Grade 7

School: Grade Level

Daily Lesson Plan
Teacher: Learning Area Arts

Teaching Dates and Time: Quarter First

I- OBJECTIVES

The learner demonstrates understanding of:

 Art elements and processes by synthesizing and applying prior knowledge and
skills.
 The salient features of the arts of Luzon (Highlands and lowlands) by showing
the relationship of the elements of the art and processes among culturally-
diverse communities in the country.
 The Philippines as having a rich artistic and cultural tradition from Pre-colonial
period to the present.
A. Content Standard

The learner:

 Creates artworks showing the characteristic elements of the arts of

Luzon (highlands and lowlands)
B. Performance Standards  Exhibits completed artworks for appreciation and critiquing

 Analyze elements and principles of art in the production of one’s arts

and crafts inspired by the arts of Luzon (highlands and lowlands)
A7EL-Ib-1
 Identify characteristics of arts and crafts in specific areas in Luzon
(e.g., papier mâché [taka] from Paete, Ifugao wood sculptures [bul’ul],
Cordillera jewelry and pottery, tattoo, and Ilocos weaving and pottery
C. Learning Competencies [burnay], etc.) - A7EL-Ia-2

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  Appreciate the artifacts and art objects in terms of their uses and their
distinct use of art elements and principles A7PL-Ih-2

II- CONTENT Arts and Crafts of the Ilocos Region and the Cordillera Administrative Region (CAR)

III- LEARNING RESOURCES

A. References

Music and Arts Teacher’s Guide, pp. 153-158

1. Teacher's Guide pages

2. Learner's material pages Music and Arts Learner’s Material, pp. 146-151

3. Textbook pages

Projector,

Laptop,
4. Additional Materials form
Learning Resources (LR) portal Pictures of arts and crafts of Bicol

B. Other Learning Resources https://drive.google.com/file/d/0Bx-b_SywUBgTY0x3c2lRNWtYUFU/view

IV- PROCEDURES

Teacher will direct the students to answer the Pre-Assessment ““I-Tsek mo ako” on page 146.

Below is a list of the different artworks. Put a check after each artwork that you think you can
also make. You can check more than one item.

A. Review 1. Paper cutting __________________

2. Weaving __________________

2
 3. Painting __________________
4. Sculpture __________________
5. Wood Carving ___________________

Source “Aunt Annie’s Cafts”, Simple Paper-Cutting Techniques Designs.

https://www.google.com/search?client=firefox-
b&biw=1354&bih=657&tbm=isch&sa=1&ei=6LxaXLbDG4fS8wWxxaaQBg&q=paper+cutting+design&o
q=paper+cutting&gs_l=img.1.3.0i19l10.647277.658154..667306...2.0..1.750.5990.0j10j6j2j0j1j2......0....
1..gws-wiz-img.....0.ZtJ3qIaH7wk#imgrc=LflaAdxFxR1voM

Source: “Ock Pop Tok”, Classes I, https://www.google.com/search?client=firefox-

b&biw=1354&bih=657&tbm=isch&sa=1&ei=i79aXOfuMIm48QWX8rQY&q=weaving&oq=weaving&gs_l

3
=img.3..0i19l10.352654.357914..359276...0.0..2.769.7301.0j2j5j4j0j4j3......0....1..gws-wiz-
img.....0.M74yB0Ka5nY#imgrc=4zOgxBpe_QGlqM

Source: “Artbybee7”, Aurora Sky Canvass Painting I artbybee7,

https://www.google.com/search?client=firefox-
b&biw=1354&bih=657&tbm=isch&sa=1&ei=FMRaXLuELIfO8wWZ7KmoAg&q=canvas+painting&oq=ca
nvas&gs_l=img.1.1.0i19l10.119955.120825..125802...0.0..2.440.1574.3-2j2......0....1..gws-wiz-
img.PALSRdPsar8#imgrc=E0drTyKG-yCgrM

4
 Source: “Guillermo Tolentino”, Philippines on the Potomac-WordPress.com,
https://www.google.com/search?client=firefox-
b&biw=1354&bih=657&tbm=isch&sa=1&ei=ELtaXNngJ4vy8AXwp6WgDA&q=phil+sculpture&oq=phil+s
culpture&gs_l=img.3..0i7i30l2.7735.9304..10099...0.0..0.181.728.0j5......0....1..gws-wiz-
img.JAcDG79D6wY#imgrc=98fp_W5Gj7X-yM

Source: “Nestor Santiago”, Wood Carver,

http://www.imagesphilippines.com/viewimage.php?id=551&flaghits=1

- Teacher will show a map of the Philippines and will ask students to pin point
the location of Ilocos Region and Cordillera Autonomous Region (CAR)
- Teacher will ask students to name the provinces composing Ilocos Region and
Cordillera Autonomous Region (CAR)
B. Presentation of the Lesson

5
 :

Source: “Wikipedia The Free Encyclopedia”, Template: Regions of the Philippines Image Map,
https://en.wikipedia.org/wiki/Template:Regions_of_the_Philippines_Image_Map

- Teacher will group the students into 6. Each group will be given 2 puzzle
pictures for them to assemble. Each puzzle picture contains brief description of
the photo/artwork for students to read/familiarize with the artwork. (Each group
will be given 2 minutes to form the puzzle and say something about the
description they read about their assigned puzzle photo)

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 Source: “I Heart Manila”, Ilocos: Vigan Old Houses, May 3, 2011,
https://mayniladailyphoto.blogspot.com/2011/05/ilocos-vigan-old-houses.html

Source: “My Architectural Moleskine®”, Colonial Architecture in the Philippines (3) Ilocos, February 17,
2012, https://architecturalmoleskine.blogspot.com/2012/02/colonial-architecture-in-philippines-3.html

Ilocos Region Textile

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 Source: “BlauEarth“, Inabel, Heart and Soul of An Ilocana Weaver,
https://blauearth.com/2010/08/01/inabelh-heart-and-soul-of-an-ilocana-weaver/

Source: “Freddie G. Lazaro,” Inabel Weavers Prepare Special Death Shroud for FM, Manila Bulletin,
August 17, 2016, https://news.mb.com.ph/tag/inabel-weavers-prepare-special-death-shroud-for-fm/

Source: “Azrael Coladilla”, Loom Weaving Ilocos Sur Trip Part 18,
https://azraelsmerryland.blogspot.com/2013/05/loom-weaving-ilocos-sur-trip-part-18.html

Source: “Jessica Zafra”, Reading Year 2014: HABI, hooked on handwoven, JessicaRules the
University.com, February 26, 2014

Ilocos Region Pottery

8
Source: “Traveller on Foot – WordPress.com”, Burnay I Traveller on Foot,
https://traveleronfoot.wordpress.com/tag/burnay/

Pangasinan Weaving & Bamboo Crafts

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 Source: “Sual, Pangasinan”, Sual Pangasinan: Products,
https://sualpangasinan.blogspot.com/p/products.html

Source: “Yolanda Sotelo” In San Carlos, bamboo brings life to native craft, June 24, 2015,
https://newsinfo.inquirer.net/700352/in-san-carlos-bamboo-brings-life-to-native-
craft?utm_expid=.XqNwTug2W6nwDVUSgFJXed.1

Source: “Wow Pangasinan 2013”, Products, http://wowpangasinan.byethost7.com/PHP/products.php

Source: “SmugMug”, Manaoag Church, Pangasinan, Philippines,

https://andresalvador.smugmug.com/Travel-My-Philippines/MANAOAG-CHURCH-PANGASINAN/i-
rBrJXRw

Kalinga Textile

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 Source: “Alucard “, Kalinga Weaving, Grade 7, May 19, 2014,
https://mygrade7art.blogspot.com/2014/05/kalinga-weaving-weaving-in-luzon.html

Source: “rafael1984”, Igorot, hede.io, https://hede.io/igorot--1210

Kalinga Basketry

Source: “Faye’s Tribal Art”, Vintage Philippine Tribal Kalinga Labba Vegetable Burden Basket 12”,
https://fayestribalart.com/products/vintage-philippine-tribal-kalinga-labba-vegetable-burden-basket-12

Source: “Pinterest”, Discover ideas about Bamboo Basket,

https://www.pinterest.ph/pin/549157748286526967/

Source: “TheLoneRider”, Tulgao Tribe of Kalinga,

http://www.thelonerider.com/2011/jun/tulgao/pages/10oldman.html

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 Kalinga Tattooing

Source: Haute Culture Fashion”, Kalinga Culture: Tribal Traditions and Tattoos in the Philippines, May
18, 2016, https://hauteculturefashion.com/kalinga-tattoos-philippines/

Source: “Beezz”, Discover Rare Finds in the Kalinga Province, Trip the Islands, February 2, 2015,
https://triptheislands.com/destinations/discover-rare-finds-in-the-kalinga-province/

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 Ifugao Sculpture

Source: “Wikipedia The Free Encyclopedia”, Bulul, https://en.wikipedia.org/wiki/Bulul

Source: “Wikimedia Commons:, File: Seated Bulul from Ifugao, Narra Wood, Honolulu Museum of
Art.jpg,
https://commons.wikimedia.org/wiki/File:Seated_Bulul_from_Ifugao,_narra_wood,_Honolulu_Museum_
of_Art.jpg

Source: “Michael Backman Ltd”, Necklace of Four Brass Dinumug Linglingo Pendants on Abaca
(Banana Plant Fibre) Twine, Brasss Dinumug Linglingo Pendants, Bontoc or Kalinga People, Northern
Luzon, Philippines, 19th-20th century, https://www.michaelbackmanltd.com/archived_objects/brass-
dinumug-linglingo-pendants-bontoc-or-kalinga-people-northern-luzon-philippines-19th-20th-century/

Source: “Evert (@eorinion)”, #LinglingO medias, Pictame, https://www.pictame.com/tag/LinglingO

Source: “Forensic Fashion”, ling-ling-o,

https://www.google.com/search?biw=1366&bih=671&tbm=isch&sa=1&ei=K6uEXOWjOsa88QXl276ICg
&q=lingling-o+necklace&oq=lingling-
o+&gs_l=img.1.5.0i30l4j0i5i30j0i24l3.591404.592138..597805...0.0..0.117.712.4j3......0....1..gws-wiz-
img.xajf3-RnZAI#imgrc=-gU-fQ09qk1iCM:

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 Ifugao Textile

Source: “Alucard “, Ifugao Weaving, Grade 7, May 19, 2014,

https://mygrade7art.blogspot.com/2014/05/kalinga-weaving-weaving-in-luzon.html

Source: “OFW Pinoy Star, Ifugao Tribe were a surprising muse for ‘Black Panther’s’ Dora Milaje, PS
OFW Pinoy Star Magazine, http://www.ofwpinoystar.com/ifugao-tribe-surprising-muse-black-panthers-
dora-milaje/

Source: “rafael1984”, Ifugao, hede.io, https://hede.io/hede-io/@rafael1984/ifugao

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 Mountain Province Textile

Source: “thepinoyexplorer. com”, Mountain Province: Kadangyan Burial Cloth,

https://www.thepinoyexplorer.com/2011/09/mountain-province-kadangyan-burial.html

Source: Cathy Yamsuan”, ‘Hibla’ Exhibit - Isolating the Filipino DNA through Fabric, Philippine Daily
Inquirer, August 17, 2014, https://lifestyle.inquirer.net/168884/hibla-exhibit-isolating-the-filipino-dna-
through-fabric/

Source: “Irene Mestito-Dao”, The Flight of the Igorot to Canada and the start of the BIBAK association,
Filipino Journal, Vol. 25 No.13, https://filipinojournal.com/the-flight-of-the-igorot-to-canada-and-the-
start-of-the-bibak-association/

Source: “Elmer Llames”, Weaving (Cordillera and Region 1”, SlideShare, July 9, 2013,
https://www.slideshare.net/elmerllames/weaving-cordillera-and-region-1-24044317

Source: Rexcrisanto L. Delson, My Siwsiwan Fabric, Writings by an American Igorot, October 17,
2010, https://amerigorot.blogspot.com/2010/10/my-siwsiwan-fabric.html

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 Mountain Province Tattoo

Source: “Jenn Jeffers”, The Cave of The Kabayan Fire Mummies Is A Perfectly Preserved Piece of
History, The Raven Report, November 3, 2016, https://theravenreport.com/2016/11/03/the-cave-of-the-
kabayan-fire-mummies-is-a-perfectly-preserved-piece-of-history/

Source: “Philippine History and Architecture (Facebook Page)”, Kabayan Mummies, Facebook,
October 30, 2016, https://www.facebook.com/111131982293260/photos/kabayan-mummiesat-
kabayan-benguet-home-of-the-centuries-old-mummies-kabayan-beng/1229866220419825/

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 Abra Tingguian Textile

Source: “The-Bern-Traveler”, Abra, The Philippines: The Tingguians, Bamboos, and the Art of Dyeing,
We Said Go Travel, December 2, 2014,
https://www.google.com/search?biw=1366&bih=605&tbm=isch&sa=1&ei=Vu9fXK6OMYKk-
Qa_o6mYBA&q=tingguian+bankudo&oq=tingguian+bankudo&gs_l=img.3...209526.213386..213767...0
.0..0.247.2475.0j12j2......0....1..gws-wiz-img.......0j0i24j0i10i24.IZbWWJAjk#imgrc=Ela88CvKk6wXwM:

Source: “ BlauEarth”, Preserving the Fading Threads of Abra Abel,

https://blauearth.com/2014/01/26/preserving-the-fading-threads-of-the-abra-abel/

Source: “@everydayhistoryph”, #June8 I On this day in 1625, the Itneg Revolt (also known as the
Mandaya Revolt) began in the village of Abulag in Capinatan, Nueva Segovia, Pictame, June 7, 2018,
https://www.pictame.online/media/BjvgPmQD6oA

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 - Each group will then post their assigned puzzle photo on the board according
to its place of origin:

a. Ilocos Region b. Cordillera Administrative Region

(teacher will check if each group posted correctly on the board)

- Teacher will ask students what they know about the Ilocanos and Igorots, and will then give brief
description of the region.
- Discussion of Arts and Crafts of Ilocos Region (ARCHITECTURE, TEXTILE, POTTERY AND
WEAVING)
- Discussion of Arts and Crafts of Cordillera Administrative Region (CAR)
(TEXTILE, BASKETRY, TATTOOING, SCULPTURE)

ACTIVITIES:
C.
Development
of the Lesson (Teacher may choose among the two activities given: Activity A -Average Learners; Activity B –
Fast Learners)

- Group Activity A: “Match Me”. The class will be divided into 4 groups, using the given template,
each group will try to identify and match the characteristics of each Arts and Crafts of CAR and
Ilocos Region as shown in the image/s.

- Group Activity B: “Describe Me”. The class will be divided into 4 groups, using the given template,
each group will try to identify and name the characteristics of each Arts and Crafts of CAR and Ilocos
Region as shown in the image/s.

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 - Each group will be given 5-10 minutes to finish the activity and one representative will explain their
work.

Activity A Activity B

ILOCOS REGION ILOCOS REGION

IMAGE CHARACTERISTICS IMAGE CHARACTERISTICS

1. Architecture 1. Architecture

a. an open floor plan

b. windows of Capiz shells

framed in

wooden window panels

c. often highlight large plate

glass walls

or windows

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2. Textile 2. Textile

a. a textile made of cotton

woven in

pedal frame looms

b. a cellulosic fibers derived

from the

stem of the flax plant

c. has a smooth, soft texture

that is not

slippery, unlike many

synthetic fibers

3. Pottery 3. Pottery

a. are human burials where the

corpse

is placed into a large

earthenware

and then is interred

20
 b. used on special occasions
such as

worship ceremonies

c. used for storage for water

and rice

grains and as container for

salt,

brown sugar, basi and

bagoong

4. Weaving 4. Weaving

a. most of their handicrafts like

mats,

baskets and furniture were

made

from bamboo, buri and

rattan

b. handwoven handicrafts such

as mats

and bags were made of buri,

pandan

21
 or sea grass leaves

c. handmade native products

like bags,

baskets, doormats etc. were

made of

abaca fiber

Answers:

1. B
2. A
3. C
4. A

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 Activity A Activity B

CORDILLERA AUTONOMOUS REGION CORDILLERA AUTONOMOUS REGION

IMAGE CHARACTERISTICS IMAGE CHARACTERISTICS

1. Textile 1. Textile

a. it has a distinctive tri-color

scheme;

White for the pattern, Red for

relief

elements, and Black (or deep

Brown)

23
 for the background

b. hand-woven made of Abaca

fibers

which traditionally has three

primary colors, Red, Black

and the

original color of the Abaca

leaves

c. characterized by Red stripes

and

White, Yellow and Black

geometrical

patterns

2. Basketry 2. Basketry

a. the dominant materials used

in their

basketry are abaca and buri

b. baskets are made of

bamboo, rattan

or a combination of the two

24
 c. they make baskets out of
roots and

barks of trees

3. Tattooing 3. Tattooing
a. mark the heroism and
bravery and

one’s status in the

community

b. represents beauty,
metamorphosis,

rebirth and change

c. generally symbolizes
knowledge,

protection, strength,
forgiveness and

eternal life

4. Sculpture 4. Sculpture

a. their sculpture depicts the

realistic

muscular form of man

25
 b. most of their wood carvings
are

totem-like figures

c. Skilled craftsmen and

artisans have

practiced woodcarving since

Spanish

times and their products have

religious themes

Answers:

1. C
2. B
3. A
4. B

-Students’ output will be checked based from the following characteristics:

26
 Ilocos Region

Architecture Textile Pottery Weaving

Old Spanish-type Hand woven that is Reddish in color Most of their

houses produced using handicrafts like mats,
traditional wooden looms baskets and furniture
were made from
bamboo, buri and
rattan

Made of cotton
Unglazed earthen jar Hand woven
With white walls and made of fine gravel,
picturesque balconies sand, ashes and clay
with a small opening

The designs are

Geometric patterns that simple, sometimes
result in psychedelic curved patterns can be
optical art designs, which

27
Made of wood with are said to represent the
sloping roof waves of the sea
Designs are inspired by
natural elements;
patterns that depict
different landforms, the
colors of lowers and
Large and rectangular vegetation, plaid
living rooms that are zigzags, animal patterns,
made of adobe, bricks, ocean waves or the
lime, terracotta glittering night sky
They are also noted for
their white textiles with
horizontal/vertical stripes
and checkered designs
Hardwood floors
28
found around the
shoulders of the jar
They also prick the jar
with a stick while it is
soft to make the
surface more
interesting
It is used for storage
for water and rice
grains and as
container for salt,
brown sugar, basi
(local wine) and
bagoong (fermented
fish)
Windows of Capiz
shells framed in
wooden window panels

Made of coral stone

with elements of wood
mostly in the balconies
and shutter

Sometimes the first

floor was made of stone
upon which a wooden
second floor was built

29
 Cordillera Administrative Region (CAR)

Textile Basketry Sculpture Tattooing

Handwoven Baskets are made of Carved wooden human Uses a mixture of

bamboo, rattan, or a figure that are deeply charcoal and water that is
combination of the two connected to cultural tapped onto the skin
rituals through a thorn end

Baskets range in form and

size, from portable lunch Most of their wood Tattoos are inspired by
Characterized by red
stripes and white, yellow containers to woven jars. carvings are totem-like objects seen in daily life,
and black geometrical Winnowing trays, carrying figures such as rice terraces,
patterns baskets, and covered ladders, and centipedes
containers allowed people
to harvest, transport,
store, and serve food and
crops.

It usually covers the chest

and the arms

30
Women wore a wrap- The amulets were made
around skirt called kain from jade, gold, copper,
(kalinga), lufid (mountain bronze, stone and other
province) which reaches materials May be considered as
below the knee clothing and decoration

Men’s traditional attire is

Signifies a rite of passage
called wanes (g-string or from youth to adulthood
bahag)

Mark of heroism and

Motifs include geometric
bravery and one’s status
shapes of human, lizards, in the community
mountains, rains and
flowers and other forms of
plants, animals and
landforms found in their Designs consists of
everyday surroundings geometric patterns and
lines

Individual Activity:

- Teacher will ask students to complete the table below with required entries.

Similar Arts/crafts Found in the

Arts/ Crafts Characteristics
Locality/Region

Ilocos Region Architecture Old Spanish-type houses with

huge, high-pitched roofs, large &

31
 rectangular living rooms that are
made of adobe, bricks, lime,
terracotta, hardwood floors, &
windows of capiz shells framed in
wooden window panels.

Walls about 3.5 ft. high, with front

wall open in the middle. Front &
Cordillera Administrative Region
side walls are made of wood
Architecture
slabs & the rear is constructed
with stones chinked with clay
(Bontoc)

Designs are inspired by natural

elements; produced using
Ilocos Region Textile traditional wooden loom.

Cordillera Administrative Region

Textile For Kalinga, characterized by red
stripes & white, yellow & black
geometrical patterns. For Bontoc,

32
 An Ikat characterized by diamond
stripes of white and red stripes.

Bamboo crafts (baskets, furniture)

Ilocos Region Basketry

Cordillera Administrative Region

Bowl-shaped basket made from
Basketry
rattan (labba)

Ilocos Region Pottery Burnay jars with small opening,

made from fine gravel, sand &
ashes & put into fire, the designs

33
 are curved patterns around the
shoulder of the jar.

Carved wooden human figure

Cordillera Administrative Region with simplified forms, usually
Sculpture made of Narra.

Considered as clothing &

Cordillera Administrative Region decoration. The design consists
Tattooing of geometric patterns and lines.

34
 I. Multiple Choice. Write the letter of your answer.

1. What color is dominant in this textile?

a. Green b. Yellow c. Red

Source: “Alucard”, Kalinga, Grade 7, May 19, 2014,

https://mygrade7art.blogspot.com/2014/05/kalinga-weaving-weaving-in-luzon.html

2. This textile is characterized by ______ stripes.

a. Red stripes
b. Diamond stripes of red
D. Evaluation c. Diamond stripes of white and red

Source: “Elmer Llames”, Weaving (Cordillera and Region 1),Slideshare, July 9, 2013,
https://www.slideshare.net/elmerllames/weaving-cordillera-and-region-1-24044317

3. Lingling-o or Dinumog symbolizes ________.

a. Fertility b. Wealth c. Bravery

4. An unglazed earthen jar with small opening is ____.

a. Pagburnayan b. Burnay c. Tapayan

5. This Ilocos Region province is known for bolinao mat and bamboo products.
a. Ilocos Sur b. Ilocos Norte c. Pangasinan

35
 II – Give the meaning of the colors of the Kalinga textile below.

6. Red _______
7. Black _______
8. White _______
9. Yellow _______
10. Green _______

Source: “Russell Rodriguez”, Preserving the Colors of my Skirt: Laga, Backstrap

Weaving of the Kalinga of the Philippines, ACTA, March 10, 2013,
https://www.actaonline.org/content/preserving-colors-my-skirt-laga-backstrap-
weaving-kalinga-philippines

Create your own design of textile inspired by the textile designs of Ilocos Region
and CAR. Follow the instruction below.

a. Draw a rectangle on your bond paper.

b. Divide the rectangle into six (6) parts using a vertical line
c. Draw different shapes and designs in the space in between lines
d. The shapes and designs must be repetitive
e. Color your own design using red, black, yellow and white only

Answer the following questions:

1. How can you help in the preservation and promotion of the different arts and
crafts of Ilocos Region and Cordillera Administrative Region?
2. What positive practices can you offer to your community in the promulgation of
E. Agreement/Assignment the arts and crafts in your region/locality?

36
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? 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 worked well?
Why did these work
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?

37
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

38
 Grade 7

School: Grade Level

Daily Lesson Plan
Teacher: Learning Area Arts

Teaching Dates and Time: Quarter First

I- OBJECTIVES

The Learner demonstrates understanding of:

 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of Luzon by showing the relationship of the elements of art
and processes among culturally diverse communities in the country

 The Philippines as having a rich artistic and cultural tradition from pre-colonial to present
A. Content Standard times

The learner:

 Create artworks showing the characteristic elements of the arts of Luzon

B. Performance Standards  Exhibit completed artworks for appreciation and critiquing

AT THE END OF THE LESSON, STUDENT ARE EXPECTED TO:

 Identify characteristics of arts and crafts in specific areas in Luzon (e.g.
Pinch Pot)A7EL-Ia-2

 Create Pinch Pot as an artwork showing the characteristics of the arts

and crafts based on the materials used found in the local areas.
(Clay).
C. Learning Competencies

39
  Trace the external (foreign) and internal (indigenous) influences reflected in the design of
an artwork and in the making of a craft or artifact.
Lesson 1. Arts and Crafts of the Ilocos Region and the Cordillera Administrative Region
II- CONTENT (CAR)- Pinch Pot

III- LEARNING RESOURCES

A. References

Music and Arts Teacher ‘s Guide, pp. 171- 173

1. Teacher's Guide pages

Music and Arts Learner”s Material pp. 165 - 167

2. Learner's material
pages

3. Textbook pages

Projector,
4. Additional Materials Laptop,
from Learning Resources (LR)
portal Pictures of different Completed Pinch Pot

B. Other Learning Resources

IV- PROCEDURES

40
 Group Activity: GALLERY WALK: Present to the students some samples of different pinch pot
artworks and through Gallery walk let the students analyze and list down all their observations in
their notebook. Afterwards, let the students compare/ share his/her observations.

A. Review

41
 Source”

https://www.teacherspayteachers.com/Product/Ceramic-Pinch-
Pot-Coil-Method-Fish-an-Intro-to-Working-with-Clay-1802140”

Source“http://juliasanderl.com/?s=pinch+pot&searchsubmit=”

Source “https://bsd405.org/art/2017/22/pinch-pot-fountains/”

Source” https://www.teacherspayteachers.com/Product/Ceramic-Pinch-Pot-Coil-Method-Fish-an-Intro-to-Working-
with-Clay-1802140”

Source” https://www.pinterest.ph/pin/379146862354514504/”

Source” https://craftgawker.com/post/2018/09/09/111189/”

Source” https://www.davidjones.com/marble-pinch-pot-21074683”

Source “ http://larkcrafts.com/craft-your-life/sophisticated-pinch-pottery/

( After the students activity ask the following questions )

42
 Guide Questions :

1. What elements and Principles of arts are applied in the different pinch pot above?
2. Can we consider pottery as an art? Why or why not?

3. Why do you think Pinch pot is considered to be a traditional way of pottery making?

Pottery is an ancient art form & in Ilocos this tradition of molding unglazed earthen called clay.
It was originally used to age vinegar, wine & “bagoong” or fish paste.

Pottery had existed long before Spain came to Ilocos. But it was only in the late 1920s when
Chinese migrants like the forefathers of Fidel Go commercially produced it. Because of the lesser
demands in the Chinese market, they introduced a highly modernized designs of ceramics which
they globally classified by the imperial court. Most of their designs are made exclusively or mainly
for special uses, such as burial in tombs or for use on altars. From a very simple hand built coil
pots, they introduced the use of complex glazes and firing methods. These methods are adopted
by the east asian countries as well as the European countries. Which continue to flourish until
the present. They only differ on the designs and the materials used but the process is still the
same.

B. Presentation of the Lesson Source: https://www.omeidachinese.com

Www.wikipedia.com

43
 Showing Video Clips
C. Development of the
Lesson Present the video of a traditional and modern Pottery Making which will connect to the Process
and Procedures of making pinch pot. Let the students compare and list down the similarities and
differences of the videos being presented.

Guide Questions:

1. What do you think is/ are the significance of pottery to the lives of the people in the ilocos
region?

2. What do you think is / are the characteristics of pinch pot compared to any other forms of
pottery making?

44
 Present Activity 1. Pinch Me!

Make your own pot using clay or any available material you can use in pottery
making.

Pinch Pot!

Materials:

 Clay
 Styling Tools ( Pencil )
 Watercolour Paint
 Paint brush
 Small containers of water

Procedures:
D. Activity Proper
1. Form the clay into round balls.

45
 2. Using your thumb, push it in the center.

3. Rotate it at the center and continue pinching the clay until you get the desired shape.

46
4. Move your thumb and four fingers slowly around the clay ball. While the students are
doing this, they should be applying a small amount of pressure.

5. Start designing your pinch pot using the tip of the pencil. You can use the tattoo designs
of kalinga or the different patterns in ilocos and cordillera Province textile as inspiration.

Have each student a presentation of their artwork by describing the elements of arts used

47
  Present to the students the rubrics in making the artwork and afterwards proceed to the activity proper. (Pinch Me
IV. EVALUATION
CATEGORY 10 POINTS 6 POINTS 4 POINTS 2 POINTS SCORE
CREATIVITY Totally original Most of the work Some aspects of The artwork is a
design, know elements are the artwork are copy of seen in
element is an unique but one unique, but source material or
exact copy of element ay be several elements one made by
design seen in copied from are copied from another student
source material. source material. source materials (80% or more of
or other students. elements are
copied).
ATTRACTIVENESS The artwork The artwork The design and The artwork looks
/CRAFTMANSHIP shows that the shows that the construction were thrown together at
creator took great creator took great planned. The the last minute. It
pride in his/her pride in his/her item has several appears that little
work. The design work. The design flaws (free of design or
and construction and construction unwanted bumps, planning was
look carefully look carefully drips, and tears), done.
planned. The planned. The that detract from Craftmanship is
item is neat (free item is neat (free the overall look. poor.
of unwanted of unwanted
bumps, drips, and bumps, drips, and
tears). tears), but these
do not detract
from the overall
look.
SOURCES The student has The student has The student has The student has
five or more 3 to 4 materials of 2 materials of fewer than 2
materials of materials of

48
 inspiration inspiration inspiration inspiration
correctly cited. correctly cited. correctly cited. correctly cited.
TIME AND Class time was Class time was Class was not Class time
EFFORT used wisely. used wisely. always used additional effort.
Much time and Student could wisely, but was not used
effort went into have put in more students did do wisely and the
the planning and time and effort at some additional student put in no
design of the home. work at home. additional effort.
flower weave. It
is clear that the
student worked at
home as well as
at school.

V. ASSIGNMENT Allow the students to complete a second pinch pot, without the directions from the
teacher (testing their knowledge of the steps).

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.

49
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 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?

50
 Grade 7

School: Grade Level

Daily Lesson Plan
Teacher: Learning Area Arts

Teaching Dates and Time: Quarter First

I- OBJECTIVES

The Learner demonstrates understanding of:

 art elements and processes by synthesizing and applying prior knowledge and skills;
 the salient features of the arts of Luzon (highlands and lowlands) by showing the relationship
of the elements of the art and processes among culturally-diverse communities in the country;
 the Philippines as having a rich artistic and cultural tradition from the Pre-colonial period to the
A. Content Standard present.

The learner:

 creates artworks showing the characteristic elements of the arts of Luzon (highlands and
lowlands);
B. Performance Standards  exhibits completed artworks for appreciation and critiquing.

 Identify characteristics of arts and crafts from CALABARZON ( Wood carving, Higantes, Burda, Balisong
and Kiping) and Bicol Region ( Bags, Coin purses, etc.) A7EL-la-2
 Analyze elements and principles of art in the production of one’s art and crafts inspired by the arts of
CALABARZON and Bicol Region. A7EL-lb-1
 Appreciate the artifacts and art objects in terms of their uses and their distinct use of art elements and
C. Learning Competencies principles. A7PL-lh-2
II- CONTENT Arts and Crafts of Calabarzon and Bicol Region

51
III- LEARNING RESOURCES

A. References

Pages 160-162
1. Teacher's Guide pages

2. Learner's material
pages Pages 164-167

3. Textbook pages

Projector,
4. Additional Materials
Laptop,
form Learning Resources (LR)
portal Speaker

B. Other Learning Resources

IV- PROCEDURES

A. Review
 Show pictures of the arts and crafts of CALABARZON and Bicol Region.

- https://www.pinterest.ph/pin/162270392804441175/

52
- http://blackfridayca5don.blogspot.com/2013/05/paete-laguna-
wood-carving-pdf.html?m=1

- http://www.wowrizal.com/wp-content/uploads/2011/07/Higantes-
Festival-basic-information.jpg

- http://demo.wfhr.io/balisong-batangad-blades/

53
 - https://z-m-scontent.fmnl4-2.fna.fbcdn.net/v/t31.0-
8/fr/cp0/e15/q65/1237460_661049697252685_1078668350_o.jp
g?_nc_cat=106&_ad+z-m&_nc_cid=1066&_nc_zor=9&_nc_ht=z-
m-
scontent.fmnl4.2.fna&oh=643f72040c2c226b8c3eb5dc21ee7ed0
&oe=5D4716FB

Ask: Can you identify the pictures shown?

Do you know where it came from?

B. Presentation of the Lesson  Discussion of the lesson through videos that talk about the different folk arts and crafts of;

 Cavite

 Laguna Paete – Woodcarving Capital of the Philippines

https://m.youtube.com/watch?v=aDpLgZUb1uA

 Rizal Province Angono Day 2018

https://m.youtube.com/watch?v=Y_4lmyekRZo

 Batangas Taal: The Heritage Town and its Traditional Burda

https://m.youtube.com/watch?v=Wsx6WaMtRMY

C. Development of the Butterfly Knives in Batangas Ride N’ Seek

Lesson https://m.youtube.com/watch?v=Vsuzi21cq3o

54
  Quezon Matanglawin Quezon Quest
https://m.youtube.com/watch?v=l1njCpYC5lc

 Bicol Region Otop sa OK Bikol

https://m.youtube.com/watch?v=30uNsSyckdy

Note: The teacher can edit/cut the videos.

Activity
The students will fill – up the table below as the discussion progresses. (The activity may be
done individually or by group.)

Folk Arts and crafts of CALABARZON and Bicol Region

Place Arts and Crafts Characteristics of Arts and

Crafts
Cavite
Laguna
Rizal Province
Quezon Province
Batangas
Bicol Region

Average Advance

55
 Call on students to present and explain
his/her output (table above) in class.
Group the students into 6.Choose one of
the provinces in CALABARZON or Bicol
Region and read from their learning
module and other sources (they are
allowed to research on the net if they
have data using their cellphone) what
crafts, designs of festivals the province is
known for. They are going to discuss their
output.

After the discussion, let the students identify some of the arts and crafts they had seen in the videos.
Ask: How do the arts and crafts of CALABARZON and Bicol Region reflect the lives of the people
living in those communities?
What will be the effect in the arts and crafts of CALABARZON and Bicol Region if we apply
modern technology?
Generalization
Ask: As a student and as a part of “ Generation Z”; what will you do so that the arts and crafts of your
province will be preserved?

A ten item test will be given.

Multiple Choice
Direction: Read the questions carefully. Write the corresponding letter of your answer in your
D. Evaluation answer sheet.
1.The “Wood Carving Capital of the Philippines.”
a. Bicol c. Taal, Batangas
c. Paete, Laguna d. Rizal Province
2. Big papier mache figures of humans that represents farmers and fishermen
during festival in Angono Rizal.

56
 a. Masskara c. Kiping
b. Tinis d. Higantes
3. A famous craft in Batangas and also known as “Butterfly knife”.
a. Balisong c.Kiping
b. Higantes d. Tinis
4. Colorful thin rice wafers used to decorate houses during the Pahiyas Festival
In Quezon Province.
a. Puto c. Kiping
b. Sapin sapin d. Kutsinta
5. Complete the statement: The arts and crafts of Bicol Region include
Slippers, bags, baskets, coin purses made from _________ and raffia fibers.
a.Abaca c. Pandan
b. Buri d. Romblon

Identification
Direction: Identify the name of the craft shown in the pictures below. Write your answer in your paper.

6. 7.
8.

57
 9. 10.

E. Agreement/Assignment List down five crafts that are produced in your town.
What are the materials used in making these crafts?
`

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? No. of learners who
have caught up with the
lesson.

58
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?

59
 Grade
Schools: Level: 7

Learning
GRADES 7
Teachers: Area: MAPEH/ARTS
DAILY LESSON PLAN
Teaching
Dates and
Time: Quarter: 1st QUARTER

SESSION 1

I. OBJECTIVE

A. Content Standards: The learner demonstrates understanding of:

 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of Luzon by showing the relationship of the elements of
art and processes among culturally diverse communities in the country
 The Philippines as having a rich artistic and cultural tradition from precolonial to
present times

B. Performance Standards: The learner:

 Create artworks showing the characteristic elements of the arts of Luzon

 Exhibit completed artworks for appreciation and critiquing

60
 C. Learning At the end of the lesson the student is expected to:
Competencies/Objectives:
 Identify characteristics of arts and crafts in specific areas in Luzon (e.g. Tattoo)A7EL-Ia-
2
 Analyze and reflect on the mood, idea, or message emanating from the selected
artifacts and art objects A7EL-Ih-1
 Incorporate the design, form and spirit of highland/lowland (specifically the Bicol
Region) artifacts and objects in one’s creation ( Tattoo art )

Lesson 1. Arts and Crafts of the Ilocos Region and the Cordillera Administrative Region (CAR)

II. CONTENT

III.LEARNING RESOURCES 

A. References

1. Teacher’s Guide Pages Music and Arts Teachers Guide pp. 153-158

2. Learner’s Materials Pages Music and Arts Grade 7 pp.144-151

3. Textbook Pages

4. Additional Materials from Projector, Laptop

Learning Resource (LR)
portal
B. Other Learning Resources http://www2.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf

61
 https://www.larskrutak.com/the-last-kalinga-tattoo-artist-of-the-philippines

https://www.askideas.com/48-wonderful-tribal-tattoo/

https://officialdress.club/quotes/meaning-tattoo-symbols-filipino-baybayin-and.html

http://www.traveltrilogy.com/2014/03/the-redeemers-of-traditional-hand-tapped-tattoo-in-the-philippines.html

IV. PROCEDURE
S

A. Review 1. Enumerate the elements and principles of arts

Note: This topic, entitled tattoo art emphasizes more in the elements of lines and needs to review
much the different types of lines.

The teacher will present the lesson objectives.

B. Presentation of
the Lesson

62
“Who Am I?”

Present the picture and ask the students if they are familiar with the picture.

https://www.larskrutak.com/the-last-kalinga-tattoo-artist-of-the-philippines

 Let the students read the context in Learners Material on page 149.
 Video presentation of Spirit of Asia: Discover the Legend of the Kalinga Tribal Tattoos

63
 Talentmassmedia.com

Note: Allocate only 5 minutes to watch the video just to see the place, people and tattoo designs of
Cordillera

“Pick My Characteristics”

Identify the characteristics of Kalinga tattoo based on the statement given.

Note: The yellow boxes are the characteristics of Kalinga tattoo.

Characteristics of Tattoo in Kalinga

It signifies a rite of It may be considered as
passage from youth to clothing and decoration
adulthood. to the body

64
 A mark of heroism,
and bravery and one’s
status in the
community.

The tattoo design consist

of geometric patterns and
This art form lines (tribal and ethnic
http://uwbodyadornment.pb designs)
symbolizes the
works.com/w/page/7147425
educational status
/Filipino%20Tattoos It depicts the
of a person http://www.anothermag.com/art- strength of
photography/10962/the-last-tattooed-
women-of-the-philippines-kalinga-tribe
spirituality of
Kalinga ancestors

“Ta-Two Pics, There’s a Message!”

65
What are the inspirations of Cordillera people in tattoo art? (The two pictures as puzzle may help the
students to analyze and reflect the idea and message emanating from the creations of tattoo art in
Cordillera Region)

Answer for this puzzle:

What they see in the mountain or nature are their inspirations to create the tattoo designs.

https://threicae.wordpress.com/category/all/tribal/ www.marxtermind.com

66
67
C. Development of Art Activity. “ Wow Tattoo!, Wow Cordillera!, Wow Bicol “
the Lesson
Incorporate the design, form, and spirit of highland/lowland (especially Bicol Region) objects in one’s
creation.

Note: Before doing the art activity, the teacher presents first the rubric. Explain that the tattoo art is for
educational purposes and for art appreciation only also, state the prohibitions of having a permanent
tattoo.

For average students For advanced students

Materials: Materials:

68
 pencils
pen/marker
indigenous coloring materials (e.g
charcoal powder mixed in water,
alugbati pigment)
scissors
bond paper
Procedures:
Procedures:
1. Select a design given by your teacher
which interest you most. These sample
tattoo designs are incorporated the Bicol
region’s identity. These will be the
subjects of your tattoo designs.
2. On your paper, trace your hand and arm.
69
paint brush
paint acri-color latex tinting
color /charcoal
ink/indigenous color
stocking
scissors
1. Think of a subject that depicts
the Bicol Region’s identity for
your tattoo designs (e.g. Bicol
epics, festivals, traditions,
rituals, tribal designs,
landmarks and Bicol products)
2. Wrap the arm with bond paper
3. Cut the traced line of your hand and arm.
4. Draw your chosen subject design on the
arm-formed paper using pencil. Leave the
hands and fingers blank. Ink/ color the
tattoo design.
70
3. Cut the edge of the stocking to
make a hole and insert it to the
arm.
4. Create a pattern of your tattoo
design using the desired
medium (e.g. pen, marker,
paint or charcoal) and ink/ color
the tattoo design.
 5. Make sure that the chosen
coloring medium being applied is
already dried before removing the
stocking from the arm.

Rubric for the Performance Assessment

CRITERIA VALUE

4 3 2 1

ELEMENTS OF The artwork The artwork The student did The student did
DESIGN shows that shows that the the artwork in a the minimum or
the student student applied satisfactory the artwork was
applied the the principles manner but lack never
principles discussed in of planning was completed.
discussed in class evident.
class in adequately.
unique
manner.

71
CREATIVITY The student The student The student’s The artwork
work work work lacked shows little or
demonstrates demonstrates sincere no evidence of
a unique level originality. originality original taught.
of originality.

EFFORT The student The student The student The student did
gave far completed the completed the not finish the
beyond the artwork in an artwork but it artwork in a
requirements above average lacks finishing satisfactory
of the manner, yet touches or can manner.
artwork. more could be improve
have been upon with a
done. little effort.

SKILL The artwork The student The student The student

is showed above showed average showed poor
outstanding average craftsmanship craftsmanship
and was craftsmanship and or lack of
finished with and understanding. understanding.
a great deal understanding.
of patience.

72
 Note: This rubric is applicable for both advanced and average students.

Assignment/ Watch a video on YouTube or visit internet site for other designs and techniques of tattooing or try to
Agreement: create another tattoo designs at home.

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? No. of learners who

Have caught up with the

lesson.

73
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?

74
 Grade
Schools: Level: 7

Learning
GRADES 7
Teachers: Area: MAPEH/ARTS
DAILY LESSON PLAN
Teaching
Dates and
Time: Quarter: 1st QUARTER

SESSION 1

II. OBJECTIVE

D. Content Standards: The learner demonstrates understanding of:

 Art elements and processes by synthesizing and applying prior knowledge and skills
 The salient features of the arts of Luzon by showing the relationship of the elements of
art and processes among culturally diverse communities in the country
 The Philippines as having a rich artistic and cultural tradition from precolonial to
present times

E. Performance Standards: The learner:

 Create artworks showing the characteristic elements of the arts of Luzon

75
  Exhibit completed artworks for appreciation and critiquing
F. Learning At the end of the lesson the student is expected to:
Competencies/Objectives:
 Identify characteristics of arts and crafts in specific areas in Luzon (e.g. Tattoo)A7EL-Ia-
2
 Analyze and reflect on the mood, idea, or message emanating from the selected
artifacts and art objects A7EL-Ih-1
 Incorporate the design, form and spirit of highland/lowland (specifically the Bicol
Region) artifacts and objects in one’s creation ( Tattoo art )

Lesson 1. Arts and Crafts of the Ilocos Region and the Cordillera Administrative Region (CAR)

II. CONTENT

III.LEARNING RESOURCES 

C. References

5. Teacher’s Guide Pages Music and Arts Teachers Guide pp. 153-158

6. Learner’s Materials Pages Music and Arts Grade 7 pp.144-151

7. Textbook Pages

8. Additional Materials from Projector, Laptop

Learning Resource (LR)
portal
D. Other Learning Resources http://www2.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf

76
 https://www.larskrutak.com/the-last-kalinga-tattoo-artist-of-the-philippines

https://www.askideas.com/48-wonderful-tribal-tattoo/

https://officialdress.club/quotes/meaning-tattoo-symbols-filipino-baybayin-and.html

http://www.traveltrilogy.com/2014/03/the-redeemers-of-traditional-hand-tapped-tattoo-in-the-philippines.html

V. PROCEDURE
S

D. Review 2. Enumerate the elements and principles of arts

Note: This topic, entitled tattoo art emphasizes more in the elements of lines and needs to review
much the different types of lines.

The teacher will present the lesson objectives.

E. Presentation of
the Lesson

77
“Who Am I?”

Present the picture and ask the students if they are familiar with the picture.

https://www.larskrutak.com/the-last-kalinga-tattoo-artist-of-the-philippines

 Let the students read the context in Learners Material on page 149.
 Video presentation of Spirit of Asia: Discover the Legend of the Kalinga Tribal Tattoos

78
 Talentmassmedia.com

Note: Allocate only 5 minutes to watch the video just to see the place, people and tattoo designs of
Cordillera

“Pick My Characteristics”

Identify the characteristics of Kalinga tattoo based on the statement given.

Note: The yellow boxes are the characteristics of Kalinga tattoo.

Characteristics of Tattoo in Kalinga

It signifies a rite of It may be considered as
passage from youth to clothing and decoration
adulthood. to the body

79
 A mark of heroism,
and bravery and one’s
status in the
community.

The tattoo design consist

of geometric patterns and
This art form lines (tribal and ethnic
http://uwbodyadornment.pb designs)
symbolizes the
works.com/w/page/7147425
educational status
/Filipino%20Tattoos It depicts the
of a person http://www.anothermag.com/art- strength of
photography/10962/the-last-tattooed-
women-of-the-philippines-kalinga-tribe
spirituality of
Kalinga ancestors

“Ta-Two Pics, There’s a Message!”

80
What are the inspirations of Cordillera people in tattoo art? (The two pictures as puzzle may help the
students to analyze and reflect the idea and message emanating from the creations of tattoo art in
Cordillera Region)

Answer for this puzzle:

What they see in the mountain or nature are their inspirations to create the tattoo designs.

https://threicae.wordpress.com/category/all/tribal/ www.marxtermind.com

81
82
F. Development of Art Activity. “ Wow Tattoo!, Wow Cordillera!, Wow Bicol “
the Lesson
Incorporate the design, form, and spirit of highland/lowland (especially Bicol Region) objects in one’s
creation.

Note: Before doing the art activity, the teacher presents first the rubric. Explain that the tattoo art is for
educational purposes and for art appreciation only also, state the prohibitions of having a permanent
tattoo.

For average students For advanced students

Materials: Materials:

83
 pencils
pen/marker
indigenous coloring materials (e.g
charcoal powder mixed in water,
alugbati pigment)
scissors
bond paper
Procedures:
Procedures:
5. Select a design given by your teacher
which interest you most. These sample
tattoo designs are incorporated the Bicol
region’s identity. These will be the
subjects of your tattoo designs.
6. On your paper, trace your hand and arm.
84
paint brush
paint acri-color latex tinting
color /charcoal
ink/indigenous color
stocking
scissors
5. Think of a subject that depicts
the Bicol Region’s identity for
your tattoo designs (e.g. Bicol
epics, festivals, traditions,
rituals, tribal designs,
landmarks and Bicol products)
6. Wrap the arm with bond paper
7. Cut the traced line of your hand and arm.
8. Draw your chosen subject design on the
arm-formed paper using pencil. Leave the
hands and fingers blank. Ink/ color the
tattoo design.
85
7. Cut the edge of the stocking to
make a hole and insert it to the
arm.
8. Create a pattern of your tattoo
design using the desired
medium (e.g. pen, marker,
paint or charcoal) and ink/ color
the tattoo design.
 5. Make sure that the chosen
coloring medium being applied is
already dried before removing the
stocking from the arm.

Rubric for the Performance Assessment

CRITERIA VALUE

4 3 2 1

ELEMENTS OF The artwork The artwork The student did The student did
DESIGN shows that shows that the the artwork in a the minimum or
the student student applied satisfactory the artwork was
applied the the principles manner but lack never
principles discussed in of planning was completed.
discussed in class evident.
class in adequately.
unique
manner.

86
CREATIVITY The student The student The student’s The artwork
work work work lacked shows little or
demonstrates demonstrates sincere no evidence of
a unique level originality. originality original taught.
of originality.

EFFORT The student The student The student The student did
gave far completed the completed the not finish the
beyond the artwork in an artwork but it artwork in a
requirements above average lacks finishing satisfactory
of the manner, yet touches or can manner.
artwork. more could be improve
have been upon with a
done. little effort.

SKILL The artwork The student The student The student

is showed above showed average showed poor
outstanding average craftsmanship craftsmanship
and was craftsmanship and or lack of
finished with and understanding. understanding.
a great deal understanding.
of patience.

87
 Note: This rubric is applicable for both advanced and average students.

Assignment/ Watch a video on YouTube or visit internet site for other designs and techniques of tattooing or try to
Agreement: create another tattoo designs at home.

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? No. of learners who

Have caught up with the

lesson.

88
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?

89
 Grade 7

School: Grade Level

Daily Lesson Plan
Teacher: Learning Area Arts

Teaching Dates and Time: Quarter First

I- OBJECTIVES

The Learner demonstrates understanding of:

 art elements and processes by synthesizing and applying prior knowledge and skills;
 the salient features of the arts of Luzon (highlands and lowlands) by showing the
relationship of the elements of the art and processes among culturally-diverse
communities in the country;
 the Philippines as having a rich artistic and cultural tradition from the Pre-colonial
A. Content Standard period to the present.

The learner:

 creates artworks showing the characteristic elements of the arts of Luzon

(highlands and lowlands);
B. Performance Standards  exhibits completed artworks for appreciation and critiquing.

C. Learning Competencies
II- CONTENT
 Incorporate design, form, and spirit of the highland /lowland artifact and object in one’s
creation. (A7PL-Ih-3)
 Create crafts that can be locally assembled with local materials, guided by local traditional
techniques. (A7PR-Ic-e-1)
 Derive elements from traditional/history of one’s community for one’s artwork.(A7PR-If-2)
Arts and Crafts of Calabarzon and Bicol Region

90
III- LEARNING RESOURCES

A. References

Pages 169-171
1. Teacher's Guide pages

2. Learner's material pages Pages 163-165

3. Textbook pages

Projector,

Laptop,
4. Additional Materials form
Learning Resources (LR) portal Pictures of arts and crafts of Bicol

B. Other Learning Resources

IV- PROCEDURES

 What are the common arts and crafts in Bicol Region?

A. Review  What particular materials used in making the arts and crafts in Bicol Region?

B. Presentation of the Lesson

 Power point presentation of pictures of different products of arts and crafts in Bicol Region.

91
https://hiveminer.com
https://tradewindsbicol.wordpress.com

92
https://thedailyroar.com
https://www.google.com
https://jennysserendipity.com

93
  What process used in making the arts and crafts presented? What is weaving?
 The teacher will present the rubrics for the activity.

ACTIVITY: Paper Plate Flower Weave

C. Development of the Lesson Materials:

Paper plates
Scissors
Yarns/colored strings
Poster color or any coloring materials
Brush
Glue

94
 Procedures:
1.Cut the sides of the plate as shown in the
pictures, shape each to form petals.

95
2. Color the plate using poster
paint.

3. Tie the first yarn around the plate

so that it will not move as you start
weaving.

96
4. Tie the yarn all over the petal as the
base for weaving

5. Start weaving from the center using the

over-under technique

97
 6. Make another petal paper plate and place underneath the first petal with a yarn weave. Use
glue to attach the two petals. This may be used as a decorative mat for parties or when serving
refreshments.

https://www.redtedart.com

 NOTE: The activity is applicable to both advance and average students.

 Presentation of each learner of his/her work showing the designs of arts and crafts of
Bicol.
 Rating of each work will be based from the rubrics given.

CATEGORY 10 POINTS 6 POINTS 4 POINTS 2 POINTS SCOR

E
CREATIVITY Totally Most of the Some The artwork
D. Evaluation original work aspects of is a copy of
design, elements the artwork seen in
know are unique are unique, source
element is but one but several material or
an exact element ay elements one made by
copy of be copied are copied another
design from source from source student (80%
seen in material. materials or or more of
source other elements are
material. students. copied).

98
ATTRACTIVENES The artwork The artwork The design The artwork
S shows that shows that and looks thrown
/CRAFTMANSHIP the creator the creator constructio together at
took great took great n were the last
pride in pride in planned. minute. It
his/her his/her The item appears that
work. The work. The has several little design
design and design and flaws (free or planning
constructio constructio of was done.
n look n look unwanted Craftmanshi
carefully carefully bumps, p is poor.
planned. planned. drips, and
The item is The item is tears), that
neat (free neat (free detract from
of of the overall
unwanted unwanted look.
bumps, bumps,
drips, and drips, and
tears). tears), but
these do
not detract
from the
overall look.
SOURCES The student The student The student The student
has five or has 3 to 4 has 2 has fewer
more materials of materials of than 2
materials of inspiration inspiration materials of
inspiration correctly correctly inspiration
correctly cited. cited. correctly
cited. cited.

99
 TIME AND Class time Class time Class was Class time
EFFORT was used was used not always additional
wisely. wisely. used effort. was
Much time Student wisely, but not used
and effort could have students wisely and
went into put in more did do the student
the time and some put in no
planning effort at additional additional
and design home. work at effort.
of the home.
flower
weave. It is
clear that
the student
worked at
home as
well as at
school.
Bring the following materials for the next activity in arts:
E. Agreement/Assignment  Clay
 Pencil

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.

100
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 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?

101
 Grade 7

School: Grade Level

Daily Lesson Plan
Teacher: Learning Area Arts

Teaching Dates and Time: Quarter First

I. OBJECTIVES

A. CONTENT STANDARDS The learner demonstrates understanding of:

 Art elements and processes by synthesizing and applying prior knowledge and skills.
 The salient features of the arts of Luzon by showing the relationship of the elements of art and
processes among culturally diverse communities in the country.
 The Philippines as having a rich artistic and cultural tradition from precolonial to present times.
B. PERFORMANCE  Create artworks showing the characteristic elements of the arts of Luzon.
STANDARDS  Exhibit completed artworks for appreciation and critiquing

C. LEARNING  Incorporate design, form, and spirit of the highland /lowland artifact and object in one’s creation.
COMPETENCIES (A7PL-Ih-3)
 Create crafts that can be locally assembled with local materials, guided by local traditional
techniques (e.g.,habi, lilip, etc.). (A7PR-Ic-e-1)
- Create a textile design showing the elements and principles of arts inspired by the
design of Inabel, Kalinga, and Gaddang textile.

II. CONTENT Arts and Crafts of Ilocos Region and Cordillera Administrative Region

III. LEARNING REFERENCES

A. REFERENCES

102
1. TEACHER’S GUIDE PAGES Music and Arts pp.176-177

2. LEARNER’S MATERIAL Music and Arts pp. 170-171

PAGES

3. TEXTBOOK PAGES

4. Additional materials from Projector,

learning resource (LR) portal
Laptop,

Pictures of the different textile design of Inabel, Kalinga, and Gaddang Cloth

B. Other learning resources

IV. PROCEDURE

A. Review  What are the famous arts and crafts in the Ilocos Region and Cordillera Administrative Region?
 What do you call the fabric that is woven or knit that can be found in both Ilocos and Cordillera
Region?
B. Presentation of the lesson Show pictures of the different textile design of Inabel, Kalinga, and Gaddang Cloth

Kalinga Textile

103
https://www.google.com/search?q=Kalinga+textile&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjl5OT
NhsnhAhUFLY8KHbIZC5IQ_AUIDigB&biw=800&bih=555#imgrc=l2m8gc_vkZt0nM:

https://www.google.com/search?q=Kalinga+textile&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjl5OT
NhsnhAhUFLY8KHbIZC5IQ_AUIDigB&biw=800&bih=555#imgrc=oT_ehCdu6XSwoM:

https://www.google.com/search?q=Kalinga+textile&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjl5OT
NhsnhAhUFLY8KHbIZC5IQ_AUIDigB&biw=800&bih=555#imgrc=C7XSeVcXfWrysM:

Gaddang Cloth

104
https://www.google.com/search?biw=800&bih=555&tbm=isch&sa=1&ei=kbuvXOe_AojWvATjkJ_wBg&q
=gaddang+textile&oq=gaddang+te&gs_l=img.1.0.0j0i24.3926.6074..7838...0.0..0.146.536.0j4......0....1..
gws-wiz-img.......0i67.yGMIQjADQJU#imgrc=4auWKmzXLPI2pM:

https://www.google.com/search?biw=800&bih=555&tbm=isch&sa=1&ei=kbuvXOe_AojWvATjkJ_wBg&q
=gaddang+textile&oq=gaddang+te&gs_l=img.1.0.0j0i24.3926.6074..7838...0.0..0.146.536.0j4......0....1..
gws-wiz-img.......0i67.yGMIQjADQJU#imgrc=-l_CVUfezSmz_M:

https://www.google.com/search?biw=800&bih=555&tbm=isch&sa=1&ei=kbuvXOe_AojWvATjkJ_wBg&q
=gaddang+textile&oq=gaddang+te&gs_l=img.1.0.0j0i24.3926.6074..7838...0.0..0.146.536.0j4......0....1..
gws-wiz-img.......0i67.yGMIQjADQJU#imgrc=XNC7PkUGAVqisM:

105
 Inabel of Ilocos

https://www.google.com/search?biw=800&bih=555&tbm=isch&sa=1&ei=mbuvXI75OonmvgTv6a7wBQ&
q=inabel+textile&oq=inabel+&gs_l=img.1.0.0i67j0l9.115000.116995..118427...0.0..0.157.1150.0j8......0..
..1..gws-wiz-img.....0.GhGNRs11MoU#imgdii=8Hr2hnuQ5VGZPM:&imgrc=QO8SejQNS9gsQM:

https://www.google.com/search?biw=800&bih=555&tbm=isch&sa=1&ei=mbuvXI75OonmvgTv6a7wBQ&
q=inabel+textile&oq=inabel+&gs_l=img.1.0.0i67j0l9.115000.116995..118427...0.0..0.157.1150.0j8......0..
..1..gws-wiz-img.....0.GhGNRs11MoU#imgrc=VB-jyy1BxoMdFM:

 How does the three textile designs from Ilocos Region and Cordillera Administrative Region
differ from each other?
 The teacher will present the rubric.

C. Development Refer to pp. 170-171

Activity: Colors and Lines

106
Design your own Inabel, Kalinga, and Gaddang Cloth

Materials:

Oslo paper

Muslin Cloth

Pencil

Crayons (black, blue, red, white)

Paint (black, blue, red, white)

Paint Brush

Ruler

Procedure:

1. Looking at the pictures, observe the lines and shapes of the design of Inabel, Kalinga, and
Gaddang textile.

107
 What elements and principles of arts are applied in the different textiles above?

2. In your oslo paper, draw your own design by using colors black, blue, red, and white only.

D. Evaluation The teacher will choose at least 5 students that will present their artwork.

The artwork will be rated based from the rubric.

Rubric

CATEGORY 10 6 4 2

108
Creativity Totally original Most of the Some aspects of The artwork is a
design, no artwork elements the artwork are copy of seen in
element is an are unique, but 1 unique, but source material or
exact copy of element may be several elements one made by
designs seen in copied from are copied from another student
source material. source material. source materials (80% or more of
or other students. elements are
copied).

Attractive/ The artwork The artwork The design and The artwork looks
Craftmanship shows that the shows that the construction look thrown together at
creator was took creator was took planned. The item the last minute.. It
great in his/her great in his/her has several flaws appears that little
work. The design work. The design (free of unwanted design or
and construction and construction bumps, drips, planning was
look carefully look carefully marks, and tears) done.
planned. The item planned. The item that detract from Craftmanship is
is neat (free of has a few the overall look. poor.
unwanted bumps, flaws(free of
drips, marks, and unwanted bumps,
tears) drips, marks, and
tears) but these
do not detract
from the overall
look.

Sources The student has 4 The student has 3 The student has 2 The student has
or more materials materials of of inspiration only 1 material of
of inspiration inspiration correctly cited. inspiration
correctly cited. correctly cited.

109
 correctly cited or
none at all.

Time and Effort Class time was Class time was Class time was Class time was
used wisely. used wisely. not always used not used wisely
Much time and Students could wisely, but and the student
effort went into have put in more student did do put in no
the planning and time and effort at some additional additional effort.
design of the home. work at home.
mask. It is clear
the students
worked at home
as well as at
school.

E. Agreement: Gather all outputs for the exhibit.

V. REMARKS

VI. REFLECTION

110
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? 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 worked well?

111
 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?

112
 School Grade Level 7

Teacher Learning Area Arts

Time and Date Quarter First

I. OBJECTIVES
1. The learner demonstrates 2. The learner demonstrates the 3. The Philippines
art elements and processes by salient features of the arts of as having a rich
synthesizing and applying prior Luzon (Highlands and Lowlands) artistic and cultural
A. Content Standards knowledge and skills. by showing the relationship of the tradition from
elements of art and processes precolonial to
among culturally diverse present times.
communities in the country.
1. The learner create artworks showing 2. The learner exhibit completed
B. Performance the characteristic elements of arts of artworks for appreciation and
Standards Luzon (highlands and lowlands). critiquing.
C. Learning The learner create crafts that can be locally assembled with local materials, guided by
Competencies/Objectives local traditional techniques. (A7PR-Ic-e-1)
II. CONTENT Sculpture and Assemblage
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
Page Music and Arts page 174

113
 2. Learners' Material
Music and Arts pages 167-168
Page
3. Textbook Pages
4. Addtional Materials
from Learning
Resource(LR) Portal
https://en.m.wikipedia.org/wiki/List_of_Presidents_of_the_Philippines
B. Other Learning
Resources www.philippine-history.org
https://calendarofeventsguide.com/category/higantes-festival
IV. PROCEDURES
Pre-Activity
A. Reviewing
Name the Pic

114
Group the class into five. Each group will arrange the jumbled letters of the name of the
Philippine presidents in each picture and write their answer on the answer board provided
for each group. If they got it right they will receive additional points.

115
 B.Presentation of the Present the objectives of the lesson and introduce the activity "Clay molding and Paper
Lesson Mache".

116
 Show sample pictures of higantes of Angono, Rizal to the learner.

(https://calendarofeventsguide.com/category/higantes-festival/)

(primer.com.ph/event/2016/09/11/the-giants-of-rizal-angonos-higantes-festival/)

117
 (photos.whatsnewph.com/philippines/luzon/calabarzon/rizal/angono-higantesfestival)
Clay molding
1. Present and explain the evaluation rubric.
2. Post on the board the picture of the following person and let the group choose their
model.
a. Rodrigo Roa Duterte
b. Benigno C. Aquino III
c. Gloria Arroyo
d. Corazon Aquino
C. Development of the e. Ferdinand Marcos
Lesson f. Emilio Aguinaldo
g. Manuel Quezon

3. Let the group prepare the materials.

a. Clay d. Glue g. Paint Brush
b. Plastic Bottle e. Scissors h. Masking Tape
c. Paper strips f. Paint i. Oslo Paper/Decorative Paper

4. Explain the steps in molding the head and arms of the higante.
a. Shape the clay same as the shape of the head of their choosen model.

118
 b. For the arms, make 2 cylindrical
shape long enough for the plastic bottle.

5. Monitor each group in doing the activity.

Paper Mache'
1. Once the students are done with molded parts of
mini higante let them assemble it on the plastic bottle.

2. Cover the craft with glue and paper strips. Do it 3 times to ensure the thickness of the
paper mache’.

119
3. In finishing the artwork, let the students color
it with the design they want. They can also put
some skirt using the oslo paper or decorative
paper.

120
 (While waiting for the artwork to dry)
Arrange the following steps in making the mini higantes. Write the numerical order in the
blank provided.
____Let it dry
____Mold the clay to form the body and head
____Color with paint
____Prepare the materials
____Cover with paper strips

A representative of the group will present their output by answering the following:
1. What were the steps in making your output?
2. Give brief description of the person you choose as a model.
3. What characteristics of that person makes you choose him/her as your model?
Evaluation Rubric
Category 4 3 2 1
Some of the
Most of the aspects of the
Totally original
artwork artwork are
design, no
D. Evaluation elements are unique, but The artwork is
element is an
unique, but 1 several a total copy of
Creativity exact copy of
element may elements are the source
designs seen in
be copied from copied from material.
source
source source
material.
material. materials or
other group.

121
 The artwork
shows that the
creator took The
The artwork pride in his/her construction The artwork
shows that the work. The and design looks thrown
creator has design ans were planned. together at the
took great pride construction The item has last minute. It
Attractiveness
in his/her work. look planned. several flaws appears that
/
The design and The item has a (unwanted little design or
Craftsmanship
construction few bumps, drips, planning was
look carefully flaws(Unwante marks, tears), done.
planned. The d bumps, drips, that detract Craftsmanship
Item is neat. marks, tears), from the overall is poor.
but these ,do look.
not detract from
the overall look.
Class time was
Class time was Class time was
used wisely.
not used not used wisely
Much time and
Time and Class time was wisely, but and the student
effort went into
Effort used wisely. student did do put in no
the planning
some additional additional
and doing the
work at home. effort.
higantes.
E. Assignment/Agreement
Look for a sample of tattoo design.

V. REMARKS

122
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? 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 worked well?

Why did these work

123
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?

124
 Grade 7

School: Grade Level

Daily Lesson Plan
Teacher: Learning Area Arts

Teaching Dates and Time: Quarter First

I- OBJECTIVES

The Learner demonstrates understanding of:

 art elements and processes by synthesizing and applying prior

knowledge and skills;
 the salient features of the arts of Luzon (highlands and lowlands) by
showing the relationship of the elements of the art and processes among
culturally-diverse communities in the country;
 the Philippines as having a rich artistic and cultural tradition from the Pre-
A. Content Standard colonial period to the present.

The learner:

 creates artworks showing the characteristic elements of the arts of

Luzon (highlands and lowlands);
B. Performance Standards  exhibits completed artworks for appreciation and critiquing.

Mount an exhibit using completed Luzon (highlands and lowlands) – inspired

C. Learning Competencies arts and crafts in an organized manner. A7PR-Ig-5
Mounting an exhibit:
Concept
Content/Labels
Physical Layout
II- CONTENT

125
III- LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's material pages
3. Textbook pages
4. Additional Materials form
Learning Resources (LR) portal
B. Other Learning Resources
IV- PROCEDURES
A. Review
B. Presentation of the Lesson
Pages 150-182
Pages 146-175
Projector,
Laptop,
Pictures of mounted exhibit
The teacher will ask:
 Based on what we had agreed, did you bring your best output of your artworks?
 What are these artworks?
 What are the concepts of your outputs?
 How can you identify if your artwork belongs to highlands or lowlands of Luzon?
Introduce the goal of the lesson or the learning objectives:
At the end of this lesson, the learners will be able to:
 Mount and exhibit
 Concept
 Content/Labels
 Physical layout
Showing some pictures of mounted exhibits:
126
Snappedandscribbled.com Pna.gov.ph

The exhibit is mounted by the Department of

Trade and Industry (DTI)-Albay Provincial
Office, in cooperation with the Albay provincial
government
 What can you say about the arrangement of the artworks?
 What else can you observe in the display?

The teacher will ask the following questions:

 What is your understanding of an art exhibit?

127
  How are the artworks arranged and organized?
 What do you think are the process in making an art exhibit?
 What are the materials needed?
 If you are going to showcase your artworks, how are you going to organize it?
Why?
 What do you think are the process?

Mounting an exhibit:
 Gather all the artworks on the different activities that you have processed and
mount an exhibit.
Activity:
 The class will be divided into two groups (highlands and lowlands)
 Students will arrange samples of artworks according to their classification.
 Each group will develop a concept or theme of design for the exhibit and will
label the outputs and make documentation for it.
Physical Layout:
 Consider the following before mounting the exhibit:
C. Development of the Lesson  The theme of the exhibit (Arts and Crafts of Luzon)
 Exhibit area
a. Location of exhibit
b. Arrangement of artworks
c. Decoration of the exhibit area based on the theme
Written Work:
 Information
a. Description of artwork (Steps in making the artworks)
b. Inspiration for artworks
c. Documentation of the exhibit

*Note: The teacher shall discuss the rubrics and give a copy to each group.
The teacher will pre-assess the works of the students and give clarifications and
additional inputs.
 Physical design of the exhibit area should be planned.
 Things to be considered in mounting an exhibit.

128
 Guide Questions:
What is the importance of grouping or classifying the exhibit according to their origin
(highlands and lowlands)?
How would this exhibit help raise cultural awareness and consciousness among the
viewers?

RUBRIC FOR THE PERFORMANCE ASSESSMENT

CRITERIA 10 POINTS 6 POINTS 4 POINTS 2 POINTS
Order Exhibit was Some parts of Several Artworks were
arranged the exhibit exhibited placed
properly were out of artworks were disorderly
place out of place
Cooperation All group Some group Most of the Only 1
members members did group member
have artworks not exhibit members did exhibited
in the exhibit their artworks not exhibit his/her
their artworks artwork.
Resourcefulness All members Most of the Some of the Only 1
D. Evaluation
used recycled members members member used
or other used recycled used recycled recycled or
materials or other or other other
creatively creatively materials materials
creatively creatively

RUBRIC FOR THE WRITTEN WORK

CATEGORY 10 POINTS 6 POINTS 4 POINTS 2 POINTS
Description Makes a Makes a Makes a Descriptions
complete and detailed detailed are not
detailed description of description of detailed or
description of most of the some of the complete
the subject subject matter subject matter

129
 matter and/or and/or and/or
elements seen elements seen elements seen
in a work in a work in a work
Interpretation Forms a Students Student can Students finds
somewhat identifies the relate how the it difficult to
reasonable literal meaning work makes interpret the
hypothesis of the work him/her feel meaning of
about the personally the artwork
symbolic or
metaphorical
E. Agreement/Assignment
Prepare for the next day’s actual exhibit activity.

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? No. of learners who
have caught up with the
lesson.

130
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?

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