A Semi Detailed Lesson Plan in MAPEH 10

LEARNING COMPETENCY: Listens perceptively to selected 20th century music;

I. OBJECTIVES
At the end of the lesson, the students should be able to: (CO-TA1)

A. compare 20th century music to modern music

B. practice one of the greatest music of 20th century; and
C. perform selected 20th century music..

II. SUBJECT MATTER

A. TOPIC: 20th century music
B. REFERENCES:
Argie A. Concha, Carlo Luis C. Ganzon, Jessica S. Tungala, Maria
Gracia A. Fulgencio,2017, The 21st century MAPEH in
ACTION,The Phoenix Publishing House Inc., Quezon City.
Pages: 2

C. MATERIALS: Television, Laptop, Visual-Aids, (CO-TA2,CO-SLA8)

III. TEACHING PROCEDURE

A. PREPARATION
a. Daily Routine (CO-TA5)
1. Greetings
2. Daily Prayer
- A student leads a short invocation.
3. Checking of attendance
- Group leaders report on the attendance.
4. Checking of Cleanliness

b. Review of the past lesson.

The students recall the previous knowledge.

1. What do you know about 20th century music?

2. Can you give me an example of 20th century music?

c. Motivation (CO-TA3,CO-SLA6,CO-SLA9,CO-SLA10
Using the frayer model, the students will fill in all their known information
with regard to what is needed and asked in the model itself. They may write as many
as they can. Using a randomizer 3 students will share their frayer model to their
classmates 1 minute will be given to each students.

B. PRESENTATION

a. ACTIVITY (CO-TA3,CO-SLA7,CO-SLA8,CO-SLA9,CO-SLA10,CO-
SLA14
There will listen to some 20th century music that will be played with the
maximum of 3 minutes afterwards several blank pieces of paper will be thrown
 around the room. Each time a “snowball” lands on a desk, the recipient must
write three takeaways from today’s class, taking care not to duplicate other ideas
already on this paper, and then throw it onward. After nine ideas are on each
page, pause for students to debrief the pages in groups each group will be given 2
minutes to share in front.

b. ANALYSIS
 Questioning
When does the twentieth century begin and end?
Using the randomizer the 3 learners will explain the given task in front
of the class. they are given 2 minutes each.

c. ABSTRACTION (CO-SLA 9,11,12,13)

The teacher adds further explanation about six basic skills in
volleyball, asks questions and gives comments if necessary.

Generalization (CO-TA6,CO-SLA9,CO-SLA11,CO-SLA12,CO-
SLA13,CO-SLA14,CO-SLA15)
1. As a student how does the execution of proper techniques and
team strategies in volleyball help in the flow and winning of
the game?
2. For you what is the role of cooperation and teamwork in
volleyball?
3. How can team sports affect lifelong fitness?

The teacher asks if there are any clarifications. (CO-TA4)

The students ask questions about the lessons. (CO-SLA12)

d. APPLICATI ON (CO-TA3,CO-SLA7,CO-SLA8,CO-SLA9,CO-
SLA11,CO-SLA13,CO-SLA14
On one whole sheet of paper, the students are going to write a short
reflection on how team sports affect lifelong fitness. They are given 5
minutes to finish the task. The reflection is graded by the following
criteria:

Content 40%
Organization 30%
Focus 30%
Total 100%

IV. ASSESSMENT (CO-TA3,CO-SLA7,CO-SLA14)

The students answer the following questions.

Direction: Write TRUE if the statement is correct and FALSE if it is wrong.

Write your answer on the space provided before the number

____________1. Serve is the term referred to when the ball lands directly
onto the court or travels outside the court by an opponent.
____________2. Float is an overhand serve where the ball is tossed high in
the air, and then the player hits it with no spin so that its path becomes
unpredictable.
 ____________3. Pass is the action where the player stops the opponent’s
attack.
____________4. Digging is the ability to prevent the ball from touching one’s
court after a spike or attack, particularly a ball that is nearly touching the
ground.
____________5. Pass is also called reception and is the attempt of a team to
properly handle the opponent’s serve or any form of attack.

V. ASSIGNMENT (CO-SLA7)

Research about Officiating the game and game officials. (CO-SLA14, CO-
SLA15)

The students ask for more clarifications. (CO-SLA12)

Prepared by:

Mary Ann M. Lopez