School: Grade Level: 9

CARMINA M. GANATE
Teacher: Learning Area: MAPEH (ARTS)

Teaching Dates and

Quarter: First
DAILY LESSON LOG Time:

In MAPEH-9

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

The learner demonstrates understanding on….

A. Content
Standards: ● art elements and processes by synthesizing and applying prior knowledge and skills
● the arts as integral to the development of organizations, spiritual belief, historical events,
● scientific discoveries, natural disasters/ occurrences and other external phenomenon

The learner consistently demonstrates…

B. Performance
Standards: ● perform/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art movements
● recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and principles of art)

C. Learning The learners…

 ● Analyzes art elements and principles in the production of work following the style of a western and classical art (A9EL-Ib1)
● Identifies distinct characteristics of arts during the different art periods (A9EL-Ia2)
● Identifies representative artists from various art period (A9EL-Ia3)
Competencies/
● reflects on and derives the mood, idea, or message from selected artworks (A9PL-Ih1)
Objectives: ● determines the use or function of artworks by evaluating their utilization and combination of art elements and principles (A9PL-Ih-2)
● uses artworks to derive the traditions/history of an art period (A9PL-Ih-3)
● compares the characteristics of artworks produced in the different art periods (A9PL-Ih-4)

Ancient Art Classical Art Classical Art Classical Art

II. CONTENT
Prehistoric Art Egyptian Art Greek Art Roman Art

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pp.184-185, pp 192-

p 179, p 190, pp 196-197 pp. 180-181, pp 191-192, pp 197-198 pp.181-184, p 192, pp 198-199
Pages 193, p 199

2. Learner’s pp 147-149, p 156, p

pp 141-142 , p 153, pp 159-160 p 143 p 154, pp 161-162 pp 144-146 , p 155, p 163
Materials Pages 164

Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon City. St. Bernadette Publishing
3. Textbook Pages
House Corporation

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning https://www.youtube.com/watch?v=YKX-

https://www.youtube.com/watch?v=84gTmKwL8KQ
Resources Rjb4rag

IV. PROCEDURES
 THE EVOLUTION OF ARTS
The teacher will present the lesson
using an animation about a cave
drawing that comes to life, and
travels through famous art pieces
A. Reviewing throughout time.
https://www.youtube.com/watch?v=84gTmKwL8KQ
previous lesson
or presenting
The teacher will ask the students:
the new lesson
What is the idea/ story behind the
(ELICIT)
video? How did the story of the cave
drawing start and end? 5mins
Using a timeline graph (see pp 140-
141 LM MAPEH Arts 9) from Ancient
Art to Medieval Art Period and
pictures as representation of Art
forms let the students classify the
following images into their respective
B. Establishing a
purpose for the periods.
lesson
Ask the students the following
(ENGAGE)
questions: 1. How did you classify
the different artworks into their
respective periods? 2. What was
your basis of classification?
5mins
C. Presenting The teacher will locate the pictures to
examples/ where it should belong and present
instances of the the topic for the day on
LUCKY 7 STUDENT GENERATED QUIZbee POP UP MINDS The teacher will ask the
Teacher will ask the students following questions
The teacher will ask a question about the What are the words that spring
previous topic Pre-historic Art, a student who to your mind when you hear 1. What is the method of
will answer the question correctly will be the first “ANCIENT EGYPTIAN painting water-based
and the same student to ask questions to ARTWORKS” Possible pigments on a freshly
challenge his or her classmates. The LUCKY 7 answers; Pyramid, symbols, applied plaster? Ans.
student Generated Quizbee will continue until FRESCO
Hieroglyphics, Tomb, etc.
the seventh student answer the question 5mins
2. What is Pelike? Ans.
correctly (questions to be asked are based on
Wine container
their assignment)
3. What are the three
Greek columns? Ans.
DORIC, IONIC,
CORINTHIAN
5mins
Hieroglyphs Students will write their own name The teacher will play a video The teacher will show a
using the hieroglyph alphabet. Remember that about GREEK ARTS picture of The Coliseum.
the Ancient Egyptians sometimes wrote in https://www.youtube.com/watch?v=YKX- Ask the students about
Rjb4rag
different directions. the significance of the
Coliseum in the western
(see attached activity) history. 5mins
The teacher will ask this question;
Asked the students the following questions:
What is the video all about? How
can Greek artworks be used to
1. What is hyroglipics?
derive the traditions/history of the
2. What could be the idea of Ancient Egyptians Classical Period? 10mins
about this way of writing? 10 mins
The teacher will show a picture of a pyramid CONCEPT MAPPING STORY TELLING
of Egypt and ask this question:
The teacher will story
 PREHISTORIC ARTS 1. How do pyramids help us understand tell about Rome using
life in Ancient Egypt? 5mins the following pictures

∙ Head of Alexander
NATURALISM
∙ The portonacio
Sarcophagus
new lesson
∙ The Colosseum 5mins
(EXPLORE)
The teacher will collect ideas to
the students about the word
NATURALISM After collecting
ideas present the lesson by
stating; “Greek style was a taste
of Western Realism or
NATURALISM” 5mins

The teacher will discuss the following The teacher will present the following through The teacher will discuss the Using a video clip the
prehistoric art: pictures: following: Greek painting teacher will discuss the
D. Discussing new ∙ Egyptian painting Roman Art
concepts and ∙ Painting ∙ Fresco https://www.youtube.co m/watch?
∙ Hieroglyphics v=RM2D7iJHW XQ
practicing new ∙ Sculpture ∙ Pyramid of Giza ∙ Encaustic
skills #1 20 minutes 15 minutes
∙ architecture ∙ Vase painting Greek
architecture 15 minutes

E. Discussing new Gallery Walk: The teacher will differentiate

concepts and Greek orders of the GREEK
practicing new Students will explore multiple texts or ARCHITECTURE by drawing
skills #2 images that are placed outside the images on the board using the
room. The teacher will also discuss following descriptions
the lesson (Prehistoric paintings,
sculpture and architecture) and DORIC- simplest
facilitate the learning process.
10mins IONIC- scroll

CORINTHIAN- encantus leaves


F. Developing ACTIVITY TIME:
mastery (leads
to formative Analyzing Primary Source
assessment)
The teacher will group the students
(EXPLAIN)
into 5 and provide different pictures
of prehistoric arts. Members of the
group will answer the following
questions individually. Their leader
will collect the best answers and
choose a representative to discuss.
1. Describe the picture
2. What do you think is the message
of the artifact?
3. Is this artifact significant? Why? Or
why not? 20min
5mins
Fill in the box with the characteristics and Let’s play DRAW IT? GOT IT? The teacher will group
function that would best describe the painting, the students into 3 and
sculpture and architecture of Ancient Egypt. will be asked to
compare and contrast
The class will be divided into two
paintings of different
(ex. GIRLS vs. BOYS) Each
ART CHARACTERISTICS FUNCTION group will choose a member to periods, sculptures and
pick an Egyptian art work and architectures using the
PAINTING
draw it on the board; the following indicators:
SCULPTURE remaining group members will
∙ Name of the painting
guess the word by analyzing each
(sculpture or
ARCHITECTUR element presented. The group will
E architecture)
decide for their best answer. If
they got it wrong, the other group ∙ Period and era when it
may answer it. It will be done was created
10 MIN. simultaneously. Until the best
group got 3 correct answers. If it ∙ Material used
ties at 3 points, the teacher will
draw tie breaking picture ∙ Use of elements of arts
PELIKE ∙ Distinctive
characteristics
MYRON
15mins
LEKANIS
DORIC
LEBES
GAMIKOS
IONIC
CORINTHIAN
PARTHENON
 10mins

DRAW YOUR ANSWER Teacher will ask the students to relate Egyptian The teacher will ask the students The teacher will ask the
art work to some Philippine artworks. 5mins to name at least 3 establishments students: What is the
G. Finding practical The students will answer this here in the Philippines with a greatest contribution of
application of question by drawing his or her idea touch of Greek architecture. Roman Arts to the
concepts and on the board. What are the 5mins modern world?
skills in daily implications of Ancient art in modern
living society? (or emoticons about the
emotion that can be derived from the
art works) 5mins.

The teacher will ask the following FREEDOM WALL The teacher will ask the following The students will
questions: question recite functions of
Students will be grouped into 3. PAINTING, Roman paintings,
H. Making ∙ What are the characteristics and SCULPTURE and ARCHITECTURE Members 1. What is the use or sculpture and
generalizations elements of arts that make the of the group will be asked to write a word or function of Greek architecture.
and abstractness following archaeological discoveries phrase in a cartolina/manila paper to be posted artworks?
to the lesson effective artwork? on the board. These are words that they can 2. How does Greek
(ELABORATE) still remember, they can relate to, or words and architecture differ from
∙ What are the noticeable influences phrase to describe Egyptian Artworks. 10 mins the Ancient Artworks?
of Ancient art to the modern world? 5 mins
5mins

The teacher will collect the students’
individual papers in the activity
Analyzing Primary source. The
I. Evaluating teacher will score their answers
learning using this rubric.
(EVALUATION)
Identify the following: Identify 5 elements or Answer this question:
1. The most substantial ancient structure of characteristics of arts that make How does the sculpture
the world GREEK ART visually unique. of Rome, “The
2. Egyptian tomb in the form of flat roofed Portonacio
rectangular structure 5 mins Sarcophagus differ from
3. A system of writing using picture symbols Myron of Greece
used in ancient Egypt
4. A large vault used for burying dead
5. Smallest pyramid in the pyramid of Giza

J. Additional Do attached worksheet Do attached worksheet In a short bond paper Draw a Student will write an
activities for house using the 3 Greek essay about the
application and CAVE ART IS... Ancient Civilization columns, identify the columns and evolution of arts from
write the difference of the Ancient period to
 remediation following. classical period
(EXTEND)

V. REMARKS

VI. REFLECTION

A. Number of learners who

earned 80% in the
evaluation: _________

B. Number of learners who

scored below 80% who
needs additional activities
for remediation: _________

C. Did the remedial lesson

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

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies worked well?
Why did these work?

F. What difficulties did I

encounter which my
 principal or supervisor
can help me solve?

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

Prepared by: Checked by:

NOEL R. GONZAGA

SST-III OIC-SCHOOL HEAD