Daily Lesson SCHOOL Mataba Integrated school GRADE LEVEL 9

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TEACHER Aliza Marie T. Regala LEARNING AREA ARTS
MAPEH

TEACHING DATE AND QUARTER 1

TIME 3rd week

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
• art elements and processes by synthesizing and applying prior knowledge and skills
A. Content Standard • the arts as integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomena
The learners...
• performs / participates competently in a presentation of a creative impression (verbal/nonverbal) of a particular artistic period
B. Performance Standard
• recognizes the difference and uniqueness of the art styles of the different periods (techniques, process, elements, and principles of
art)
The learner…

 analyzes art elements and principles in the production of work following the style of a western and classical art (A9EL-Ib-1)
 identifies distinct characteristics of arts during the different art periods (A9EL-Ia-2)
C. Learning Competencies/  identifies representative artists from various art periods (A9EL-Ia-3)
Objectives  reflects on and derives the mood, idea, or message from selected artworks (A9PL-Ih-1)
 determines the use or function of artworks by evaluating their utilization and combination of art elements and principles (A9PL-Ih-
2)
 uses artworks to derive the traditions/history of an art period (A9PL-Ih-3)
 compares the characteristics of artworks produced in the different art periods (A9PL-Ih-4)

II. CONTENTS

I. Ancient Art II. Classical Art

1. Prehistoric Art 2. Egyptian Art 3. Greek Art 4. Roman Art

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III. LEARNING RESOURCES
A. References
p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp pp.181-184, p 192, pp 198-199 pp.184-185, pp 192-193, p
1. Teacher’s Guide pages
197-198 199
2. Learner’s Mateials pages pp 141-142 , p 153, pp 159-160 p 143 p 154, pp 161-162 pp 144-146 , p 155, p 163 pp 147-149, p 156, p 164

Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based and
Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students. Manila. Magallanes
Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical Education, and Health-Citizenship
3. Textbook pages Advancement Training. Quezon City. St. Bernadette Publishing House Corporation

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon City. St. Bernadette
Publishing House Corporation

Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music, Arts, Physical Education and Health.
Manila. St. Agustine Publications, Inc.

4. Additional Materials from

Learning Resources (LR)
portal
https://www.youtube.com/wat
ch?v=84gTmKwL8KQ https://www.youtube.com/watch?v=YKX-Rjb4rag
B. Other Learning
https://www.youtube.com/wat http://www.historyforkids.net/roman-art.html
Resources
ch?v=oZOsR0TzbJ8

IV. PROCEDURES

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 THE EVOLUTION OF ARTS LUCKY 7
The teacher will ask the following questions
The teacher will present the STUDENT GENERATED POP UP MINDS
lesson using an animation QUIZbee
Teacher will asked the 1. What is the method of painting water
about a cave drawing that
The teacher will ask a students based pigments on a freshly applied
comes to life, and travels
question about the previous plaster?
through famous art pieces What are the words that
topic Pre-historic Art, a Ans. FRESCO
throughout time. spring to your mind when
student who will answer the 2. What is Pelike? Ans. Wine container
you hear “ANCIENT
https://www.youtube.com/w question correctly will be 3. what are the three greek collumns?
EGYPTIAN ARTWORKS”
A. Reviewing Previous atch?v=84gTmKwL8KQ the first and the same Ans. DORIC,
Lesson or Presenting The student to ask questions to IONIC,
Possible answers;
New Lesson The teacher will ask the CORINTHIAN
challenge his or her
students: Pyramid, symbols, 5mins
classmates. The LUCKY 7
student Generated Quizbee Hieroglyphics, Tomb, etc.
What is the idea/ story
behind the video? will continue until the
5mins
seventh student answer the
How did the story of the question correctly
cave drawing start and end?
(questions to be asked are
5mins based on their assignment)

Using a time line graph Hieroglyphs The teacher will play a video The teacher will show a picture of The
(see pp 140-141 LM MAPEH about GREEK ARTS Coliseum.
Arts 9) from Ancient Art to Students will write their
B. Establishing A Purpose for Medieval Art Period and own name using the https://www.youtube.com/w Ask the students about the significance of the
the Lesson pictures as representation of hieroglyph alphabet. atch?v=YKX-Rjb4rag Coliseum in the western history.
Art forms let the students Remember that the
classify the following images Ancient Egyptians 5mins
into their respective periods. sometimes wrote in
different directions.

Ask the students the following

questions: The teacher will ask this
(see attached activity) question;
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 1. How did you classify
the different artworks Asked the students the What is the video all about?
into their respective following questions:
periods? How can Greek artworks be
1. What is hyroglipics? used to derive the
2. What was your basis 2. What could be the idea traditions/history of
of classification? of Ancient Egyptians Classical Period?
about this way of
5mins writting? 10mins

10 mins

The teacher will locate the The teacher will show a CONCEPT MAPPING STORY TELLING
pictures to where it should picture of a pyramid The teacher will story tell about Rome using the
belong and present the topic following pictures
for the day on PRE HISTORIC
NATURALISM • Head of Alexander
ARTS
• The portonacio Sarchophagus
• The Colosseum
C. PresentIng Examples/
Instances of The New The teacher will collect ideas
Lesson to the students abou
the word NATURALISM
And ask this question: How
After collecting ideas present 5mins
do pyramids help us
the lesson by
understand about life in
stating;
Ancient Egypt? “Greek style was a taste
of Western Realism or
5mins NATURALISM” 5mins

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 The teacher will discuss the The teacher will present the The teacher will discuss the Using a video clip the teacher will discuss the
following prehistoric art: following through pictures: following: Roman Art
• Painting
D. Discussing New Concepts • Egyptian painting Greek painting https://www.youtube.co m/watch?
• Sculpture
And Practicing New Skills • Hieroglyphics • Fresco v=RM2D7iJHW XQ
• architecture
#1 • Pyramid of Giza • Encaustic
• Vase painting
20 minutes Greek architecture
15 minutes
15 minutes

Gallery walk The teacher will differentiate

Students will explore Greek orders of the GREEK
multiple texts or images that ARCHITECTURE by
are placed outside the drawing images on the
room. The teacher will also board using the following
E. Discussing New Concepts discuss the lesson descriptions
And Practicing New Skills (Prehistoric paintings,
#2 sculpture and architecture) DORIC- simplest
and facilitate the learning
process. IONIC- scroll

CORINTHIAN- encantus
10mins leaves 5mins

ACTIVITY TIME: Fill in the box with the Let’s play The teacher will group the students into 3 and
F. Developing Mastery Analyzing Primary Source characteristics and function DRAW IT? GOT IT? will be asked to compare and contrast
(Leads To Formative that would best describe the paintings of different periods,
Assessment 3) The teacher will group the painting, sculpture and
students into 5 and provide architecture of Ancient Egypt

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 different pictures of pre The class will be divided sculptures and architectures using the
historic arts. Members of the Ancient Egypt into two (ex. GIRLS vs. following indicators:
group will answer the PAINTINGS BOYS)
following questions Each group will chose a • Name of the
Characteristic Function
individually. Their leader will member to pick an Egyptian paintin(sculpture or architecture)
s
collect best answers and art work and draw it on the • Period and era when it was created
chose a representative to board their remaining group
• Material used
discuss. members will guess the
SCULPTURES word by analyzing each • Use of elements
1. Describe the picture Characteristics Function element presented. The of arts
2. What do you think is group will decide for their • Distinctive characteristics
the message of the best answer. If they got it
artifact ? wrong, the other group may 15mins
ARCHITECTURE
3. Is this artifact answer it. It will be done
Characteristics Function
significant? Why? Or simultaneously. Until the
why not? 20min best group got 3 correct
answer. If it ties at 3 points,
the teacher will draw tie
10mins breaking picture

PELIKE MYRON
LEKANIS DORIC
LEBES GAMIKOS IONIC
CORINTHIAN
PARTHENON
10mins
DRAW YOUR ANSWER Teacher will ask the students to The teacher will ask the The teacher will ask the students:
The students will answer this relate Egyptian art work to students to name at least 3
question by drawing his or her some Philippine artworks. establishments here in the What is the greatest contribution of Roman
idea on the board. 5mins Philippines with a touch of Arts to the modern world?
G. Finding Practical What are the implications of Greek architecture.
Applications Of Concepts Ancient art in the modern
And Skills In Daily Living society? 5mins
(or emoticons about the
emotion that can be derived
from the art works)
5mins

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 The teacher will ask the FREEDOM WALL The teacher will ask the The students will recite functions of Roman
following questions: following question paintings, sculpture and architecture.
Students will be grouped
• What are the into 3. PAINTING,
characteristics and • What are the use or
SCULPTURE and
elements of arts that ARCHIRECTURE function of Greek
make the following artworks ?
archaeological Members of the group will be • How does Greek
H. Making Generalizations discoveries effective asked to write word or architecture differ
And Abstractions About artwork? phrase in a cartolina/manila from the Ancient
The Lesson paper to be posted on the
Artworks
• What are the noticeable board .
influences of Ancient art 5 mins
to the modern world? These are words that they
can still remember, they can
5mins relate to, or words and
phrase to describe Egyptian
Artworks.

10 mins
I. Evaluating Learning
The teacher will collect the Identify the following: Answer this question:
students’ individual papers Identify 5 elements or
in the activity • The most substantial characteristic of arts that How does the sculpture of Rome, “The
Analyzing Primary ancient structure of make GREEK ART visually Portonacio Sarcophagu”s differ from Myron of
source. the world unique. Greece
The teacher will score their • Egyptian tomb in the
answers using this rubrics form of flat roofed
rectangular structure
Focus and details 5pts • A system of writing 5 mins
Word choice 3pts using picture symbols
Grammar 2pts used in ancient Egypt
• A large vault used for
burying dead
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  Smallest pyramid in the
pyramid of Giza

Do attached worksheet Do attached worksheet In a short bond paper Student will write an essay about the evolution
CAVE ART IS... Ancient Civilization Draw a house using the 3 of arts from Ancient period to classical period
J. Additional Activities For
Greek columns identify
Application or
the columns and write the
Remediation
difference of the following.
Question and answer.
Create 3 questions about the
K. Assignment
topic and provide answer.

V. REMARKS
VI. REFLECTION
A. No. of Learners Who Earned
80% In The Evaluation.
B. No. of Learners Who Require
Additional Activities For
Remediation Who Scored
Below 80%
C. Did The Remedial Lessons
Work?
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
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 Localized Materials Did I
Use/Discover Which I Wish

To Share With Other

Teachers?
Prepared by: Checked by:

ALIZA MARIE T. REGALA RAUL G. ROYO

Subject Teacher Principal I