elements The learner 1. Identifies selected theatrical
(sound, music, gesture, creates forms from different art periods;
movement, and appropriate 2. Identifies the elements and
costume) affect the theater principles of arts as manifested in
creation and play/opera Western Classical plays and
communication of costume and opera;
meaning in Western accessories and 3. Analyzes the uniqueness of each
Classical plays and improvise group’s performance of its
opera as influenced by appropriate selected Western Classical
history and culture. sound, music, theater play and play;
gesture, 4. Shows the influences of the
movements, and selected Western Classical play
costume for a or opera on Philippine theatrical
chosen theatrical performance in terms of form and
composition. content of story; and
5. Designs the visual elements and
 components of the selected
Western classical theater play
and opera through costumes,
props, etc.
STAGE I – DESIRED RESULTS
TRANSFER
TRANSFER GOAL

The students will independently use their understanding of Western classical

plays and opera to see and understand how theater is a synthesis of the arts and is a
reflection of historical and cultural influences of its time; and it reflects distinct cultural
traits in order for them to appreciate and respect cultural diversity.

MAKE-MEANING
ENDURING UNDERSTANDING (EU) ESSENTIAL QUESTION (EQ)
The students will understand that….

1. The Western classical plays and 1. Why do people create plays and
operas were influenced by the operas?
people’s beliefs, historical events, 2. Why do theater styles change?
inventions, environment, and 3. What inspires theater artists to
values. create their craft?
2. Theater art is an outward 4. How does theater represent
expression of the people’s one’s culture?
aspirations.
3. Humanity expresses itself through
theater.
ACQUISITION
KNOWLEDGE (K) SKILLS (S)
The students will know….. The students will be skilled at:

 Different Western classical plays and 1. Identifying selected theatrical

operas forms from different art
 Greek plays (Oedipus Rex, periods;
Medea) 2. Identifying the elements and
 Renaissance plays principles of arts as manifested
(Sha’espeare's plays) in Western Classical plays and
 Romantic (Carmen) opera;
3. Analyzing the uniqueness of
each group’s performance of
its selected Western Classical
theater play and play;
4. Showing the influences of the
selected Western Classical
play or opera on Philippine
theatrical performance in terms
of form and content of story;
and
5. Designing the visual elements
and components of the
selected Western classical
theater play and opera through
costumes, props, etc.
STAGE II – EVIDENCE OF LEARNING
 ASSESSMENT EVIDENCE
PERFORMANCE TASK:

Your theater company will be performing its inaugural play. This play is an
adaptation of an existing Western classical play to Filipino tastes. Considering, you
are the top artist of the Filipino classical play, you are chosen to perform in front of the
investors and theater critics. Their approval would mean investments to your theater
company and at the same time box office success.

GOAL: Your theater company will be performing its inaugural play.

ROLE: you are the top artist of the Filipino classical play
AUDIENCE: investors and theater critics
SITUATION: you are chosen to perform in front of the investors and theater critics.
PRODUCT: Their approval would mean investments to your theater company and
at the same time box office success.
STANDARD: Rubrics

RUBRICS
Criteria Excellent Proficient Adequate Limited
(15) (10) (5) (1)
Content Always present Often present Sometimes Never present
concrete facts concrete facts present concrete facts
with evidence with evidence concrete facts with evidence
with evidence
Creativity Expresses Expresses Lacks original Lacks of
original idea original ideas ideas and has original idea
and insightful but has few few details and no details
perspectives details
with an amount
of details
Preparedness Student is Student seems The student is Student does
completely pretty prepared somewhat not seem at
prepared and but might have prepared, but it all prepared
has obviously needed a is clear that to present.
rehearsed. couple more rehearsal was
rehearsals. lacking.
OTHER EVIDENCE
Formative:
 Quizzes
STAGE III – LEARNING PLAN
LEARNING EVENTS

Pre-Assessment and Introduction of Performance Task:

1. The teacher will present the topic.

2. The teacher will discuss the topic of the Western Classical Plays and Operas
through learning materials or module/s
3. After the discussion, the teacher will conduct a performance task.
5. The performance task will be graded according to the given rubrics.
6. After the performance task, the teacher will conduct a quiz through learning
materials.
7. The evaluation of the students will consist of three (3) activities: Essay, Definition of
terms, and Identification.
VALUE INTEGRATION: Sense of Values
MATERIALS/LEARNING RESOURCES:
 The 21st Century MAPEH in Action
 Practical MAPEH 9

UNIT TOPIC:

Active Recreation
a. Indoor
1. Individual and dual sports
2. Team sports
b. Out door
3. Hiking
1. Camping
2. Biking

CONTENT PERFORMANC MOST ESSENTIAL LEARNING

STANDARD E STANDARD COMPETENCIES
The learner The learner
1. Discusses the nature and
demonstrates maintains anbackground of indoor and outdoor
understanding of active lifestyle torecreational activities;
lifestyle and weight influence the
2. Advocates community efforts to
management to physical activity increase participation in physical
promote community participation of
activities and improve nutrition
fitness the community. practices;
3. Practices environmental ethics (e.g.,
Leave No Trace) during participation
in recreational activities of the
community; and
4. Participates in active recreation.
STAGE I – DESIRED RESULTS
TRANSFER
TRANSFER GOAL

The students, after learning about recreational activities, may use their
knowledge to plan for an activity that would serve not only as a recreation but a form
of active physical involvement. This will encourage them to promote activities that
enhance one’s lifestyle. It may also inspire them to become recreational advocate in
the future.

MAKE-MEANING
ENDURING UNDERSTANDING (EU) ESSENTIAL QUESTION (EQ)
The students will understand that….

1. Participating in recreational 1. How do recreational activities

activities provides mental, physical, develop a person’s physical,
and social development. mental, and social dimensions in
2. Active recreational activities give life?
one chance to discover and 2. In what way do recreational
appreciate the beauty of nature. activities help in realizing the
3. Recreational activities promote importance and beauty of nature?
community participation. 3. What are the different recreational
activities that promote community
participation? In what way?
 ACQUISITION
KNOWLEDGE (K) SKILLS (S)

The students will know….. The students will be skilled at:

Active Recreation 1. Discusses the nature and background

a. Indoor of indoor and outdoor recreational
1. Individual and dual sports activities;
2. Team sports 2. Advocates community efforts to
b. Out door increase participation in physical
3. Hiking activities and improve nutrition
4. Camping practices;
5. Biking 3. Practices environmental ethics (e.g.,
Leave No Trace) during participation
in recreational activities of the
community; and
4. Participates in active recreation.
STAGE II – EVIDENCE OF LEARNING
ASSESSMENT EVIDENCE
PERFORMANCE TASK:

The Department of Education will conduct an awareness campaign that would

inspire Filipino youth to participate in recreational activities. This will allow the youth to
consider active recreation that will not only enhance their social skills but would also
develop their lifestyle.
As one of the committee in-charge of the advocacy campaign, you will
conceptualize and create a video clip focusing on indoor and outdoor recreational
activities. You are encouraged to promote activities such as individual, dual, or team
sports, dance, hiking, camping, orienteering, and biking.
The video will be televised from different networks and will be published in
newspapers. The campaign should set the following standards: Content and
Creativity.

GOAL: allow the youth to consider active recreation that will not only enhance their
social skills but would also develop their lifestyle.
ROLE: committee in-charge
AUDIENCE: Youth
SITUATION: you will conceptualize and create a video clip focusing on indoor and
outdoor recreational activities.
PRODUCT: The video will be televised from different networks and will be
published in newspapers.
STANDARD: Rubrics

RUBRICS
Criteria Excellent Proficient Adequate Limited
(15) (10) (5) (1)
Content Always present Often present Sometimes Never present
concrete facts concrete facts present concrete facts
with evidence with evidence concrete with evidence
facts with
evidence
Creativity Expresses Expresses Lacks Lacks of
original idea and original ideas original ideas original idea
insightful but has few and has few and no details
perspectives with details details
 a number of
details
OTHER EVIDENCE
Formative:
 Quizzes
STAGE III – LEARNING PLAN
LEARNING EVENTS
Pre-Assessment and Introduction of Performance Task:

1. The teacher will present the topic.

2. The teacher will discuss the topic of the Active Recreation
through learning materials or module/s
3. After the discussion, the teacher will conduct a performance task.
4. The performance task is a video presentation.
5. The performance task will be grade according to the given set standards.
6. After the performance task, the teacher will conduct a quiz through learning
materials.
7. The evaluation of the students will consist of two (2) activities: Essay and
Identification.
VALUE INTEGRATION: Physically Fit
MATERIALS/LEARNING RESOURCES:
 The 21st Century MAPEH in Action
 Practical MAPEH 9

UNIT TOPIC:

A. Concept of intentional injuries

B. Types of intentional injuries
1. Bullying (Cyber bullying)
2. Stalking
3. Extortion
4. Gang and youth violence
5. Illegal fraternity-related violence
6. Kidnapping and abduction
7. Acts of terror
8. Domestic violence
9. Suicide
10. Sexual Harassment
C. Prevention and management of intentional injuries
 Self-protection
 Preventing self-harm
 Promoting a culture of non-violence through healthful behaviors
 Reporting cases of violence to proper authorities
 Seeking help from trusted individuals and health professionals

CONTENT PERFORMANC MOST ESSENTIAL LEARNING

STANDARD E STANDARD COMPETENCIES
The learner The learner 1. Describes the types of intentional
demonstrates consistently injuries;
understanding of the demonstrates 2. Identifies protective risk factors
concepts and principles resilience, related to intentional injuries;
of safety education in vigilance, and 3. Analyzes risk factors related to
the prevention of proactive intentional injuries; and
intentional injuries. behaviors to 4. Demonstrates ways to prevent
 prevent and control intentional injuries.
intentional
injuries
STAGE I – DESIRED RESULTS
TRANSFER
TRANSFER GOAL

The students will independently use their understanding of the concepts and
principles about safety education, so that in the long run, they will be able to apply
their knowledge in the prevention and treatment of intentional injuries.

MAKE-MEANING
ENDURING UNDERSTANDING (EU) ESSENTIAL QUESTION
(EQ)
The students will understand that….

1. Some people intentionally want to cause harm 1. Why do people

to other people due to frustration, become engaged
disappointment, jealousy, rage, hatred, and in different types
many other varied reasons. Such negative of intentional
qualities as anger, hatred, greed, ill will, and injuries?
jealousy are factors that alter people’s nature 2. What is the
and make them into something other than their importance of
true self. Likewise, some intentionally direct understanding
the injury at oneself. different types of
2. Understanding the different types of intentional intentional
injuries can prevent both short-term and long- injuries?
term negative effects on physical, emotional, 3. How are
and financial aspects of a person’s life. intentional
3. Different intentional injuries can be prevented injuries prevented
in specific ways depending on the nature of and managed?
the situation. Generally, these injuries can be 4. What virtues do
prevented and managed through self- people have
protection, preventing self-harm, promoting a cultivate and
culture of non-violence through healthful uphold to avoid
behaviors, reporting cases of violence to engaging in
proper authorities, and seeking help from intentional
trusted individuals and health professionals. injuries?
4. People must understand and practice that
moral life means good must be performed and
evil must be given up. Morality always
concerns the issues of right and wrong, good
and evil. It is not enough to know what is good
or evil, we also need to take proper action with
respect to the. In a person’s life, the virtues of
faith in God, respect for others, compassion,
honesty, and kindness must be lived out.
These moral values help us to live those
ideals; they teach us to do the right things and
to avoid the wrong.
ACQUISITION
KNOWLEDGE (K) SKILLS (S)

The students will know….. The students will be skilled at:

  Concept and types of Intentional 1. Describing the types of intentional
Injuries injuries;
 Prevention and Management of 2. Identifying protective risk factors
Intentional Injuries. related to intentional injuries;
3. Analyzing risk factors related to
intentional injuries; and
4. Demonstrating ways to prevent
and control intentional injuries.
STAGE II – EVIDENCE OF LEARNING
ASSESSMENT EVIDENCE
PERFORMANCE TASK:

The Department of Health launched an all-out program and campaign to

prevent intentional injuries at home, in school, and in all places in the country. They
hired the services of your advertising agency to create an infomercial with the aim to
disseminate helpful and useful information about intentional injuries, preventive
measures, and how to manage situations involving common injuries. You have been
assigned to lead the team to plan and produce the infomercial which will be shown
nationwide. This will be seen by all Filipino televiewers.

GOAL: to disseminate helpful and useful information about intentional injuries,

preventive measures, and how to manage situations involving common injuries.
ROLE: You have been assigned to lead the team
AUDIENCE: Filipino televiewers
SITUATION: to plan and produce the infomercial which will be shown nationwide.
PRODUCT: This will be seen by all Filipino televiewers.
STANDARD: Rubrics

RUBRICS
Criteria Excellent Proficient Adequate Limited
(15) (10) (5) (1)
Content Always present Often present Sometimes Never present
concrete facts concrete facts present concrete facts
with evidence with evidence concrete with evidence
facts with
evidence
Creativity Expresses Expresses Lacks Lacks of
original idea and original ideas original ideas original idea
insightful but has few and has few and no details
perspectives with details details
a number of
details
OTHER EVIDENCE
Formative:
 Quizzes
STAGE III – LEARNING PLAN
LEARNING EVENTS
Pre-Assessment and Introduction of Performance Task:

1. The teacher will present the topic.

2. The teacher will discuss the topic of the Concept of intentional injuries, Types of
intentional injuries, and Prevention and management of intentional injuries through
learning materials or module/s.
3. After the discussion, the teacher will conduct a performance task.
4. The performance task is a video presentation.
5. The performance task will be grade according to the given rubrics.
6. After the performance task, the teacher will conduct a quiz through learning
materials.
7. The evaluation of the students will consist of three (3) activities: Essay,
Identification and Enumeration.
VALUE INTEGRATION: Become better students
MATERIALS/LEARNING RESOURCES:
 The 21st Century MAPEH in Action
 Practical MAPEH 9