School Tondo High School Grade Level MAPEH 8

DAILY LESSON Teacher Florante Joshua F. Baluyot Jr. Learning Area/Component Music 8
LOG Teaching Dates and
November , 2022 Quarter Second
Time

Week 1 (Nov. , 2022) Week 2 (Nov. , 2022) Week 3 (Nov. , 2022) Week 4 (Nov. , 2022)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

art elements and processes by
A. Content Standards
synthesizing and applying prior
knowledge and skills
create artworks showing the
characteristic elements of the arts of
B. Performance Standards
East Asia
art elements and processes by
synthesizing and applying prior
knowledge and skills
create artworks showing the
characteristic elements of the arts of
East Asia
art elements and processes by
synthesizing and applying prior
knowledge and skills
create artworks showing the
characteristic elements of the arts of
East Asia
art elements and processes by
synthesizing and applying prior
knowledge and skills
create artworks showing the
characteristic elements of the arts of
East Asia

analyze elements and principles of
art in the production of arts and
crafts inspired by the cultures of
C. Learning Competencies (code)/
East Asia
*Objective(s)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
ARTS OF EAST ASIA
China, Japan, and Korea
III. LEARNING RESOURCES
identify characteristics of arts and
crafts in specific countries in East
Asia: China (Chinese painting and
calligraphy); Japan (origami,
woodblock printing, theater masks,
face painting, and anime and
manga); and Korea (theater masks,
drums, and K-pop)
ARTS OF EAST ASIA
China, Japan, and Korea
reflect on and derive the mood, idea appreciate the artifacts and art
or message from selected artifacts objects in terms of their utilization
and art objects and their distinct use of art elements
and principles
ARTS OF EAST ASIA ARTS OF EAST ASIA
China, Japan, and Korea China, Japan, and Korea

Music and Arts 8 Learner’s Module Music and Arts 8 Learner’s Module Music and Arts 8 Learner’s Module Music and Arts 8 Learner’s Module
A. References
and Curriculum Guide and Curriculum Guide and Curriculum Guide and Curriculum Guide

p.61 A8EL-IIb-1 A8EL-IIa-2 A8PL-IIh-1 A8PL-IIh-2

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of

A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills # 2
F. Developing mastery (Leads to Formative
Assessment)
G. Finding practical applications of concepts
and skills in daily living
H. Making generalizations and abstractions of
the lesson
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Tell the learners on the big idea
about East Asian Arts i.e. East
Asian countries share
commonalities in the production of
arts as influenced by their religion,
philosophy, culture, beliefs,
geographic setting, etc.
Why do you think that discussing
the East Asian arts is essential for
learning experiences?
Ask them to read the introduction of
the lesson in 5 minutes and let them
explain their understanding about
what they have read.
Let us visit and enjoy the
beauty of the different countries
of East Asia and experience
their exquisite and fascinating
art works by engaging in
different activities
Discuss the elements and principles
used of art in the production of arts
and crafts inspired by the cultures of
Southeast Asia
1. What are the East Asian
countries?
What are the elements of arts
usually used in the East Asia?
1. Choose five boys and five
girls to represent the class.
The first player will read
and analyze the written
letters to form words
related to the art of
Southeast Asia.
In your opinion, how could the arts
of the East Asia be unique from one
another?
Yesterday, we learned about the arts
of the East Asian nations that
adherently reflects to their rich
cultures, now we shall identify their
different arts and crafts of each
country.
How important is the idea of
understanding the arts and crafts of
the East Asia?
Analyze how the historical and
cultural phenomena in the world of
art influenced by the artworks of the
East Asia
Based on the lessons, discuss
the characteristics of arts and
crafts found in China, Japan
and Korea like painting,
pottery, paper arts, ikebana and
architecture, etc.
Ask few students to share their
ideas/opinion to the class.
Compare the similarities and
differences of the East Asian
artworks.
If you are ask to paint, what will be
your subject matter or object?
Why did you choose such
subject for painting?
What make the arts of China, Japan
and Korea unique?
Today we will learn about the
derived the mood, idea or message
from selected artifacts and art
objects
Why is it important to acknowledge
the mood, idea or message of the
artifacts and arts objects of East
Asia?
If we do not give importance to the
traditional arts and crafts of the
Southeast Asia, what will happen?
Discuss the derived mood, idea or
message from selected artifacts and
art objects of the East Asia.
Discuss how mood transferred into
arts and crafts of the East Asia.
Determine and evaluate the
effectiveness of mood, idea, or
message as shown by the visual
image in the arts and crafts of Japan,
China, and Korea.
Tell the students to do activity 2 ,
MATCH AND FILL on page 234.
Do this in their activity notebook.
What are the benefits of
appreciating the mood, idea, or
message as shown by the visual
image in the arts and crafts of Japan,
We had discussed the unique arts
and crafts of East Asia, now we will
give appreciation on the artifacts
and art objects in terms of their
utilization and their distinct use of
art elements and principles
How important is the application of
elements and principles of arts in
the production of art and crafts in
the East Asia?
Ask the class if thy can still
remember the elements and
principles of arts.
Discuss the different elements
of arts.
Discuss the applied elements in the
production of the arts and crafts of
Japan, China, and Korea.
How the artifacts and art objects do
utilized the elements and principles
of arts in terms of their distinct
culture and tradition?
Create an artwork applying the
characteristics elements and
principles of East Asian arts.
What did you observe about the arts
of East Asian Countries (Japan,
China, and Korea)?
 China, and Korea
Analyze the art elements and
Identify the great contributions of Ask your students to share their How can you apply the art forms, principles in the production of art
East Asian countries in the reflections to the class about the motifs, and themes in an appropriate and crafts in China, Japan and
I. Evaluating learning
development of arts. important aspects about painting in programs, school activities, Korea.
China, Japan and Korea. celebrations and in personal
hobbies?
J. Additional activities for application for
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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? 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 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: Inspected by:

FLORANTE JOSHUA F. BALUYOT JR.. MARCOS S. GOMEZ, JR. RODRIGO G. NATIVIDAD

Teacher II, MAPEH Dep’t. Head Teacher, MAPEH Dep’t. Principal III
 School Tondo High School Grade Level MAPEH 8
DAILY LESSON Teacher Florante Joshua F. Baluyot Jr. Learning Area/Component Arts 8
LOG Teaching Dates and
November , 2022 Quarter Second
Time

Week 5 (Nov. , 2022) Week 6 (Nov. , 2022) Week 7 (Nov. , 2022) Week 8 (Nov. , 2022)
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed
and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
the salient features of the arts of the salient features of the arts of the salient features of the arts of East Asian countries as having a
East Asia by showing the East Asia by showing the East Asia by showing the rich artistic and cultural tradition
relationship of the elements of art relationship of the elements of art relationship of the elements of art from prehistoric to present times
A. Content Standards
and processes among culturally and processes among culturally and processes among culturally
diverse communities in the region diverse communities in the region diverse communities in the region

create artworks showing the create artworks showing the create artworks showing the create artworks showing the
characteristic elements of the arts of characteristic elements of the arts of characteristic elements of the arts of characteristic elements of the arts of
B. Performance Standards
East Asia East Asia East Asia East Asia

C. Learning Competencies (code)/ incorporate the design, form, and trace the external (foreign) and Create crafts that can be locally derive elements from
*Objective(s) spirit of East Asian artifacts and internal (indigenous) influences that assembled with local materials, traditions/history of a community
 objects to one’s creation are reflected in the design of an guided by local traditional for one’s artwork
artwork and in the making of a craft techniques (e.g., Gong-bi, Ikat, etc.)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT
ARTS OF EAST ASIA ARTS OF EAST ASIA ARTS OF EAST ASIA ARTS OF EAST ASIA
China, Japan, and Korea China, Japan, and Korea China, Japan, and Korea China, Japan, and Korea
III. LEARNING RESOURCES

Music and Arts 8 Learner’s Module Music and Arts 8 Learner’s Module Music and Arts 8 Learner’s Module Music and Arts 8 Learner’s Module
A. References
and Curriculum Guide and Curriculum Guide and Curriculum Guide and Curriculum Guide

p.62 A8PL-IIh-3 A8PL-IIh-4 A8PR-IIc-e-1 A8PR-IIf-2

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES
ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.

Let the learners classify the painting
subjects of East Asia (China, Japan,
A. Reviewing previous lesson or presenting
Korea)
the new lesson
Yesterday, we learned about the
concept of the East Asian paintings,
now we will discuss calligraphy.
Today we will learn about the
traditional art in East Asia called
Woodblock Printing
We had discussed the unique arts
and crafts of East Asia, now we will
on to another traditional arts of the
East Asia which is the sweeping
roofs of the East Asian Temples

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
What do you think are the important
aspects of East Asian painting?
How does Confucianism, Daoism,
and Buddhism played important
roles in East Asian Art?
Painting is closely related to Did you know that there is a unique How important is the elements from
calligraphy among the Chinese artistic expression related to traditions/history of a community
people, What is Calligraphy? painting in Japan known as for one’s artwork in the East Asia?
woodblock printing? What is
woodblock printing?
Ask the students to write their full
name in their art notebook then tell To discuss on Japanese painting, To discuss other subjects of East
them that handwriting is an example you show a n example of Asian painting, tell the students to
of calligraphy. Let the learners woodblock prints of Japan do activity 5.
share their reflections,
understanding after reading about
Chinese calligraphy in their module,
page__ (Time and again check the
learners’ understanding and
reflections about the lesson being
discussed).
 Let us make your painting
interesting and realistic by
applying the six principles of
Chinese Painting established by
D. Discussing new concepts and practicing Xie He, a writer, art historian,
new skills #1 and Critic in 5th century in
China.
Discuss the concept of landscape
painting of the East Asia?
E. Discussing new concepts and practicing
new skills # 2
What are the contributions of China,
F. Developing mastery (Leads to Formative
Japan and Korea in the development
Assessment)
of arts?
Ask your students to do the activity
3 and read the important aspects of
Eastern painting. After reading ask
G. Finding practical applications of concepts
them to go back to activity 3, let
and skills in daily living
them tell their answers on the
subjects of painting in China, Japan
and Korea.
What do east Asian arts call on the
objects or things to paint?
H. Making generalizations and abstractions of
the lesson
I. Evaluating learning
Identify the great contributions of
East Asian countries in the
development of arts.
Based on the lessons, discuss
the concept of calligraphy
writing
Identify external (foreign) and
internal (indigenous) influences that
are reflected in the design of an
artwork and in the making of a craft
Compare the similarities and
differences of the East Asian
artworks.
Now, let the learners process the
things that they have learned about
East Asian painting and printing.
Remind the students that there are
many ways on how they create their
own art work applying the
characteristics of East Asian
painting and printing.
Instruct the learners to write their
selected verse or message in
calligraphic style then affix their
nickname at the right corner below
their
artwork with the use of Chinese
brush and water color.
What do you call this kind of
painting? Instruct students to read on the
 What is the subject of the aspects of painting roofs in East
painting? Asia on page ___ of their module.
 What country usually makes such
painting?
 What do you know about
woodblock printing and ukiyo-e?
Tell your students to discuss their What else should you remember
answers within small groups in the about painting roofs?
class. Each group will have a
repertoire or reporter to record the
answers of the group, after which
the repertoire shares with the whole
class.
Why do you think that most Focus questions on the “why” they
common theme in Japan for have such kinds of roofs?
printmaking describes scenes from
everyday life?
Tell the learners to follow the
instruction in woodblock printing in Print pictures of the sweeping roof
their temples of the East Asia, one from
Module on page __. each country. Present your
reflection from your printed
pictures.
How do you apply the usual theme What did you observe about the arts
of Chinese paintings like nature of East Asian Countries (Japan,
(landscape, flowers, fishes, plants, China, and Korea)?
flowers) and the use of indigenous
materials available in the locality?
Painting is indeed one of the highest Analyze the elements from
forms of arts in East Asia. Do traditions/history of a community
people from East Asia use other for one’s artwork
materials as canvas for painting?
J. Additional activities for application for
Remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
VI. REFLECTION
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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? 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 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: Inspected by:

FLORANTE JOSHUA F. BALUYOT JR. MARCOS S. GOMEZ, JR. RODRIGO G. NATIVIDAD

Teacher II, MAPEH Dep’t. Head Teacher, MAPEH Dep’t. Principal III

DAILY LESSON School Tondo High School Grade Level MAPEH 8

Teacher Florante Joshua F. Baluyot Jr. Learning Area/Component Arts 8
LOG Teaching Dates and
November , 2022 Quarter Second
Time

Week 9 (Nov. , 2022) Week 10 (Nov. , 2022)

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

East Asian countries as having a East Asian countries as having a rich artistic and
rich artistic and cultural cultural tradition from prehistoric to present times
A. Content Standards
tradition from prehistoric to
present times

exhibit completed artworks for exhibit completed artworks for appreciation and
B. Performance Standards appreciation and critiquing critiquing

show the relationship of the  show the commonalities and differences of

development of crafts in the cultures of the East Asian countries in
specific countries in East Asia relation to Philippine culture
according to functionality,
C. Learning Competencies (code)/
traditional specialized expertise,  mount an exhibit using completed East
*Objective(s)
and availability of resources Asian-inspired crafts in an organized
(e.g., pottery, weaving, jewelry, manner
and basketry)

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT ARTS OF EAST ASIA ARTS OF EAST ASIA
China, Japan, and Korea China, Japan, and Korea
III. LEARNING RESOURCES

Music and Arts 8 Learner’s Music and Arts 8 Learner’s Module and Curriculum
A. References
Module and Curriculum Guide Guide

p.62 A8PR-IIf-3 P. 63 A8PR-IIh-4/A8PR-IIg-5

1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences

A. Reviewing previous lesson or presenting
the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills # 2
F. Developing mastery (Leads to Formative
Assessment)
G. Finding practical applications of concepts
and skills in daily living
and previous knowledge. Indicate the time allotment for each step.
Yesterday, we learned about the
sweeping roofs of the East
Asian now we will discuss East
Asian festivals and theatre
performances.
Another feature of East Asian
painting is face paint or make-
up. To introduce this topic,
group the learners by five (5)
Are there other mediums of
painting in East Asian
countries?
Are you familiar on what
occasions or performances that
these images had been used?
(Show pictures of face paint and
masks of China, Japan and
Korea)?
Identify each image.
What are the theatrical forms of
China, Japan and Korea that
they will use in face paint and
face masks?
What are the meaning and
symbol of the colors in each
character that the performers are
portraying?
Instruct them to watch
the video clips
showing the different
ways on how to do the
face painting or mask
painting. After
watching, tell them to
follow by applying the
colors on face or mask.
Yesterday, we learned about the East Asian festivals
and theatre performances, now we will discuss the
paper arts and knot tying of China, Japan, and
Korea.
Paper has a great function in the development of arts
not only in East Asia but all over the world.
Show the examples of paper arts like the kite, paper
boat, paper cut and knot tying. Ask the students who
has knowledge and skill in doing those arts. Ask
someone to make a sample in the class to check prior
knowledge of the students in making those folk arts.
Discuss the meaning of paper folding like the sycee,
crane and butterfly, etc
Tell students to give their opinion or idea about the
origin and importance of paper folding like the
sycee, crane and butterfly, kites then let them read
about the brief history of kites and its contribution to
the development of science and arts.
What do you usually play when you were a child?
When I was a child I usually play…
 What country invented paper? Who invented it?
 What are the paper arts and folk arts of China,
Japan and Korea
Instruct the students to answer the challenge in the
box and tell them to write it in their art notebook.
Tell the students to explain the reasons for their
answers.
Situation: You are stranded in an island with your
brother and the only things you have saved in your
school bag pack are: plastic envelop with two sheets
of coupon bond and a roll of sewing thread.

After the class sharing of their
H. Making generalizations and abstractions of answers, then tell the learners to
the lesson read the meaning of colors in
Peking Opera, Kabuki and Face
mask in Korea.
I. Evaluating learning When and why do Korean
people use mask?
Challenge: While waiting for anybody to rescue
you, what are you going to do with the two sheets of
bond paper to cheer up your brother?
Answer:
___________________________________
_
What did you learn about East Asian Arts?
What did you feel while doing the activities?
Guide the learners to follow the instruction
of activity 15 on writing My Diary on page
___ of their module.
Each student will compile all their outputs about the
arts of East Asia. Show creativity in presenting their
output about the lesson

J. Additional activities for application for

Remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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? 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 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: Inspected by:

FLORANTE JOSHUA F. BALUYOT JR. MARCOS S. GOMEZ, JR. RODRIGO G. NATIVIDAD

Teacher II, MAPEH Dep’t. Head Teacher, MAPEH Dep’t. Principal III