DAILY LESSON LOG

MAPEH 9
School Year: 2023-2024
TEACHER KRISTELA MAE C. COLOMA QUARTER Q1 DATE SEPTEMBER 11-15, 2023
GRADE AND SECTION GRADE 9 WEEK: 3 TIME 7:30-8:30
PART/DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding on….
 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
B. Performance
Standards The learner consistently demonstrates…
 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…

Competencies/  Analyzes art elements and principles in the production of work following the style of a western and classical art (A9EL-Ib1)
Objective/s  Identifies distinct characteristics of arts during the different art periods (A9EL-Ia2)
 Identifies representative artists from various art period (A9EL-Ia3)
 reflects on and derives the mood, idea, or message from selected artworks (A9PL-Ih1)
 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)

II. CONTENT Ancient Art Classical Art Classical Art Classical Art Rock My World
Prehistoric Art Egyptian Art Greek Art Roman Art

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III. LEARNING
RESOURCES (LR)
A. References Music and Arts 9 Textbook
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Previous THE EVOLUTION OF ARTS
Lesson or Presenting The teacher will present the
the New Lesson lesson using an animation
about a cave drawing that
comes to life, and travels
through famous art pieces
throughout time.
The teacher will ask the
students: What is the idea/
story behind the video? How
did the story of the cave
drawing start and end?
http://www.youtube.com/watch?
V=84gTmKwl8KQ
B. Establishing a Purpose Using a time line graph (see pp
for the Lesson 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 periods.
Ask the students the following
questions:
1. How did you classify the
different artworks into their
respective periods?
2. What was your basis of
classification?
C. Presenting The teacher will locate the
Examples/Instances of pictures to where it should
the Lesson belong and present the topic
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Music and Arts 9 Textbook Music and Arts 9 Textbook Music and Arts 9 Textbook
LUCKY 7 STUDENT QUIZbee POP UP MINDS The teacher will ask the Group Activity!
Teacher will ask the following questions The teacher will divide
The teacher will ask a question about students 1. What is the method of the class into groups
the previous topic Pre-historic Art, a What are the words painting water-based and will asked the
student who will answer the question that spring to your pigments on a freshly learners to prepare
correctly will be the first and the same mind when you hear applied plaster? Ans. their art materials:
student to ask questions to challenge “ANCIENT EGYPTIAN FRESCO  Flat rock of
his or her classmates. The LUCKY 7 ARTWORKS” Possible 2. What is Pelike? Ans. any shape
student Quizbee will continue until answers; Pyramid, Wine container  Rocks with
the seventh student answer the symbols,Hieroglyphics, 3. what are the three sharp edges
question correctly Tomb, etc. greek collumns? Ans.
DORIC, IONIC,
(questions to be asked are based on CORINTHIAN
their assignment)
Hieroglyphs Students will write their The teacher will play a The teacher will show a The teacher will show
own name using the hieroglyph video about GREEK picture of The Coliseum. examples of a rock
alphabet. Remember that the Ancient ARTS. Ask the students about with design. This will
Egyptians sometimes wrote in the significance of the serve as springboard
different directions. The teacher will ask Coliseum in the western to the next activity.
this question; What is history. 5mins
(see attached activity) the video all about?
Asked the students the following How can Greek
questions: artworks be used to
derive the
1. What is hyroglipics? traditions/history of
2. What could be the idea of Ancient Classical Period?
Egyptians about this way of writting?
The teacher will show a picture of a CONCEPT MAPPING STORY TELLING Rock My World
pyramid of Egypt and ask this The teacher will story tell Procedure:
question: about Rome using the 1. Using the
 for the day on PRE-HISTORIC How do pyramids help us understand following pictures sharp edged
ARTS about life in Ancient Egypt? NATURALISM  Head of Alexander rock, scratch
 The portonacio the flat rock
Sarchophagus with your
The teacher will collect  The Colosseum 5mins desired
ideas to the students design.
abou the word 2. Put varnish
NATURALISM After using a
collecting ideas mixture of
present the lesson by white glue
stating; “Greek style diluted in
was a taste of Western water to
Realism or preserve your
NATURALISM” design on the
rock.
3. Design should
reflect the
characteristics
of pre-historic
artwork.

D. Discussing New The teacher will discuss the
Concepts and following prehistoric art:
Practicing New Skills #  Painting
1  Sculpture
 architecture
E. Developing Mastery Gallery Walk:
(Leads to Formative Students will explore multiple
Assessment) texts or images that are placed
outside the room. The teacher
will also discuss the lesson
(Prehistoric paintings,
sculpture and architecture) and
facilitate the learning process.
F. Making ACTIVITY TIME:
Generalizations and Analyzing Primary Source
Abstractions about the The teacher will group the
Lesson students into 5 and provide
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The teacher will present the The teacher will Using a video clip the Continuation of the
following through pictures: discuss the following: teacher will discuss the Activity
 Egyptian painting Greek painting Roman Art
 Hieroglyphics  Fresco https://www.youtube.co
 Pyramid of Giza  Encaustic m/watch?v=RM2D7iJHW
 Vase painting Greek XQ
architecture
Teacher will ask the students to The teacher will The teacher will ask the Continuation of the
relate Egyptian art work to some differentiate Greek students: What is the Activity
Philippine artworks. orders of the GREEK greatest contribution of
ARCHITECTURE by Roman Arts to the
drawing images on the modern world?
board using the
following descriptions
DORIC- simplest
IONIC- scroll
CORINTHIAN-
encantus leaves
Fill in the box with the characteristics Let’s play DRAW IT? The teacher will group Continuation of the
and function that would best describe GOT IT? the students into 3 and Activity
the painting, sculpture and will be asked to compare
architecture of Ancient Egypt. The class will be and contrast paintings of
 different pictures of pre-historic divided into two (ex. different periods,
arts. Members of the group will A
R
C
H
GIRLS vs. BOYS) sculptures and
answer the following questions T A Each group will chose architectures using the
R
individually. Their leader will A a member to pick an following indicators:
collect best answers and C
T
Egyptian art work and  Name of the painting
chose a representative to E draw it on the board (sculpture or
R
discuss. I their remaining group architecture)
1. Describe the picture S
T
members will guess  Period and era when it
2. What do you think is the I the word by analyzing was created
C
message of the artifact? S each element  Material used
3. Is this artifact significant? P
A
presented. The group  Use of elements of arts
Why? Or why not? I will decide for their  Distinctive
N
T best answer. If they characteristics
I
N
got it wrong, the other
G group may answer it. It
S
C will be done
U
L
simultaneously. Until
P the best group got 3
T
U correct answer. If it
R
E
ties at 3 points, the
A teacher will draw tie
R
C breaking picture
H PELIKE
I
T MYRON
E
C LEKANIS
T DORIC
U
R LEBES
E
GAMIKOS
IONIC
CORINTHIAN
PARTHENON

G. Evaluating Learning The teacher will collect the
students’ individual papers in
the activity Analyzing Primary
source. The teacher will score
their answers using this rubric.
Focus and details 5pts
Word choice 3pts
Grammar 2pts
Identify the following: Identify 5 elements or Answer this question: Group Presentation
1. The most substantial ancient characteristic of arts How does the sculpture guided with rubrics.
structure of the world that make GREEK of Rome, “The
2. Egyptian tomb in the form of flat ART visually unique. Portonacio Sarcophagus (see rubric on page
roofed rectangular structure differ from Myron of 167-168)
3. A system of writing using picture Greece
symbols used in ancient Egypt
4. A large vault used for burying Criteria:
dead Composition and
Smallest pyramid in the pyramid of Design
Giza Process

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 Materials Used
Overall look of the
artwork

H. Additional Activities In a short bond Remind students to bring

for/Application or paper Draw a art materials (flat rock,
Remediation/Assignme house using the 3 rocks with sharp edges,
nt Greek columns etc.)
identify the columns
and write the
difference of the
following.
V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
works? 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 work 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?

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Duroc Integrated School
Prepared : Checked: Noted:

KRISTELA MAE C. COLOMA MIRASOL A. BALDOZ GILBERT D. GALLO,P1

Teacher Head Teacher – I School Head

0995-134-3846
103033@deped.gov.ph
300535@deped.gov.ph
Duroc Integrated School