Instructional Planning

(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching and
learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Grade
DLP No.: Learning Area: Quarter: Duration: Date:
Level:
1 MAPEH 7 3 1 hour March 6, 2023
Learning Competency/ies: Code:
 identifies characteristics of arts and crafts in
specific areas in Mindanao  A7EL-IIIa-2
(Taken from the Curriculum Guide)  creates crafts that can be locally assembled
with local materials, guided by local  A7PR-IIIc-e-1
traditional techniques (e.g., habi, lilip, etc).
the salient features of the arts of Mindanao by showing the relationship of the
elements of art and processes among culturally diverse communities in the
Key Concepts / Understandings to
country
be Developed the Philippines as having a rich artistic and cultural tradition from precolonial to
present times
Adapted Cognitive
Process
Domain Dimensions (D.O. OBJECTIVES:
No. 8, s. 2015)
Knowledge Remembering  identify the selected crafts, accessories, and body ornaments in Mindanao;
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association
       
Skills model an attire showcasing selected crafts, accessories, and body ornaments in
Applying
The ability and capacity Mindanao;
acquired through deliberate, analyze ideas based on the given description about selected crafts, accessories, and
systematic, and sustained effort Analyzing
to smoothly and adaptively body ornaments in Mindanao;
carryout complex activities or
the ability, coming from one's
Evaluating  
knowledge, practice, aptitude,
etc., to do something Creating
 

   
Responding to appreciate the importance of learning the crafts, accessories, and body ornaments in
Attitude
Phenomena Mindanao;
Responding to exhibit the core value of being MAKABANSA thru learning the local arts and crafts in
Values
Phenomena Mindanao
2. Content MINDANAO CRAFTS, ACCESSORIES, AND BODY ORNAMENTS
Arts 7 Book, MELC in Arts 7, slide deck, projector/LED TV, mobile phones, pen, paper,
3. Learning Resources & Materials
art materials
4. Procedures
4.1 Introductory Activity ROUTINARY ACTIVITIES
*Opening Prayer
*Clean-up (picking up trash/garbage)
*Arranging/aligning of the chairs
5 minutes *Attendance Check
RECAPITULATION
Call a student/volunteer from the class to give a short review about the previous
topic being discussed.
4.2 Activity DRAW YOUR IMAGINATION!
5 Minutes Direction:
 Divide the class into groups and hand over to them the materials needed for
NOTE: the activity (manila paper, pen, crayons, etc.)
*Students’ literacy Skill is developed  Within the time limit given, the group must work together to creatively draw
thru logically analyzing and interpret the the following descriptions assigned to their group:
given description in their respective 1. Draw a chicken with colorful wings & feathered tail, holding a fish on its

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groups.

beak or talons
2. Draw a box with flowing flowers, vines, geometric patterns (circle,
triangle, etc.) design
3. Draw a face make-up with dots and lines that are painted in various
patterns on the faces
4. Draw a crocodile tooth necklace
FOLLOW-UP QUESTIONS
4.3 Analysis
After the activity, ask the students the following questions (the teacher may use the
wheel of names to call out students):
 Describe your group’s output.
5 minutes  In your own opinion, what is the function of the object/item your group had
made?
 Have you seen any of these objects/items? Explain.
 In what way these items/objects could be used in daily life activities?
4.4 Abstraction INTERACTIVE DISCUSSION
10 minutes Actively discuss the following inputs to the learners:
(please refer to the attached printed slide decks)
NOTE:
*Students’ numeracy Skill is developed
thru logically analyzing the given
statistical data about the Islam and Non-
Islam population in Mindanao.

*GAD & CSE: During the discussion, the

teacher will emphasize the Yakan male
and female practices and culture during
wedding ceremony.

*DRRM:
COVID-19 pandemic is considered as a
disaster, with that, the teacher will
remind the students for follow BIDA
solusyon sa COVID-19 and promote
VACC to school campaign.

*ACROSS CURRICULUM INTEGRATION:

-TLE: Yakan wedding make-up & attire
(weaving/embroidery)
-AP: Mindanao Population, culture, &
geography
-ESP: promoting MAKABANSA value &
respect towards other culture
-Math: Islam & Non-Islam population
statistics data & geometric
patterns/design in Mindanao crafts
-Science: Okir design pattern based
from Plants specifically vines and
flowers
-English: Terminology/word analysis
(word of the day)
-Filipino: Terminologies based from
Mindanao local/regional language

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4.5 Application PROJECT RUNWAY-MINDANAO VERSION
18 minutes Direction:
1. Choose a representative among your group as your model.
2. Using your learnings about Mindanao Crafts, Accessories, And Body
Ornaments, design an attire.
3. The model will have to parade it in the class.
CRITERIA:
Pose & Bearing 40%
Attire 40%
Stage Presence 20%
TOTAL 100%
4.6 Assessment PAPER-PENCIL TEST:
5 minutes Direction: Choose from the box the answer that corresponds to the following
statements. Write your answer in a ¼ sheet of paper.

Hilot
Kulintang
Maniktegiyas
Okir
Pegupaan
Pis
Sarimanok
Suwatlmimotis

1. The legendary bird of the Maranao said to be a symbol of good fortune.

2. It came from an old Malayan word which means carve or “ukit” in Filipino.
3. It serves as protection from spears and knives during combat.
4. It is a bamboo container for all the paraphernalia for chewing betel nut.
5. A heavy brass belt commonly worn by T’boli women during festivals.
6. A wooden comb with seed beads hanging from it, worn toward the back of
the head.
7. An instrument that consists of a row of small brass or bronze gongs
horizontally laid upon a wooden rack.
8. A charmed necklace or bracelet made of fruits of a flower beaded together
to protect them from sickness.

ANSWERS:
1. Sarimanok
2. Okir
3. Pis
4. Pegupaan
5. Hilot
6. Suwatlmimotis
7. Kulintang
8. Maniktegiyas

4.7 Assignment SARIMANOK VIDEO TUTORIAL

Directions: Using any video recording material, record a video tutorial on
5 minutes Reinforcin
how to make a Sarimanok Paper Layering Art based on the instructions
g/
strengthe provided below:
NOTE: ning the
day’s
*ICT INTERGRATION: Students are lesson
tasked to use available mobile gadgets
in filming this activity.

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 Upload/post your output to our official class group chat/page.

CRITERIA:
Creativity/Concept 30%
Ability to effectively tell a story 20%
Uniqueness of Video 20%
Relevance to the topic 30%
TOTAL 100%
4.8 Concluding Activity BUZZ SESSION
3 minutes Let the students ask questions/clarification about the topic/discussion.

5.      Remarks  

6.      Reflections

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 C.    Did the remedial lessons work? No. of learners who
A.  No. of learners who earned 80% in the evaluation.   have caught up with the lesson.  

B.    No. of learners who require additional activities for

remediation.   D.  No. of learners who continue to require remediation.  

E.    Which of my learning 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?  

Prepared by: 
Name: ANGELICA N. OBINGUAR School: ALCOY NATIONAL HIGH SCHOOL
Position/
Designation:
Teacher 1-MAPEH Division: CEBU PROVINCE
Contact Email
Number:
09151622434 address:
angelica.obinguar@deped.gov.ph
Edited by:
Name: Roger D. Banogbanog School: ALCOY NATIONAL HIGH SCHOOL
Position/
Designation:
SSP4 Division: CEBU PROVINCE
Contact Email
Number:
  address:
 

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