SEMI – DETAILED LESSON PLAN IN MAPEH

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
IX 4TH QUARTER/MUSIC 1 ___

Date: MAY 4, 2023

I. OBJECTIVES

The learner demonstrates understanding of characteristic features of vocal music

A. Content Standards
of the Romantic Period

B. Performance Standards The learner sings and performs themes of selected songs from the Romantic Period

Narrates the plot, musical and theatrical elements of an opera after video and
C. Learning Competencies/ movie showing. MU9OP-IVa-g-1
Objectives  Analyze and examine the plot, musical and theatrical elements after a
(Write the LC code)
movie showing.

II. CONTENT VOCAL MUSIC OF THE ROMANTIC PERIOD

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Learning Activity Sheets in Music 9, Bluetooth speaker.
portal
B. Other Learning Resources
IV. PROCEDURES

1. Prayer
 The teacher will ask for a volunteer to lead the prayer.
2. Checking of Attendance.
 To monitor the students, the teacher will check the attendance
1. PRIMING ACTIVITIES through their permanent seating arrangement.
3. Establishing house rules and norms.
 In order to have a conducive and harmonious teaching and learning
process, the teacher and the learners will establish or set their
agreed classroom rules and norms.

Movie Showing:
“Madama Butterfly by Giacomo Puccini”
2. ACTIVITY
The teacher will let the learners watch an opera/movie from the romantic period
entitled “Madama Butterfly”.
 Process questions:
1. Did you enjoy movie?
2. What is your overall impression of the film?
3. What are your observations from the movie you have just watched?
3. ANALYSIS 4. From viewing, cite the important components needed to produce an
opera?
5. Explain the plot, musical and theatrical elements of the movie.
6. In what ways do operas help people learn about the culture of other
people?
7. ABSTRACTION Synopsis

Act I

US Navy Lieutenant Pinkerton is stationed in Nagasaki, Japan. He has paid for an

arranged marriage with a fifteen-year-old geisha, Cio-Cio-San, known as Madam
Butterfly. As the action begins, Pinkerton is with Goro the marriage-broker. A few
minutes before the wedding is to take place, the US consul Sharpless arrives. He
tells Pinkerton that he is convinced Butterfly is deeply in love. He fears that
Pinkerton will destroy her as he does not take the marriage seriously, but regards it
merely as a convenience. Pinkerton dismisses his fears but affirms that he waits for
the day he will make a ‘genuine’ marriage to an American woman.

Butterfly arrives with her friends. She charms with her cultivated manners and
child-like appearance: she is from a noble family that has been reduced to penury,
and has had to earn a living as a geisha. It emerges that her father committed
suicide at the request of the emperor.

The remaining wedding-guests and officials arrive and a simple ceremony takes
place. As the toasting begins, the voice of the Bonze – the high-priest – is heard. He
reveals that Butterfly has converted to Christianity. He and the entire Japanese
contingent renounce her. They disperse, shouting curses as they go.

Pinkerton tries to comfort Butterfly. Suzuki, her faithful servant, prepares her for
the night. The newly-weds are left alone. Darkness has fallen, the sky is full of stars.

Act II

Part I

Three years have passed. Pinkerton left Nagasaki soon after he ‘married’ Butterfly,
promising that he would return in the spring ‘when the robins nest’. Butterfly and
Suzuki are on the verge of destitution. Suzuki tries to make Butterfly see that
Pinkerton will not return, but she is determined to wait for him.

Sharpless visits with a letter from Pinkerton. He tries in vain to read it through
Butterfly’s constant chatter. They are interrupted by Goro and Prince Yamadori, her
rich suitor. She has rejected his offer of marriage many times and does so again,
insisting that she is already married. Goro points out that, under Japanese law,
deserted women are automatically divorced. She is American, she says, and will
only recognise American law. The two leave Sharpless and Butterfly alone. He
resumes his attempt to read the letter. It is clear that Pinkerton has asked Sharpless
to tell her that he will not be returning. Sharpless tries gently to guide her towards
facing the truth and suggests she should accept Yamadori’s proposal. She produces
her trump-card: she has borne Pinkerton’s son. Surely he will not forget her now?
Sharpless, at a loss, leaves her to her waiting.

A cannon-shot is heard from the harbour. Pinkerton’s ship has returned.

 Part II

Butterfly has waited all night, but Pinkerton has not come. Suzuki persuades her to
rest. Sharpless arrives with Pinkerton hoping to find Suzuki alone. She must be the
one to explain to Butterfly that Pinkerton has an American wife, Kate, and that they
wish to adopt the son that Butterfly bore him. Pinkerton is aghast at what has
happened and leaves Sharpless and Kate with Suzuki. Butterfly bursts in on them
and unable to live with the truth, she commits suicide.

Reflection:
Based on the movie, answer the following questions:
 Does the opera showcase the ideals and emotional whims of Romantic
8. APPLICATION
Opera?
 Do you think the Opera “Madame Butterfly” is an opera worth watching?
Why?

1. German composer who developed lieder.

a. Franz Lizst b. Franz Haydn c. Johann Goethe d. Franz Schubert
2. The following opera were written by Giuseppi Verdi except for;
a. Aida b. Tristan and Isolde c. Rigoletto d. La Traviata
3. Richard Wagner made used of this musical sequences in most of his operas.
a. Oratorio b. Aria c. Lieder d. Leitmotifs
4. French composer who became famous for his opera “Carmen”.
a. Georges Bizet b. G. Verdi c. G. Puccini d.Richard Wagner
5. Solo singing part in an opera
a. Act b. Prelude c. Aria d. Postlude
6. When singing for an opera, the focus of the performance is on the singing
technique called;
a. Bel Canto b. Falsetto c. Tessitura d. Aria
9. EVALUATION 7. The following musical terms were used to affect the way singers sing except
for;
a. Vibrato b. Rubato c. Polyphonic d. Tessitura
8. Which of the following opera singers does not belong to the group?
a. Luciano Pavarotti c. Andrea Bocelli
b. Placido Domingo d. Maria Callas
9. Which of the following statements is true about opera?
a. Opera technique is called bel canto, which means beautiful singing.
b .Opera singers often sing in Italian and never French.
c. Opera singers were trained only for a short period of time.
d. Opera singers are only asked to sing short phrases and to sing loud.
10. Classifying the voice of the singer is important in order to guide us with
the choice of songs to be given. What is the range of a mezzo-soprano?
a. C4-C6 c. F3-F5
b. C3-C5 d. A3-A5
 10. ASSIGNMENT

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help
me solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

PREPARED BY: CHECKED BY:

HAZEL R. SAMSON CYNTHIA S. SACNANAS

TEACHER I MAKABAYAN, COP HEAD

NOTED BY:

FELGRACE P. MALIG-ON
MASTER TEACHER I