DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
Discussing New Concepts and
Practicing New Skills
 art elements and processes by synthesizing and applying
prior knowledge and skills
 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
 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)
 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)
I. Ancient Art
1. Prehistoric Art
p 179, p 190, pp 196-197
pp 141-142 , p 153, pp 159-160
THE EVOLUTION OF ARTS
The teacher will present the lesson using an animation about a
cave drawing that comes to life, and travels through famous art
pieces throughout time.
https://www.youtube.com/watch?v=84gTmKwL8KQ
The teacher will ask the students:
What are the idea/ story behind the video?
How did the story of the cave drawing start and end?
Using a time line graph from Ancient Art to Medieval Art Period
and pictures as representation of Art forms let the students
classify the following images into their respective periods.
Ask the students the following questions:
1. How did you classify the different artworks into their
respective periods?
2. What was your basis of classification?
The teacher will locate the pictures to where it should belong and
present the topic for the day on PRE HISTORIC ARTS.
The teacher will discuss the following prehistoric art:
Painting
Sculpture
Architecture
Gallery walk
Students will explore multiple texts or images that are placed
 outside the room. The teacher will also discuss the lesson (Pre-
historic paintings, sculpture and architecture) and facilitate the
learning process.
ACTIVITY TIME:
Analyzing Primary Source

The teacher will group the students into 5 and provide different
pictures of pre historic arts. Members of the group will answer the
Developing Mastery
following questions individually. Their leader will collect best
(Leads to Formative Assessment 3)
answers and chose a representative to discuss.

1. Describe the picture

Finding Practical Applications of
Concepts And Skills In Daily Living
2. What do you think is the message of the artifact?
3. Is this artifact significant? Why? Or why not?
DRAW YOUR ANSWER
The students will answer this question by drawing his or her idea
on the board.
What are the implications of Ancient art in the modern society?
(or emoticons about the emotion that can be derived from the art
works)
The teacher will ask the following questions:

1. What are the characteristics and elements of arts that

Making Generalizations and make the following archaeological discoveries effective
Abstractions About The Lesson artwork?

2. What are the noticeable influences of Ancient art to the

modern world?
The teacher will collect the students’ individual papers in the
activity Analyzing Primary source.

The teacher will score their answers using this rubrics

Evaluating Learning
Focus and details 5pts
Word choice 3pts
Grammar 2pts
Additional Activities for Application Do attached worksheet
or Remediation CAVE ART IS...
Question and answer.
Assignment
Create 3 questions about the 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 To Share With Other Teachers?

Prepared by: Checked:

REYNO B. DELDA MA. GINA G. HORNIDO

Teacher I School Principal
 DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
 art elements and processes by synthesizing and applying
prior knowledge and skills
 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
 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)
 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. Classical Art
2. Egyptian Art
pp. 180-181, pp 191-192, pp 197-198
p 143 p 154, pp 161-162
LUCKY 7
STUDENT GENERATED QUIZbee
The teacher will ask a question about the previous topic Pre-
historic Art, a student who will answer the question correctly will
be the first and the same student to ask questions to challenge
his or her classmates. The LUCKY 7 student Generated Quizbee
will continue until the seventh student answer the question
correctly
(questions to be asked are based on their assignment)
Hieroglyphs
Students will write their own name using the hieroglyph
alphabet.
Remember that the Ancient Egyptians sometimes wrote in
different directions.
Asked the students the following questions:
1. What is hyroglipics?
2. What could be the idea of Ancient Egyptians about this
way of writting?
The teacher will show a picture of a pyramid
 And ask this question: How do pyramids help us understand
about life in Ancient Egypt?
The teacher will present the following through pictures:
Discussing New Concepts and  Egyptian painting
Practicing New Skills  Hieroglyphics
 Pyramid of Giza
Fill in the box with the characteristics and function that would
best describe the painting, sculpture and architecture of Ancient
Egypt
Ancient Egypt
PAINTINGS
Characteristics Function

Developing Mastery
(Leads to Formative Assessment 3) SCULPTURES
Characteristics Function

ARCHITECTURE
Characteristics Function

Finding Practical Applications of Teacher will ask the students to relate Egyptian art work to some
Concepts And Skills In Daily Living Philippine artworks.
FREEDOM WALL

Students will be grouped into 3. PAINTING, SCULPTURE and

ARCHIRECTURE
Making Generalizations and
Abstractions About The Lesson Members of the group will be asked to write word or phrase in a
cartolina/manila paper to be posted on the board.

These are words that they can still remember, they can relate to,
or words and phrase to describe Egyptian Artworks.
Identify the following:

 The most substantial ancient structure of the world

 Egyptian tomb in the form of flat roofed rectangular
Evaluating Learning structure
 A system of writing using picture symbols used in ancient
Egypt
 A large vault used for burying dead
 Smallest pyramid in the pyramid of Giza
Additional Activities for Application Do attached worksheet
or Remediation Ancient Civilization
Assignment
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 To Share With Other Teachers?
Prepared by: Checked:

REYNO B. DELDA MA. GINA G. HORNIDO

Teacher I School Principal
 DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
 art elements and processes by synthesizing and applying
prior knowledge and skills
 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
 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)
 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)
III. Classical Art
3. Greek Art
pp.181-184, p 192, pp 198-199
pp 144-146 , p 155, p 163
POP UP MINDS
Teacher will asked the students
What are the words that spring to your mind when you hear
“ANCIENT EGYPTIAN ARTWORKS”
Possible answers;
Pyramid, symbols, Hieroglyphics, Tomb, etc.
The teacher will play a video about GREEK ARTS
The teacher will ask this question:
What is the video all about?
How can Greek artworks be used to derive the traditions/history
of Classical Period?
CONCEPT MAPPING
NATURALISM

Discussing New Concepts and
Practicing New Skills
Developing Mastery
(Leads to Formative Assessment 3)
Finding Practical Applications of
Concepts And Skills In Daily Living
Making Generalizations and
Abstractions About The Lesson
Evaluating Learning
Additional Activities for Application
or Remediation
Assignment
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 To Share With Other Teachers?
Prepared by:
REYNO B. DELDA
Teacher I
The teacher will collect ideas to the students about the word
NATURALISM
After collecting ideas present the lesson by stating;
“Greek style was a taste of Western Realism or
NATURALISM”
The teacher will discuss the following:
Greek painting
 Fresco
 Encaustic
 Vase painting
Greek architecture
The teacher will differentiate Greek orders of the GREEK
ARCHITECTURE by drawing images on the board using the
following descriptions
DORIC- simplest
IONIC- scroll
CORINTHIAN- encantus leaves
Let’s play
DRAW IT? GOT IT?
The class will be divided into two (ex. GIRLS vs. BOYS)
Each group will chose a member to pick an Egyptian art work
and draw it on the board their remaining group members will
guess the word by analyzing each element presented. The group
will decide for their best answer. If they got it wrong, the other
group may answer it. It will be done simultaneously. Until the best
group got 3 correct answer. If it ties at 3 points, the teacher will
draw tie breaking picture
PELIKE MYRON LEKANIS DORIC LEBES GAMIKOS
IONIC CORINTHIAN PARTHENON
The teacher will ask the students to name at least 3
establishments here in the Philippines with a touch of Greek
architecture.
The teacher will ask the following question
What are the use or function of Greek artworks?
How does Greek architecture differ from the Ancient Artworks
Identify 5 elements or characteristic of arts that make GREEK
ART visually unique.
In a short bond paper Draw a house using the 3 Greek columns
identify the columns and write the difference of the following.
Checked:
MA. GINA G. HORNIDO
School Principal
 DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
Discussing New Concepts and
Practicing New Skills
Developing Mastery
(Leads to Formative Assessment 3)
 art elements and processes by synthesizing and applying
prior knowledge and skills
 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
 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)
 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. Classical Art
4. Roman Art
pp.184-185, pp 192-193, p 199
pp 147-149, p 156, p 164
The teacher will ask the following questions
 What is the method of painting water based pigments on
a freshly applied plaster?
Ans. FRESCO
 What is Pelike?
Ans. Wine container
 What are the three greek collumns?
Ans. DORIC, IONIC, CORINTHIAN
The teacher will show a picture of The Coliseum.
Ask the students about the significance of the Coliseum in the
western history.
STORY TELLING
The teacher will story tell about Rome using the following
pictures
 Head of Alexander
 The portonacio Sarchophagus
 The Colosseum
Using a video clip the teacher will discuss the Roman Art
The teacher will group the students into 3 and will be asked to
compare and contrast paintings of different periods, sculptures
and architectures using the following indicators:
 Name of the paintin(sculpture or architecture)
 Period and era when it was created
  Material used
 Use of elements of arts
 Distinctive characteristics
The teacher will ask the students:
Finding Practical Applications of
Concepts And Skills In Daily Living What is the greatest contribution of Roman Arts to the modern
world?
Making Generalizations and The students will recite functions of Roman paintings, sculpture
Abstractions About The Lesson and architecture.
Answer this question:
Evaluating Learning
How does the sculpture of Rome, “The Portonacio Sarcophagu”s
differ from Myron of Greece
Additional Activities for Application Student will write an essay about the evolution of arts from
or Remediation Ancient period to classical period
Assignment
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 To Share With Other Teachers?

Prepared by: Checked:

REYNO B. DELDA MA. GINA G. HORNIDO

Teacher I School Principal
 DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
Discussing New Concepts and
Practicing New Skills
Developing Mastery
(Leads to Formative Assessment 3)
Finding Practical Applications of
Concepts And Skills In Daily Living
Making Generalizations and
Abstractions About The Lesson
Evaluating Learning
 The learner demonstrates an understanding of art
elements and processes by synthesizing and applying
prior knowledge and skills
 Demonstrate understanding that the arts are integral to
the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomenon
The learners...
 perform/ participate completely in a presentation of a
creative impression (verbal/ nonverbal) of a particular
artistic period
 Recognize the difference and uniqueness of the art styles
of the different periods (techniques, process, elements,
and principles of art)
 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)
III. Medieval Art
6. Byzantine 7. Romanesque 8. Gothic
pp185-188, pp194-195, pp 200,
pp 149-151, pp 157-158, pp164-165
Students will recall the previous topic by answering the following
questions.
1. What is the difference between mosaic and painting?
2. What is the greatest contribution of Coliseum in Roman
history?
The teacher will play a short video about Byzantine and
Romanesque art
The teacher will ask the following questions
1. What is the video all about?
2. What could be the implication of arts in the history of Western
culture?
The teacher will show pictures of painting, sculpture and
architecture of Byzantine, Romanesque and Gothic Period.
The teacher will ask the students about how the pictures differ
from each other using student’s prior knowledge of the elements
of arts.
The teacher will discuss the following:
1. Byzantine
 Paintings
 Sculpture (acrostic signs)
 Architecture
2. Romanesque
 Paintings (Mozarabic)
 Sculpture (tymapnum)
 Architecture
3. Gothic
 Paintings (mille fleur)
 Sculpture
 Additional Activities for Application
or Remediation
Assignment
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 To Share With Other Teachers?

Prepared by: Checked:

REYNO B. DELDA MA. GINA G. HORNIDO

Teacher I School Principal
 DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
Discussing New Concepts and
Practicing New Skills
Developing Mastery
(Leads to Formative Assessment 3)
Finding Practical Applications of
Concepts And Skills In Daily Living
 The learner demonstrates an understanding of art
elements and processes by synthesizing and applying
prior knowledge and skills
 Demonstrate understanding that the arts are integral to
the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomenon
The learners...
 perform/ participate completely in a presentation of a
creative impression (verbal/ nonverbal) of a particular
artistic period
 Recognize the difference and uniqueness of the art styles
of the different periods (techniques, process, elements,
and principles of art)
 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)
III. Medieval Art
6. Byzantine 7. Romanesque 8. Gothic
pp185-188, pp194-195, pp 200,
pp 149-151, pp 157-158, pp164-165
Medieval chart
Students will write informations about the elements of art in
different period
medieval art
romanesque baroque gothic
The teacher will discuss Gothic Architecture using a short video
presentation.
https://youtu.be/vrdkL7Y8Who
Group the students into 3: PAINTING, SCULPTURE and
ARCHITECTURE groups. Each group will be tasked to compare
the characteristics of the assigned form of art produced in the
following period by completing the Element chart below.
ELEMENT CHART
Byzantine Romanesque Gothic
Elements
Subject
Technique
Role of Art
Composition
Line
Texture
Each will assign a representative to report their work.
The teacher will ask the student

Making Generalizations and
Abstractions About The Lesson
“If you were given a chance to design your dream house, what
type of Medieval architecture you would like to use as an
inspiration? Explain the reason for choosing that style”
The teacher will ask the students:
How did the Medieval art develop from Byzantine art to Gothic
art?
Answer the following;

What are the contributions of the following artworks in the

Evaluating Learning traditions or history of the Western countries?

 Christ in the majesty

 Rose window
 Hagia Sophia
Additional Activities for Application Write an essay about the influences of Medieval art to the
or Remediation modern artworks.

Teacher will divide the class into 4 groups and will be asked to
bring the following materials.
Paint/color
Assignment Rocks (2 pieces)
Empty glass bottle
marker
Magazine/ colored papers
Soap (perla)
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 To Share With Other Teachers?

Prepared by: Checked:

REYNO B. DELDA MA. GINA G. HORNIDO

Teacher I School Principal
 DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
Discussing New Concepts and
Practicing New Skills
Developing Mastery
(Leads to Formative Assessment 3)
 The learner demonstrates an understanding of art
elements and processes by synthesizing and applying
prior knowledge and skills
 Demonstrate understanding that the arts are integral to
the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomenon
The learners...
 perform/ participate completely in a presentation of a
creative impression (verbal/ nonverbal) of a particular
artistic period
 Recognize the difference and uniqueness of the art styles
of the different periods (techniques, process, elements,
and principles of art)
 Creates artworks guided by techniques and styles of
Western Classical art traditions (A9PR-Ic-e-1)
 describes the influence of iconic artists belonging to
Western Classical art on the evolution of art forms
(A9PR-Ic-e-2)
 applies different media techniques and processes to
communicate ideas, experiences, and stories showing the
characteristics of Western Classical art traditions
Western and Classical Art Traditions
pp 185-200
pp 138-165
The teacher, together with the students will recall the previous
topic using the game FACT OR BLUFF
Students will answer Fact if the statement is true and Bluff if the
statement is False
1. Hieroglyphics shows trace of Arabized influence in arts.
2. Stained glass windows belong to Byzantine period.
3. In Byzantine animals were used as symbols.
4. Hagia Sophia means holy wisdom
5. Doorway of Romanesque’s churches are often designed with
pointed arcs
The teacher will give the students instruction and preview about
the upcoming activity ART EXHIBIT
The teacher will remind the students about the following:
 The theme of the exhibit is ART OF THE EARLY AGE
 Exhibit area
 Location
 Arrangement of artworks
 Decoration of the exhibit area
 Information
 Description of art work (title, materials, technique, media)
 Site the inspiration of your art work (period)
The teacher will lead the class to a brief discussion about the
remarkable contribution of iconic artists in each era in the
different forms of art that has shown a noticeable influence in the
arts of the new world.
EXHIBIT THE MAKING
The group will now prepare for the exhibit. Each group will be
tasked to create the following artworks, applying different media
techniques and processes to communicate ideas and stories
showing characteristics of Western Classical art.
 Rock my World
Designing a rock using sharp edge rock
 Stained Glass
Using an empty bottle, marker and color/paint, create your

Finding Practical Applications of
Concepts And Skills In Daily Living
Making Generalizations and
Abstractions About The Lesson
very own stained glass
 Mosaic greeting card
Create images with an assemblage of small pieces of
magazines
 Ivory carving
Carving a design on soap using sharp tools
Students will be asked to relate the influence of iconic artists
belonging to Western Classical art to the art forms of today.
Students will explain how their group showed the influence of
Western Classical tradition to their artworks.
Evaluate group participation using the rubric below;

All Most Occationally

members members helps 2pts
5pts 3pts
Evaluating Learning
cooperation
explanation
Behavior
presentation
TOTAL
Additional Activities for Application Design a Mosaic greeting card using recycled candy wrapper.
or Remediation
Assignment
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 To Share With Other Teachers?

Prepared by: Checked:

REYNO B. DELDA MA. GINA G. HORNIDO

Teacher I School Principal
 DAILY LESSON LOG IN MAPEH 9
DATE:
TIME & SECTION:
COMPONENT: ARTS
I. OBJECTIVES
Content Standard
Performance Standard
Learning Competencies/ Objectives
II. CONTENT
III. LEARNING RESOURCES
Teacher’s Guide pages
Learner’s Materials pages
Additional Materials from Learning
Resources (LR) portal
IV. PROCEDURES
Reviewing Previous Lesson or
Presenting the New Lesson
Establishing A Purpose for the
Lesson
Presenting Examples/ Instances of
The New Lesson
Discussing New Concepts and
Practicing New Skills
Developing Mastery
(Leads to Formative Assessment 3)
Finding Practical Applications of
Concepts And Skills In Daily Living
Making Generalizations and
Abstractions About The Lesson
Evaluating Learning
Additional Activities for Application
or Remediation
Assignment
V. REMARKS
VI. REFLECTION
a. No. of Learners Who Earned
80% In the Evaluation.
 The learner demonstrates an understanding of art
elements and processes by synthesizing and applying
prior knowledge and skills
 Demonstrate understanding that the arts are integral to
the development of organizations, spiritual belief,
historical events, scientific discoveries, natural disasters/
occurrences, and other external phenomenon
The learners...
 perform/ participate completely in a presentation of a
creative impression (verbal/ nonverbal) of a particular
artistic period
 Recognize the difference and uniqueness of the art styles
of the different periods (techniques, process, elements,
and principles of art)
 evaluates works of art in terms of artistic concepts and
ideas using criteria from the Western Classical art
traditions (A9PR-If-4)
 shows the influences of the Western Classical art
traditions to Philippine art form (A9PR-1f-5)
 mounts an exhibit using completed Western Classical art
tradition (A9PR-Ig-6)
Western and Classical Art Traditions
pp 185-200
pp 138-165
Students will gather all their artworks on the different activity that
they had processed and mount an exhibition.
The teacher will remind the students about the following
guidelines inside the exhibit
room
• Bags, cameras, video, mobile phones w/ camera are allowed in
the museum.
• Touching of artworks on display is strictly prohibited unless the
group/guest is within the Museum’s interactive stations.
• eating and drinking inside the galleries are not allowed
• Tour coordinators are responsible for the behavior of the group.
Students should stay with their group until the end of the tour.
• Anybody caught violating the abovementioned rules is subject
to appropriate disciplinary actions. The Museum reserves the
right to cut the tour short and ask the entire group to leave the
premises.
The teacher will discuss the Rubrics or criteria for the exhibition.
EXHIBIT TIME
Students will tour their prepared art exhibits.
Student will explain the relations and influences of the Western
Classical art traditions to Philippine art form.
Students will write their experiences about the tour in a sheet of
paper and pass it to the teacher.
The teacher will evaluate the EXHIBIT using the Rubrics or
criteria for the exhibition.
Collect pictures taken during the tour and make a photo album
using the theme of the exhibit is ART OF THE EARLY AGE.
 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 To Share With Other Teachers?

Prepared by: Checked:

REYNO B. DELDA MA. GINA G. HORNIDO

Teacher I School Principal