Annex1B to DepEd Order No. 42, s.

2016

Daily Lesson Log SCHOOL Looc National High School GRADE LEVEL 9 MAPEH
in

MAPEH TEACHER Dixson Gumapac LEARNING AREA ARTS

TEACHING DATE AND week 2 QUARTER 2nd

TIME

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
The learner will be able to learn...

 art elements and processes by synthesizing and applying prior knowledge and skills
A. Content Standard
 the arts as integral to the development of organizations, spiritual belief, historical events, scientific
discoveries, natural disasters/ occurrences, and other external phenomena

The learners...
 perform / participate competently in a presentation of a creative impression (verbal/nonverbal) of a particular
artistic period
B. Performance Standard
 recognize the difference and uniqueness of the art styles of the different periods (techniques, process,
elements, and principles of art)

Learners.... The learners... The learners mount

 compare the characteristics of artworks produced exhibit using completed
in the different art periods (A9PL-IIh-4)  evaluate works of artworks with Neoclassic
art in terms of and Romantic periods
artistic concepts characteristics
C. Learning Competencies/  create artworks guided by techniques and styles (A9PR-III-g -7)
of the Neoclassic and Romantic periods (e.g., and ideas using
Objectives
linear style and painterly style) (A9PR-IIIc-e-1) criteria from the
Neoclassic and
 describe the influence of iconic artists belonging to Romantic periods
(A9PR-IIIf-4)
the Neoclassic and Romantic periods (A9PR-IIIc-
e-2)
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Annex1B to DepEd Order No. 42, s. 2016
 show the influences of
 apply different media techniques and processes to Neoclassic and
communicate ideas, experiences, and stories Romantic periods on
showing the characteristics of the Neoclassic and Philippine art forms
Romantic periods. (A9PR-IIIc-e-3) (A9PR-IIIf-4)

II. CONTENTS
III. LEARNING RESOURCES
A. References
pp. 231-239 pp. 247-249 pp. 231-249
1. Teacher’s Guide pages
pp 195-201 pp 206-207 pp 195-207
2. Learner’s Mateials pages

Perez, A., M., Santos., A., E., P., and Santarin., J., V., et. al. (2006). ACTIVE MAPEH III. Activity-Based and
Intergrative Worktext in Music, Arts, Physical Education and Health for High School Students. Manila. Magallanes
Publishing House

Perez, V., V., Luna, L., N., and Tomas C., E., et. al. (2004). MAPEH-CAT IV. Music, Art, Physical Education, and
Health-Citizenship Advancement Training. Quezon City. St. Bernadette Publishing House Corporation
Textbook pages
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon
City. St. Bernadette Publishing House Corporation

Santiago G., B., Defensor, M., D., and Vergara, L., A., et. al. (2004). MAPEH III. A Worktext in Music, Arts, Physical
Education and Health. Manila. St. Agustine Publications, Inc.

3. Additional Materials from

Learning Resources (LR)
portal
https://youtu.be/KrSaQNY8QT
Other Learning Resources g

IV. PROCEDURES

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Annex1B to DepEd Order No. 42, s. 2016
WORD LIGHTNING CLASSTIME
COMMERCIAL
The teacher will ask the
students to give words
which are related to
A. Reviewing Previous
Baroque period, and it
Lesson or Presenting The
should be in alphabetical
New Lesson
order.
(Ex. A= Arts, B= Barocco
C= Caravagio )
5 min 5 min
PICTURE GUESS
Guess the secret word or
phrase using only your
group mate’s drawing
Separate everyone into
teams of 4. Have one
volunteer from each team
come up to be the first
round of drawers. The
B. Establishing A Purpose For drawers are not allowed to
The Lesson talk or motion during the
game, or draw symbols,
numbers, or letters.
The first team that raises
their hand and guesses the
object correctly wins one
point for their team.
(see attachments)
15 min
VENN DIAGRAM
Compare and contrast
A group of students will Renaissance and baroque
perform their 1-3-minute arts
'commercial' that reviews
key instructional content
about the difference
between Renaissance and
Baroque Period
5 min
VIRTUAL TOUR
VIDEO PRESENTION a tour
to the Philippines
expectacular churches
https://youtu.be/KrSaQNY8QT
g the following guidelines
Let the student complete
the attached worksheet.
(see attachment)
10 min
TOUR GUIDE RECALL
The class tour guide will
recall facts about
BAROQUE PERIOD
5 min
FASTEN YOUR SEAT
BELT!
The class tour guide will
remind the students about
inside the exhibit room
• Bags, cameras, video,
mobile phones w/ camera
are allowed in the museum.
• eating and drinking inside
the galleries are not allowed
• Tour coordinators are
responsible for the behavior
of the group. Students
should stay with their group
until the end of the tour.
• Anybody caught violating
the abovementioned rules is
subject to appropriate
disciplinary actions. The
Museum reserves the right
to cut the tour short and
ask the entire group to
leave the premises
5mins
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Annex1B to DepEd Order No. 42, s. 2016
The teacher will present the
lesson by asking this
The teacher will present the question:
lesson by explaining the
importance of color What are the characteristics
harmony in achieving of the viewed Philippine
C. PresentIng Examples/
proper contrast and values churches that has similar
Instances of The New
Lesson of colors. characteristic with
Renaissance and Baroque
Period?

5 min

The teacher will discuss the The teacher will discuss the The teacher will discuss
influences of iconic artist. artforms in the Philippines the Rubrics or criteria for
 Da vinci with western influences. the exhibition.
 Donatello Using the presented video
D. Discussing New
 Caravaggio and pictures (See attachment. ART
Concepts And Practicing
 Velasquez EXHIBIT RUBRICS)
New Skills #1
15 min
5 min

The teacher will present the EXHIBIT TIME

rubrics for the Baroque Art
outputs Students will tour to their
E. Discussing New Concepts
(see attachment) prepared exhibition.
And Practicing New Skills
#2
5 min 30 min

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Annex1B to DepEd Order No. 42, s. 2016

GROUP ACTIVITY
Students will be group into
4 individually members of
the group will do their task.
Group 1 will paint their
output in an illustration
board. Students will paint
any object in accordance
with the principle of art of
Baroque Style.
F. Developing Mastery
Group 2 will design a
(Leads To Formative
Renaissance inspired house
Assessment 3)
in an illustration board
Group 3 will design a
Baroque church using
magazine strips
COMPARE
Student will explain the
relations and influences
of the Baroque art
traditions to Philippine art
form
Students will answer the
following questions.
10 min
 Compare the two
architecture using
the elements of art
 In what period you
can classify the two
structure? Why?
15 min

Group 4 will paint portrait of

their own picture

35 min

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Annex1B to DepEd Order No. 42, s. 2016
G. Finding Practical
Applications Of Concepts
And Skills In Daily Living
H. Making Generalizations
And Abstractions About
The Lesson
I. Evaluating Learning
The students will explain
the importance of applying
different media techniques
and processes to
communicate ideas,
experiences, and stories in
their artworks.
5mins
STICKY NOTE WALL
Students will write in a
sticky note pad the lessons
they learn about
Renaissance and Baroque
Arts
5 min
Evaluate students output using attached
Rubrics 5 min
The students will express
their insight about the
influence of Baroque arts in
Religion
5 min
Students will name some
Philippine artworks and
churches with influence of
Baroque period.
5 min
Students will share ideas
how to identify the
influence of any
artworks.
5 min
Students will write their
experiences about the
tour in a sheet of paper
and pass it to the
teacher.
5 min
The teacher will evaluate
the EXHIBIT using the
Rubrics or criteria for the
exhibition.
(see attachment. ART
EXHIBIT RUBRICS)
5 min
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Annex1B to DepEd Order No. 42, s. 2016
J. Additional Activities For
Application or
Remediation
1 group will be assigned to
do a Classtime
commercial they will
create a 1-3-minute
K. Assignment
'commercial' that reviews
key instructional content
about the difference
Research 3 Renaissance
Artworks, and 3 Baroque
artworks
Name the following works,
corresponding name of
artist, and identify the era
when they were created.
Students will Continue
doing the group activity
Collect picture of different Collect pictures and
Philippine churches and information about the
make an album out of it activity and make a
documentation.
Chosen tour guide for
tommorows activity will
prepare and present an
entertainment travelouge
that will help the class

between Renaissance and experience a museum as if

Baroque period they were on fieldtrip

Bring: illustration board,

paint, pencil

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?
D. No. of Learners Who Continue
To Require Remediation
E. Which of My Teaching
Strategies Worked Well? Why
Did These Work?
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Annex1B to DepEd Order No. 42, s. 2016
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?