A Semi - Detailed Lesson Plan For Grade 9 Students. Time Frame: 1 Hour
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
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.
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?"
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:
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.
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.
Distribute Activity #5: Now, it's Your Choice (9-10.5 Handout)and ask the students to
answer the question.
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
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.
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)
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.
Dependenc Choice of use is no longer an option and has become a way of life.
y
NOTED:
MIGUELITO L. LUNA
PRINCIPAL IV
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
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.
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).
NOTED:
MIGUELITO L. LUNA
PRINCIPAL IV