School: BAUA NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: MARJORIE A. NAVARRO Learning Area: MAPEH (ARTS)

Teaching Dates and

DAILY LESSON LOG September 25-29, 2023 Quarter: FIRST
Time:
In MAPEH-9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learner demonstrates understanding on….

 art elements and processes by synthesizing and applying prior knowledge and skills
A. Content Standards:
 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…
 perform/ participate competently in a presentation of a creative impression (verbal/nonverbal) from the various art movements
B. Performance
 recognize the difference and uniqueness of the art styles of the various art movements (techniques, process, elements, and
Standards:
principles of art)

The Learners….
 Identifies distinct  compares the  Identifies  determines the use or
characteristics of characteristics of representative artists function of artworks by
arts during the artworks produced in from various art period evaluating their
different art periods the different art (A9EL-Ia3) utilization and
(A9EL-Ia2) periods (A9PL-Ih-4)  Draw an example of combination of art
 Locate the pictures  write their own name Greek art. elements and principles
of ancient arts to using the hieroglyph  uses artworks to (A9PL-Ih-2)
C. Learning where it should alphabet derive the  complete a diagram that
Competencies belong  Analyzes art traditions/history of an shows the comparison
(MELCs)  Analyzes the elements and art period (A9PL-Ih-3) and contrast of paintings
importance of principles in the of different periods,
Ancient Arts to the production of work sculptures and
evolution of arts following the style of architectures;
a western and  reflects on and derives
classical art (A9EL- the mood, idea, or
Ib1) message from selected
artworks (A9PL-Ih1)
 QUARTER 1: WESTERN CLASSICAL ART TRADITIONS
II. CONTENT
Ancient Art Classical Art Classical Art Classical Art Rock My World
Prehistoric Art Egyptian Art Greek Art Roman Art
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p 179, p 190, pp 196- pp. 180-181, pp 191-192, pp.181-184, p 192, pp pp.184-185, pp 192-193, p
-
Pages 197 pp 197-198 198-199 199
2. Learner’s pp 141-142, p 153, pp
p 143 p 154, pp 161-162 pp 144-146, p 155, p 163 pp 147-149, p 156, p 164 pp. 166-168
Materials Pages 159-160
Perez, V., V., Luna, L., N., and Tomas C., E., (2004). MAPEH III. Music, Art, Physical Education, and Health.Quezon City. St.
3. Textbook Pages Bernadette Publishing House Corporation
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing THE EVOLUTION OF LUCKY 7 STUDENT POP UP MINDS The teacher will ask Group Activity!
previous lesson or ARTS GENERATED QUIZbee What are the words that question to the students The teacher will
presenting the Present the lesson Ask a question about the spring to your mind when divide the class into
using an animation previous topic Pre-historic you hear “ANCIENT groups and will
new lesson
about a cave drawing Art, a student who will EGYPTIAN ARTWORKS” asked the learners
(ELICIT) that comes to life, and answer the question to prepare their art
travels through famous correctly will be the first materials.
art pieces throughout and the same student to
time. ask questions to
challenge his or her
classmates. The LUCKY
7 student Generated
Quizbee will continue
until the seventh student
answer the question
correctly
B. Establishing a Using a time line graph Hieroglyphs Students will Play a video about Show a picture of The show examples of
purpose for the (see pp 140-141 LM write their own name GREEK ARTS Coliseum. Ask the students a rock with design.
 lesson MAPEH Arts 9) from using the hieroglyph about the significance of the This will serve as
(ENGAGE) Ancient Art to Medieval alphabet. Coliseum in the western springboard to the
Art Period and pictures history. next activity.
as representation of Art
forms let the students
classify the following
images into their
respective periods.
C. Presenting Locate the pictures to Show a picture of a CONCEPT MAPPING STORY TELLING Students will
examples/ where it should belong pyramid of Egypt and ask Story tell about Rome using proceed with the
instances of the and present the topic a question. NATURALISM the following pictures activity.
new lesson for the day on PRE-  Head of Alexander
HISTORIC ARTS Collect ideas to the  The portonacio
(EXPLORE) students about the word Sarchophagus
NATURALISM After  The Colosseum
collecting ideas present
the lesson by stating;
“Greek style was a taste of
Western Realism or
NATURALISM”
D. Discussing new Discuss the following Present the following Discuss the following: Discuss the Roman Art Continuation of the
concepts and prehistoric art: through pictures: Greek painting using a video clip Activity
practicing new  Painting  Egyptian painting  Fresco
skills #1  Sculpture  Hieroglyphics  Encaustic
 architecture  Pyramid of Giza  Vase painting Greek
architecture
E. Developing Gallery Walk: Ask the students to relate differentiate Greek orders Ask the students: What is Continuation of the
mastery (leads to Students will explore Egyptian art work to of the GREEK the greatest contribution of Activity
formative multiple texts or images some Philippine artworks. ARCHITECTURE by Roman Arts to the modern
that are placed outside drawing images on the world?
assessment)
the room. board using the following
(EXPLAIN) descriptions
DORIC- simplest
IONIC- scroll
CORINTHIAN- encantus
leaves
F. Making ACTIVITY TIME: Fill in the box with the Let’s play DRAW IT? Group the students into 3 Continuation of the
generalizations Analyzing Primary characteristics and GOT IT? and will be asked to Activity
and abstractness Source function that would best compare and contrast
Group the students into describe the painting, The class will be divided paintings of different periods,
to the lesson
5 and provide different sculpture and architecture into two (ex. GIRLS vs. sculptures and architectures
(ELABORATE) pictures of pre-historic of Ancient Egypt. BOYS) Each group will
arts. Members of the chose a member to pick
group will answer the an Egyptian art work and
following questions draw it on the board their
 individually. Their remaining group members
leader will collect best will guess the word by
answers and chose a analyzing each element
representative to presented
discuss.
G. Evaluating Collect the students’ Let the students answer Identify 5 elements or How does the sculpture of Group Presentation
learning individual papers in the several questions characteristic of arts that Rome, “The Portonacio guided with rubrics.
(EVALUATION) activity Analyzing regarding the classic make GREEK ART Sarcophagus differ from
Primary source. Egyptian art visually unique. Myron of Greece (see rubric on page
167-168)
H. Additional Answer worksheet Answer worksheet In a short bond paper Remind students to bring art
activities for CAVE ART IS... Ancient Civilization Draw a house using the 3 materials (flat rock, rocks
application and Greek columns identify the with sharp edges, etc.)
columns and write the
remediation
difference of the following.
(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 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?
Prepared by: Checked by: Noted by:

MARJORIE A. NAVARRO PRESCILA M. LICUPA JOSELYN S. ALIPIO, PhD.

Teacher I Master Teacher I Secondary School Principal II