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School: Grade Level: 7

GRADES 1 to 12
Teacher: Learning Area: MAPEH/ARTS
DAILY LESSON LOG
Teaching Dates and Time: 9 MEETINGS/1hour per week Quarter: 3rd QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4


I. OBJECTIVES

A. Content Standards: IN THIS UNIT, YOU WILL BE INTRODUCE TO THE DIFFERENT PERFORMING ARTS FORMS AND HOW THEY CAN BE USED TO STUDY THE CULTURE OF A PEOPLE
IN A GIVEN PERIOD AND PLACE. ACTIVITIES ARE INCORPORATED TO FACILITATE YOUR LEARNING

B. Performance Standards:
IN THIS UNIT, YOU WILL BE INTRODUCE TO THE DIFFERENT PERFORMING ARTS FORMS AND HOW THEY CAN BE USED TO STUDY THE CULTURE OF A PEOPLE
IN A GIVEN PERIOD AND PLACE. ACTIVITIES ARE INCORPORATED TO FACILITATE YOUR LEARNING EXPERIENCEXPERIENCE.

C. Learning AT THE END OF THIS MODULE, 2.ANALYZE 3.RELATE THE 4.ANALYZE MODERN TELENOVELA AND HOW
VISUAL
Competencies/Objectiv STUDENT ARE EXPECTED TO: UNIQUE IT USES
COMPONENT
es: 1.UNDERSTAND THAT ART IS AS FORMS,MATERI S OF THE COLOR,COSTUME,SETTING,PROPS,ACCESSO
Write the LC Code for INTEGRAL COMPONENT OF ALS FESTIVALS TO RIES, AND IN ENHANCING THE ELEMENTS OF
each PHILIPPINE DRAMAS AND FESTIVES. COLORS,AND THE THE STORY.
VALUES,RELIGI
USES OF THE
OUS
ARTS IN RITUALS,RITES
PHILIPPINE AND EACH
DRAMA AND MEANING IN
THE LIFE OF
FESTIVES.
THE PEOPLE.

II. CONTENT DANCE , DRAMA, THREATRE,


PHOTOGRAPHY,PRINMAKING,AND
CINEMA

III. LEARNING
RESOURCES
A. References
1. Teachers Guide 81-92
Pages

2. Learners Materials 157-191


Pages

3. Textbook Pages 192-221

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning ENJOY LIFE WITH P.E AND HEALTH II
Resources

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School: Grade Level: 7


GRADES 1 to 12
Teacher: Learning Area: MAPEH/ARTS
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3rd QUARTER

IV. PROCEDURES
A. Reviewing Previous Lesson or HAVE THE STUDENT BRING SOME PICTURES OF PAINTING BY FAMOUS FILIPINO PAINTERS.
Presenting the New Lesson LET THE STUDENT READ PP.193-196 OF THE TEXTBOOK.BRING THRIE ATTENTION TO THE VISUAL ITIK-ITK.SOME OF THE STUDENT MAY KNOWHOW
TO PERFORM THE DANCE.
LET THEM DEMONSTRATE THE DANCE.

B. Establishing a Purpose for the


Lesson THE TEACHER MAY DISCUSS THE ELEMENT OF THE DANCE.HAVE THE STUDENT TELL THE STORY OF THE BIRD TIKLING AND THE ORIGIN OF THE
DANCE.

C. Presenting Examples/Instances
of the Lesson
DISPLAY THE PICTURES ON THE BULLETIN BOARD .DISCUSS WITH THE STUDENT THE COSTUME AND THE MATERIAL USED IN THE DANCE.
TELL THE CLASS TO OBSERVE THE FOLLOWING DANCE ELEMENTS WHILE VIEWING THE DANCE.
ALLOW SOME MEMBERS OF THE CLASS TO IMITATE THE MOVEMENTS AND STEP OF THE DANCE.

D. Discussing New Concepts and ENCOURAGE THE STUDENTS TO LEARN HOW TO DANCE THE TINIKLING.TELL THEM TO WRITE ANECDOTES AND EXPERIENCES IN TRYING TO
Practicing New Skills LEARN THE DANCE LIKE HOW THEIR FEET GOT CAUGHT BETWEEN THE CLAPPING BAMBOO POLES.
HAVE THE STUDENT PERFORM THE MOVEMENT OF THE BIRD TIKLING.
TRY TO ENCOURAGE THE STUDENT TO PRACTICE SERIOUSLY THE DANCE MOVEMENT,ESPECIALLY THE HANDS AND FINGER VARIATION.

School: Grade Level: 7


GRADES 1 to 12
Teacher: Learning Area: MAPEH/ARTS
DAILY LESSON LOG
Teaching Dates and Time: Quarter: 3rd QUARTER

Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs to be done to help
IV. REFLECTION the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 work well? Why did
these work?

F. What difficulties did I


encounter which my principal
or supervisor can help me
solve?
G. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?