GRADES 1 to 12 School: DON CARLOS NATIONAL HIGH SCHOOL Grade Level: 7

DAILY LESSON LOG

Teacher: LOUIE BANABAN PAGHASIAN Learning Area: ARTS
Teaching Dates and Time: SEPTEMBER 9, 10, 11, 12, 13, 2019 Quarter: 2nd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
I. OBJECTIVES
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards: The learner demonstrates understanding about:

B. Performance Standards:
C. Learning
Competencies/Objectives:
1. Art elements and processes by synthesizing and applying prior knowledge and skills;
2. Salient features of the arts of MIMAROPA and the Visayan Islands by showing the relationship of the elements of art and processes among
culturally diverse communities in the country; and
3. Philippines as having a rich artistic and cultural tradition from pre-colonial to present times.
The learners create artwork showing the characteristic elements of the arts of MIMAROPA and the Visayas.
Create crafts that can be locally Derive elements from traditions/history of a Correlate the development of crafts in
assembled with local materials, guided by community for one’s artwork; A7PR-IIf-2 specific areas of the country, according to
local traditional techniques (e.g., habi, lilip, Demonstrate willingness in participating to functionality, traditional specialized
etc); A7PR-IIc-e-1 given activities; expertise, and availability of resources (e.g.,
Identify crafts that can be locally Share in the class the derive elements from architecture, weaving, pottery, accessories,
assembled with local materials, guided by traditions/history of a community for one’s masks, and culinary arts). A7PR-IIf-3
local traditional techniques (e.g., habi, lilip, artwork; Identify development of crafts in specific
etc); areas of the country, according to
Share in the class values learned from functionality, traditional specialized
making the said activity. expertise, and availability of resources (e.g.,
architecture, weaving, pottery, accessories,
masks, and culinary arts);
Report in the class the crafts in specific
areas of the country according to
functionality, traditional specialized
expertise, and availability of resources (e.g.,
architecture, weaving, pottery, accessories,
masks, and culinary arts).
Show the relationship of MIMAROPA and Visayas
arts and crafts to Philippine culture, traditions,
and history (Islamic influences, Spanish heritage,
and American legacies in education, business,
modernization, and entertainment, as well as in
indigenous practices, fiestas, and religious and
social practices). A7PR-IIh-4
List the relationship of MIMAROPA and Visayas
arts and crafts to Philippine culture, traditions,
and history (Islamic influences, Spanish heritage,
and American legacies in education, business,
modernization, and entertainment, as well as in
indigenous practices, fiestas, and religious and
social practices).
Share in the class the relationship of MIMAROPA
and Visayas arts and crafts to Philippine culture,
traditions, and history (Islamic influences, Spanish
heritage, and American legacies in education,
business, modernization, and entertainment, as
well as in indigenous practices, fiestas, and
religious and social practices).

MUSIC OF LUZON (LOWLANDS) GEOGRAPHICAL AND CULTURAL BACKGROUND & ARTS AND CRAFTS OF MIMAROPA (MINDORO,
II. CONTENT
MARINDUQUE, ROMBLON, AND PALAWAN) AND THE VISAYAS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Pages 187-195 Pages 187-195 Pages 187-195 Pages 187-195

2. Learner’s Materials Pages Pages 187-195 Pages 187-195 Pages 187-195 Pages 187-195

3. Textbook Pages NONE NONE NONE NONE

4. Additional Materials from NONE NONE NONE NONE

Learning Resource (LR)
portal
B. Other Learning Resources NONE NONE NONE NONE
IV. PROCEDURES
A. Reviewing previous lesson or
presenting new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts &
practicing new skills no.1
E. Discussing new concepts &
practicing new skills no.2
F. Developing mastery (Leads to
formative Assessment)
G. Finding practical applications of
concepts & skills in daily living
H. Making generalizations &
abstractions about lesson
I. Evaluating learning
J. Additional activities for application
or remediation
Images of arts & crafts will be
presented
Student will be asked about the
significance of the lesson to their life
Samples of Arts & Crafts from chosen
provinces will be presented
Identify crafts that can be locally
assembled with local materials,
guided by local traditional techniques
(e.g., habi, lilip, etc);
Share in the class values learned
from making the said activity.
Create crafts that can be locally
assembled with local materials,
guided by local traditional techniques
(e.g., habi, lilip, etc); A7PR-IIc-e-1
Video graphing on the process of
making an art piece to upload in the
internet
Students will share learning in the
class
Live Performance
Advance Reading
Pages 152-153
Artifact & Art objects samples will be
presented
Student will be asked about the
significance of the lesson to their life
Samples of artifacts & art objects will be
presented
Derive elements from traditions/history
of a community for one’s artwork; A7PR-
IIf-2
Demonstrate willingness
participating to given activities;
Share in the class the derive elements
from traditions/history of a community
for one’s artwork;
Outcome will be compiled to share in the
public
Students will share learning in the class
Live Performance
Advance Reading
Pages 154-155
Designs samples will be presented
Student will be asked about the
significance of the lesson to their life
Samples designs, form, & spirit of artifacts
& art objects from MIMAROPA & the
Visayas will be presented
Identify development of crafts in specific areas
of the country, according to functionality,
traditional specialized expertise, and availability
of resources (e.g., architecture, weaving, pottery,
accessories, masks, and culinary arts);
in Correlate the development of crafts in specific
areas of the country, according to functionality,
traditional specialized expertise, and availability
of resources (e.g., architecture, weaving, pottery,
accessories, masks, and culinary arts). A7PR-IIf-
3 modernization, and entertainment, as well
Report in the class the crafts in specific areas of
the country according to functionality, traditional
specialized expertise, and availability of
resources (e.g., architecture, weaving, pottery,
accessories, masks, and culinary arts).
Sharing activities will be conducted
Students will share learning in the class
Actual Performance
Advance Reading
Pages 160
Culture & Lifestyle of Filipino will be
talked about
Student will be asked about the
significance of the lesson to their
life
Filipino treats, do’s & don’ts will be
presented
List the relationship of MIMAROPA and
Visayas arts and crafts to Philippine
culture, traditions, and history (Islamic
influences, Spanish heritage, and
American legacies in education, business,
modernization, and entertainment, as well
as in indigenous practices, fiestas, and
religious and social practices).
Show the relationship of MIMAROPA and
Visayas arts and crafts to Philippine
culture, traditions, and history (Islamic
influences, Spanish heritage, and
American legacies in education, business,
as in indigenous practices, fiestas, and
religious and social practices). A7PR-IIh-
4
Share in the class the relationship of
MIMAROPA and Visayas arts and crafts to
Philippine culture, traditions, and history
(Islamic influences, Spanish heritage, and
American legacies in education, business,
modernization, and entertainment, as well
as in indigenous practices, fiestas, and
religious and social practices).
Dramatization will be conducted
Students will share learning in the
class
Actual Performance
Advance Reading
Pages 161-163
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn?
IV. REFLECTION 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 Out of 110 students there are 100 got Out of 110 students there are 90 got 80% in the Out of 110 students there are 95 got 80% in the Out of 110 students there are 95 got 80%
evaluation 80% in the evaluation. evaluation. evaluation. in the evaluation.

B. No. of learners who require additional 10 students require remediation 20 students require remediation because they 15 students require remediation because they 15 students require remediation because
activities for remediation are absent are absent they are absent

C. Did the remedial lessons work? No. of

learners who have caught up with the
Yes all of them passed the activity Yes all of them passed the activity Yes all of them passed the activity Yes all of them passed the activity
lesson

D. No. of learners who continue to require NONE

remediation NONE NONE NONE

E. Which of my teaching strategies work

well? Why did these work? Exploratory Approaches Lecture Discussion Cooperative Learning Cooperative Learning

F. What difficulties did I encounter which my

principal or supervisor can help me solve? Internet Internet Internet Internet

G. What innovations or localized materials

did I used/discover, which I wish to share Recyclable Materials Recyclable Materials Recyclable Materials Recyclable Materials
with other teachers?

Page 3 of 3
Prepared by: Checked by:
LOUIE B. PAGHASIAN GERALDINE IDUL GARDUQUE,
MAT.
SST-I MASTER TEACHER I