Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
District II
PUNTA ENGAÑO HIGH SCHOOL

LESSON PLAN

Date: JANUARY 22, 2025 Learning Area: MAPEH9- MUSIC Quarter: THIRD QUARTER Grade 9
CODE : M9S-IIa-14
Objectives
Knowledge - Understand the characteristics and key composers of the Romantic Period in music
Skills - Analyze and appreciate the emotional expressiveness of Romantic music
Attitudes - Identify and compare the differences between the Romantic Period and other musical periods
Values
Subject The Romantic Period in Music
Matter
A. Resources
Learning LM9 ARTS and MUSIC
Resources/ Page:
Materials/ Materials:
Equipment - Audio recordings of Romantic period compositions
- Visual aids (e.g., images of Romantic composers, musical instruments)
- Whiteboard or chalkboard
- Writing materials
Strategies
A. * Preliminary Activities
 Opening Prayer
 Greetings
Appraisal  Classroom Management
 Checking of attendance
 Presentation of classroom guidelines and safety protocols.
 Review the previous lesson
Awareness/ - Begin the lesson by asking students if they have heard of the Romantic Period in music and what
Strategy they know about it.
Activity - Provide a brief overview of the Romantic Period, explaining that it was a time of emotional
expression, individualism, and experimentation in music.
- Show images of famous Romantic composers such as Ludwig van Beethoven, Franz Schubert, and
Frédéric Chopin.
Analysis What is romantic music?
What are the characteristic and key composers of the Romantic Period in music?
Why is it important to understand the characteristics and key composers of the romantic music?
Abstraction Characteristics of Romantic Music (15 minutes)
- Discuss the key characteristics of Romantic music, such as emotional expressiveness, programmatic music,
expanded orchestra, and use of chromatic harmony.
- Play audio recordings of Romantic period compositions, highlighting the emotional intensity and
expressive melodies.
- Encourage students to listen actively and identify these characteristics while listening.
Application Creative Expression (20 minutes):
- Reflection and Application (10 minutes)
- Have students individually reflect on what they have learned about the Romantic Period in music.
- Ask them to choose a Romantic period composition and write a short paragraph describing the
emotions and imagery it evokes.
- Allow volunteers to share their reflections and discuss their chosen compositions with the class. -
Encourage students to use the characteristics and techniques discussed in the lesson, such as balanced
melodies and clear forms.
- Allow students to share their compositions with the class, promoting creativity and musical
expression.
- Assessment:
ASSESSMENT - Observe students' participation in class discussions and group activities.
ASSIGNM Group Activity: The teacher will ask the students to create a short poem about the historical and
ENT cultural background of the Romantic Period.

Prepared by: Checked and Reviewed by: Noted by:

AIZA C. AUGUSTO LEAH T. PATALINGJUG JEFFREY B. CABIGAS

Sub-Teacher Master Teacher 1 School Head 1

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
District II
PUNTA ENGAÑO HIGH SCHOOL

LESSON PLAN

Date: JANUARY 23, 2025 Learning Area: MAPEH9- MUSIC Quarter: THIRD QUARTER Grade 9
CODE : M9S-IIa-14
Objectives
Knowledge - Understand the characteristics and key composers of the Romantic Period in music
Skills - Analyze and appreciate the emotional expressiveness of Romantic music
Attitudes - Identify and compare the differences between the Romantic Period and other musical periods
Values
Subject The Romantic Period in Music
Matter
B. Resources
Learning LM9 ARTS and MUSIC
Resources/ Page:
Materials/ Materials:
Equipment - Audio recordings of Romantic period compositions
- Visual aids (e.g., images of Romantic composers, musical instruments)
- Whiteboard or chalkboard
- Writing materials
Strategies
B. * Preliminary Activities
 Opening Prayer
 Greetings
Appraisal  Classroom Management
 Checking of attendance
 Presentation of classroom guidelines and safety protocols.
 Review previous lesson
Awareness/ - Begin the lesson by asking students if they have heard of the Romantic Period in music and what
Strategy they know about it.
Activity - Provide a brief overview of the Romantic Period, explaining that it was a time of emotional
expression, individualism, and experimentation in music.
- Show images of famous Romantic composers such as Ludwig van Beethoven, Franz Schubert, and
Frédéric Chopin.
Analysis What is romantic music?
What is the characteristic and key composers of the Romantic Period in music?
Why it is important to understand the characteristics and key composers of the romantic music?
Abstraction Composers of the Romantic Period (20 minutes)
- Introduce students to some of the prominent composers of the Romantic Period,
such as Ludwig van Beethoven, Franz Schubert, Frédéric Chopin, and Pyotr Ilyich
Tchaikovsky. - Discuss their contributions to the development of Romantic music and
play excerpts of their compositions. - Encourage students to share their thoughts
and impressions about the music.
Application Creative Expression (20 minutes):
- Reflection and Application (10 minutes)
- Have students individually reflect on what they have learned about the Romantic Period in music.
- Ask them to choose a Romantic period composition and write a short paragraph describing the
emotions and imagery it evokes.
- Allow volunteers to share their reflections and discuss their chosen compositions with the class. -
Encourage students to use the characteristics and techniques discussed in the lesson, such as balanced
melodies and clear forms.
- Allow students to share their compositions with the class, promoting creativity and musical
expression.
- Active participation in class discussions and activities - Reflection paragraph on a
ASSESSMENT chosen Romantic period composition - Completion of any assigned projects or
presentations
ASSIGNM Group Activity: The teacher will ask the students to create a short poem about the historical and
ENT cultural background of Romantic Period.

Prepared by: Checked and Reviewed by: Noted by:

AIZA C. AUGUSTO LEAH T. PATALINGJUG JEFFREY B. CABIGAS
Teacher 1 Master Teacher 1 School Head 1
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
District II
PUNTA ENGAÑO HIGH SCHOOL

LESSON PLAN

Date: JANUARY 24, 2025 Learning Area: MAPEH9- MUSIC Quarter: THIRD QUARTER Grade 9
CODE : M9S-IIa-14
Objectives
Knowledge - Understand the characteristics and key composers of the Romantic Period in music
Skills - Analyze and appreciate the emotional expressiveness of Romantic music
Attitudes - Identify and compare the differences between the Romantic Period and other musical periods
Values
Subject Performance task (The Romantic Period in Music)
Matter
C.Resources
Learning LM9 ARTS and MUSIC
Resources/ Page:
Materials/ Materials:
Equipment - Audio recordings of Romantic period compositions
- Visual aids (e.g., images of Romantic composers, musical instruments)
- Whiteboard or chalkboard
- Writing materials
Strategies
C. * Preliminary Activities
 Opening Prayer
 Greetings
Appraisal  Classroom Management
 Checking of attendance
 Presentation of classroom guidelines and safety protocols.
 Review previous lesson
Awareness/ - Begin the lesson by asking students if they have heard of the Romantic Period in music and what
Strategy they know about it.
Activity - Provide a brief overview of the Romantic Period, explaining that it was a time of emotional
expression, individualism, and experimentation in music.
- Show images of famous Romantic composers such as Ludwig van Beethoven, Franz Schubert, and
Frédéric Chopin.
Analysis What is romantic music?
What is the characteristic and key composers of the Romantic Period in music?
Why it is important to understand the characteristics and key composers of the romantic music?
Abstraction Composers of the Romantic Period (20 minutes) - Introduce students to some of the
prominent composers of the Romantic Period, such as Ludwig van Beethoven, Franz
Schubert, Frédéric Chopin, and Pyotr Ilyich Tchaikovsky. - Discuss their contributions
to the development of Romantic music and play excerpts of their compositions. -
Encourage students to share their thoughts and impressions about the music.
Application Creative Expression (20 minutes):
- Reflection and Application (10 minutes)
- Have students individually reflect on what they have learned about the Romantic Period in music.
- Ask them to choose a Romantic period composition and write a short paragraph describing the
emotions and imagery it evokes.
- Allow volunteers to share their reflections and discuss their chosen compositions with the class. -
Encourage students to use the characteristics and techniques discussed in the lesson, such as balanced
melodies and clear forms.
- Allow students to share their compositions with the class, promoting creativity and musical
expression.
- Active participation in class discussions and activities - Reflection paragraph on a
ASSESSMENT chosen Romantic period composition - Completion of any assigned projects or
presentations
ASSIGNM Group Activity: The teacher will ask the students to create a short poem about the historical and
ENT cultural background of Romantic Period.

Prepared by: Checked and Reviewed by: Noted by:

AIZA C. AUGUSTO LEAH T. PATALINGJUG JEFFREY B. CABIGAS
Teacher 1 Master Teacher 1 School Head 1
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
District II
PUNTA ENGAÑO HIGH SCHOOL

LESSON PLAN

Date: JANUARY 27, 2025 Learning Area: MAPEH9- MUSIC Quarter: THIRD QUARTER Grade 9
CODE : M9S-IIa-14
Objectives
Knowledge - Understand the characteristics and key composers of the Romantic Period in music
Skills - Analyze and appreciate the emotional expressiveness of Romantic music
Attitudes - Identify and compare the differences between the Romantic Period and other musical periods
Values
Subject Continuetion of the Performance task (The Romantic Period in Music)
Matter
D.Resources
Learning LM9 ARTS and MUSIC
Resources/ Page:
Materials/ Materials:
Equipment - Audio recordings of Romantic period compositions
- Visual aids (e.g., images of Romantic composers, musical instruments)
- Whiteboard or chalkboard
- Writing materials
Strategies
D. * Preliminary Activities
 Opening Prayer
 Greetings
Appraisal  Classroom Management
 Checking of attendance
 Presentation of classroom guidelines and safety protocols.
 Review previous lesson
Awareness/ - Begin the lesson by asking students if they have heard of the Romantic Period in music and what
Strategy they know about it.
Activity - Provide a brief overview of the Romantic Period, explaining that it was a time of emotional
expression, individualism, and experimentation in music.
- Show images of famous Romantic composers such as Ludwig van Beethoven, Franz Schubert, and
Frédéric Chopin.
Analysis What is romantic music?
What is the characteristic and key composers of the Romantic Period in music?
Why it is important to understand the characteristics and key composers of the romantic music?
Abstraction Composers of the Romantic Period (20 minutes) - Introduce students to some of the
prominent composers of the Romantic Period, such as Ludwig van Beethoven, Franz
Schubert, Frédéric Chopin, and Pyotr Ilyich Tchaikovsky. - Discuss their contributions
to the development of Romantic music and play excerpts of their compositions. -
Encourage students to share their thoughts and impressions about the music.
Application Creative Expression (20 minutes):
- Reflection and Application (10 minutes)
- Have students individually reflect on what they have learned about the Romantic Period in music.
- Ask them to choose a Romantic period composition and write a short paragraph describing the
emotions and imagery it evokes.
- Allow volunteers to share their reflections and discuss their chosen compositions with the class. -
Encourage students to use the characteristics and techniques discussed in the lesson, such as balanced
melodies and clear forms.
- Allow students to share their compositions with the class, promoting creativity and musical
expression.
- Active participation in class discussions and activities - Reflection paragraph on a
ASSESSMENT chosen Romantic period composition - Completion of any assigned projects or
presentations
ASSIGNM Group Activity: The teacher will ask the students to create a short poem about the historical and
ENT cultural background of Romantic Period.

Prepared by: Checked and Reviewed by: Noted by:

AIZA C. AUGUSTO LEAH T. PATALINGJUG JEFFREY B. CABIGAS
Teacher 1 Master Teacher 1 School Head 1
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
District II
PUNTA ENGAÑO HIGH SCHOOL

LESSON PLAN

Date: JANUARY 28, 2025 Learning Area: MAPEH9- ARTS Quarter: THIRD QUARTER Grade 9
CODE: A9S-IIa-14
Objectives
Knowledge Discuss the historical context and characteristics of the Neoclassical Period.
Skills Analyze the influence of ancient Greek and Roman art on Neoclassical art.
Attitudes Appreciate the importance of studying prominent Neoclassical artists and their works.
Values
Subject Introduction to the Neoclassical Period
Matter
E. Resources
Learning LM9 ARTS and MUSIC
Resources/ Page:
Materials/ Materials:
Equipment - Audio recordings of Romantic period compositions
- Visual aids (e.g., images of Romantic composers, musical instruments)
- Whiteboard or chalkboard
- Writing materials
Strategies
* Preliminary Activities
 Opening Prayer
 Greetings
Appraisal  Classroom Management
 Checking of attendance
 Presentation of classroom guidelines and safety protocols.
 Review previous lesson
Awareness/ - Begin the lesson by asking students if they have heard of the Neoclassical Period in Arts and what
Strategy they know about it.
Activity - Provide a brief overview of the Neoclassical Period, explaining that it was a time of revival and
inspiration from the classical art and culture of ancient Greece and Rome.
- Show images of famous Neoclassical composers such as Igor Stravinsky, Sergie Prokofiev, and Paul
Hindemith.
Analysis What is Neoclassicism and when did it emerge as an artistic and cultural movement?
What were the main influences and inspirations for Neoclassical artists and thinkers?
How did Neoclassicism differ from the preceding Baroque period in terms of artistic style and
philosophy?
Abstraction Day 1: Introduction to Neoclassicism
- Begin the lesson by discussing the historical context of Neoclassicism and its origins in the 18th century.
- Show examples of Neoclassical art and architecture, such as paintings by Jacques-Louis David and buildings
like The Parthenon.
- Discuss key characteristics of Neoclassical art, such as its focus on classical themes, clean lines, and
symmetry.
- Have students take notes on the key points of Neoclassicism.
Application
How did Neoclassicism differ from the preceding Baroque period in terms of artistic style and philosophy?

- Assess students based on their participation in discussions, notes taken during the lesson, analysis of Neoclassical art,
ASSESSMENT and final artwork created for the project.
- Use a rubric to evaluate students' understanding of Neoclassicism and their ability to apply its key characteristics to
their own artwork.
ASSIGNM ‘ Art Selfie “
ENT In an illustration board or oslo paper. Make a selfie portrait using any neoclassic or romantic painting.

Prepared by: Checked and Reviewed by: Noted by:

AIZA C. AUGUSTO LEAH T. PATALINGJUG JEFFREY B. CABIGAS
Teacher 1 Master Teacher 1 School Head 1
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
District II
PUNTA ENGAÑO HIGH SCHOOL

LESSON PLAN

Date: JANUARY 30, 2025 Learning Area: MAPEH9- ARTS Quarter: THIRD QUARTER Grade 9
CODE: A9S-IIa-14
Objectives
Knowledge Discuss the historical context and characteristics of the Neoclassical Period.
Skills Analyze the influence of ancient Greek and Roman art on Neoclassical art.
Attitudes Appreciate the importance of studying prominent Neoclassical artists and their works.
Values
Subject Analyzing Neoclassical Art
Matter
F. Resources
Learning LM9 ARTS and MUSIC
Resources/ Page:
Materials/ Materials:
Equipment - Audio recordings of Romantic period compositions
- Visual aids (e.g., images of Romantic composers, musical instruments)
- Whiteboard or chalkboard
- Writing materials
Strategies
* Preliminary Activities
 Opening Prayer
 Greetings
Appraisal  Classroom Management
 Checking of attendance
 Presentation of classroom guidelines and safety protocols.
 Review previous lesson
Awareness/ Review the key characteristics of Neoclassicism from the previous lesson.
Strategy
Activity - Provide a brief overview of the Neoclassical Period, explaining that it was a time of revival and inspiration from
the classical art and culture of ancient Greece and Rome.
- Show images of famous Neoclassical composers such as Igor Stravinsky, Sergie Prokofiev, and Paul
Hindemith.
Analysis What is Neoclassicism and when did it emerge as an artistic and cultural movement?
What were the main influences and inspirations for Neoclassical artists and thinkers?
How did Neoclassicism differ from the preceding Baroque period in terms of artistic style and philosophy?
Abstraction Day 2: Analyzing Neoclassical Art
- Show more examples of Neoclassical art and have students analyze them, discussing how they reflect the characteristics
of the style.
Application - Divide students into small groups and have them analyze a specific Neoclassical painting or building, discussing its
composition, subject matter, and use of classical elements.
- Have students present their analyses to the class
ASSESSMENT Active participation in class discussions and activities
ASSIGNMENT
‘ Art Selfie “ In an illustration board or oslo paper. Make a selfie portrait using any neoclassic or romantic
painting.
Prepared by: Checked and Reviewed by: Noted by:

AIZA C. AUGUSTO LEAH T. PATALINGJUG JEFFREY B. CABIGAS

Teacher 1 Master Teacher 1 School Head 1
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
DIVISION OF LAPU-LAPU CITY
District II
PUNTA ENGAÑO HIGH SCHOOL

LESSON PLAN

Date: JANUARY 31, 2025 Learning Area: MAPEH9- ARTS Quarter: THIRD QUARTER Grade 9
CODE: A9S-IIa-14
Objectives
Knowledge Discuss the historical context and characteristics of the Neoclassical Period.
Skills Analyze the influence of ancient Greek and Roman art on Neoclassical art.
Attitudes Appreciate the importance of studying prominent Neoclassical artists and their works.
Values
Subject Neoclassical Art Project
Matter
G.Resources
Learning LM9 ARTS and MUSIC
Resources/ Page:
Materials/ Materials:
Equipment - Audio recordings of Romantic period compositions
- Visual aids (e.g., images of Romantic composers, musical instruments)
- Whiteboard or chalkboard
- Writing materials
Strategies
G. * Preliminary Activities
 Opening Prayer
 Greetings
Appraisal  Classroom Management
 Checking of attendance
 Presentation of classroom guidelines and safety protocols.
 Review previous lesson
Awareness/ Review the key characteristics of Neoclassicism from the previous lesson.
Strategy
Activity - Provide a brief overview of the Neoclassical Period, explaining that it was a time of revival and
inspiration from the classical art and culture of ancient Greece and Rome.
- Show images of famous Neoclassical composers such as Igor Stravinsky, Sergie Prokofiev, and Paul
Hindemith.
Analysis What is Neoclassicism and when did it emerge as an artistic and cultural movement?
What were the main influences and inspirations for Neoclassical artists and thinkers?
How did Neoclassicism differ from the preceding Baroque period in terms of artistic style and
philosophy?
Abstraction Day 3: Neoclassical Art Project
- Have students create their own Neoclassical-inspired artwork, either a painting or a drawing, using the key
characteristics of the style.
- Encourage students to research Neoclassical art for inspiration and to think about how they can incorporate
classical themes into their own work.
- Provide time for students to work on their projects in class and give feedback as needed.
- Have students present their finished artwork to the class and discuss how they incorporated Neoclassical
elements into their work.
Application - Divide students into small groups and have them analyze a specific Neoclassical painting or building,
discussing its composition, subject matter, and use of classical elements.
- Have students present their analyses to the class
ASSESSMENT - Assess students based on their participation in discussions, notes taken during the lesson, analysis of Neoclassical art,
and final artwork created for the project.
- Use a rubric to evaluate students' understanding of Neoclassicism and their ability to apply its key characteristics to
their own artwork.
ASSIGNM ‘ Art Selfie “
ENT In an illustration board or oslo paper. Make a selfie portrait using any neoclassic or romantic painting.

Prepared by: Checked and Reviewed by: Noted by:

AIZA C. AUGUSTO LEAH T. PATALINGJUG JEFFREY B. CABIGAS
Teacher 1 Master Teacher 1 School Head 1