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A Semi - Detailed Lesson Plan For Grade 9 Students. Time Frame: 1 Hour

This lesson plan outlines a one hour class on the Baroque period for grade 9 students. It includes objectives to discuss important events, musical forms and styles, and composers of the period. The lesson proper involves a presentation and discussion on the history and characteristics of the Baroque period, as well as vocal music, instrumental music, and composers. It concludes with a 5 question true/false quiz to evaluate students.

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harold carbonel
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0% found this document useful (0 votes)
234 views9 pages

A Semi - Detailed Lesson Plan For Grade 9 Students. Time Frame: 1 Hour

This lesson plan outlines a one hour class on the Baroque period for grade 9 students. It includes objectives to discuss important events, musical forms and styles, and composers of the period. The lesson proper involves a presentation and discussion on the history and characteristics of the Baroque period, as well as vocal music, instrumental music, and composers. It concludes with a 5 question true/false quiz to evaluate students.

Uploaded by

harold carbonel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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A semi – detailed lesson plan for Grade 9 students.

Time Frame: 1 Hour

I. Objectives:
At the end of the period, the students should be able to:
 Discuss the important events that happened during the Baroque Period
 Identify the different musical forms and styles during the Baroque Period
 Relate a short biography of composers during this period and know their
contributions to music
II. Subject Matter:
Topic: The Baroque Period
Reference: Music & Arts Book
Materials: LCD Projector, Laptop, Music Speaker, Visual Aid
III. Teacher’s Procedures
a. Prayer
b. Checking of Attendance
c. Motivation
 Let us do some music appreciation. Teacher will play some music and the
students will listen and analyze what the music tries to convey.
IV. Lesson Proper
Presentation/Discussion
1. The Baroque Period
 History/Characteristics
 Vocal Music
 Instrumental Music
 Composers
V. Application
VI. Generalization
Baroque came from a Portuguese word “Barroco” which means a pearl with an irregular
shape. This period used to imply strangeness, irregularity and extravagance because this
period is a period of absolute Monarchy or Aristocracy, a country ruled by a King or a
Queen. One of the characteristics of Baroque music is the used of Basso Continuo or the
continuously moving of the piece. The Opera created as a new form and performed for
the public on a lavish scale little known today. A cantata an Italian world for “cantare”
means to “sing”. The Oratorio an Italian word which mean “a place of prayer”, one of
the great Baroque vocal forms. The Instrumental Music in this period is the Fugue,
chorale prelude, Sonata, Concerto Grosso, Solo Concerto and Orchestra. Composers
during this period are Johanne Sebastian Bach, one of the leading composers of the
period. George Frederick Handel, he first conceived the idea of performing sacred works
that are operatic in nature and Antonio Vivaldi, all of his works was written for concerts.
VII. Evaluation
There will be a 5 item quiz regarding the said topic. Answerable by True or False

Prepared by: Checked by:

HAROLD N. CARBONEL RODRIGO D. CRUZ


MAPEH TEACHER SSHT – III, MAPEH

NOTED:

MIGUELITO L. LUNA
PRINCIPAL IV
A semi – detailed lesson plan for Grade 9 students.
Time Frame: 1 Hour

Objectives:
 To learn about various drugs.
 To identify risk factors and protective factors associated with substance abuse (drugs
and alcohol).
 To discuss what addiction is and the consequences of it.
 To determine behaviours that increase well-being and allow students to achieve life
goals.

Materials:

 Reference documents
 Handouts
 SMART board/chalk board to summarize responses on
 Chart paper and markers for groups to use
 Computer/projector to display slides (optional)
 Masking tape

Presenter Preparation:

 Review the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
 Review the Objectives of this lesson plan.
 Identify ways in which you are personally linked to the subject matter. This
presentation is general in nature, and will be more effective if you tailor it to your
personal experiences, the audience and your community.
 Guest speakers can really have an impact. If there is someone in your community who
has been impacted by substance abuse, invite them to speak with the youth. You may
also want to consider inviting an RCMP member from the drug section. Please note:
Activities will need to be removed or modified to ensure that the time allotment is
respected.
 Print the lesson plan and reference documents.
 Print required handouts. Make a few extra copies just to be sure.
 Ensure your location has any technology you require (computer, projector, SMART
board, etc.)

Lesson:

A) Introduction

 Introduce yourself.
 Tell the students about your job and why you are there to talk to them. Tell students
that in today's class, they will talk about substance abuse, its impacts and ways they can
deal with peer pressure related to substance use and abuse. Additionally, different
supports to help them deal with the issue will be addressed.
 If you are a police officer, briefly discuss the role of police officers when it comes to
substance abuse (i.e. your experience dealing with youth and substance abuse issues).
 Pass out one index card to each student. Explain that this card is to be used for
students to write down any question they may have. The presenters will collect them
towards the end of the presentation and answer the questions anonymously in front of
the group.

B) Activity #1: Name that Drug

Goal: Students will learn about various drugs (including short and long-term health impacts). 
Type: Information chart and discussion
Time: 10 minutes
Step #1:

 Cut out the drug types and their matching definitions from Activity #1: Name that
Drug (9-10.1 Reference) and place them out of order on the board.
 Explain to students that different types of drugs have different effects on our bodies.
 Let students know that most drugs can be broken down into three categories:
o Stimulants: Drugs that make the user hyper and alert.
o Depressants: Drugs that cause a user's body and mind to slow down.
o Hallucinogens: Drugs that disrupt a user's perception of reality and cause
them to imagine experiences and objects that seem real.

Step #2:

 Ask students to match up the fact with the drug as a class. Go over the answers.
 Ask the students to read over the handout Activity #1: Name that Drug (9-10.1
Handout) and start a discussion based on what the students read. Encourage all
students to participate to the discussion by asking questions, such as: "What is a drug?"
"What do drugs do?" "What happens when a person uses drugs?" "What are drugs used
for?" "Do drugs affect everyone in the same way?" "Can drugs be prescribed by a
doctor?"

C) Activity #2: Recognizing the Risks

Goal: Students will recognize protective and risk factors associated with substance abuse and
addiction and learn the importance of resilient factors.
Type: T-chart and group activity
Time: 15 minutes

Step #1:

 Ask students to define the following terms:


o Resiliency: The ability to become strong, healthy and successful after
something bad happens to you (www.merriam-webster.com 2014).
o Risk Factors: Factors that can lead to drug use.
o Protective Factors: Factors that can shield from drug use.(http://www.rcmp-
grc.gc.ca/docas-ssdco/guide-kid-enf/page3-eng.htm).
 Ask the students to get into groups of 3 or 4.

Step #2:

 Create a chart on the SMART board, chalkboard or overhead with two titles: (1) Risk
Factors & (2) Protective Factors. Ask students to identify examples of risk factors when
it comes to substance abuse, alcohol and addiction and record their answers. Then ask
students to identify some examples of protective factors that could be associated with
not using drugs and alcohol or getting addicted. Use Activity #2: Recognizing the Risks
(9-10.2 Reference) as a guide.

Step #3:

 If time allows, give each group playing cards and tell them to work together to make a
card house for 5 minutes.
 Explain that in this activity, each card represents a protective and resilience factor, and
when those factors fail or diminish the structure will fall.

D) Activity #3: Path to Addiction

Goal: Students will discuss how addiction can impact a person's lifestyle.


Type: Discussion and group activity
Time: 10 minutes
Step #1:

 Ask students to define what addiction is as well as the substances a person can
become addicted to.
 Make sure to include that both drugs and alcohol can be addictive.
 Explain to students that addiction is an ongoing process. Addiction may present its
challenges at different times over many years in a user's life.
 Write each stage on a different piece of paper. Ask for 5 volunteers to come to the
front of the class and give each student a stage.
 Have the student volunteers work together to arrange themselves in the order that
they think the scale of addiction occurs in.

Step #2:

 With the students, define each stage of addiction. Discuss the answers with students
and use Activity #3: Path to Addiction (9-10.3 Reference) as a guide.

E) Activity #4: Consequences of Addiction

Goal: Students will examine the consequences of addiction on all facets of life.


Type: 5 corners activity and group discussion
Time: 10 minutes
Step #1:

 Separate the students into 5 different groups.


 Have the students get into their groups and give each group a piece of chart paper.
Assign each of the five groups one of the topics: (1) Family, (2) Friends & Recreation, (3)
School & Jobs, (4) Physical & Emotional Health, and (5) Financial. Have each group write
the topic on their piece of chart paper.
 Ask each group to brainstorm and record the consequences of an addiction relating to
their topic.
 Give the groups 5 minutes to come up with a hashtag that represents how they might
be affected in that aspect of their life.
 Discuss answers with the group.

F) Activity #5: Now, it's Your Choice

Goal: Students will commit to a healthy lifestyle


Type: 5 corners activity and group discussion
Time: 15 minutes
Step #1:

 Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to
answer the question.

Step #2: (Homework)

 As part of their homework from the presentation, ask all the students to make the
pledge to say no to drugs on the National Anti-Drug Strategy
website: http://nationalantidrugstrategy.gc.ca/prevention/youth-jeunes/index.html and
click on "Make a Pledge." Tell them to print the pledge they submitted and display them
around the classroom or school.

G) Conclusion

 To conclude the lesson, summarize the important points and highlights of your
discussion throughout the session.
 Collect all index cards from students. Take some time to answer any questions from
the cards that the students may have had.
 Leave students with information about how to contact you if they have any follow up
questions they didn't want to ask in class.

Reference documents

Activity #1: Name that Drug (9-10.1 Reference)


Name Definition

Cannabis This drug may slow down mental reactions and impair short-term
memory, and emits a strong odor with use. Impairment by this drug is
different for every individual.

Cocaine/Crack This stimulant comes in powder, crystal, and rock form

Spice This man-made hallucinogen is created by mixing drugs and chemicals to


mimic the effects of marijuana

Acid This hallucinogen has a range of effects including "pseudo-hallucinations"


where you're aware that the images aren't real

Heroin This depressant causes your skin to itch and a decreased reaction to pain

Magic This "natural" hallucinogen can cause you to mix up senses, for instance
Mushrooms "hearing" colours or "seeing" sounds
(source: http://www.healthycanadians.gc.ca/health-
sante/addiction/mushrooms-champignons-eng.php)

Ketamine This hallucinogen can cause you feel "out-of-body" or "near death"
experiences

Ecstasy Also known as MDMA, this drug is both a hallucinogen and a stimulant

Meth This hallucinogen can cause your mouth and teeth to decay
(source: http://www.healthycanadians.gc.ca/health-
sante/addiction/methamphetamine-eng.php)

Activity #2: Recognizing the Risks (9-10.2 Reference)


Risk Factors Protective Factors

 Family members who abuse  Strong self-esteem and self-confidence


drugs or alcohol  Strong family values
 Becoming involved in  Supportive family
substance use at an early age  Parents who monitor their children; what
 Physical trauma or abuse they are doing and who they are with
 Distance from parents/  Participating in extra-curricular activities
guardians  Ability to cope with stress
 Unclear rules at home  Rules and expectations at home
 Friends who encourage use  Positive relationships with friends and family
 Conflict with family or  Friends who are not involved with drugs or
friends alcohol
 Bullying  Having good grades
 Low grades
 Peer pressure
(Adapted from: Alberta Health Services  www.albertahealthservices.ca/2677.asp)

Activity #3: Scale of Addiction Use (9-10.3 Reference)


Level Characteristics

No Use No substance use.

Use Includes experimentation to see what it's like and recreational use also can
occur.

Misuse Problems associated with using the substance begin to appear; or, the
substance (such as medication) is not being used as it was originally
intended.

Abuse Use is more frequent and obsessive behaviour starts.

Dependenc Choice of use is no longer an option and has become a way of life.
y

(Adapted from: Alberta Health Services http://www.albertahealthservices.ca/2677.asp)

Activity #4: Consequences of Addiction(9-10.4 Reference)


Personal Areas Consequences
Affected

Family  Tension and arguments between family members


 Lack of trust
 Avoidance
 Incidences of violence

Friends & Recreation  Lack of trust from your friends


 Losing friends
 Hanging out with a bad crowd
 Arguing with friends over your use
 Lack of participation in activities that you used to partake
in
 Becoming uninterested in hanging out with your friends

School & Job  Losing your job


 Getting suspended
 Skipping school
 Falling behind on school work
 Failing
 Lower grades
 Go to work or school high

Health – Physical &  Poor health


Emotional  Experiencing consequences of using: blackouts,
hallucinations, seizures, overdose and vomiting
 Lack of fitness
 Increased risk of contracting diseases later in life from the
drug use like heart disease, stroke, cancer
 Increased risk for contracting diseases like HIV, AIDS, and
Hep B or C from dirty instrument use
 Feeling anxious when not high
Financial  Losing your job
 Lack of money
 Going into debt
 Stealing/ borrowing money
 Paying fines associated with drug use, i.e. court costs

Prepared by: Checked by:

HAROLD N. CARBONEL RODRIGO D. CRUZ


MAPEH TEACHER SSHT – III, MAPEH

NOTED:

MIGUELITO L. LUNA
PRINCIPAL IV

A semi – detailed lesson plan for Grade 9 students.


Time Frame: 1 Hour

I - Objectives
• Students will be able to discuss and identify the major historical influences of
neoclassical art during the Enlightenment.
• Students will be able to analyse and identify specific characteristics the Neoclassical
style used in art.

II – Content
Topic: Neoclassicism Arts
Reference: Music & Arts 9
Materials:
• Transparencies of works of art below
• Information about artworks found in the Image Bank
• Copies of Image Bank pages for students
• Overhead transparency markers
• Two overhead projectors, if available
• Paper and pencils
• Photocopies of The Father's Curse by Jean-Baptiste Greuze

III - Lesson Proper:


1. Using the background information provided, introduce and discuss the
Enlightenment to the class by presenting the main philosophical ideas of the 18th
and 19th centuries. Discuss the emphasis on man's intellectual and moral sides and
the downplay of overt expressions of emotion. Explain the importance of family,
nature, and strong virtues in this period. Inform students that this was a time when
reason and a passion for discovering order in the world were of highest
importance. Explain that many of these ideas came from the interest in
the classical world, particularly that of the Greeks and Romans. 

2. Show students the images of the Sarcophagus and Panathenaic Prize Amphora.


You may consider using two projectors to display both images at the same time.
Ask students to describe the images and record their responses. You may also use
the overhead markers to circle/highlight the particular areas in the work of art that
are being described and discussed. Use the following questions to guide the
discussion of the images. You may also use the Questions for Teaching found on
the Image Bank pages for each object: 

• What do you see in each image?


• What do the figures seem to be doing? How can you tell?
• Where are they? How can you tell?
• Describe the attire and postures of the people.
• How are the images alike?
• How are they different?
• What do you think these objects were used for?
• What lines and shapes stand out? 

3. Have students write a brief summary of ancient Greek and Roman ideals that
can be seen in these two objects based on the provided Background Information.
Give class copies of the Image Bank pages for the works of art after they are done
with their writing. Make connections between the students' written responses and
the prior discussion. 

4. Explain that many artists would have been exposed to objects


from antiquity due to the burst of archeological activity in the 18th century, such
as the discoveries of Herculaneum and Pompeii. Discuss the influence of Rome as
the center of art production and its role in the development of Neoclassicism. 

5. Show students images of Allegorical Portrait of the van Risamburgh Family, The


Invention of Drawing, and Penelope Unraveling Her Web. Have them find and
discuss where they see similarities to the classical images they previously analyzed.
Students can create a Venn diagram or other graphic organizer to help them with
their comparisons. Use the descriptive list made in Step 2 as a guide. Next, ask
students to describe how the works are different from the ancient objects. Record
student responses. Share background information about the works of art with
students at the end of the discussion. 

6. Explain to students that Neoclassical artists were influenced by the classical


world but that they modified the classical style to make it their own. Have students
describe the Neoclassical style based on the two lists that were created in steps 2
and 5. Record student responses. 

7. Hand out one copy of The Father's Curse to each student. Students will write an
analysis of the image as an example of Neoclassical art. Students will address the
following questions in their writing:
• How does this image exemplify Neoclassicism?
• How does this image relate to antiquity? How is it different?
• How does this artwork communicate philosophical ideas of the time? 

8. Display the image of The Father's Curse. Ask students to volunteer to share their
analysis of the work. Have a discussion with the class based on student responses.
Share the background information about the artwork and ask how the story being
depicted relates to the interpretation of the work of art and its relationship to
society at the time. 

IV – Evaluation
Teacher
Observation of student discussion for inclusion of the following: 
• Identification and description of Neoclassical style. 
• How time, place, and cultural influence are reflected in selected works of art. 
• The relationship between Neoclassical art and Greek and Roman philosophy. 

Self
Students should be able to identify in The Father's Curse: 
• Neoclassical characteristics (moralizing theme; application of ancient art form,
the frieze, to contemporary life). 
• Relationship of work to antiquity, both similarities (frieze-like composition) and
differences (medium, contemporary situation, middle-class subject matter). 
• Relationship of work to Enlightenment philosophy (nobility of the middle class,
needs of the individual trumping those of the state).

Prepared by: Checked by:

HAROLD N. CARBONEL RODRIGO D. CRUZ


MAPEH TEACHER SSHT – III, MAPEH

NOTED:

MIGUELITO L. LUNA
PRINCIPAL IV

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