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 week 2

QUARTER 2nd
TIME

MONDAY
TUESDAY WEDNESDAY THURSDAY
I. OBJECTIVES
The learner will be able to learn...

 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...
 perform / participate competently in a
presentation of a creative impression (verbal/nonverbal) of a particular
artistic period
B. Performance Standard
 recognize the difference and uniqueness of
the art styles of the different periods (techniques, process,
elements, and principles of art)

Learners....
The learners... The learners mount
 compare the characteristics of artworks
produced in exhibit using completed
the different art periods (A9PL-IIh-4)
 evaluate works of artworks with Neoclassic

art in terms of and Romantic periods

artistic concepts and characteristics

C. Learning Competencies/  create artworks guided by techniques and
styles of (A9PR-III-g -7)
the Neoclassic and Romantic periods
(e.g., linear ideas using criteria
Objectives
style and painterly style) (A9PR-IIIc-e-
1) from the Neoclassic

and Romantic
 describe the influence of iconic artists
belonging to periods
 the Neoclassic and Romantic periods
(A9PR-IIIc- (A9PR-IIIf-4)
e-2)

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Annex1B to DepEd Order No. 42, s. 2016

 show the influences of

 apply different media techniques and
processes to Neoclassic and
communicate ideas, experiences, and
stories Romantic periods on
showing the characteristics of the
Neoclassic and Philippine art forms
Romantic periods. (A9PR-IIIc-e-3)
(A9PR-IIIf-4)

II. CONTENTS
III. LEARNING RESOURCES
A. References
pp. 231-239
pp. 247-249 pp. 231-249
1. Teacher’s Guide pages
pp 195-201
pp 206-207 pp 195-207
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
Health-Citizenship Advancement Training. Quezon
City. St. Bernadette Publishing House Corporation
Textbook pages
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.

3. Additional Materials from

Learning Resources (LR)
portal

https://youtu.be/KrSaQNY8QT
Other Learning Resources
g

IV. PROCEDURES

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Annex1B to DepEd Order No. 42, s. 2016
WORD LIGHTNING CLASSTIME
VENN DIAGRAM TOUR GUIDE RECALL
COMMERCIAL
The teacher will ask the
Compare and contrast The class tour guide will
students to give words A group of
students will Renaissance and baroque recall facts about
which are related to perform their 1-
3-minute arts BAROQUE PERIOD
A. Reviewing Previous
Baroque period, and it 'commercial'
that reviews 5 min
Lesson or Presenting The
should be in alphabetical key
instructional content
New Lesson
order. about the
difference
(Ex. A= Arts, B= Barocco between
Renaissance and
C= Caravagio ) Baroque
Period

5 min
5 min 5 min
PICTURE GUESS
VIRTUAL TOUR FASTEN YOUR SEAT

VIDEO PRESENTION a tour BELT!

Guess the secret word or
to the Philippines
phrase using only your
expectacular churches The class tour guide will

remind the students about

group mate’s drawing
https://youtu.be/KrSaQNY8QT

the following guidelines

inside the exhibit room

Separate everyone into
Let the student complete

• Bags, cameras, video,

teams of 4. Have one
the attached worksheet. mobile phones w/ camera
volunteer from each team
(see attachment) are allowed in the museum.
come up to be the first
• eating and drinking inside
round of drawers. The
the galleries are not allowed
B. Establishing A Purpose For drawers are not allowed to
• Tour coordinators are
The Lesson talk or motion during the
responsible for the behavior
game, or draw symbols,
of the group. Students

should stay with their group

numbers, or letters.

until the end of the tour.

• Anybody caught violating

The first team that raises
the abovementioned rules is
their hand and guesses the
subject to appropriate
object correctly wins one
disciplinary actions. The
point for their team.
Museum reserves the right
(see attachments)
to cut the tour short and

ask the entire group to

15 min
leave the premises

10 min

5mins

3
Annex1B to DepEd Order No. 42, s. 2016

The teacher will present the

lesson by asking this

The teacher will present the
question:
lesson by explaining the
importance of color
What are the characteristics
harmony in achieving
of the viewed Philippine
C. PresentIng Examples/
proper contrast and values
churches that has similar
Instances of The New
Lesson of colors.
characteristic with

Renaissance and Baroque

Period?

5 min

The teacher will discuss the

The teacher will discuss the The teacher will discuss
influences of iconic artist.
artforms in the Philippines the Rubrics or criteria for
 Da vinci
with western influences. the exhibition.
 Donatello
Using the presented video
D. Discussing New Concepts
 Caravaggio
and pictures (See attachment. ART
And Practicing New Skills
 Velasquez
EXHIBIT RUBRICS)
#1

15 min

5 min

The teacher will

present the EXHIBIT TIME
rubrics for the
Baroque Art
outputs
Students will tour to their
E. Discussing New Concepts
(see attachment)
prepared exhibition.
And Practicing New Skills
#2
5 min
30 min

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Annex1B to DepEd Order No. 42, s. 2016

COMPARE
GROUP ACTIVITY

Student will explain the

Students will be group into
relations and influences
4 individually members of
of the Baroque art
the group will do their task.
traditions to Philippine art
Students
will answer the form
Group 1 will paint their
output in an illustration following
questions.

Compare the two 10 min
board. Students will paint
any object in accordance
architecture using
with the principle of art of
the elements of art
Baroque Style.  In
what period you
F. Developing Mastery
can classify the two
Group 2 will design a
(Leads To Formative
structure? Why?
Renaissance inspired house
Assessment 3)
in an illustration board
15 min
Group 3 will design a
Baroque church using
magazine strips

Group 4 will paint portrait of

their own picture

35 min

The students will explain The

students will express Students will share ideas
the importance of applying their
insight about the how to identify the
G. Finding Practical
different media techniques influence
of Baroque arts in influence of any
Applications Of Concepts
and processes to Religion
artworks.
And Skills In Daily Living
 communicate ideas,
experiences, and stories in 5 min
5 min
their artworks.

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

STICKY NOTE
WALL
Students will
write in a Students will name some Students will write their
sticky note pad
the lessons Philippine artworks and experiences about the
H. Making Generalizations
churches with influence of tour in a sheet of paper
And Abstractions About they learn about

Baroque period. and pass it to the

The Lesson Renaissance and
Baroque

teacher.
Arts
5 min

5 min
5 min

The teacher will evaluate

the EXHIBIT using the

Evaluate students
output using attached Rubrics Rubrics or criteria for the

exhibition.
I. Evaluating Learning 5 min

(see attachment. ART

EXHIBIT RUBRICS)

5 min
Research 3
Renaissance Collect picture of different Collect pictures and
Artworks, and 3
Baroque Philippine churches and information about the
J. Additional Activities For artworks
make an album out of it activity and make a
Application or Name the
following works,

documentation.
Remediation corresponding
name of
artist, and
identify the era
when they were
created.
1 group will be assigned to
Chosen tour guide for
 do a Classtime
tommorows activity will
commercial they will Students will
Continue prepare and present an
create a 1-3-minute doing the group
activity entertainment travelouge
K. Assignment
'commercial' that reviews
that will help the class
key instructional content
about the difference

6
Annex1B to DepEd Order No. 42, s. 2016
between Renaissance and experience a
museum as if
Baroque period they were on
fieldtrip

Bring: illustration board,

paint, pencil

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?