The document outlines a lesson plan for teaching 20th century music styles to 10th grade students. It includes objectives, content on Impressionism and Expressionism, learning resources, lesson procedures, and evaluation. The procedures involve presenting music by Debussy, Ravel, and Schoenberg; discussing their lives and styles; and having students analyze, compare, and recognize the different musical elements. Students will develop an understanding of 20th century music and how historical and cultural contexts influenced different composers' works.

1. 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of 20th century music styles and characteristic features.
B. Performance Standard The learner creates musical pieces using particular style/s of the 20th Century.
C. Learning Competencies/
Objectives
The learner…
 Listens perceptively to selected 20th
century music (MU10TC-Ia-h-1)
 Describes distinctive musical elements of
given pieces in 20th century styles
(MU10TC-Ia-h-2)
The learner…
 Relates 20th century music to its historical
and cultural background
(MU10TC-Ia-g-3)
 Explains the performance practice (setting,
composition, role of
composers/performers, and audience) of
20th century music
(MU10TC-Ib-g-4)
 sings melodic fragments of given
Impressionism period pieces
(MU10TC-Ib-5)
II. CONTENT
A. Impressionism
a) Historical and cultural background
b) Composers: Claude Debussy, and
Maurice Ravel
B. Expressionism
a) Historical and cultural background
b) Composer: Schoenberg
III.LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
pp. 4-20
Daily Lesson Log
in
MAPEH
SCHOOL GRADE LEVEL 10
TEACHER LEARNING AREA MUSIC
TEACHING DATE AND
TIME
WEEK 1 QUARTER FIRST

2. 2
2. Learner’s Material
pages
pp. 4-9 pp. 9-10
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. OTHER LEARNING
REFERENCES
IV.PROCEDURES
A. Reviewing Previous
Lesson or Presenting New
Lessons
The teacher will present
pictures of paintings of the
impressionist painter
Claude Monet, Wassily, and
Vincent Van Gogh. Let the
students react or say
something about the
pictures.
10 minutes
See attached music.
Name that tune:
Identify the title of
the music being
played by the
teacher.
Music:
 Claire de Lune
 Miriors
 La mer
 Jeux d’ Eua
 5. bolero
Review: Concepts on
previous music.
The teacher will ask:
Who is considered the
leading impressionist
composer?
What characterized the
uniqueness of Ravel’s
musical composition?
5 minutes
Call on volunteers to
read the reaction
paper that they
wrote.
The teacher will ask
each student to
explain why they
chose that music.
10 minutes
B. Establishing A Purpose for
the Lesson
The teacher will play music
by Claude Debussy or any
music in the impressionism
period.
The teacher will ask: What
can you say about the
music? How will you
describe the emotion of
the composer? What mood
does the composer is
trying to portray?
How will you relate the
personality the painter
The teacher will present
this to the class:
Given an example of a
musical work of each of
the composers below.
Write the title in the
blanks.
Composers
Debussy _________
Ravel ___________
Schoenberg ______

3. 3
with that of the musical
composers?
10 minutes
(See Attachment)
https://www.youtube.com/
watch?v=cPck8W3EkXE
5 minutes
C. Presenting Examples /
Instances of the New
Lesson
The teacher will play music
by Joseph Maurice Ravel.
Ask the students to
analyze the music and
compare from the previous
music.
10 minutes
(See Attachment)
https://www.youtube.com/
watch?v=DVlrJG4xri8
The teacher will play
music by Arnold
Schoenberg “Verklarte
Nacht”.
Let the students listen to
the music and allow them
to react about the music.
Let them compare the
music by Debussy and
Ravel with that of
Schoenberg.
The teacher will ask:
what significant
differences and
similarities do Debussy
and Ravel’s music with
that of Schoenberg?
10 minutes

4. 4
D. Discussing New Concepts
and Practicing New Skills
# 1
The teacher will discuss
the composers’ lives and
characteristics of music in
the impressionism and
expressionism period
through PowerPoint
presentation.
Video Clip Presentation
The teacher will discuss
through video
presentation
a short biography of
Arnold Schoenberg.
Guide Questions:
 Who is Arnold
Schoenberg?
 What influenced him
to compose such kind
of music?
 Observe how the
composer express his
emotion through his
composition.
 What is the famous
composition done by
Schoenberg?
Follow-up questions:
 What marked the
music in the 20th
century?
 What inspired the
composers in the
20th
century to
compose such
kind of music?
 What particular
musical elements
do music in the

5. 5
20th
century
differs from the
previous periods.
25 minutes
(See Attachment)
https://www.youtube.co
m/watch?v=F-
WVtoAykS4
E. Discussing New Concepts
and Practicing New Skills
# 2
The teacher will discuss
the composers’ lives and
characteristics of music
in the expressionism
period.
30 minutes
F. Developing Mastery
(Leads To Formative
Assessment 3)
The teacher will play
music. Let the
students listen
carefully to each
excerpt and be able
to recognize the
distinct musical style
of each composer.
( Suggested music:
La Mer, Jeux d’Eua,
violin concerto,
Verklarte Nacht,
Claire de
Lune,Miriors)
The teacher will ask:
What characterized 20th
century music?
How historical and
cultural backgrounds
affect the music in the
20th
century?
Let the students choose
one musical composition
of Arnold Schoenberg
that they like most and
ask them to write a short
reaction paper about the
music.

6. 6
15 minutes 15 minutes
G. Finding Practical
Applications of The
Concepts And Skills In
Daily Living
The teacher will ask
about the difference
between the music of
Debussy and Ravel.
“What significant
differences do you
notice about the two
composers? Why do
you think they have
different styles in
terms of expressions
and moods in
composing music?
We as individuals, we
have different
personal experiences
in life and that made
us different from the
others in terms of
inclinations,
attitudes, perspective
and belief. How do
you deal with others
so that each and
every one of us
would have
harmonious
relationship in spite
of our differences?
10 minutes
Role Playing:
Group the class into
four.
Ask each group to
depict the socio-
historical context of
one of the musical
movements studied.
For example, life of
modern nationalism
which incorporated
folk songs and
indigenous music.
15 minutes

7. 7
H. Making Generalizations
And Abstractions About
The Lesson
Guessing game:
Group the class into
four (4).
The teacher will play
5 selected music
from the
impressionists. Let
the students identify
the composer of
each musical piece.
(The group that gets
first 3 correct
answers wins the
game)
10 minutes
Movie Analysis:
Have the students
watch the 20th
century musical play
“West Side Story”
written by Leonard
Bernstein.
Let them analyse and
explain the following
elements of the
performance:
 Setting
 Musical
composition
 Role of the
composer/per
former
 Role of the
audience
10 minutes
I. Evaluating Learning Describe the
distinctive musical
elements being used
in the following
music.
 Claire de Lune
 Miriors
 La mer
 Bolero
 Who is
considered the
leading
impressionist
composer?
Explain why.
15 minutes
Practical Work
Approach (PWA)
TUNOG-HAYOP:
Divide the class into
4 groups
Play music excerpt
from the
impressionist/express
ionist. “Verklarte
Nacht” by
Scheonberg
Ask each group to
imitate the melodic
fragments of the

8. 8
(See Attachment)
music using the
sounds of an animal
(ex. Monkey, snake,
frog, elephant etc.)
25 minutes
J. Additional Activities For
Application And
Remediation
Research on the other
composers in the 20th
century.
Research on the
other music in the
impressionism period.
Ask the students to watch
any video clip of West Side
Story
V. REMARKS
VI.REFLECTION
A. No. Of Learners Who
Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
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 Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?

9. 9
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?