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22 Maysan Road, Malinta, Valenzuela City

Academic Year 2019 – 2020

Date: Dec.1-13, 2019

Content Standard: The students demonstrate The students demonstrate The students demonstrate
art elements & processes by understanding of common and understanding of guidelines &
synthesizing & applying prior distinct musical characteristics of principles in exercise program
knowledge & skills. South & West Asian countries. design to achieve personal fitness.

Performance The students create artworks The students perform Southern & The students design an
Standard: showing the characteristics Western Asian music with individualized program to achieve
elements of the arts of appropriate pitch, rhythm, personal fitness.
South, West, & Central Asia. expression, and style.
Monday (Art) 12/02 Tuesday (Music) 12/03 Wednesday & Thursday (P.E.)
I. Objectives/Codes: a.define what makes South a.analyzing music elements of a.exhibit competency in executing
At the end of the Asian arts & culture; selected songs & instrumental the basic skills in volleyball
lesson, the learners b.appreciate on how South pieces heard & performed b.identify the officials in a
should be able to: Asian folk arts & traditions b.listening perceptively to the volleyball game & perform the
make a distinct & significant music of South & West Asia volleyball hand signals
culture; c.explaining how the music of c.participate in volleyball
c.familiarize common cultural South & West Asia relates to its tournaments to gain opportunities
terminologies used in the geography & culture for enjoyment, challenge, self-
arts & crafts of South Asia d.sing songs of South & West expression & social interaction
Asia d.demonstrate good
sportsmanship & positive social
II. Subject Matter: a. L1 South Asian Arts & a. L1 Music of India, Pakistan & a.L2 Skills in Volleyball
a. Topic Crafts Israel b. Laptop for powerpoint
b. Materials b. Laptop for powerpoint b. Laptop for powerpoint presentation, textbook, equipment
presentation, textbook, art presentation, textbook used in volleyball
c. Reference: MAPEH 8 K to 12 Curriculum compliant; author: Quennie S. Miranda, Laura R. Jugueta et.al., world wide web:

III. Procedure:
a. Daily Routine
1. Classroom Cleanliness
2. Prayer
3. Greetings
4. Attendance
5. Passing/checking of assignment (if there is)
6. For P.E. class, Warm-up before doing the activity.
b. Motivation/ EQ: 1.Ask students their own
Presentation of What makes an Indian Art? interpretation of this quote:
Essential Questions “Different nations, one purpose,
one music”
How does musical style influence
c.Instruction/Delivery 1.Teacher will divide the 1.Teacher will discuss the 1.Teacher will recall the different
class into 4 groups. Each Historical background, tuning skills used in volleyball & the
group will be given a topic system, traditional instruments & officiating officials.
and then they will be given folk songs of South & West Asia 2.After the discussion, teacher will
time to discuss it with their demonstrate the proper execution
respective group. They will of the skills.
present it to class. CONTINUATION
3.Students will be given time to
practice the skills.
d. Enrichment 1. Students will answer Let’s 1.The class will be divided into 3 With learning of the basic skills,
Activity Recall groups. Each group will be given the students can start practicing
CONTINUATION time to practice & perform one offensive & defensive game plays.
2.Students will do Let’s folk song of South & West Asia This will be done by forming three
Apply: Illustrate the Art of with improvised simple groups to maximize the student
Mendhi accompaniment participation.
Gr.1 – Music of India
Gr.2 – Music of Pakistan
Gr.3 – Music of Israel
IV. Evaluation/ They will be graded They will be graded according to They will be graded according to
Assessment according to the scoring the scoring rubric. the scoring rubric.
V. Assignment Student will answer Let’s Recall

December 6, 2019 – Review


Content Standard: The student recognizes art as The students demonstrate The students demonstrate The student demonstrates
integral to the development of understanding of the understanding of lifestyle & weight understanding of first aid principles
organizations, spiritual belief, characteristic features of management to promote and procedures.
historical events, scientific Classical period music community fitness
discoveries, natural
disasters/occurences and
other external phenomena.
Performance The student recognizes the The students sing & perform The students maintain an active The students perform first aid
Standard: difference & uniqueness of themes of symphonies & other lifestyle to influence the physical procedures with accuracy.
the art styles of the different instrumental forms. activity participation of the
periods. community
Monday (Art) Tuesday (Music) Wednesday & Thursday (P.E.) Friday (Health)
I. Objectives: a.explain the precedent a.relate Romantic period music to a. Describe the nature & a. Discuss the function of
At the end of the causes of Romanticism its historical & cultural background of American dressing & bandages
lesson, the learners b.identify the characteristics of background Square Dance b. Explain the principles of wound
should be able to: Romanticism b.describe Program music during b. Appreciate the culture & dressing
c.differentiate & recognize the Romantic Period tradition of one’s nation; and c. Demonstrate appropriate
artist of the Romantic period c.listen perceptively to selected c. Execute the skills involved in bandaging techniques for
Romantic period music the dance. unintentional injuries
d.perform a song related to
Romantic music
II. Subject Matter: a. L2 Romanticism & Realism a. Instrumental Music of the a. L2 American Square Dance a. L2 Use of dressing &
a. Topic b. Laptop for powerpoint Romantic Period b. Laptop, textbook, music, props & bandages
b. Materials presentation, textbook b. Laptop for powerpoint costume b. Laptop, textbook, triangular
presentation, textbook bandage or cloth
c. Reference: MAPEH 9 K to 12 Curriculum Compliant, author: Argie A. Concha, Carlo Luis C. Ganzon et.al.

III. Procedure:
a. Daily Routine
1. Classroom Cleanliness
2. Prayer
3. Greetings
4. Attendance
5. Passing/checking of assignment (if there is)
6. For P.E. class, Warm-up before doing the activity.
b. Motivation 1.Students will listen to EQ: 1.Students will look at the picture 1.Video Presentation
/Presentation of Richard Strauss’s Also sprach How were musical elements on page 346 of the textbook 2.Ask the students
Essential Question Zarasthura, Op.30 used in music of the Romantic 2.EQ: What are the different situation
2.Teacher will ask them to period? How would you describe the you’ve seen in the video?
share their feelings & the emotions of the dancers, their As you evaluate the scene, which
images that come to mind costumes & age group? part of it struck you the most &
while listening to music. why?

c.Instruction/Delivery Teacher will discuss Teacher will discuss the ff. 1. Discussion of the ff.topics: 1.Teacher will group the class
Romanticism, Romantic topics: -Nature & background of American into 4. Each group will be given a
Artists, Realism, Realist Artist -Characteristics of Romantic square dance topic. They will be given time to
Period -Costume brainstorm and then share it to
-Program music -Dance Terms the class.
-Music for the Piano -Music
-Composers of the 19th Century -Counting
instrumental Music -Formation
2.Teacher will demonstrate the
steps of the dance.
d. Enrichment Students will do I Create: The Students will perform a song CONTINUATION CONTINUATION
Activity Beauty of the Ordinary. Page with a theme of Romantic with Students will practice the steps of Students will demonstrate the ff.
254-255 accompaniment. the American Square Dance types of bandaging for head &
arms & palm injuries
IV. Evaluation/ Students will answer Activity Students’ performance will be Students’ performance will be Students will be graded according
Assessment 7: Matching Type. Page 253- assessed using the rubric. assessed using the rubric. to the given criteria.

Submitted By: Submitted To:

Rodelle Liza Santos Jayson C. Tanig

MAPEH Teacher Basic Education Coordinato