Detailed Lesson Plan in Arts IV

School Initao Central School Grade Level IV

Teacher Leslie Allyn W. Peralta Learning Area Arts
March 9,2022 Third Quarter/Third Grading
Time & Dates Quarter
1:30-4:00 PM Period

I. OBJECTIVES
A. Content Standards Demonstrates understanding of shapes and colors
and the principles of repetition, contrast, and
emphasis through printmaking (stencils)
B. Performance Standards Creates relief and found object prints using ethnic
designs
C. Learning Competencies / Objectives Analyzes how existing ethnic motif designs are
repeated and alternated (A4PL- III b)

II. CONTENT Relief Printing: Ethnic Motif Design

III. LEARNING RESOURCES
A. References Curriculum Guide in ARTS 4
1. Teacher’s Guide pages Teacher’s Guide Week 3
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) https://www.youtube.com/watch?v=ccPuS5pA9Is
portal
https://www.firstpalette.com/craft/okra-stamps.html

B. Other Learning Resources Power Point,Chart, Pictures, Art materials

V. PROCEDURES
Teacher’s Activity Learner’s Activity
A. Preparatory Activities

 Prayer

“Before we start, may I request everybody to

please stand for a prayer.”
(The teacher will call one learner to lead the (Learners pray for the opening prayer)
prayer)
 Greetings

“Good afternoon, class!” “Good afternoon, teacher!”

 Checking of Attendance

“Say present once your name is called.” (Learner’s raise their hand and say present as the
teacher call their name)
“Very good, class! All are present today, you are
all motivated to go to school every day!”

“Kindly pick up the pieces of papers under your (Learners pick up the pieces of papers)
chair.”
“How was your day, class?” “It was great, Teacher!”

“Did you already eat your lunch?” “Yes, Teacher! We already ate our lunch.”

“Okay, that’s good to hear. I hope that all of you

are ready to listen in our discussion, because I
will give prices for those learners who will
actively participate in the class.”
  Reminding Rules

“But before we begin, I want you to follow our (5)

five classroom rules.”

 Listen while your teacher or your classmate

is talking.
 Follow the direction carefully.
 Raise your right hand if you want to say
something.
 Always wear your face mask.
 Observe social distancing at all times.

“Are all classroom rules heard loud and clear?” “Yes, Teacher! Loud and clear.”

B. Reviewing previous lesson or presenting the new

lesson

 Drill
(The teacher will lead a warm-up.) (The learners are expected to participate)
“1, 2, 3...Up,1, 2, 3... down.
Put your hands up, put your hands down.
Put your hands to the left, put your hands to the right.
Put your hands in front and shake, shake, shake.
Inhale, exhale. Inhale, exhale.”

 Review

(The teacher will present picture of vegetable relief

printing)

“Do you recognize this art?” “Yes, teacher. That is an example of art in vegetable
relief printing and that was our lesson yesterday.”
“Okay, very good! You all remembered this example so
that means you have learned from our previous topic.”

C. Establishing a purpose for the lesson

 Motivation

(The teacher will present a video clip) (The learners are expected to watch and listen the
https://www.youtube.com/watch?v=ccPuS5pA9Is video presented)

D. Presenting examples of the new lesson

 Presentation
“Today we are going to discuss about relief printing of (The learners are expected to listen.)
ethnic motif designs.”

Discussion: Different ethnic motifs

(power point presentation)

Different types of pattern and its arrangement:

 Repeating
++++++++++++++++++++++++

Example:

Pattern: Repeating
Arrangement: Repeating

Pattern: Repeating
Arrangement: Alternating

 Alternating
-+-+-+-+-+-+-+-+-+-+-+-+-+-+-

Examples:

Pattern: Alternating
Arrangement: Alternating

Pattern: Alternating
Arrangement: Alternating
 Circular or Radial

Examples:

Pattern: Alternating
Arrangement: Radial

(The learners are expected to participate.)

E. Discussing new concepts and practicing new skills #1

(The teacher will present pictures through posting it in the

corners of the classroom.)

Explore LuzViMin
“Yes, teacher!”
(Gallery Walk)

“Do you like to have an adventure?”

“So, come with me us analyze how existing ethnic motif

designs are repeated and alternated. For us to travel, “Yes, teacher! We are ready!”
we are going to ride on an airplane. Are you all ready
and excited for our adventure?” (The learners are expected to follow the
instruction given by the teacher)
“Okay, so now fasten your seat belt.
‘Coz this will be fast and fun adventure. Let’s go!
Turn your chair to the left!”

First Destination: (Luzon)

Ethnic Group: Kalinga
Pattern: Circular or Radial

Kalinga Tattoo
“This is just one of the tattoos performed by 105-year-old
Whang-od Oggay is known as the last mambabatok
(Kalinga tattooist) from the tribe of Butbut in Buscalan,
Kalinga. She is called a living legend and national treasure. 
She has been tattooing for the past 80 years — including
head hunters of the indigenous tribe, at the beginning of
her long career.”
“Turn your chair to the back!”

Second destination: (Visayas)

Ethnic tribe: Waray
Pattern: Repeating

(The teacher will show a picture)

Banig

This handicraft is from Basey, a municipality in the

province of Samar, Philippines. It is the current record
holder of the world’s longest mat (“banig”), which is
presented in the Guinness Book of World Records.

“Turn your chair to the left!”

(The teacher will show a picture)

Third Destinantion: Mindanao

Tribe: Maranao
Pattern: Alternate

Tabo
The tabo, a Maranao drum, is a signaling instrument
horizontally suspended in front of mosques. A standard
rhythm calls people to prayer on Fridays, while a more
intricate tempo is played during the Ramadan.
F. Discussing new concepts and practicing new skills #2

(The teacher will show pictures)

Native Bag

“What have you observe in the bag’s design in its shape

and color?”
“The shapes are all the same and colorful.”

“That is correct! Then, what type of pattern is being

shown?”
“The pattern shown is repeated.”
“How about the arrangement of patterns?”

Dabakan “The arrangement of pattern is alternating.”

“What have you observe in its design?”

“That’s great! Then, what type of pattern is being “There are different ethnic motifs.”
shown?”
“The pattern shown is alternated.”

“How about the arrangement of patterns?”

 “The arrangement of pattern is alternating.”

Kalinga, Tattoo

“What have you observe in its design?”

"What type of pattern is shown?"

“The ethnic motif design is sun and moon.”
“How about the arrangement of patterns?”
“The design of the pattern is alternating.”
“The pattern arrangement is circular.”
The ethnic motif is made up of shapes and lines that are
arranged in a repeating, alternating, circular, or radial
pattern. The designs with ethnic motifs can be seen on
many objects such as jars, fabrics, clothes, sarongs,
malong, handkerchiefs, cards and more to create
beautiful and pleasant motif designs.

G. Developing mastery

Activity 1
Direction: Color repeating designs green, blue for
alternating designs and red for circular or radial pattern. (The learners are expected to participate)

“Are you all done?”

“Yes, teacher!”
“Now, let us check your activity.”
H. Finding practical application of concepts and skills in
daily living
Activity 2 (Group Activity)

The teacher will group the learners into 2 groups. (The learners will go to their group and expected to
Each group will create their own design for " banig" using participate in the group activity.)
different ethnic motifs and follow the type of pattern given
by the teacher. In their group, members are given
different task (designer, artist, writer and reporter).

Task of every member:

Designer- creates the design of the “banig” (help the
artist in making the art)
Artist- will do the printing of art
Writer- creates the name of the "banig” and will compose
a short definition of it
Reporter- tells about the details of “banig” that their group
created

Group 1
Pattern: Alternating
Arrangement: Alternating

Group 2
Pattern: Alternating
Arrangement: Circular or Radial

Materials: water color or acrylic paint, paint brush,

scissor, plate, pencil, cardboard, bond paper and water

Direction:

1. Prepare all the materials.

2. Prepare water colors or acrylic paints on the plate. Add

a little water so that it does not become sticky.

3. Using a pencil draw ethnic motif designs on the

cardboard from the given examples.

4. Cut the designs using scissor. Paint one side of the

design, press it the bond paper and peel it off. Do this
over and over until you come up with an attractive design.

5. Let it dry for 5 minutes. Clean the workplace and put

the equipment away.

“Are you all done?” “Yes, teacher!”

(The teacher will call the first group to present their art.
Same instructions is given to the second group.)

“May I call on the members of the first group and present (The assigned reporter will introduce first individually
their relief printing.” the members and their task. Then, discuss about the
art they created.)

I. Making generalizations and abstractions about the

lesson

Reflective
(The teacher ask questions)

“How ethnic motif designs contributed in the lives of the (Answers may vary.)
different tribes in the Philippines?”

“As a young Filipino, what will you do to preserve ethnic (Answers may vary)
motif designs?”

J. Evaluating Learning

Direction: Analyze the pattern in each picture if it is (The learners follow the instructions given by the
repeating, alternating, circular or radial. Write it on the teacher)
blank. Answer it on a sheet of paper.

Answers:

1.
1. Pattern: repeating
Pattern: ________________ Arrangement: alternating
Arrangement: ___________

2.
2. Pattern: alternating
Pattern: _______________
Arrangement: circular or radial
Arrangement: __________

3.
Pattern: _________________ 3. Pattern: alternating
Arrangement: ____________ Arrangement: alternating

4.
Pattern: ______________
Arrangement: _________ 4. Pattern: alternating
Arrangement: circular or radial

5.
Pattern: ____________ 5. Pattern: repeating
Arrangement: ________ Arrangement: repeating
K. Additional activities for application or remediation Direction:

 Assignment/Agreement (15 minutes). Fill-in below
any of the four purposes
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
Make a paper bag using a recycled paper. Find
objects at home that you can use to create relief
printing of ethnic motif designs using the different
types of patterns.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the formative

assessment.
B. No. of learners who require additional activities for
remediation.
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did

this 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?