Annex1B to DepEd Order No. 42, s.

2016
Daily Lesson Log SCHOOL Looc National High School GRADE LEVEL 9 MAPEH
in

MAPEH TEACHER Dixson Gumapac LEARNING AREA ARTS

TEACHING DATE AND QUARTER 1st 1st week

TIME

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

B. Performance Standard
particular artistic period
 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)
C. Learning Competencies/  identifies distinct characteristics of arts during the different art periods (A9EL-Ia-2)
Objectives  identifies representative artists from various art periods (A9EL-Ia-3)
 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

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Annex1B to DepEd Order No. 42, s. 2016
1. Prehistoric Art 2. Egyptian Art 3. Greek Art 4. Roman Art
III. LEARNING RESOURCES
A. References
p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp 197-198 pp.181-184, p 192, pp 198-199 pp.184-185, pp 192-193, p
1. Teacher’s Guide pages 199

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
2. Learner’s Mateials pages

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
3. Textbook pages Health-Citizenship 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
B. Other Learning https://www.youtube.com/
Resources watch?v=84gTmKwL8KQ https://www.youtube.com/watch?v=YKX-Rjb4rag

https://www.youtube.com/ http://www.historyforkids.net/roman-art.html
watch?v=oZOsR0TzbJ8

http://
www.thesmartteacher.com/
exchange/resource/872/
Cave_Art_is...Rock_Art_Is

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Annex1B to DepEd Order No. 42, s. 2016

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

B. Establishing A Purpose
For The Lesson Using a time line graph Hieroglyphs The teacher will play a video The teacher will show a
(see pp 140-141 LM MAPEH about GREEK ARTS picture of The Coliseum.
Arts 9) from Ancient Art to Students will write their
Medieval Art Period and own name using the https://www.youtube.com/ Ask the students about
pictures as representation of hieroglyph alphabet. watch?v=YKX-Rjb4rag the significance of the
Art forms let the students Remember that the Coliseum in the western
classify the following images Ancient Egyptians history.
into their respective periods. sometimes wrote in
Ask the students the different directions. 5mins
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Annex1B to DepEd Order No. 42, s. 2016
following questions:
The teacher will ask this
1. How did you classify (see attached activity) question;
the different artworks
into their respective Asked the students the What is the video all about?
periods? following questions:
How can Greek artworks be
2. What was your basis
1. What is hyroglipics? used to derive the
of classification? 2. What could be the traditions/history of
idea of Ancient Classical Period?
5mins Egyptians about this
way of writting? 10mins

10 mins

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

5mins
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Annex1B to DepEd Order No. 42, s. 2016

The teacher will discuss The teacher will present the The teacher will discuss the Using a video clip the
the following prehistoric following through pictures: following: teacher will discuss the
art: Roman Art
 Egyptian painting Greek painting
 Painting
 Hieroglyphics  Fresco https://
D. Discussing New Concepts  Sculpture
 Pyramid of Giza  Encaustic www.youtube.com/
And Practicing New Skills  architecture  Vase painting
#1 watch?v=RM2D7iJHWXQ
20 minutes Greek architecture

15 minutes
15 minutes

The teacher will

Gallery walk differentiate Greek orders of
Students will explore the GREEK ARCHITECTURE
multiple texts or images by drawing images on
that are placed outside the
the board using the
room. The teacher will also
following descriptions
E. Discussing New Concepts discuss the lesson (Pre-
And Practicing New Skills historic paintings, sculpture DORIC- simplest
#2 and architecture) and
facilitate the learning IONIC- scroll
process.
CORINTHIAN- encantus
leaves
10mins
5mins

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

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Annex1B to DepEd Order No. 42, s. 2016
different pictures of pre BOYS) sculptures and
historic arts. Members of the Ancient Egypt Each group will chose a architectures using the
group will answer the PAINTINGS member to pick an Egyptian following indicators:
following questions Characteristic Function art work and draw it on the
individually. Their leader will s board their remaining group  Name of the
collect best answers and members will guess the paintin(sculpture
chose a representative to word by analyzing each or architecture)
discuss. SCULPTURES element presented. The
 Period and era
Characteristics Function group will decide for their
1. Describe the picture best answer. If they got it when it was
2. What do you think is wrong, the other group may created
the message of the ARCHITECTURE answer it. It will be done  Material used
artifact ? Characteristics Function simultaneously. Until the  Use of elements
3. Is this artifact best group got 3 correct of arts
significant? Why? Or answer. If it ties at 3 points,  Distinctive
why not? the teacher will draw tie
characteristics
20min breaking picture
10mins
15mins
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
The students will answer this relate Egyptian art work to students to name at least 3 students:
question by drawing his or her some Philippine artworks. establishments here in the
idea on the board. 5mins Philippines with a touch of What is the greatest
What are the implications of Greek architecture. contribution of Roman
G. Finding Practical
Ancient art in the modern Arts to the modern world?
Applications Of Concepts
society? 5mins
And Skills In Daily Living
(or emoticons about the
emotion that can be derived
from the art works)
5mins

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Annex1B to DepEd Order No. 42, s. 2016

The teacher will ask the FREEDOM WALL The teacher will ask the The students will recite
following questions: following question functions of Roman
Students will be grouped paintings, sculpture and
 What are the into 3. PAINTING, architecture.
 What are the use or
characteristics and SCULPTURE and
elements of arts that ARCHIRECTURE function of Greek
make the following artworks ?
archaeological Members of the group will  How does Greek
H. Making Generalizations discoveries effective be 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 board .
noticeable influences of 5 mins
Ancient art to the These are words that they
modern world? can still remember, they can
relate to, or words and
5mins 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
Analyzing Primary ancient structure of make GREEK ART visually of Rome, “The
source. the world unique. Portonacio Sarcophagu”s
The teacher will score their  Egyptian tomb in the differ from Myron of
answers using this rubrics form of flat roofed Greece
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
 Smallest pyramid in
the pyramid of Giza
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Annex1B to DepEd Order No. 42, s. 2016

Do attached worksheet Do attached worksheet In a short bond paper Draw Student will write an
CAVE ART IS... Ancient Civilization a house using the 3 Greek essay about the
J. Additional Activities For
columns identify the evolution of arts from
Application or
columns and write the Ancient period to
Remediation
difference of the following. classical period
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
Localized Materials Did I
Use/Discover Which I Wish
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Annex1B to DepEd Order No. 42, s. 2016
To Share With Other
Teachers?