Lesson Plan IV

Airel Jan C. Manacpo November 15, 2011

LESSON PLAN IN MAPEH IV (Music)

I. OBJECTIVES.At the end of the lesson, the students are expected to:

1. Trace the historical background of Classical Period in music.2. Describe the music during the Classical Period.

II. SUBJECT MATTER.

TOPIC: Music of the Classical PeriodREFERENCES: Skills for Life IV, pp.51-52

http://en.wikipedia.org/wiki/Classical Period INSTRUCTIONAL MATERIALS: Graphic Organizer, Pictures of MozartVALUES FORMATION: Appreciation of the different contributions of Classical Period in the field of music.

III. PROCEDURE.

A. ReviewHow do we define nationalism in music?

B. MotivationLet the students hear Beethoven’s Symphony No.9. How do they feel about the

music?C. Lesson Proper

1. The class will be divided into groups composed of 7 members. Each group will have a representative and secretary. The group will brainstorm on the different characteristics of music during the Classical Period. Three minutes will be given for them to think.

2. The secretary will take note all the ideas that the group had come up with. The leaders will now present to the class the things that they had listed. Each leader will be given a maximum of 3 minutes to explain their work. They will be asked to further explain at least 1 of the characteristics.

D. GeneralizationLet the students discuss the historical background of music during the Classical

Period. How did music flourish during the said era?E. Application

Let the students compare and contrast the music during the Classical Period and the music of today’s era.

IV. ASSIGNMENT.

In your notebook, answer the following questions.1. Explain the Sonata Allegro. 2. How does it differ from Sonata?

V. EVALUATION.

In a ¼ sheet of intermediate paper, answer the following questions.1. From what year did Classical Period in music flourish?

2-5. Give at least 1 characteristic of music during the Classical Period based on the given elements of music:

a. Melodyb. Rhythmc. Harmonyd. Texture


LESSON PLAN IN MAPEH IV (Physical Education)

I. OBJECTIVES.

1. Trace the history of Chess.2. Understand the rules in playing Chess.3. Practice playing the game based on the standard rules of playing the game.

II. SUBJECT MATTER.

TOPIC: CHESSREFERENCES: Skills for Life IV, pp.179-181

http://en.wikipedia.org/wiki/Chess_piece_relative_valueINSTRUCTIONAL MATERIALS: Graphic Organizer, Chess BoardVALUES FORMATION: Develop analytical, critical thinking and logical reasoning by means of playing Chess.

III. PROCEDURE.

A. ReviewAsk the students about board games that are familiar to them.

B. MotivationLetters C-H-E-S-S will be showed to the students and for 3 minutes they will be asked to think of traits or characteristics that start with the given letters.

C. Lesson Proper1. A student will be asked to trace the history of Chess.2. The class will be divided into 5 groups. Each group must have a leader who

understands the basic moves of the Chess pieces and the game’s basic rules. The leader will explain and demonstrate to his or her group the rules of the game and the moves of the pieces.

3. The groups will practice in playing the game.D. Generalization

Let the students trace back the origin of Chess. They will be asked to explain the basic moves of each piece as well as the rules applied in playing the game.

E. ApplicationAsk the class the benefit of playing Chess. How does it help us in developing critical, analytical and logical thinking?

IV. ASSIGNMENT.

In your notebook, answer the following questions.1. Explain the rules in playing Word Factory.2. Explain the rules in playing Scrabble.3. Explain the rules in playing Darts.4. Research for board games developed by Filipinos.

V. EVALUATION.

In a ¼ sheet of intermediate paper, answer the following questions.1. What country was believed to be the origin of Chess?2. Who was said to be the first serious analyst of Chess?3. What is the object of the game?

4-5. Name two well-known Filipino Chess players.


LESSON PLAN IN MAPEH IV (Music)

VI. OBJECTIVES.At the end of the lesson, the students are expected to:

3. Trace the historical background of Classical Period in music.4. Describe the music during the Classical Period.

VII. SUBJECT MATTER.

TOPIC: Music of the Classical PeriodREFERENCES: Skills for Life IV, pp.51-52

http://en.wikipedia.org/wiki/Classical Period INSTRUCTIONAL MATERIALS: Graphic Organizer, Pictures of MozartVALUES FORMATION: Appreciation of the different contributions of Classical Period in the field of music.

VIII. PROCEDURE.

F. ReviewHow do we define nationalism in music?

G. MotivationLet the students hear Beethoven’s Symphony No.9. How do they feel about the

music?H. Lesson Proper

3. The class will be divided into groups composed of 7 members. Each group will have a representative and secretary. The group will brainstorm on the different characteristics of music during the Classical Period. Three minutes will be given for them to think.

4. The secretary will take note all the ideas that the group had come up with. The leaders will now present to the class the things that they had listed. Each leader will be given a maximum of 3 minutes to explain their work. They will be asked to further explain at least 1 of the characteristics.

Rubrics on Group work:

Criteria Rating

Content (relation of ideas to topic) 45%

Performance (rapport, delivery of the report) 45%

Audience Impact (arouse the interest of audience) 10%

100%

I. GeneralizationLet the students discuss the historical background of music during the Classical

Period. How did music flourish during the said era?J. Application

Let the students compare and contrast the music during the Classical Period and the music of today’s era.

IX. ASSIGNMENT.

In your notebook, answer the following questions.3. Explain the Sonata Allegro. 4. How does it differ from Sonata?

X. EVALUATION.

In a ¼ sheet of intermediate paper, answer the following questions.2. From what year did Classical Period in music flourish?

2-5. Give at least 1 characteristic of music during the Classical Period based on the given elements of music:

e. Melodyf. Rhythmg. Harmonyh. Texture


LESSON PLAN IN MAPEH IV (Arts)

I. OBJECTIVES.

1. Trace the history of Modern dance.2. Describe the movements used in Modern dance.

II. SUBJECT MATTER.

TOPIC: Modern DanceREFERENCES: Skills for Life IV, pp.17129-130.

http://en.wikipedia.org/wiki/Modern _danceINSTRUCTIONAL MATERIALS: Graphic Organizer, Pictures showing Modern dance stepsVALUES FORMATION: Appreciation of the different contributions of Modern dance in the field of music.

III. PROCEDURE.

A. ReviewAsk the students about the different types of dances they are familiar with.

B. MotivationLet the students guess the word on the jumbled letters. N -M- E-R- O-D- N-C-E -D-A

C. Lesson Proper1. A student will be asked to trace the history of Modern dance.2. The class will be divided into 5 groups. Each group will discuss on the different

characteristics of Modern dance. They will brainstorm on possible steps for Modern dance.

3. The groups will practice in dancing the Modern dance they come up with.

IV. GeneralizationLet the students trace back the origin of Modern dance. How does it differ from ballet?

V. ApplicationThe groups will create a dance depicting nature or other subjects.

VI. ASSIGNMENT.

In your notebook, answer the following questions.1. Describe theater.2. How does it differ from cinema?

VII. EVALUATION.

In a ¼ sheet of intermediate paper, answer the following questions.1. When did Modern dance begin?2. Where did it begin?3. Who was said to be the great innovator of Modern dance?4-5. Describe the movements used in Modern dance.



I. OBJECTIVES.At the end of the class, the students must be able to:1. Perform a Modern dance depicting nature or other subjects.

II. SUBJECT MATTER.

TOPIC: Modern DanceREFERENCES: Skills for Life IV, pp.17129-130.

http://en.wikipedia.org/wiki/Modern _danceINSTRUCTIONAL MATERIALS: Cassette player, DVD of Modern dance musicVALUES FORMATION: Appreciation of the different contributions of Modern dance in the field of music.

III. PROCEDURE.

A. ReviewAsk the students about Modern dance.

B. MotivationLet the students describe their ideas based on a given picture of Modern dance samples.

C. Lesson Proper1. The class will be divided into 5 groups. Each group will show a Modern dance

depicting nature of other subjects.

CRITERIA RATING

Performance 50%(mastery of the steps, showmanship, dynamism,

projection, grace and poise, timing and coordination)

Choreography 30%(blocking, transition from figure to another,

formation, floor pattern, alignment)

Costume and Props 15%(authenticity and usefulness)

Audience Impact 5%(reaction and responses of the audience)

Total RATING ________

2. GeneralizationLet the students trace back the origin of Modern dance. How does it differ from ballet?

3. ApplicationRecall a show either on TV or stage that you have just watched. Describe the dance performances of the groups included in the show. Say something about the choreography and the music used.

IV. ASSIGNMENT.

In your notebook, answer the following questions.1. Describe theater.2. How does it differ from cinema?

V. EVALUATION.

In a ¼ sheet of intermediate paper, answer the following question. Essay.1. Describe the importance of Modern dance. (5pts.)



I. OBJECTIVES.At the end of the class, the students must be able to:

1. Dramatize how advertisers present their health products and services to the public.

II. SUBJECT MATTER.

TOPIC: A wise Choice for Better HealthREFERENCES: Enjoy Life with P.E. and Health IV, pp. 175-181.

Skills for Life IV, pp.234-241.INSTRUCTIONAL MATERIALS: Graphic Organizers, Props and Costumes for AdvertisementVALUES FORMATION: Assessment on the reliable sources of information about different products and services.

III. PROCEDURE.

A. ReviewHow important is Consumer Health Education?

B. MotivationLet the students describe their ideas based on a given pictures of

advertisements.C. Lesson Proper

1. The class will be divided into 11 groups. Each group will show a commercial based on the assigned advertisement appeal or technique to them.

CRITERIA RATING

Performance 50%(mastery of the steps, showmanship, dynamism,

projection, grace and poise, timing and coordination)

Brief Summary of Topic 30%(content, clarity and simplicity of thoughts )

Costume and Props 15%(authenticity and usefulness)

Audience Impact 5%(reaction and responses of the audience)

Total RATING ________

IV. GeneralizationLet the students describe the types of advertisement appeals or techniques.

V. ApplicationRecall a show either on TV or stage that you have just watched. Describe the dance performances of the groups included in the show. Say something about the choreography and the music used.

VI. ASSIGNMENT.

In your notebook, answer the following questions.1. Describe quackery.2. Who are the common victims of quackery? Why?

VII. EVALUATION.

In a ¼ sheet of intermediate paper, answer the following question. Essay.1. Describe the importance of analyzing the different types of advertisement techniques.

Lesson Plan IV

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Transcript of Lesson Plan IV