Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
Registration
No. 62Q17082
Gov. GuadingAdaza St., Sta. Cruz, Dapitan City
Province of Zamboanga del Norte

COLLEGE OF TEACHER EDUCATION

SCHOOL : Aseniero National High School GRADE :9

TEACHER : Katrina Joyce Sorronda LEARNING AREA : MUSIC
DATE : February 11, 2025 QUARTER : Fourth

I. OBJECTIVES
A. Content Standards
demonstrates understanding of characteristic features of vocal music of the Romantic
period Performance Standards
B. Performance standard
sings and performs themes of selected songs
C. Learning Competencies
explains the plot, musical and theatrical elements of an opera after watching video
samples; MU9OPIVa-g
B. Specific Objectives
At the end of the lesson, the students should be able to:
a. identify the opera composers of the romantic period;
b. appreciate the opera composers of the romantic period; and
c. create a short musical stanza about opera.

II. CONTENT
Opera composers of the romantic period
(Franze peter Schubert and Giuseppe Verdi)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide – W1 M1
2. Learners’ Material – None

B. Others Learning Resources – wwwDepEd.com

IV. PROCEDURES
 TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
A. PREPARATORY ACTIVITIES
1. Prayer

Good morning, everyone!

Please stand for the prayer!
Please lead the prayer, chloe!
In the name of the father, the son,
and the holy spirit, amen…
2. Greetings

Again, good morning class!

How are you today?
We are good!

Great!

3. Checking of attendance

4. Class Rules / Agreement

Before we begin our lesson, let’s set

first our classroom rules, Okay!

Please everybody read!

Rule 1. Listen to the teacher.
Rule 2. Raise your hand before you
talk.
Rule 3. Be cooperative and
participative.
Thank you!

B. MOTIVATION
ARRANGE ME
Before we start to our proper lesson,
let’s have first an activity.

This activity is called “Arrange Me”.

I need 10 students in this row and also
9 students in this other row. All you
have to do is each member
gets one piece of paper and in
a count of three, arrange
yourselves to form a word using the
letters on your papers.

The Group who can finish first will

receive a price, Understand?
Yes ma’am!
In the count of three 1,2,3 go

WRESOGNIRT
NSAISCIUM
 TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY

Group 1
SONG WRITER

Group 2
MUSICIANS

Do you think group Writer is correct?

Yes
How about in group musician?
Yes
Okay verygood!
Okay, let’s give ourselves a very good
clap for the job well done!

From the word Song writer and

musicians, what do you think is our
topic for this morning?

Our topic for this morning is about

Composers in opera of the romantic period

C. PRESENTATION

Alright, our topic for this morning is

about the opera composers of the
romantic period
and we will be guided
these following objectives;

At the end of the lesson, the students should

be able to:

a. identify the opera composers of the

romantic period;
b. appreciate the opera composers of
the romantic period; and
c. create a short musical stanza about
opera.

Do you have any idea when you hear

the word romantic?
Conducive to or characterize by the
expression of love.

What do you mean by opera?

A dramatic work in one or more
acts, set to music for singers and
instrumental.
Very good!
 TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY

D. ACTIVITY

Now, let’s have another activity! Count

1 to 2. I will give you this paper’s containing your
assign topic. All you have to do is identify and discuss
and write the important detail from your topic in manila
paper. Each group will make a five question in their
topic and ask it to other group

This is the Rubric of your task!

(The rubric is attached in the last

page)

You only have 15 minutes to discuss

and prepare with your group, and after that we will
start the reporting.
Any questions?
None
You can start now.

E. ANALYSIS

Okay, the 15 minuets is over, let’s start

the reporting now!

May I call on group 1 to start the

reporting! FRANZ PETER SCHUBERT

The proper name for Franz

Schubert’s songs is actually lieder, which is
german word for “songs”. Schubert
developed lieder so that they had a
powerful dramatic impact on the listeners.
He tapped the poetry of writers like johann
Goethe. He considered the last of the
classical composers and one of the first
romantic ones. His famous vocal music
works/lieder were: “Gretchen am
Spinnrade”, “Erlkonig”, “Ellens Gesang III”
(“Ave Maria”), and “Schwanenge sang”
(“Swan Song”). He also wrote piano pieces,
string quartets, operetta and the symphony
mo 8 in B minor (“unfinished symphony”).

Schubert was born on the 31st of

January 1797 in himmelpfortgrund, Austria
and died in 1828 in Vienna, austria at age
of 31.
 TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY

Let’s give them around of applause

Okay close all your books!

Group 1 you may ask a question now for the

other group.

Next Group please procced!

GIUSEPPE VERDI

A name associated with romantic

opera is that Verdi. His characters are
ordinary people and not those of the royal
family like those found in german operas.
His insisted on a good libretto and wrote
operas with political overtones and for
middle-class audience.

Verdi was born in parma, Italy on

October 9, 1813. He studied in busseto and
later went to milan where his first opera
“Oberto” was performed in La Scala, the
most Important opera house at the time.
Almost all of his works are serious love
story with unhappy ending. He completed
25 operas throughout his career. His final
opera ends with “All the world’s a joke”.
Some of his famous operas are still being
produced and performed worldwide. His
much acclaimed works are; “La Traviata”,
“Rigoletto”, “Falstaff”, “Otello”, and “Aida”
were he wrote for the opening of the suez
canal. He died in milan, Italy on January 27,
1901

Let’s give them a pakwan clap!

You can now ask a questions group 2

Now go back to your set’s

During the romantic period, clearly

evident in almost of all forms of vocal music during the
Romantic Period. Composers interpret poems, mood,
atmosphere and imagery into music. Musical
compositions such as the art song was written for solo
voice and piano. Like all program music, art song has
its inspiration from poetry int this period. Mood is often
set at the beginning with piano introduction and
concluded with a piano postlude.

Romantic artist found inspiration in landscapes. Their

subjects were traditional myths, legends, and folklore
that usually deal with the supernatural, grotesque, and
 TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
less ordinary.

Vocal music in this period require

singers to perform a greater range of tone color,
dynamics, and pitch. Because of this, Opera became
an important source of musical expressions.

F. ABSTRACTION
Now, I have here a video of the two
composer, so please listen and watch silently.

Processing question:

1. What do you feel after watching the

video? Possible answer
2. Is the video a way of expressing one’s 1. impress
2. yes
feeling? Why do you say so? 3. the Schubert video is only singing with
instruments while Verdi is expressing their
3. What is the difference between the video of feelings while singing and drama.

Franz Schubert and Guiseppe Verdi?

G. APPLICATION

Choose one partner and make a musical

stanza about love.

(The teacher will present the rubrics to

the class)

(The is attached in the last page)

Alright! Times up! I guess everybody

is done, pass your work now

H. EVALUATION
Please get1/4 whole sheet of paper
and answer the following questions.

1. What is the german word for schubert’s

songs?

a. lied
b. lieder
c. liedern
d. liedes

2. How did schubert’s use of poetry influence

 TEACHERS’ ACTIVITY STUDENTS’ ACTIVITY
his lieder?

a. It had no impact; the music was purely

instrumental.
b. It provided thematic material and emotional
depth.
c. It limited his musical expression.
d. It only influenced the tittles of his works.

3. Which composer’s music resonates more

powerfully with modern audiences, and why?

a. Schubert, because of his innovative

harmonies.
b. Veerdi, because of the dramativ power of his
operas.
c. Both equally, for different reasons.
d. Niether; their music music is outdated.

4. What types of musical works, besides lieder,

did Schubert compose?

a. Operas only.
b. Symphonies and string quartets only.
c. Piano pieces, string quartets, and
symphonies.
d. None; he only wrote lieder.

5. What do you think factors contributed to

verdi’s lasting impact on the world of opera?

a. His use of simple melodies.

b. His focus on religious themes.
c. His dramatic storytelling and memorable
melodies.
d. His avoidance of political themes.

I. ASSIGNMENT

Study in advance about Giacomo

Puccini.
Rubric for reporting

Rubric for stanza

EXCELLENT (4 POINTS) GOOD (3 POINTS) FAIR (2)

Harmonic Interest Richly textured and Effective and supports Simple and predictable;
innovative; mastery of emotion; creates lacks harmonic interest or
harmonic language; atmosphere and drama. complexity.
emotionally and
intellectually stimulating.
Melodic contour. Breathtakingly beautiful Engaging and Simple and predictable;
and innovative; mastery expressive; clear shape lacks dynamic range or
of melodic construction; and memorable sections; memorable phrasing.
emotionally resonant. reflects emotion.
Emotional Resonance Deeply moving and Effectively conveys a Evokes little emotional
emotionally powerful; specific emotion; creates response.
Lasting impression emotional connection.